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Chapter I The Problem and Its Background Introduction “Stay true to yourself

March 1, 2019 0 Comment

Chapter I
The Problem and Its Background
Introduction
“Stay true to yourself, yet always be open to learn. Work hard, and never give up on your dreams, even when nobody else believes they can come true but you. These are not clichés but real tools you need no matter what you do in life to stay focused on your path”. -Phillip Sweet
A career choice is important because it determines your success in the next stages of your life. Career selection is one of the many important choices students will make in determining future. This decision will impact them throughout their lives. The essence of who the student is will revolve around what the student wants to do with their life-long work. Career-related decision-making, career learning/development and progression are, therefore, regarded as desirable outcomes from a wide range of interventions required to support individuals in making successful career transitions throughout their lifetimes. However, achieving clarity about the precise nature of the interventions required to achieve these outcomes, and the conditions necessary to support their successful implementation is not straightforward. Even at a basic level, the nature of career decision-making and learning is, itself, contested.
Having career goals helps provide direction and focuses your attention on attainable outcomes of the educational process. Knowing where you are going with your academic program, in terms of clear goals, helps stimulate and maintain motivation. Motivation has been shown to be a critical component of academic success. Therefore, clarifying your career goals can result in immediate as well as long-term gain.

In 2011, the Department of Education has made the historic implementation of shifting from the 10-year basic education curriculum to the Kinder to 12 Program (K-12) in phases. The added two-year Senior High Track aims to equip you with knowledge and skills that will help you prepare better for your chosen path.
Students must now pass through two divisions in high school, such as junior high school and senior high school for them to receive a full-fledged diploma. To keep up with the K-12 mandate of the Department of Education (DepEd), schools now offer junior high (Grades 7-10) and senior high (Grades 11-12).
The Completers of Junior High or Grade 10 will receive a certification by the end of the program but are not legitimate graduates unless they study and pass the senior high school track courses. Under the Enhanced Basic Education Act of 2013, senior high school (SHS) students must pick among four tracks; Academic Track: Technical-Vocational-Livelihood Track: Sports Track: Arts & Design Track:
For the Academic Track:
This track appeals to those who have set their minds towards college education. Divided into degree-specific courses, the Academic track in senior high school aims to prepare students to more advanced university courses. Under the senior high school Academic track are the following strands: General Academic (GA): Humanities and Social Sciences (HUMMS): Science, Technology, Engineering and Mathematics (STEM): Accountancy, Business and Management (ABM)
For the Technical-Vocational-Livelihood Track:
If you are not sure if you will be able to pursue any degree after Senior High or if you want to earn money immediately after graduation, then this track is for you. Even without college, Technical-Vocational-Livelihood track will equip you with job-ready skills in the future.

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This track also invests primarily on skills that can gain you requisite COCs (Certificates of Competency) and NCs (National Certifications) which would be essential when looking for better career opportunities in agriculture, electronics, and trade. This is also important when applying abroad where the skills you gain would prepare you as you join the workforce. Under the senior high school tech-voc track are the following strands: Agri-Fishery Arts: Home Economics: Industrial Arts: Information and Communications Technology (ICT)
For the Sports Track:
Developed to equip SHS students with sports-related and physical fitness and safety knowledge, this track appeals to those who wish to venture into athletics, fitness, and recreational industries.

For the Arts & Design Track:
Inside this course, students with a penchant for the Arts can enrolled in subjects that will hone their skills in visual design and the performing arts.

The choice of career of the students is being influenced by some factors from the social environment, mainly the parents as immediate family who plays an active role in choosing the right education for their children (Pafili & Mylonakis, 2011). As a sign of respect for the parents and culture of the Filipinos, parents or the elderly are being consulted first by their children because primarily they will be the one to provide the financial support to enter in college (Laguador, 2013).

Based on the other student their parents make decisions for their child of what course/track did they choose because their think that course/track chosen for their child is related in their future. But the other student they choose a course/track of what they want to take. And, many students have a freedom to choose course of what they want to take, or if that course/ track chosen is fit in their future.

