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A QUALITATIVE STUDY ON THE INFLUENCE OF GENERAL ACADEMIC STRAND IN COLLEGE PREPARATION TO SENIOR HIGH SCHOOL STUDENTS

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The problem and related literature.

Introduction Catigan National School solely offers the General Academic Strand. General Academic Strand (GAS) is a Senior High School strand that takes on a generalist approach in preparing students for college. It covers various disciplines like Humanities, Social Sciences, Organization, and Management. Given that GAS does not specialize in any one strand, you are free to select any university degree program from among the three alternative strands based on your elective selections. Students who are unsure of what degree they wish to pursue in college are specifically catered to do by this strand. The GAS strand was created to enable learners who struggle to make decisions to continue with any college program. This may have an influence on the students' decision regarding the course they will take. Some students simply go along with what their parents decide for them to do, while others choose their own courses despite not even knowing what degree they actually want to pursue in college. According to Cruz (2014) Grade 10 students in the K to 12 curricula are still unsure of what course they want to pursue in college. The name of Grade 11 Senior High School (SHS) rather than First Year College is a change in name, as far as career planning is concerned. Some students do not even know what they really want to major in, but all they want is to have a college degree. This is an anomaly about education that K to 12 wants to correct, as taking college for the sake of it is like falling in love because being in love feels good. The fourth strand in the

Academic Track of Senior High School (SHS) is about providing a way for undecided students to enter higher education. The General Academic Strand is also the best choice for students who seek a well-rounded education that will allow them to pursue a variety of careers and academic courses after graduation. Making a choice is the hardest thing to do as a student. Everyone has the freedom to choose their own path, but not every path is good, and taking the wrong one can completely alter your life. It's not always a good thing for students to have such strict parents, but we understand why they are that way. We think it's because they want their kids to succeed in life or to be just as perfect as they are. The K to 12 curriculums has made provisions for these immature students that have not yet thought seriously about their future. Most students believe that as long as they complete college and have a diploma, it does not really matter what degree they obtain. Students will have a difficult time for themselves when choosing or deciding what courses to take in college because it can be quite complicated, but with the aid of this study, they will be able to know which major would be the best fit for them. Likewise, it will provide advantages and benefits for students who will take the GAS or are presently taking the GAS because they will be able to understand the difficulties, problems, challenges, and struggles as well as how the GAS or general academic strand will affect them. In Maguindanao Philippines, a study conducted by Parcon, Ibañez, Ocaya, and Vidad (2017) found that making decisions is the hardest thing a man should do. Most high school graduates know what course they want to pursue in college, but some students do not even know what they want to major in. A quotation states that

Review Related Literature This chapter includes the ideas, finished thesis, generalization and conclusions, methodologies and others. Those that were included in this chapter helps in familiarizing information that are relevant and similar to the present study. Based on the article of Lumboy (2019) about Senior High School Strand Choice: Its Implication to College Academic Performance, “Ready for work, ready for entrepreneurship, ready for college,” this is the battle cry of the Philippine Education System in implementing the K-12 Curriculum. The additional two years of basic education is intended for career or college preparation. The CHED Memorandum Order No. 105 emphasizes academic freedom, learners can still enroll whichever college course they prefer regardless of the senior high school strand they have taken. This somehow depicts the purpose of having different tracks to prepare learners either for the job, business or college education. In addition, according to Kaneez and Medha (2018) about the Factors Influencing Grade 10 Students’ Career Choice in Mauritius there were evidence of parents influences on children’s career choice. Most students considered their academic performance and spent 1 to 3 months to decide what to study. Thus, from the findings, some recommendations were made to enable students to make informed decisions. According to Informatics (2020), unlike other K to 12 tracks and strands that are specific to a career, GAS gives you the chance to weigh your options. GAS is a Senior High School strand that takes on a generalist approach in preparing students

for college. It covers various disciplines like Humanities, Social Sciences, Organization, and Management. Since GAS does not specialize in any strand, you are free to choose any college degree program under the three other strands based on the elective you will choose. Moreover, a possible course to pursue from this strand is Education. Also, a supported research study by AMA University Online Education (2020), General Academic Strand (GAS) is Designed for students who prefer a diverse selection of courses. The strand aims to provide the students with a framework of liberal education equipping them with a knowledge and skills to facilitate intellectual and physical growth, to pursue their studies in college or university and contribute to the improvement of the community in which they live. The GAS Curriculum includes specialization in the arts, humanities, business, sciences and mathematics. In Nueva Ecija University of Science and Technology (2018), research conducted entitled The Effects of Choosing General Academic strand on Students who have Undecided Career Choice. Every choice comes with a consequence. Once you make a choice, you must accept responsibility. You cannot escape the consequences of your choices, whether you like them or not. Students face a lot of pressure when it comes to planning for their future. Choosing a course in college could not only make or break the next four years of your life but, would be your steppingstone towards your dream job. For senior high school students, this comes more difficult as they may realize that the strands, they took may no longer fit the courses they want in a college. It was because of a simple change of heart, or maybe because they discovered new skills over a span of two years.

