Chapter 1

INTRODUCTION

A. Background of the study

An effective system in education begins when the purpose is clear,

education is known to be a big social investment for families as well as the entire

nation, and having a quality education, even at least the basic level is known to be

not cheap at all. In order for a student to have a successful education, there must

be an additional school facilities and materials, and improvements on existing

ones, more

scholarships provided especially for the students who are financially unstable, a

better pay for the teachers to incentivize them in work, and support for activities

by funding them and encouraging people to join and support as well. This will

result to an improvement of the atmosphere for learning, encouraging students to

go to school even to public ones, not only that it is free and affordable to maintain

due to free tuition and scholarships, the services and facilities will provide

inspiration and stimulate them to study for the betterment of their future. According

to United Nations International Children’s Emergency fund (UNICEF) (2013),

being more educated means being free from want and fear, being able to acquire

jobs that pay enough for their family with dignity, and equals to more benefits to

the country as a whole in the long term view. The labor force then would not just

be docile workers, but creative and empowered ones whom cannot be bought by

cheap wages.

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The Philippines was known to be the last Asian country of not having the 12-year

education system. According to the Commission on Higher Education (CHED), in

2013, the Republic Act no. 10533 or the Kindergarten to 12 program was

implemented stating it is an act of enhancing the Philippine basic education system

by strengthening its curriculum and increasing the number of years for basic

education. The year 2014, the Philippines was ready for the K to 12 program with

the prepared teachers, facilities, and activities. The feature of the K to 12 is the

integration of the specialized tracks designed to aid students in determining their

career paths. The four tracks – academic, technical-vocational, arts and design, and

sports are aspired at giving enhancement in a student’s ability based on what a

student wants to do after graduation. The academic track has courses that will make

college life easier to adjust in terms of subject variety and difficulty. The

technicalvocational, arts and design, and sports tracks will allow students to get a

job immediately after graduation, while the academic track has further studies that

will prepare the students. The said program is said to be the latest effort of the

government to enhance the educational system to the global 12-year standard. A

promise of the Department of the Education (DepEd) was not only to add two years

for Senior high school but to improve the processes of all the schools of the

Philippines to comply to the global standards for graduates who wishes to work

abroad, and to prepare the students to be adequately prepared for college, and with

their mastered competencies and skills, the students will be able to be prepared for

the labor market making it legal to join the work force.

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The Senior high school curriculum of Siena College of Quezon City consists of the

four strands; Science, Technology, Engineering, and Mathematics (STEM),

Accountancy, Business, and Management (ABM), Humanities and Social Sciences

(HUMSS), Technical-Vocational-Livelihood (TVL). The Accountancy, Business,

and Management (ABM) strand is known to give the students’ competencies,

knowledge, and skills that they will be using in the higher education and in the

corporate world. The strand ABM is made for students who desires to become

business leaders and future entrepreneurs. The students who are fond of running a

business, coming up with strategies to earn money, and talking to clients is fit to

be in the strand of ABM. This strand focuses on the basic concepts of financial

management, business management, and corporate operations. In the curriculum

of the ABM, accounting and business management are subjects important because

this will give tools that will be needed on the journey of an ABM student to be

successful in the corporate world. The true aim of this strand is to provide adequate

knowledge, that is why there is a need to educate and train the students to be equal

with their competitors in all over the world and the country needs them to be

contributors to develop the national economy.

Students opt college courses that will lead to a career that have good paying

jobs. But how do they choose these courses? First, our culture is known to value

family, the students would rather choose courses recommended by their families

in order to maintain harmony in the family rather than choosing a course they think

they have an inclination with. Second, they will take into account that the burden

of financially providing for the family will be passed unto them after they graduate.

Lastly, an issue of the family’s resources to give support to higher education, so

3|Page
 their chosen course would not be financially draining while at the same time

popular for having job opportunities. For the strand of ABM, these are usually

accounting, marketing, business administration, banking and finance, and so on.

According to Ahmed (2017), the right career choice for the students entering into

the professional education is critical having high impact on their professional life

and future achievement. This is the turning point: it cannot be left, on intuition,

preconceived notions, wild imaginations or popular concepts. A misperceived

career choice directs all individual efforts and resources into wrong direction, when

not aligned with the expectations; would not only be frustrating rather draining of

the individual energy and wastage of resources.

B. Statement of the Problem

The researchers aim to provide answers to the following questions:

a. Major Question

What is the impact of Senior high school curriculum in choosing

a college course for the Senior high school ABM students of

Siena College

Quezon City?

b. Sub-Questions

1. What is the profile of the respondents?

2. What is the status of the Senior high school enrollment in the

ABM strand offered by Siena College of Quezon City?

2.1 Based on findings:

a. How many students took ABM related college courses?

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 b. How many students took a non-ABM college courses?
2.1.1 What are the different reasons why the students took

ABM related or non-ABM related courses?

2.2 How effective is the Senior high school curriculum of Siena

College of Quezon City in introducing college courses to the

Senior high school ABM students?

C. Objectives of the study

The research study has four (4) main objectives. These are the following:

a. Gain knowledge about how many students will be taking an ABM

related course in college and a non-related course in college.

b. Gain knowledge about the impact of Senior high school curriculum

in choosing a college course for the Senior high school students of

Siena College of Quezon City.

c. Provide information of how effective is the Senior high school

curriculum of Siena

College of Quezon City in introducing college courses.

d. Obtain credible results that may aid other researchers in the future.

D. Significance of the Study

The results and findings of this study are significant to the students

and teachers of Siena College of Quezon City. It can help to determine the

impact of Senior high school Academic Track Accountancy, Business, and

Management

5|Page
 strand to the student undertaking it in choosing their college course. This

research study can be substantial to the following aspects:

a. Siena College of Quezon City. The findings in this study can help

the institute in improving their way of training the ABM students.

Administrators will be guided on what should be emphasized by

teachers in the school curriculum to guide the students better in

choosing their college course.

b. Teachers. The result of this study will help the teachers in guiding

the ABM students in their chosen career pathway. Teachers will

help them to realize the importance of the inclination of the students

strand to their college course.

c. ABM Students. The study will provide information of the college

courses that might be shorten due to the inclination in ABM. This

will help them to choose well and be inclined with their college

course.

d. Researchers. The data of this study will serve as knowledge about

the shorten college courses due to the inclination to the strands. This

study can

be help as a future reference for more studies in the future.