The purpose of this study is to identify the levels of satisfaction of student on course/track chosen. If that course/track chosen is fit for their skills, ability, talents, interest. We Assess them if they satisfied or not, to know if we can provide a policy, to know if we offer or not, to add course offering or not.
In school of Porac Model Community High School (PMCHS) they offer only two tracks, the first one is Academic Track and the second is Technical-Vocational-Livelihood (TVL) Track. Under in the Academic Track there a one strand and its Science, Technology, Engineering and Mathematics (STEM). Under the Technical-Vocational-Livelihood (TVL) Track there are two strand Home Economics and Information and Communication Technology (ICT).

Among of the students of Grade 11 currently enrolled school year 2018-2019 in Porac Model Community High School (PMCHS) they choose the track Technical-Vocational-Livelihood Track (TVL). Other students think that this track is easy, because they think that the other track offer in school is too hard. But they don’t think that every track is easy if you are willing of your track taken.
There are good advantages of this track Technical-Vocational-Livelihood Track (TVL) because after you take this you have two choices if you are wanting to go in college you may process it but, if you don’t have any budget or if you don’t want for taking college you can go to abroad and you can get a job.

Review of Related Literature
By this part, this presents the literature relevant to the concept of the present study. It also analysis some studies and materials from the internet to provide enough background and information essential for the accomplishment of this study.
The review is based on systematic database searches conducted in January 2017. The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e-learning, online learning and blended learning. The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus-related and practice-related activities.

This paper conducted in January 2015. This paper develops a theoretical model of the determinants of e-learning satisfaction in teaching and learning among secondary school teachers. It is based on reviews of past studies on satisfaction in using information technology systems. Three potential groups of determinants of satisfaction among secondary school teachers were identified; user-related characteristics, organizational-related characteristics and the e-learning-system characteristics. Usage is established as a mediating variable between the three potential groups of determinants and satisfaction towards e-learning. Future research could provide a more definitive theoretical statement of e-learning satisfaction and develop an additional proposition which could be derived from a more refined theory.

Kauffman, Heather (2015). Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavorable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. 
According to Pandit, Basu (2016). This study examines satisfaction of the students of Mathematics Education towards service quality of Master level of Tribhuvan University, Nepal. The study focuses on a variety of service quality factors such as non-academic aspects, academic aspects, design, delivery and assessment, group size, programs issues, reputation and access.

According to Eden’s David (2016). Using multiple hierarchical regressions, this study investigated how Latino/students’ characteristics, academic major, campus climate, and faculty interactions explained the variance in students’ levels of satisfaction with advising, course availability, and instruction at highly selective institutions. Latino/a students’ satisfaction was found to significantly differ from some of their peers, but not from other White students. The regressions found that campus climate was the most significant predictor of all three areas, followed by student-faculty interactions.

According to Niloofar Motefaker (2016). This article aims to study the level of satisfaction of the students of the Faculty of Social Sciences with welfare services of Imam Khomeini International University of Qazvin. Due to the poor quality of some welfare services of the university and students’ dissatisfaction, this subject has been chosen to improve the quality of welfare services of the university.

According to Ali noorafshan (2014). This study aimed to find an appropriate method to inform senior high school students to correctly select their academic field of study and their intentions.

According to Pamela Lenton (2015). The UK National Student Survey (NSS) represents a major resource, never previously used in the economics literature, for understanding how the market signal of quality in higher education works. In this study, we examine the determinants of the NSS overall student satisfaction score across eleven subject areas for 121 UK universities between 2007 and 2010. Using a unique panel data set and estimating random effects and fixed effects models, we find large differences in NSS scores across subjects and across different groups of universities, which implies that the raw scores should not be used as a method of ranking.

According to Richard Herdlein (2015). The study of student satisfaction, needs, and learning outcomes was commissioned by a comprehensive university in Western Europe to provide a professional evaluation of student services and the co-curricular activities of students. Such a study had not been completed in the past and was needed to align student services with the mission, long-range goals, and strategic planning of the university.