The following benefits they will receive from SHS are: On the Job Trainings (OJT), assessments, applied and specialized subjects that have direct link to college, and other programs that prepares them for tertiary level of education. Among all the SHS Tracks, the Academic Strand students are expected to enter college in order to continue the subjects they already took while they are in Senior High School, because every subject being produces in this level are connected and extracted from college level courses based on their strand. With the positive roles, functions, impact and benefit of the Senior High School, many students considered the positive effects of the program not just to them, but also on the teachers and family relatives that are also the beneficiaries of the new educational system. According to Malaguial, Gacoscos, Martinez, Abusama, and Valdez (2023) in the article of Senior High School Strands: Factors Affecting the Students’ Preference, choosing a senior high school strand is one of the most challenging decisions that junior high school students will have to face. The study aimed to help students decide on their future senior high school strand by knowing the factors’ influence levels and their relationship with their decision. Also, a research study by Manapsal (2018) about Factors of Undecidability in Career Choices of Grade 11 GAS Students Basis for Career Decision-Making Program, this study determined the factors of undecidability in making career choices and identified the problems and difficulties encountered by GAS Grade 11 students as a basis for Career Decision Making Program. The parallels between these studies and our research are the impacts, affects, or insights in GAS or general academic strand for Senior High School

students and their college preparation, as well as the implications for selecting a strand.

With the aforementioned background, it is essential to study the influences of General Academic Strand to SHS GAS students. Many previous researches have taken a statistical approach focusing on the effectiveness of GAS Strand. However, there is a little research about the student’s lived experience and the influence of GAS strand in college preparation. To aid this growing need, the present study endeavors to explore more about the influence of GAS Strand in College Preparation and holds high significance in opening up new perspective for educators, instructional material makers, and policy makers on commitment and participation in planning and implementation. The researcher believes that education is a continuous process of change for the better. Therefore, there is always a room for improvement. Even the best can still be improved through research and further studies.

were Key Informant Interview (KII), Focused Group Discussion (FGD), and Data Analysis. The Output is conclusion and recommendation to the future researchers.

Statement of the Problem This study aims to find out the lived experiences on the influences of GAS strand in college preparation towards the selected GAS Senior High Students at Catigan National High School. Specifically, this study sought answers to the following questions:

In preparing for your college dreams, why did you choose General Academic Strand (GAS) among other Senior High School Strands?
What are the positive and negative influences of choosing General Academic Strand (GAS) in the student’s college preparation?
How will you promote General Academic strand to the upcoming Senior High School Students? Assumption Although the researchers think that understanding or learning about the influence of General Academic Strand (GAS) is important, this study will benefit current and upcoming Senior High School students in giving influence in choosing their field in college.

This chapter presents the procedures and methods that describe the steps taken to achieve the set study objectives. The steps concerned include the methods and techniques of the study, population and sample of the study, research instruments, data collection procedure and data processing and analysis. Research Design This study utilized Qualitative Research Design. It is a scientific method of observation to gather non-numerical data. This type of research refers to the meanings, concepts, definitions, characteristic, metaphors, symbols and description of things. Qualitative study is an effort to understand the nature of a setting and the experiences others have (Merriam, 1998). Qualitative studies are concerned with non-statistical methods of inquiry and analysis of social phenomena (Creswell, 2012). Stake (2010) defined that qualitative research as “interpretative research”. Specifically, this approached from an Interpretive Narrative Research Analysis (IPA) perspective. The study of Narrative Research is based on discussions and reflections of the direct perception of meaning and the perceptions of the phenomena studied (Routio, 2007). In a qualitative research sample, the use of the IPA method reiterates the fact that its primary objective and essence is to explore the 'lived experiences' of the research participants and encourage them to narrate the research results through their 'lived experiences' (Alase, 2017). Therefore, the