E. Scope and Limitations

The scope of this study focuses on the impact of the Senior high school

curriculum in choosing a college course for the Senior high school Accountancy,

Business, and Management (ABM) students which is the section of Fortitude,

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Goodness, And Honesty. This will determine the effectiveness of Senior high

school curriculum of Siena College of Quezon City in introducing the college

courses to be chosen by the ABM students. This study will explore the motivation

of the Senior high school curriculum to the Senior high school students in choosing

an ABM related or a non-ABM related course in college. The exploration of how

many students chose a course related to the strand of ABM and how many students

chose a course that is not related in the strand of ABM. This study is limited tothe

ABM students and the information about the said strand. Lastly, this study will

promote the importance of having knowledge and motivation in choosing the right

course in college, this will aid the students of today and in the future. The

independent variable in this study will be the strand chosen of the students, while

the dependent variable is the course to be chosen by the students for college, thus

this study will help to determine how effective the knowledge given by the Senior

high school curriculum. This research will be useful for the incoming college

students, especially the ABM Senior high school students of Siena College of

Quezon City.

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F. Conceptual Framework

The diagram below shows the conceptual framework applied to this research study.

The Impact of Senior High School Curriculum in

Choosing aCollege Course for Senior High
School ABM Students of Siena College of

Fortitude

SCQC grade- 12 ABM Knowledge

students

Goodness

Status of the SHS Choosing a College Effectivityof SHS

enrollment in the ABM Course curriculum of SCQC
strand

Non-
ABM
ABM
strand
strand
related
related

Reasons

8|Page
 Figure 1. Conceptual Framework

The conceptual framework illustrates on the impact of Senior high school

curriculum in choosing a college course. The respondents are the Senior

high school ABM students which are from the section of the section

Fortitude, Goodness, And Honesty. The researchers would want to know

the status of the Senior high school enrollment in the ABM strand offered

by Siena College of Quezon City. This study aims to find out how many

ABM students took an ABM related and a non-ABM related course in

college and what are their reasons for it. Furthermore, the effectivity of

Senior high school curriculum must be examined well for the betterment of

the Siena College of Quezon City in introducing college courses to the

ABM students.

G. Hypothesis

Null Hypothesis (X0)

If ABM is not the chosen strand, a course not related to the ABM strand

will be chosen for college.

Affirmed Hypothesis (X1)

If ABM is the chosen strand, a course relating to the strand of ABM

such as Accounting, Marketing, Business Administration and so on will be

chosen for college.

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H. Definition of Terms

The following are the terms used in the discussion of the research; the

terminologies without citations are operational definitions.

a. Senior high school – a secondary school that students attend before

heading to college.

b. Accounting – is the system of recording and summarizing business and

financial transactions and analyzing, verifying, and reporting the

results.

c. Business Management – refers to the activities associated with running

a company, such as controlling, leading, monitoring, organizing and

planning.

d. ABM – also known as the Accountancy, Business, and Management. A

track in the Senior high school that focuses on the accounting, business

and entrepreneurship that would prepare students for the higher

education or college.

e. STEM - also known as the Science, Technology, Engineering and

Mathematics. A track in the Senior high school that focuses on sciences

and mathematics that would prepare students for the higher education

or college.

f. HUMSS - also known as the Humanities and Social Sciences. A track

in the Senior high school that focuses on human behavior and changes

in the society, arts, literature, and politics that would prepare the

students for the higher education or college.

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g. TV-L – also known as the Technical-Vocational Livelihood. A track in

the Senior high school that focuses on Livelihood that gives sufficient

skills and talents to prepare the students in the higher education or

college.

h. College – a tertiary education level to be taken after Senior high school.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents reviews of books, articles and documents that are

essential in this discussion of the research topic. The discussion is divided into two

major divisions: foreign literature and local literature. Foreign literature contains

data and studies done abroad while the local literature contains studies done in the

Philippine context.

Foreign Literature

According to Ahmed (2017), the career choice of the students must need to

be based on; strong knowledge, complete information, and appropriately guided,

matching

individual personality type and other intrinsic and extrinsic factors. The students

need to be oriented on new emerging trends, future opportunities and challenges in

the context of career choice options. They need to know the prevalent market trends

and practices and job scenario of various sectors.

Focusing on the students who are enrolled in the business discipline: courses are

Bachelor Business Administration (BBA), andBachelor of Science Business

Administration (BSBA) etc. the business students are those who obtained a

university degree in Business Administration with major courses in marketing,

banking and finance, human resource management, management information

system, supply chain management, and some students do bi-majors that are

specialized in two fields simultaneously. However, their career choice for selection

12 | P a g e
of the particular specialization needs to be based on complete information and

market place practices.

There are different studies that argue about certain issues involving the

effect of Senior High School curriculum in choosing the college course of Senior

high school students. On a study by Orale and Sarmiento (2016), they assert that in

Japan, there are field specializations that are more specific than in Philippines, such

as Business, Industry, Welfare and many more. This curriculum is more potent

educational model compared to the old curriculum in basic education. Students can

prepare themselves for a more rigorous training in the higher education or go

immediately to employment or be an entrepreneur. On a contrasting approach,

Howell and Nolet (2000) claim that greater learning will occur when evaluation

and instruction complement each other. They added that evaluation is difficult and

time-consuming business. The students become increasingly aware of two things

on the topic of evaluation and teaching: the need to emphasize decision making

over measurement, and the need to unite functions of evaluation and instruction.

This text was to give attempt to break through the inertia of common practice by

integrating the basic concepts of evaluation and instruction with the best current

knowledge.