 According to Juan Carlos Campana (2015). We show that the level of satisfaction of the students varies according to their field of study, finding that students in Engineering and Science are comparatively less satisfied than those in other disciplines. Also, expectations about whether having a university degree will be enough to obtain a job are associated with their level of satisfaction.

According to P. Shayan, E. Iscioglu (2017). Learning Management Systems (LMS) have played a significant role in education. The purpose of this study is to investigate the acceptance level of LMS amongst students of two Universities in Tehran, Payamnoor and Farhangian. The total number of participants was 200. This study was directed based on a quantitative research method and data collection from a questionnaire which was then interpreted according to accurate statistical procedures through SPSS software. Results show that most students, regardless their gender, age, and department were satisfied with the usage of Payamnoor and Farhangian LMSs. However, a student’s grades seem to play a significant role regarding his or her level of satisfaction from the LMS.

According to Fernando (2017). Students’ satisfaction can be defined as a short-term attitude resulting from an evaluation of students’ educational experience, services and facilities. Earlier it was measured by common satisfaction frameworks, but later higher education specifies satisfaction models were developed.

Ladyshewsky, Richard (2013). This study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focusing on how the instructor mediates this satisfaction, satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course.

Amal Keblawi (2013). The study found that the students were satisfied with the university, despite a negative service quality-gap. Furthermore, service quality only affected customer satisfaction to a small degree. Also, we found a positive relation between the impact of positive news and the level of satisfaction amongst the students.

The main goal of this study is to verify if a greater number of students within a University department is an influential factor on the quality of instructors’ teaching and evaluating. One of the key analytic theses of this study, is to prove whether there is difference between the level of students’ evaluations of their professor’s quality and forms of teaching, and the students’ participation in small, medium or large student groups within their department in the Hasan Prishtina University undergraduate program.Nara Martirosyan (2015). The purpose of this paper is to investigate factors that affect student satisfaction in college environment in Armenian Higher Educational Institutions (AHEIs). Factors investigated in relation to student satisfaction included: demographics, faculty services, academic experience, students support facilities, campus life, and social integration.

According to Patrice Potvin (2014). The relationship that exists between students and science and technology (S;T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/motivation/attitude (I/M/A) towards S;T have been recorded.

Statement of the Problem
This study seeks to describe the Levels of Satisfaction of Senior High Students on their chosen course or track as basis for policy formulation.
Specifically, this study seeks to answer the following:
How the respondents may describe in terms of;
Age
Civil Status
CourseTrack
How the respondents know if that chosen track is fitted to them?
What are the reasons why they choose their CourseTrack?
What is the lived experience of the students for choosing course rack?
Hypothesis
H01: The respondents didn’t know if that chosen course rack is fit to them.

H02: There are several reasons why students choose their course rack, some reasons are advice of others there just believing of others rather than their self and, their parents.

H03: The students don’t have any live of experienced for choosing course rack.

Theoretical Framework
A course can have a lot to say about the employment prospects of job seekers it is important that incoming students take some time to evaluate options. A path can make great impact for your future which plays a great role on what you will become, that is why, as a graduating high school student, it is important to consider various options that will affect your choices on what course to take in college.

According to John Holland’s (1985) theory, there are 6 types of vocational personality which could make individuals better predisposed to certain occupations. Holland’s fundamental underlying hypothesis is that people will have the most job satisfaction in occupations that match their personality type and so tend to choose a career that is reflective of them of their personality. Quoting John Holland himself, “people can function and develop best and find job satisfaction in work environments that are compatible with their personalities” (ICDM, 1991, p. 4-4).

Because of this theory, it can be applied to the respondents who are choosing a course rack. People can be applied this to their self because if you apply those 6 types of vocational personality (realistic, investigative, social, conventional, enterprising and artistic) it will become easy for choosing best track for you.
Conceptual Framework

Scope and Delimitation
This study involves in grade 11 students currently enrolled school year 2018-2019.The respondents are the ICT, BP, DM, STEM students in PMCHS our respondents are the male and female. The study is conducted among students currently enrolled school year 2018-2019. The respondent’s interview by the semi structured interview.