When decision-making can be achieved through qualitative and descriptive information.
When it is important to gain an understanding of the perspectives, behavior and motivations of customers and partners of an activity or project in order to explainthe shortcomings and successes of an activity.
When generating recommendations is the key purpose. This type of interview gives the researcher opportunities to probe for view and opinions of the interviewee. Probing is a way for the interview to explore new paths which were not initially considered (Gray, 2004). Having key themes and sub-questions in advance lies in giving the researcher a sense of order from which to draw questions from unplanned encounters (David & Sutton, 2004). Focus Group Discussion (FGD) is a good way to gather together people from similar backgrounds or experiences to discuss a specific topic of interest. The group of participants is guided by a moderator, the researcher, who introduces topics for discussion and helps the group to participate in a lively and natural discussion amongst themselves (Krueger, 1988). The strength of Focus Group Discussion relies on allowing the participants to agree or disagree with each other so that it provides an insight into how a group thinks about an issue, about the range of opinion and ideas, and the inconsistencies and variation that exists in a particular community in terms of beliefs and their experiences and practices (Stewart & Shamdasani, 1990). Holloway and Wheeler (2002) stress the strengths of FGD: (1) Participants are provided an opportunity to reflect or react to the opinion of others with which they may disagree or of which they are unaware; (2) The dynamic interaction among participants stimulates their thought and reminds them of their own feelings about the research topic; (3) Informants can build on the answers of others; (4) The researcher can clarify conflicts between participants and ask about this different view.

Data Gathering Procedure The study used in-depth interviews for data collection, aiming to portray a comprehensive picture of the lived experiences of selected General Academic Strand students towards the influence of their strand in college preparation. This study utilized two sessions of interviews, Key Informant Interview (KII) and Focused Group Discussion (FGD). All interviews were conducted through a face-to-face interview. First to administer will be the Key Informant Interview. Each of the participant will undergo this interview for approximately 30-45 minutes. Consequently, they were joined together for the focus group discussion that lasted roughly 60-90 minutes. All interviews were digitally recorded in order to capture verbatim language and voice inflections. Transcription of the digital recordings were done to ensure quality. Participants were provided a copy of the transcript to guarantee accuracy. A follow up phone call and zoom meetings were made to participants allowing them to state concerns, make corrections, or ask questions. At the conclusion of the sessions, the participants were given a note and token of appreciation. Data Analysis The goal of Narrative research is to understand a particular experience by obtaining information from individuals who have lived the experience and then illuminating the central themes and fundamental structure of the experience through analysis (Moustakas, 1994). Essentially, the goal is to identify common themes in the participant descriptions in order to arrive at an overall understanding of the phenomenon under study.

Ethical Considerations The following will be considered before, during, and after the study will be conducted. Informed Consent. The researcher only accepted participants who have read and comprehended the document outlining the study intent, general knowledge, and significance. This involves the researchers’ identities and the study’s intent, as well as any potential untimely consequences and the people who will have access to the results. Its key goal is to have well-informed participants who make well-informed decisions about the questionnaire and interview they will be taking part in. Voluntary Participation. Participants should participate voluntarily rather than forcefully because they have the option to withdraw their participation at any time without penalty, even if no clarification is given. Do No Harm. Anything that may cause harm to the participants, including but not limited to torment, nervousness, stress, decreased trust, or an invasion of privacy, would not be permitted, and it is therefore necessary for the evaluation process to prevent any discomfort to the participants. Confidentiality. This implies the sensitive data is not shared with anybody other than the researchers. Furthermore, confidentiality ensures that all information about the respondents is excluded from any study or archive that is circulated. It is important to think about how reports are written to ensure that no one can be identified.

Trustworthiness Instead of concentrating on the data, which can be known as quantitative market analysis, qualitative research focuses on the data's trustworthiness (Devault, 2019). Qualitative analysis is valuable because it tests factors that statistics cannot. Qualitative approaches can also detect patterns before they appear in quantitative data. Data trustworthiness has four key components: credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Credibility is the equivalent of internal validity and is concerned with the element of truth-value (Korstjens & Moser, 2018). The qualitative researcher's level of confidence in the accuracy of the research study's results is referred to as credibility. This all comes down to the point, "How do you know your results are correct and true?" Qualitative researchers may use triangulation to demonstrate that the results of a research study are reliable (Statistics Solutions, 2021). The term "transferability" refers to the effort to generalize study results and adapt them to different circumstances and contexts (Houghton, Casey, Shaw, & Murphy, 2013; Polit & Beck, 2012). Researchers cannot prove that results based on data interpretation are transferable, however they can demonstrate that they are probable. Researchers contribute to the study's transferability by providing a rich, thorough explanation of the context, place, and people studied, as well as being open and honest about the study's analysis and reliability. Researchers must paint a vibrant image for readers that will both educate and resonate with them (Amankwaa, 2016).