Lapan, Tucker, Kim and Fosciulek (2003) stated that one of the most

difficult developmental challenges among the teachers and school in guiding the

students towards a career choice is the transition from high school to university or

the world of work which is similar to Senior high school curriculum. The transition

from high school to higher institutions of learning has a major role in assisting the

student’s chosen career (Baloch and Shah, 2014). The current study wants to find

13 | P a g e
out whether career guidance offered by the school influences the career choice of

students. Based on Krumboltz’s Social Learning Theory of career development, to

give career guidance in schools, career development techniques should be taught

in people. According to Dodge and Welderndael (2014) and Yuen (2012), school

career guidance is effective in choosing a career choice and in identifying their

potential strengths if the students have chosen many careers or cannot finalize what

career choice to take. Edwards and Quinter (2011) argues that before a student

choose their career, there is an influence of school which help them explore and

learn various careers. In addition, student’s interests in a particular career choice

have been developed at High School (Korrir and Wafula’s (2012). In line with

Krumbolt’z Social Learning Theory, an important tool in career choice is decision

making. Watts and Sultana (2004) believes that to make a better career choice and

to solve the problem in career decision, American school’s career guidance

intervention are focused on acquiring knowledge, attitudes and skills of students

not on telling them what to do. Similar to Switzerland, Hansen (2006) stated that a

vital tool to broaden student’s awareness of their interest and abilities as well as

career opportunities are career decisionmaking and school career exploration. A

study revealed that a student does not know what career to take or what is good for

them are not guided in their choice of career. Hence, it can make a wrong decision

and enroll to a course that they not fully know (Kimiti and Mwova, 2012). This

shows that school is a major factor in preparing a student’s future career.

Cronbach’s Alpha

Cronbach’s Alpha is defined to be the measure of internal consistency, that

is, how closely related a set of items are as a group. It is considered to be a measure

14 | P a g e
of scale reliability. It can be written as a function of the number of test items and

the average intercorrelation amount the items. This is considered to be one of the

most common measure of internal consistency/ reliability. It is most commonly

used when researchers have multiple Likert questions in a survey/questionnaire that

form a scale and when they wish to determine if the scale is reliable. This will help

determine the reliability of the data gathered by the respondents, which means that

this can be an aid for having precise answers in terms of reliability.

Local Literature

Choosing a college course is a defining phase in every students’ life. A

student must consider various factors before having a life changing decision. Since

college is a one step closer in joining the community of workers that would help

the economy of the country. Having a quality education can help provide cure for

poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad

government, poor communication system, hunger and inadequate shelters for

people. It is therefore that choosing a course is an extremely important decision

that impacts an individual’s entire future. According to Torre (2019), career

selection is one of many important choices that students will make in determining

future plans. It becomes one of the biggest dilemma and challenge in any student’s

life. It involves an interplay of many factors which are intricately intertwined. It is

not a straightforward task and involves a difficult process of decision making. This

issue is not confined to one aspect only but is universal in nature. For many

students, choosing a college or a major is a vital decision determining their entire

life plan, success, and professional career. The factors affecting their choice such

as the reputation of the college, location, cost, socioeconomic status, student

15 | P a g e
expectations, school size and many more might have different weight in the choice

of a major. The right career choice for the students entering into the professional

education is critical having high impact on their professional life and future

achievement. This decision will therefore impart them throughout their lives. It is

therefore that choosing a career is an extremely important decision that impacts an

individual’s entire future. Olaosebikan and Olusakin (2014) has suggested that

exploring course options before committing to a course increases future career

success and satisfaction. Thus, variables that influence career exploration in

adolescents should be identified and acknowledged.

The Philippines has recently undertaken on an educational reform in

improving the curriculum and expanding the years of learning from 10 years to 13

years. This reform is nationally implemented by the “Enhanced Basic Education

Act of 2013” or RA 10533. The K to 12 begins in kindergarten to 12 years of basic

education. These 12 years is divided into three levels which are: six years of

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

School. The objective of this curriculum is to provide sufficient time for mastery

of concepts, skills, developing lifelong learners, and prepare graduates for tertiary

education and employment (Republic Act No. 10533; Magno, 2011). The K to 12

program aims to produce students who are equipped with 21st century skills, and

preparedness for higher education, employment, and entrepreneurship. This aim is

most carried out by the Senior High School students which are the grades 11 and

12. The SHS includes two years of specialized education. The student has the

option to choose a specialization based on their aptitude, interests, and school

16 | P a g e
capacity. Their choice of career track will define the subjects that they will have to

take (SEAMEO INNOTECH, 2015).

The Senior high school is mainly named the grade 11 and 12 where students

will have specialization. Each SHS student may choose from the four track namely

Academic, Technical-Vocational Livelihood (TV-L), Sports, and Arts & Design,

Under the Academic track, there are the following strands: Accountancy, Business,

Management (ABM); Humanities and Social Sciences (HUMSS); and Science,

Technology, Engineering, Mathematics (STEM) (Lacap, 2017). In the SHS core

curriculum, there are 15 core subjects which will have to be taken by the students

disregarding their track. These core are distributed to eight core learning areas. On

top of that, there are 16 track subjects, seven contextualized subjects and nine

specialization subjects that sums to 31 subjects each student will have to take to

earn a diploma (Magno & Piosang, 2017). There will be a shorten in some college

courses by a year due to the approval of revised General Education Curriculum

(GEC), according to an official from the Commision on Higher Education (CHED).

The revised GEC, a part of the government’s K-12 program, will be implemented

in 2018, when the first batch of students in K-12 program will graduate. Under the

K-12 program, Filipino students will have to go through Kindergarten, six years of

elementary, four years of Junior high school (grade 7 – 10) and two years of senior

high school (grade 11-12). According to Programs and Standards Director Dr.

Sinforoso Birung he said that he could not confirm the specific college courses that

will be shortened because of the revised GEC. Birung also mentioned that from the

51 or 63 units of general education (GE) subjects taken by the college students

required by CHED will be decreased to around 36 units.

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 Chapter 3

METHOD OF STUDY

This chapter presents the methods used in this research study. It contains

the research design, study locale, population and sampling, research

instrumentation, and data gathering procedure and statistical treatment of data

Research Design

The research design used in this study is the explanatory study. The

researchers seek to find answer what is the impact of Senior High School

curriculum in choosing a College course for ABM Senior high school students of

Siena College of Quezon City.

Study Locale

The research setting for this study is at Siena College of Quezon City. This

school is a private, sectarian, non-stock school located in San Francisco Del Monte

Avenue, Quezon City 1105, Philippines, Metro Manila.The school was founded by

the Dominican Sisters Congregation of St. Catherine of Siena in 1959. Siena

College Quezon City Inc. offers education from preschool, elementary, secondary

education and special education (SPED). It also provides tertiary education with

degrees in Tourism, Business Administration, Hotel and Restaurant Management,

Mass Communications and Religious education. Recently, in 2018, the Philippine

Accrediting Association of Schools, College and Universities (PAASCU) granted

the Integration of Basic Education (IBED) and college programs such as Bachelor

of Science in Business Administration and Bachelor of Science in Hotel and

18 | P a g e
Restaurant Management for five-year accreditation status valid until 2030. The

school is now on the third level. The said school is now headed by Prsident and

Director of Academic Services, Sr. Daisy L. Fornan O.P.. The school is populous

in nature considering it currently offers pre-school to senior high school education,

as a result, the researchers limited their study to the senior high school Accounting,

Business and Management students.