Significance of the Study
The purpose of this study is to identify the levels of satisfaction of students on course rack chosen. If that course rack chosen is fit for their skills, ability, talents, and interest. This study is important for the benefits of the following:
Teachers
This study helps the teachers to easily notice those students who were really dedicated to their studies. And, teachers will have more understanding what the satisfaction of course rack it is.

Parents
This study helps parents because they will know the advantage of choosing a course rack. And how their children choose their strand that fitted for their skills, ability, talents, and interest.
Students
Because of this study, every student is having freedom to choose track of what they want to take. By this process, the students will have more understanding of what course rack fitted to them.
Future Researcher
This study will help them as a guide in conducting their own research. And, they will have knowledge and understanding for choosing a course rack.
Definition of Terms
For better understanding of this study, several relevant terms are defined as follows:
CourseTrack- it refers to the ICT, B&P, STEM, and DRESSMAKING.

Course offering- if we can provide another course or not.

Senior high school- it refers to the grade 11 students currently enrolled school year 2018-2019.

Pmchs- it refers to school of the interview respondents.

Satisfaction- refers to satisfactionsatisfied of the students on their track chosen.

Policy formulation- if we can provide another policy formulation if the respondents didn’t satisfy on their track chosen.
Department of Education (DepEd) – it refers to schools offer junior high school (Grade 7-10) and Senior High (Grade 11-12).

CHAPTER II
Methods and Procedures
This chapter discusses research design, respondents, research local, sampling technique, data collection, and ethical consideration that adapted to this study.
Research Design
The researchers will use the Descriptive – Qualitative method. Descriptive – Qualitative involve describing in detail specific situation using research tools like interview (semi structured interview). This design intends to understand how the Senior High students satisfied on their track chosen and how is their experience of choosing of their track. It focuses on gathering of mainly verbal data rather than measurement.
Respondents
The respondents of this study are the Grade 11 Students in Porac Model Community High School currently enrolled school year 2018-2019. The respondents are the Male and Female of STEM, ICT, B;P, DRESSMAKING students. The researcher chooses the age of the respondents 16-21 years old. If the respondents are below 16 and 21 and above. The researcher didn’t do an interview for them because the age target of this research is 16-21 years old.

Research Locale
In this research, we conduct in Porac Model Community High School (PMCHS) this is a Public School and it`s under the Department of Education (DepEd). Under the Department of Education (DepEd) there are 2 sources, first is Jr. High School and last is Sr. High School. We choose this school because we are part of the school.

Sampling Technique
In this study will use the non-probability under the non-probability the researcher use the snowball. We choose this snowball because it can be useful to the researcher like us because if you don’t have any time, budget and so on. And, it will easy to use this rather than the other of non-probability and also if you have fewer respondents this snowball you must use. The researcher used the snowball non-probability for this research.
Data Collection
In this study the researcher will going to give a questionnaire for their respondents and interview them individually. The purpose of this data collection is the process of gathering data and measuring information. The researcher collects all the answers of the research problem. For this study will going to use the semi-structured interview.

Instrument
The researcher will use the semi-structured interview. The researcher will give the questionnaires of the respondents and interview them individually. The researcher asks them by their (a) name (b) age (c) gender (d) course rack while the researchers interview them they will record their answers to get clearer and after that the researcher will collect all the answers of the research problem.

Ethical Consideration
Researchers will make sure that all data gathered will be kept private and will only use for this study. The researcher will ask the respondents for their willingness to participate in the study. After that, the researcher will explain the constitution of the study and the limit of their participation.

Chapter III
Presentation Analysis and Interpretation of Data
This chapter presents the transcribed responses of the respondents in the interview made by researchers and also included the presentation analysis interpretation of data or responses collected from the respondents.