Results and Discussion This chapter discusses the Results of the Data Gathered. It presents, analyze and interprets the data. The data presented consist of the following transcription, highlighted significant statement, and formulated meanings. Transcription of the Gathered Data ResearchersBryl Jade V.: Good Morning everyone I’m Dave Andrie Abenoja, and I’m Penional, and I’m Ian L. De Castro, and we will be Interviewing Christian Rey Sumalpong in our Research Study, entitled A Qualitative Study on the Influence of General Academic Strand in College preparation to Senior High School Student. Good morning, Sir Christian Rey and now we will start our interview questions. Researcher Ian: In preparing for your college dreams, why did you choose General Academic Strand (GAS) among Senior High School Strand?

Respondent Christian Rey: Gi pili nako ang GAS strand kay mas makatabang man gud ang GAS strand sa akoa para I prepare akong sarili pagka college kay ang GAS strand man gud more in performance task more in study more focus kay tungod maka focus jud ka kay daghan kaayu syag subject nga need nimog study and need oud nimog lot of lot of time para ma prepare imung self dre sa GAS strand kay dle kay sa uban strand man gud

same lang man pero mas grabe jud ang GAS strand mas ma kuan jud mas ma challenge imung self sa GAS strand ug mas ma prepare ug ma manage nimo imung sarili kung unsaon pagtataas sa imung self, self-confidence ug self-knowledge ug gain ug gain.

English Translation (I chose GAS strand because it helps me to prepare myself for college, the GAS strand is more on performance task and more on studyand more on focus, you really need to focus because there are a lot of subjects that you need to study also you need a lot of time to prepare yourself because GAS strand is not like any other academic strand, because in GAS strand you willbe challenged you need to prepare and manage yourself on how to increase your self-confidence and self-knowledge.) Researcher Dave:on why you chose General Academic Strand? Number 2 do you have any motivation or inspiration

Respondent Christian Rey: My motivation to choose this strand kay gusto nako ma challenge akong sarili dre nga strand kay dre man gud na sa GAS open tanan, tanan strand drea naa syay pagka HUMMS naa pagka STEM, dre kay ma challenge pud nimo imung sarili ma motivate nimo imung sarili Background sound: (Momo: Kim wala man dire) Ma motivate nga mag mag murag kuan gud murag mag pursigi gyud na mag study kay d madalag katawa dre nga katawa sa GAS ang tanan need jud nimo mag study mag focusses sa goal and focus sa mga achievement na gusto nimo ma abot. English Translation
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Course : General Academic strand

University : systems plus college foundation.

research on sample business plan that are applicable to the general academic strand

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Levels of Effectiveness of Work Immersion in Academic Development of Selected Grade 12 GAS Students in Bestlink College of the Philippines

Daisy Bacus
Irone Maek Ambit
John Bryan Illustrisimo
Mark Lester Palero
Jorge Villasan
Giovanni Bernales Jr.

Work immersion is a key subject in the senior high school (SHS) curriculum that may be conducted in different ways and time frames as needed by SHS students. This subject provides learners opportunities to familiarize themselves with the workplace, stimulate employment, and apply their competencies in areas of specialization/applied subjects in an authentic work environment. SHS students have to immerse themselves in a workplace that is related to their field of specialization to enhance their competencies.Quantitative descriptive method was used because this study mainly investigated the level of effectiveness of the work immersion in the academic development of selected Grade 12 General Academic Strand students in Bestlink College of the Philippines. Purposive sampling was utilized to choose 50 Grade 12 General Academic Strand students to assess the level of effectiveness of the work immersion in the academic development of students. Based on the summary, with the weighted means of 3.95 for male respondents (with the verbal interpretation of strongly agree) and 4.51 for female respondents (with the verbal interpretation of very strongly agree), the results showed that work immersion is effective in acquiring knowledge. With the weighted means of 4.08 for male respondents and 4.17 for female respondents, both groups strongly agreed that work immersion is effective in acquiring skills. With the weighted means of 3.98 for male respondents and 3.95 for female respondents, both groups strongly agreed that work immersion is effective in acquiring academic competencies. With an overweighted mean of 3.98 for male respondents and 3.95 for female respondents both strongly agree that acquiring knowledge, development of skills and improve academic competencies are effective in the academic development of the students. Based on the findings of the study and the conclusion drawn, the following guidelines were forwarded: students can develop their knowledge by gaining more knowledge, they can be prepared for employment, students can gain new skills, they can improve waiting capabilities, they can develop their oral and verbal communication skills, they will be the guide in making right decisions, they can enhance their technical skills, they can improve their time management,they can develop their academic skills through academic development, they can enhance their studying skills, and they can develop their analytical and critical thinking skills.

How to Cite

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Strand and Statehood Predictors of Senior High School Graduates: A Tracer Study

2021, International Journal of Sciences: Basic and Applied Research

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