Population and Sampling

The sampling used in this study was the consecutive non-probability

sampling in identifying the respondents for this research. The researchers’

respondents are the Senior high school Accountancy, Business, and Management

(ABM) as the participants of this study, consisting of the section Fortitude that is

counted as the total population of 39 students, the section of Honesty consisting of

40 students, and the Goodness with the total ABM students of 11 all in all.The total

population of the ABM Senior high school students is 90 students.

Research Instrumentation

The research instrumentation in this study is a structured questionnaire that

is validated by Mr. Jay B. Ongas, and fellow researchers: Rafael Inigo M. Almazan,

Jose Mari A. Amarille, Alaina Joyce M. Cheng, LykaHapa, Sofia Gabrielle P.

Ibasco, Tricia Joy L. Pantorillo, Dawn Angela S. Rebueno, and Frances Gail L.

Sagana. The researchers focused on analyzing the impact of Senior high school

curriculum in choosing a college course of the Accountancy, Business, and

Management (ABM) students. The researchers used survey questionnaire which

19 | P a g e
was based on some researches, readings that are relevant to the study and previous

studies. The content of the survey questionnaire are the following:

a.) Profile of the respondents – this part includes the name, section, age and gender

of the respondent/s. b.) students in choosing an ABM related course – this part

regards to the reasons of the students who chose and did not choose an ABM related

course. And c.) the effectivity of Senior high school curriculum – this part includes

how effective is the Senior high school curriculum of Siena College of Quezon

City in introducing college courses to

the ABM Senior high school students.

Data Gathering Procedure

The following steps were done by the researchers in gathering data for this study

1. The researchers created the survey questionnaire and printing out 95

questionnaires, the remaining 5 questionnaires is for the errors.

2. The researchers did the non-probability sampling and handed out the survey

questionnaires.

3. As the researchers collect all the questionnaires, then the tallying of the
results

commenced.

4. The researchers used the IBM SPSS Statistics Viewer in getting the

Correlation and the Cronbach’s Alpha.

5. The Tables were analyzed and interpreted by the researchers.

6. The researchers finalized the paper by checking the results three times and

20 | P a g e
 proceeded in the next step which is the statistical treatment of data.

Statistical Treatment of Data

To ensure systematic and objective presentation, analysis, and

interpretation of research data, the following statistical tools and techniques will be

applied: frequency count, percentage, and weighted mean.

To process of creating frequency and percentage distribution involves

identifying the total number of observations to be presented and counting the total

number of

observations within each data point or grouping of data points.

Formula:

𝑓
𝑃 =𝑥 100
𝑁

Where:

P = Percentage

F = Frequency

N = Number of Respondents

To measure the effectivity of the Senior high school curriculum of Siena

College of Quezon City in introducing college courses to the Senior high school

21 | P a g e
ABM students, weighted average mean (WAM) will be employed. To get the

weighted average mean, the frequency will be multiplied by (5,4,3,2,1) divided by

the total number of respondents.

Formula:

Σ𝑓𝑥
𝑛=
𝑛

Where:
N=

sample

mean Σ

summati

on f =

frequenc

To evaluate the reliability on the reasons why the students choose a course

related to the strand of ABM and the effectivity of the SHS curriculum of Siena

College of Quezon City in introducing college courses to the Senior high school

ABM students, Cronbach’s Alpha will be employed. To get the Inter-Indicator

Correlation and the Cronbach’s Alpha,

22 | P a g e
the IBM SPSS Statistics Viewer is used.

𝑁c
𝑎=
1 + (𝑁 − 1)𝑐

Where:

N =the number of items

c = the average mean of inter-indicator

correlation

23 | P a g e
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section presents the result of the survey. This is divided into three parts

namely: Demographic Profile of the Respondents, Students in choosing an ABM

related course, and Effectivity of Senior High School Curriculum of Siena College

Quezon City. Table and graphs were utilized to visually represent the similarities

and differences of the gathered data.

Part 1. Profile of the Respondents

This part includes the respondents’ age, gender, and section with a

total of 90 respondents participated in this study. Table 1 shows the

frequency and descriptive data on the profile of the respondents.

Table 1.1 Profile of the Respondents

VARIABLE CODING SCHEME

Male
GENDER
Female
Honesty
SECTION Goodness
Fortitude
Grade 11
GRADE LEVEL
Grade 12
15 years old
16 years old
17 years old
AGE
18 years old
19 years old
20 years old

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 Table 1.2 Frequencies and Percentages of the Profile of the Respondents
Frequency n Percentage n
Demographic Variable
= 90 = 90
Gender
28 31.11
62 68.89
Total 90 100.0
Section

11 12.22
39 43.33
40 44.44
Total 90 99.99
Grade Level

51 56.67
39 43.33
Total 90 100.0
Age

17 18.89
48 53.33
22 24.44
3 3.33

Total 90 100.0

Part 2. Students in choosing an ABM related Course

This part includes the reasons why the student choose a course related or

not related to the strand of ABM (Accountancy, Business, and Management).

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 Table 2.1

ABM Senior high school students in choosing an ABM related course

Will be taking a
Will be taking a
college course not
college course related related to the strand TOTAL
to the strand of ABM of ABM
f % f % f %
78 86.67 12 13.33 90 100

Table 2.1 presents the ABM Senior High School students in choosing ABM

related courses 78 of the respondents will be taking a college course related to the

strand of ABM (86.67%) and 12 of the respondents will be taking a college course

not related to the strand of ABM (13.33%).