Presentation of Transcribed Interviews of Research
Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 1: Yes, because it helps me in my college course.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 1: Interesting, Very Difficulty, Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 1: Interest
Q#4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 1: Yes, because this track will help me in my college course.
Q5: What are your reasons in choosing this trackstrand?
Respondent 1: because this track will help me In my college.

Q6: Since you are stem, why did you choose this strand instead of others strand like BP, STEM , ICT, DRESSMAKING?
Respondent 1: Because this fits me.

Q7: What are your experiences of choosing this course rack?
Respondent 1: a little bit hard.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 1: ICT, because I also love computer.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 2: Yes, to have an experience.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 2: Interesting, Not difficulty, Very Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 2: Skills.

Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 2: Yes, to have fun and enjoyed.

Q5: What are your reasons in choosing this trackstrand?
Respondent 2: to have an experience and to know how to cook.

Q6: Since you are B;P, why did you choose this strand instead of others strand like , STEM , ICT, DRESSMAKING?
Respondent 2: to have an experience
Q7: What are your experiences of choosing this course rack?
Respondent 2: baking some bakery products
Q8: If you have chance to choose another course rack. What is it and why?
Respondent 2: HUMSS, and future teacher because I want to share my stock knowledge.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 3: No, because HUMSS is I want to take but I don’t have any choice that`s why I choose this B&P.
Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 3: Interesting, Not difficulty, Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 3: Skills
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 3: No, because I don’t want this track because humss is that I want to take
Q5: What are your reasons in choosing this trackstrand?
Respondent 3: to know how to bake, cook, and to have an experience of this track B;P.

Q6: Since you are B;P, why did you choose this strand instead of others strand like , STEM , ICT, DRESSMAKING?
Respondent 3: because this track is easier track then the others.

Q7: What are your experiences of choosing this course rack?
Respondent 3: we learn how to cook.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 3: ICT, to get more clear about the computer.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 4: Yes, because I also love to cook.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 4: Very Interesting, Not difficulty, SatisfiedQ3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 4: Skills, Future and Talents
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 4: Yes, to continue what I take before in Jr. High School.

Q5: What are your reasons in choosing this trackstrand?
Respondent 4: because my family wants it.

Question #6:
Since you are B;P, why did you choose this strand instead of others strand like , STEM , ICT, DRESSMAKING?
Respondent 4: if im in stem im so stunned to end up if I take the ict I don’t have any passion of technology and dressmaking I don’t know how to sew.

Q7: What are your experiences of choosing this course rack?
Respondent 4: to continue my strand before.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 4: ABM…
Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 5: No, my mother choose this track for me.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 5: Very interesting, Not difficulty, Very Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 5: Future
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 5: No, because gas track is that I want to take not this B;P.

Q5: What are your reasons in choosing this trackstrand?
Respondent 5: because I love to cook also.

Q6: Since you are B;P, why did you choose this strand instead of others strand like , STEM , ICT, DRESSMAKING?
Respondent 5: no choice.

Q7: What are your experiences of choosing this course rack?
Respondent 5: to cook.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 5: GAS, HUMSS because that’s what I want track to take.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 6: Yes, because I like computer and just in case if have a damage I know how to do it.
Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
Respondent 6: Interesting, Difficulty, Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 6: Skills
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 6: Yes…
Q5: What are your reasons in choosing this trackstrand?
Respondent 6: to learn how to arrange the damage of computer.

Q6: Since you are ICT, why did you choose this strand instead of others strand like , STEM , B&P, DRESSMAKING?
Respondent 6: because I prefer the technology rather than the others track.

Q7: What are your experiences of choosing this course rack?
Respondent 6: I don’t have experiences already.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 6: STEM, because sometimes I also know about math.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 7: Yes, because I like the computer and also gadgets.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
Respondent 7: Very interesting, Not difficulty, Very satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 7: Skills and interest
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 7: Yes, because I love computer and also my classmates love them too I feel like were satisfied if we work as a whole.
Q5: What are your reasons in choosing this trackstrand?
Respondent 7: because I like computer.