Table 2.2

Frequencies and Percentages on the reasons why the student choose a course
related to the strand of ABM

Strongly Strongly
Reasons… Agree Neutral Disagree Total
Agree Disagree
f % f % f % F % f % f %
1. I am close to 16 17.78 29 32.22 31 34.44 5 5.56 9 10 90 100.0
the
school…
2. There is an 26 28.89 28 31.11 21 23.33 0 0 15 16.67 90 100.0
available
ABM …
3. There is a 18 20 30 33.33 27 30 8 8.88 7 7.78 90 99.99
scholarship
…

4. My family 21 23.33 24 26.67 21 23.33 11 12.22 13 14.44 90 99.99

has the
sufficient
…
5. I wanted to 30 33.33 28 31.11 20 22.22 7 7.78 5 5.56 90 100.0
pursue …

26 | P a g e
6. I wanted to 15 15.56 20 22.22 37 41.11 13 14.44 6 6.67 90 100.0
choose a
course …
7. I found 29 32.22 33 36.67 18 20 5 5.56 5 5.56 90 100.00
better job
…
8. I wanted to 21 23.33 24 26.67 28 31.11 7 7.78 10 11.11 90 100.0
pursue a…
9. The courses 38 41.11 29 32.22 19 21.11 2 2.22 3 3.33 90 99.99
related to
ABM …
10. I wanted to 44 48.89 23 25.56 18 20 3 3.33 2 2.22 90 100.0
take
business …

This table shows the reasons of why students chose a course related to the

strand of ABM. Sixteen (16) students (17.78%) strongly agree that they are close

to the school where they will be taking an ABM related course, 29 students

(32.22%) agreed, 31 students (34.44%) who are neutral, only five (5) students

(5.56%) who disagree while nine (9) students (10%) strongly disagree.

Twenty-six (26) students (28.89%) strongly agree that there are available

ABM related course in their chosen school. Twenty-eight (28) students (31.11%)

who agreed, 21 students (23.33%) who are neutral, zero (0) students (0%) who

disagree and 15 students (16.67%) who strongly disagree.

Eighteen (18) students (20%) strongly agree that they chose related to the

strand of ABM because there is a scholarship grant in the chosen ABM related

course while 30 students (33.33%) agreed, 27 students (30%) are in neutral, eight

(8) students disagreed and there are seven (7) students (7.78%) who strongly

disagree.

27 | P a g e
 Twenty-one (21) students (23.33%) strongly agree, 24 students (26.67%)

who agree, 21 students (23.33%) neutral, 11students (12.22%) who disagree and

13 students (14.44%) who strongly disagree in having a family that has sufficient

fund for the ABM related course that I want.

There are 30 students (33.33%) who strongly agree that they want to pursue

a course related to ABM, 28 students (31.11%) who agree, 20students (22.22%)

who are neutral, only seven (7) students (7.78%) who disagree, and there are five

(5) students (5.56%) who strongly disagree.

Fifteen (15) students (15.56%) strongly agree that they wanted to choose a

course related to ABM that my family member took, 20 students (22.22%) agree,

37students (41.11%) are neutral, 13 students (14.44%) disagree and only six (6)

students (6.67%) who strongly disagree.

In finding better job opportunities in a course related to ABM, there are 29

students (32.22%) who strongly agree, 33 students (36.67%) who agreed, 18

students (20%) are neutral, five (5) students (5.56%) who disagreed and five (5)

students (5.56%) strongly disagree.

Twenty-one (21) students (23.33%) strongly agree, 24 students (26.67%)

who agree, 28 students (31.11%) neutral, seven (7) students (7.78%) who disagree

and 10 students (11.11%) who strongly disagree wanted to pursue a course related

to ABM that their family wanted.

There are 38 students (41.11%) who strongly agree that the courses related

to ABM matches their interests, 29 students (32.22%) who agree, 19 students

(21.11%) who are neutral, only two (2) students (2.22%) who disagree, and there

28 | P a g e
 are three (3) students (3.33%) who strongly disagree.

Forty-four (44) students (48.89%) strongly agree that they wanted to take

business courses/accountancy, 23 students (25.56%) agree, 18 students (20%) are

neutral, three (3) students (3.33%) disagree and only two (2) students (2.22%) who

strongly disagree.

Table 2.3

Students in choosing an ABM related course

VARIABLE CODING SCHEME
1 = Strongly Disagree
2 = Disagree
Rating of the Item 3 = Neutral
4 = Agree
5 = Strongly Agree

Frequency and descriptive data on the reasons why the student choose a course
related to the strand of ABM

Reasons… N Mean Verbal Interpretation

1. I am close to the
school… 90 4.53 Strongly Agree

2. There is an
available ABM 90 4.0 Agree
…
3. There is a 90 4.43 Strongly Agree
scholarship …
4. My family has 90 4.25 Strongly Agree
the sufficient
…

5. I wanted to 90 3.80 Agree

pursue …
6. I wanted to 90 3.94 Agree
choose a course
…

29 | P a g e
7. I found better 90 3.84 Agree
job …
8. I wanted to 90 3.62 Agree
pursue a…
9. The courses 90 3.79 Agree
related to ABM
…
10. I wanted to 90 4.58 Strongly Agree
take business
…

As shown in Table 2.3, the mean of those close to their school is 4.53

interpreted as “Strongly Agree” , those who have an available ABM related course

in their chosen school is 4.00 interpreted as “Agree”, those who have a scholarship

grant in their chosen ABM related course is 4.43 interpreted as “Strongly Agree”,

those who have a family that have sufficient funds for their ABM related course is

4.25 interpreted as “Strongly Agree”, those who wanted to pursue a course related

to ABM is 3.80 interpreted as “Agree”, those who wanted to choose a course

related to ABM that their family member took is 3.94 interpreted as “Agree”, those

who found better job opportunities in a course related to ABM is 3.84 interpreted

as “Agree”, those who wanted to pursue a course related to ABM that their family

wanted is 3.62 interpreted as “Agree”, those who have courses related to ABM

matches their interests is 3.79 interpreted as “Agree”, and those who wanted to take

business courses/accountancy is 4.58 interpreted as “Strongly Agree”.

30 | P a g e
 Table 2.4

Correlations of why the students choose a course related to the strand ABM

Inter-Item Correlation Matrix

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 1.000 .156 -.055 .298 .289 .103 -.058 .073 .166 -.127
2. .156 1.000 -.012 .102 .093 .080 -.075 -.001 .180 .084
3. -.055 -.012 1.000 -.207 -.164 .276 -.193 -.290 .159 .230
4. .298 .102 -.207 1.000 .446 -.129 .096 .149 .219 -.115
5. .289 .093 -.164 .446 1.000 -.041 .033 .199 .135 .024
6. .103 .080 .276 -.129 -.041 1.000 .012 -.320 .217 .243
7. -.058 -.075 -.193 .096 .033 .012 1.000 .077 -.140 -.268
8. .073 -.001 -.290 .149 .199 -.320 .077 1.000 -.330 -.184
9. .166 .180 .159 .219 .135 .217 -.140 -.330 1.000 .309
10. -.127 .084 .230 -.115 .024 .243 -.268 -.184 .309 1.000

Table 2.5

Cronbach’s Alpha in reliability on why the students choose a course related to

ABM

Reliability Statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
0.721 0.710 10

A sample of 90 participants was subjected to survey questionnaire. Table

2.5 shows the results of Cronbach’s alpha test using IBM SPSS. The Cronbach’s

31 | P a g e
 alpha is 0.721 for the reasons why the students choose a course related to the strand

of ABM, which means that the instrument has a high reliability.

Table 2.6

Frequencies and Percentages on students choosing an ABM non-related

course
Strongly Strongly
Reasons… Agree Neutral Disagree Total
Agree Disagree
f % f % f % f % f % f %
1. My family 0 0 10 11.11 16 17.78 21 23.33 43 47.78 90 100.0
disapproves
…
2. I live far 4 4.44 7 7.78 35 38.89 19 21.11 25 27.78 90 100.0
away …
3. There is no 0 0 3 3.33 31 34.44 20 22.22 36 40 90 100.0
available …
4. There is no 2 2.22 4 4.44 33 36.67 20 22.22 31 34.44 90 100.0
scholarship
…
5. The chosen 1 1.11 9 10 47 52.22 17 18.89 16 17.78 90 100.0
ABM …
6. I wanted to 3 3.33 9 10 30 33.33 32 35.56 16 17.78 90 100.0
pursue a
course …
7. I found 6 6.67 11 12.22 31 34.44 20 22.22 22 24.44 90 100.0
better job…

8. I wanted to 9 10 13 14.44 30 33.33 22 24.44 16 17.78 90 100.0

pursue …
9. The courses 3 3.33 14 15.56 34 37.38 20 22.22 19 21.11 90 100.0
non-related
to ABM …
10. I do not 5 5.56 4 4.44 15 16.67 17 18.89 49 54.44 90 100.0
want to take
any …
`

This table presents the reasons of why students did not chose a course

related to the strand of ABM. Zero (0) students (0%) strongly agree that their

32 | P a g e
family disapproves the course related to the strand of ABM, 10 students (11.11%)

agreed, 16 students (17.78%) who are neutral, 21 students (23.33%) who disagree

while 43 students (47.78%) strongly disagree.

In living far away from the school with the course related to ABM, four

(4) of the students (4.44%) who strongly agree, seven (7) students (7.89%)

agreed, 35 students who are neutral, while 19 students (21.11%) who disagree and

25 students (27.78%) who strongly disagree.

Zero (0) student (0%) strongly agree that there is no available ABM related

course in their chosen school, three (3) students (3.33%) agree, 31 students

(34.44%) are neutral, 20 students (22.22%) disagree and 36 students (40%) who

strongly disagree.

There are only two (2) students (2.22%) who strongly agree that there is no

scholarship grant in the chosen ABM related course, four (4) students (4.44%) who

agree, 33 students (36.37%) who are neutral, 20 students (22.22%) who disagree,

and there are 31 students (34.44%) who strongly disagree.

One (1) student (1.11%) strongly agree, nine (9) students (10%) who agree,

47 students (52.22%) neutral, 17 students (18.89%) who disagree and 16 students

(17.78%) who strongly disagree that the chosen ABM related course is too

expensive.

Three (3) students (3.33%) strongly agree that they wanted to pursue a

course not related to ABM that his/her family member took, nine (9) students

(10%) agree, 30 students (33.33%) are neutral, 32 students (35.56%) disagree and

16 students (17.78%) who strongly disagree.

33 | P a g e
 There are only six (6) students (6.67%) who strongly agree that they found

better job opportunities in a course not related to ABM, 11 students (12.22%) who

agree, 31 students (34.44%) who are neutral, 20 students (22.22%) who disagree,

and there are 22 students (24.44%) who strongly disagree.

There are nine (9) students (10%) who strongly agree that they want to

pursue a course their family wanted, 13students (14.44%) who agree, 30 students

(37.38%) who are neutral, 22 students (24.44%) who disagree, and there are 16

students (17.78%) who strongly disagree.

There are three (3) students (3.33%) who strongly agree that the courses

non-related to ABM does not match with the my interest, 14 students (15.56%)

who agree, 34 students (37.38%) who are neutral, 20 students (22.22%) who

disagree, and there are 19 students (21.11%) who strongly disagree.

Five (5) students (5.56%) strongly agree that they do not want to take any

business courses/accountancy, four (4) students (4.44%) agree, 15 students

(16.67%) are neutral, 17 students (18.89%) disagree and 49 students (54.44%) who

strongly disagree.

34 | P a g e
 Table 2.7

Frequency and Descriptive Data in Students choosing an ABM non-related

course
VARIABLE CODING SCHEME
1 = Strongly Disagree
2 = Disagree
Rating of the Item 3 = Neutral
4 = Agree
5 = Strongly Agree

Reasons… N Mean Verbal Interpretation

1. My family
disapproves the 90 1.23 Strongly Agree
course…
2. I live far away
90 3.02 Agree
from…
3. There is no
available 90 2.79 Neutral
ABM…
4. There is no
scholarship 90 2.79 Neutral
grant …
5. The chosen
90 3.04 Agree
ABM related…
6. I wanted to
pursue a 90 3.05 Agree
course …
7. I found better
90 2.40 Neutral
job …
8. I wanted to
90 2.85 Neutral
pursue a…
9. The courses
non-related to 90 2.16 Neutral
ABM…
10. I do not want
90 3.01 Agree
to take …

35 | P a g e
 As shown in Table 2.5the mean of those family disapproves the course

related to their strand of ABM is 1.23 interpreted as “Disagree”, those who live far

away from their school with their course related to ABM is 3.02 interpreted as

“Agree”, those who have no available ABM related course in their chosen school

is 2.79 interpreted as “Neutral”, those who have no scholarship grant in their

chosen ABM related course is 3.04 interpreted as “Agree” , those who have their

chosen ABM related course is too expensive is 3.80 interpreted as “Agree”, those

who wanted to pursue a course not related to ABM that his/her family member

took is 3.05 interpreted as “Agree”, those who found better job opportunities in a

course not related to ABM is 2.40 interpreted as “Neutral”, those who wanted to

pursue a course their family wanted is 2.85 interpreted as “Neutral”, those who

have courses non-related to ABM does not match with their interest is 2.16

interpreted as “Neutral”, and those who do not want to take any business

courses/accountancy is 3.01 interpreted as “Agree”.