Q6: Since you are ICT, why did you choose this strand instead of others strand like , STEM , B;P, DRESSMAKING?
Respondent 7: My friends are ICT, and if I take the B;P I feel so bored.

Q7: What are your experiences of choosing this course rack?
Respondent 7: I don’t have experience already, that`s why I take this ICT to have an experience.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 7: Probably STEM, because stem is my second choice to be an future engineering.

Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Respondent 8: No, my classmates.

Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Respondent 8: Interesting, Not Difficult, Satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Respondent 8: Skills
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Respondent 8: Yes, because I know how to sew already so I continue it.

Q5: What are your reasons in choosing this trackstrand?
Respondent 8: because I know how to sew and also my friends take this track so I was taken it too.

Q6: Since you are DRESSMAKING, why did you choose this strand instead of others strand like , STEM , B&P, ICT?
Respondent 8: because I see that this track is easier rather than the others.

Q7: What are your experiences of choosing this course rack?
Respondent 8: to sew, like panjama, handkerchief.

Q8: If you have chance to choose another course rack. What is it and why?
Respondent 8: B&P, because that`s my second choice and also I love to cook.
Analysis and Interpretation of Data
Fitted for them
The respondents didn’t know that their chosen course rack is fitted to them so the finding of this study is how the respondents know that their chosen track is fit for their skills, interest, future. The six respondents answers that their chosen course rack is fitted for their skills but the two respondents answers that it’s fitted for their interest and future.
Reasons for choosing course rack
There are several reasons why students choose their course rack, some reasons are influence of friends, advice of others there just believing of others rather than their self and also parents decision. The three respondents answer that shehe influence of their friends, and they don’t have any choice that’s why they take their trackstrand. Also parents decision their parents decide for their children if what trackstrand that they need to take.

Experiences of their course rack
The respondents didn’t know already their experiences on their chosen course rack. The two respondents answers that they don’t have already experiences of their chosen track that’s why they take their track just to have any experiences of that track. But the other respondents answer that they continue their strand before like sew, cook, and bake.
Chapter IV
Conclusion and Recommendation
This chapter discusses the summary, conclusion and recommendation of the “Students Levels of Satisfaction on Chosen SHS Track: Basis for Policy Formulation”.

Summary
The Summary of this whole research study is Satisfaction of the students on their chosen course rack in senior high school. Out of 8 the 5 respondents who are satisfied on their track chosen but the 3 respondents are not satisfied on their track chosen.

Conclusion
This chapter represent the results of findings on this research study. The reasons of the respondents why did they choose their course rack because of influence of friends, and they don’t have any choice to choose another trackstrand that’s why they choose it. The other respondents they choose their track because they fit for their skills, future and interest.

Recommendation
This study will recommend on the student who are incoming on senior high school who are undergo for choosing trackstrand. The researchers recommend for them because it can help them to decide what trackstrand that they need to take if that chosen track is fitted for them
11461755080000
Department of Education
Region III
Division of Pampanga
PORAC MODEL COMMUNITY HIGH SCHOOL
Pio, Porac, Pampanga
Inform Consent:
I ____________________, will fully participate to this research entitled “Students Levels of Satisfaction on Chosen SHS Track: Basis for Policy Formulation” I will answer the questions provided with honesty and integrity, but I may not answer those: I am not comfortable with.

I understand that the researcher will video and record the entire interview as a requirement in their study
I am aware that this interview is for research purpose only; I also know that will be able not to answer the question if it is already invading my privacy.