Table 2.8

Correlation of why the students choose a course not related to the strand of
ABM Inter-Item Correlation Matrix
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 1.000 .226 .180 .265 .217 .194 .137 .186 .107 .186
2. .226 1.000 .113 .103 .207 .028 .107 .083 .076 .001
3. .180 .113 1.000 .282 .281 .127 .377 .207 .165 .145
4. .265 .103 .282 1.000 .082 .065 .279 .056 -.009 .088
5. .217 .207 .281 .082 1.000 .194 .234 .261 .239 .319
6. .194 .028 .127 .065 .194 1.000 .168 .119 .185 .123
7. .137 .107 .377 .279 .234 .168 1.000 .101 .488 .132

36 | P a g e
8. .186 .083 .207 .056 .261 .119 .101 1.000 .130 .163
9. .107 .076 .165 -.009 .239 .185 .488 .130 1.000 .175
10. .186 .001 .145 .088 .319 .123 .132 .163 .175 1.000

Table 2.9

Cronbach’s Alpha in reliability on why the students choose a course not related to
ABM Reliability Statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
0.667 0.670 10

A sample of 90 participants was subjected to survey questionnaire.

Table 2.5 shows the results of Cronbach’s alpha test using IBM SPSS. The

Cronbach’s alpha is 0.667 for the reasons why the students choose a course

related to the strand of ABM, which means that the instrument has high

reliability.

Part 3. Effectivity of Senior High School Curriculum of Siena College Quezon

City

Table 3.1 Frequencies and Percentages on the effectivity od SHS curriculum

of SCQC
Strongly Strongly
Reasons… Agree Neutral Disagree Total
Agree Disagree
f % f % f % f % f % f %
1. The school 18 20 42 46.67 25 27.78 4 4.44 1 1.11 90 100.0
was able
to…

37 | P a g e
 2. The SHS 8 8.89 55 61.11 19 21.11 8 8.89 0 0 90 100.0
curriculu
m piqued
…
3. The SHS 1 1.11 21 23.33 26 28.89 33 36.67 9 10 90 100.0
curriculum
did not
encouraged
…
4. The SHS 8 8.89 13 14.44 22 24.44 28 31.11 19 21.11 90 100.0
curriculum
did not
guided …
5. The task 18 20 52 57.78 19 21.11 1 1.11 0 0 90 100.0
given to me
…
6. The school 18 20 55 61.11 12 13.33 4 4.44 1 1.11 90 100.0
offers
ABM …
7. The SHS 2 2.22 30 33.33 13 14.44 40 44.44 5 5.56 90 100.0
curriculum
avert…
8. The SHS 43 47.78 23 25.56 15 16.67 6 6.67 3 3.33 90 100.0
curriculum
give me …
9. The school 5 5.56 12 13.33 28 31.11 33 36.67 12 13.33 90 100.0
was not …
10. I read and 45 50 32 35.56 10 11.11 2 2.22 1 1.11 90 100.0
understand
…

As seen in the third part of the survey questionnaire, the questions

were all about the effectivity of Senior High School curriculum of Siena

College Quezon City. From the question number 1, the highest frequency

is “agree” which was selected by 42 respondents and has a percentage of

46.67%, and the lowest frequency is “strongly disagree” which was selected

by only 1 respondent that has a percentage of 1.11%. From number 2

question, the highest frequency is “agree” which was selected by 55

38 | P a g e
respondents and has a percentage of 61.11%, and the lowest frequency is

“strongly disagree” which was not even selected by any respondents. On

question number 3, the highest frequency is “disagree” which was voted by

33 respondents and has a percentage of 36.67%, and the lowest frequency

is “strongly agree” which was voted by only 1 respondent that has a

percentage of 1.11%. On the question number 4, the highest frequency is

“disagree” which was voted by 28 respondents and has a percentage of

31.11%, and the lowest frequency is “strongly agree” which was voted by

8 respondents and has a percentage of 8.89%. From number 5, the highest

frequency is “agree” which was picked by 52 respondents with a percentage

of 57.78% and the lowest frequency is “strongly disagree” which was not

even picked by any respondents. On number 6, the highest is “agree” with

a number of 55 respondents with a percentage of 61.11% and the lowest is

“strongly disagree” with only 1 respondent with a percentage of 1.11%.

From number 7 question, the highest frequency is “disagree” with 40

respondents and with a percentage of 44.44%, and the lowest frequency is

“strongly agree” with 2 respondents and with a percentage of 2.22%. From

number 8, the highest is strongly agree that has a frequency of 43 with a

percentage of 47.78%, and the lowest is strongly disagree that has a

frequency of 3 with a percentage of 3.33%. From number 9 question, the

highest is disagree with a frequency of 33 and with a percentage of 36.67%,

and the lowest is strongly agree with a frequency of 5 and with a percentage

of 5.56%. Lastly, from number 10 question, the highest frequency is

“strongly agree” which was selected by 45 respondents and has a

39 | P a g e
 percentage of 50%, and the lowest frequency is “strongly disagree” which

was selected by just 1

respondentthat has a percentage of 1.11%.