___________________________ _______________________
Signature over printed name Date

Appendixes D
Interview Guide (English)
Q1: Is the track you are currently taking your personal choice?
– If yes, why did you choose this track?
– If no, who made the choice for you?
Q2: How do you find your chosen track?
* In terms of interest:
-interesting
-not interesting
-very interesting
* In terms of difficulty
-difficulty
-not difficulty
-very difficulty
* In terms of satisfaction
-satisfied
-not satisfied
-very satisfied
Q3: You choose this trackstrand but it fits your;
Skills
Talents
Interest
Abilities
Future
Q4: Are you satisfied with your track?
– If yes, why?
– If no, why?
Q5: What are your reasons in choosing this trackstrand?
Q6: Why did you choose this strand instead of others strand like BP, STEM , ICT, DRESSMAKING?
Q7: What are your experiences of choosing this course rack?
Q8: If you have chance to choose another course rack. What is it and why?
Appendixes E
Interview Guide (Filipino)
Question 1:
Ang track ba na kasalukuyang pinili mo ang iyong personal na pagpili?
– Kung oo, bakit pinili mo ang track na ito?
– Kung hindi, sino ang gumawa ng pagpili para sa iyo?
Question 2:
Paano mo mahanap ang iyong piniling track?* Sa mga tuntunin ng interes:
– kawili-wili- Hindi kawili-wili- Napakaganda* Sa mga tuntunin ng kahirapan- kahirapan- Hindi nahihirapan- napakahirap* Sa mga tuntunin ng kasiyahan- nasiyahan- hindi kuntento- Kuntentong-kuntentoQuestion 3:
Pinipili mo ang trackstrand na ito ngunit naaangkop sa iyong;
a. Mga Kasanayanb. Talentoc. Interesd. Mga Kakayahane. HinaharapQuestion 4:
Nasiyahan ka ba sa iyong track?
– Kung oo, bakit?
– Kung hindi, bakit?
Question 5:
Ano ang dahilan mo bakit pinipili mo ang trackstrand na ito?
Question 6:
Bakit mo pinili ang strand na ito sa halip na ang iba pang mga strand tulad ng BP, STEM, ICT, DRESSMAKING?
Question 7:
Ano ang iyong mga karanasan sa pagpili ng kurso na ito?
Question 8:
Kung mayroon kang pagkakataon na pumili ng ibang kurso track. Ano ito at bakit?

Appendixes F
Respondent Profile
Respondents Male Female
1. 11-STEM-A 1 2. 11-B;P-A 1 3. 11-B;P-B 1
4. 11-B;P-C 1
5. 11-B;P-D 1
6. 11-ICT-A 1 7. 11-ICT-B 1 8. 11-DRESSMAKING-A 1
Total: 4 MaleTotals: 4 Female
Appendixes G
School Profile

Appendixes H
Researcher Profile

Name: Gerald P. GulapaAge: 18 years old
Gender: Male
School: Porac Model Community High School
Birthday: January 03, 2000
Address: Purok 6, Pio Porac Pampanga
Name of Parents: Letticia P. Gulapa Nelson G. GulapaPlace of birth: Porac Hospital
Contact number: 09553587375
Appendixes I 173037574104500
Name: Ruth Soriano
Age: 17
Gender: Female
School: Porac Model Community High School
Birthday: July 01, 2001
Address: Blk 18 Lot 52 Model Community Pio, Porac, Pampanga
Name of Parents: Rowena E. Soriano
Felix A. SalengaPlace of birth: Balut Tondo, Manila
Contact number: 09759030665
Appendixes J
192024016256000
Name: Beth G. Tamayo
Age: 18 years old
Gender: Female
School: Porac Model Community High School
Birthday: June 14, 2000
Address: Purok 1, Palat, Pio Porac Pampanga
Name of Parents: Ines C. Tamayo
Roberto P. Tamyo Sr.

Place of birth: Porac Hospital
Contact number: 09354191969
BibliographyReferences
1 Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: [email protected]; Web site:
2 International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: [email protected]; Web site:
3 Articles from Journal of Advances in Medical Education ; Professionalism are provided here courtesy of Shiraz University of Medical Sciences
4 Department of Computer and Instructional Technology, Teacher Education, Eastern Mediterranean University (EMU), Famagusta, Cyprus. –
5 American Journal of Educational Research. 2017, 5(5), 533-539. DOI: 10.12691/education-5-5-9.
6 Ladyshewsky, Richard. 2013. Instructor Presence in Online Courses and Student Satisfaction. International Journal for the Scholarship of Teaching and Learning. 7 (1): pp. 1-23.

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