Table 3.2

Frequency and Descriptive Data in effectivity of SHS curriculum of Siena College

of Quezon City
VARIABLE CODING SCHEME
1 = Strongly Disagree
2 = Disagree
Rating of the Item 3 = Neutral
4 = Agree
5 = Strongly Agree

Reasons… N Mean Verbal Interpretation

1 The school was
able to 90 3.23 Agree
provide…
2 The SHS
curriculum 90 2.56 Neutral
piqued my…
3 The SHS
curriculum did 90 3.68 Agree
not…
4 The SHS
curriculum did 90 3.79 Agree
not …
5 The tasks given
90 3.06 Agree
to me…
6 The school
offers ABM 90 2.28 Neutral
specialized…
7 The SHS
curriculum 90 3.53 Agree
avert/prevent…

40 | P a g e
8 The SHS
curriculum give 90 2.14 Neutral
me more…
9 The school was
90 3.77 Agree
not able …
10 I read and
90 1.88 Disagree
understand …

Table 3.2 presents the mean of "the school was able to provide me

information about taking an ABM related course" is 3.23 and is interpreted

as "Agree". Next, "The SHS curriculum piqued my interest in taking an

ABM related course" has a mean of 2.56 and interpreted as "Neutral". Next,

"The SHS curriculum did not guide me in choosing an ABM related course"

has a mean of 3.68 and interpreted as "Agree". Next, The SHS curriculum

did not encourage me to pursue a course related to ABM" has a mean of

3.79 is interpreted as "Agree". Next,the tasks given to me was preparation

for the ABM related course I am going to take" has a mean of 3.06 and

interpreted as "Agree". Next, "The school offers ABM specialized subjects

that are related to my future course in college has a mean of 2.28 and

interpreted as "Neutral". Next, The SHS curriculum avert/prevent me for

college taking up an ABM related course" has a mean of 3.53 and

interpreted as "Agree". Next, The SHS curriculum give me more time to

master competencies and skills and give me learning opportunities in taking

ABM related course" has a mean of 2.14 and interpreted as "Neutral". Next,

the school was not able to provide me information about taking an ABM

related course" has a mean of 3.77 and interpreted as "Agree". Lastly, "I

41 | P a g e
 read and understand all the questions properly and answered honestly" has

a mean of 1.88 and interpreted as "Disagree".

Table 3.3

Correlation on the effectivity of SHS curriculum in choosing a college course of

Siena College of Quezon City

Inter-Item Correlation Matrix

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 1.000 .146 .036 -.165 .367 -.204 .239 .338 -.109 .223
2. .146 1.000 -.161 .113 .338 -.328 .116 .537 .008 -.003
3. .036 -.161 1.000 .019 -.073 .293 .047 .003 .290 .040
4. -.165 .113 .019 1.000 .018 -.142 -.045 .142 .101 -.138
5. .367 .338 -.073 .018 1.000 -.337 .233 .456 .101 -.034
6. -.204 -.328 .293 -.142 -.337 1.000 -.088 -.187 .283 .095
7. .239 .116 .047 -.045 .233 -.088 1.000 .266 .101 -.075
8. .338 .537 .003 .142 .456 -.187 .266 1.000 .064 -.002
9. -.109 .008 .290 .101 .101 .283 .101 .064 1.000 .148
10. .223 -.003 .040 -.138 -.034 .095 -.075 -.002 .148 1.000

Table 3.4 Cronbach’s Alpha in reliability on the effectivity of SHS

curriculum in choosing a college course of Siena College of Quezon
City

Reliability Statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
0.685 0.672 10

42 | P a g e
 A sample of 90 participants was subjected to survey questionnaire. Table

2.5 shows the results of Cronbach’s alpha test using IBM SPSS. The Cronbach’s

alpha is 0.685 for the effectivity of the SHS curriculum in choosing a college course

for the students, which means that the instrument has a high reliability.

43 | P a g e
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, the conclusion based on

the results obtained, analyzed and interpreted data presented in the previous

chapter, and recommendations made as an outgrowth of this study.

Summary

This study was conducted for the purpose of knowing the impact of Senior

high school curriculum in choosing a College course for Accounting, Business and

Management Senior high school students of Siena College Quezon City, to provide

a chance to give insights of students regarding the Senior high school curriculum

and its effectivity. Be able to know the reasons why the students chose a college

course related or not related to the strand of ABM., to know the effectivity of the

Senior high school curriculum of Siena College of Quezon City.

An explanatory study design was used to resolve these questions. The data

collection instrument used was a questionnaire. The data collected through the

questionnaire was quantitatively analyzed.

Summary of Findings

After data analysis and interpretation were made, the following findings

were drawn.

44 | P a g e
1. Demographic Profile

1.1. Section – there are 40 students from 12 – Fortitude, (44.44%), 39

students from 11 – Honesty (43.33%), and there are only11 students from

the section of 11 – Goodness, (12.22%), that was joined with some STEM

students that is why they have the lowest number of respondents. (Table

1.3, page 25).

1.2.Age – The respondents with the age of 15 years old is zero (0) (0%).

With the age of 16 years old, there are seventeen (17) students (18.89%).

With the age of 17 years old, there are forty-eight (48) students (53.33%).

With the age of 18 years old, there are twenty-two (22) students (29.99%).

With the age of 19 years old, there are only three (3) students (3.33%). And

with the age of 20 years old, the quantity is zero (0%). (Table 1.3, page 25).

1.3.Gender – For the Male Gender, there are twenty-eight (28) students

(31.11%) and for the Female gender there are sixty-two (62) students

(68.89%). (Table 1.3, page 25).

2. Students in choosing an ABM related or non-related course

2.1. Students in choosing and ABM related or non-related course – Most

of the students are choosing a course related to the strand of ABM, having

seventy-eight (78) students (86.67%) and there are twelve (12) students

who are not choosing a course related to the strand of ABM (13.33). (Table

2.1, page 22).

45 | P a g e
2.2.Reasons why students will be taking a college course related and not

related to the strand of ABM.

2.2.1. “I am close to the school where I will be taking an ABM

related course” has a mean of 4.53 and interpreted as ‘Strongly

Agree”. This pertains to that the students are close to the school that

they choose to study in for college.(Table 2.3, page 22).

2.2.2. “There is an available ABM related course in my chosen

school” has a mean of 4.0 and interpreted as “Agree”. This pertains

to that students are close to their chosen school, the convenience

allowed them to pick a course related to ABM. (Table 2.3, page 22)

2.2.3. “There is a scholarship grant in the chosen ABM related

course” has a mean of 4.43 and interpreted as “Strongly Agree”.

This pertains to that in the student’s chosen course, there is an

available scholarship grant, allowing them to choose the course they

desire.(Table 2.3, page 22).

2.2.4. “My family has the sufficient fund for the ABM related

course I want” has a mean of 4.25 and is interpreted as “Strongly

Agree”. This pertains to that the students’ have the sufficient fund

for their chosen course allowing them to choose an ABM related

strand.(Table 2.3, page 23).

2.2.5. “I wanted to pursue a course related to ABM” has a mean of

3.80 and is interpreted as “Agree”. This pertains to that the students

46 | P a g e
agree that they want to pursue a course related to ABM in their

chosen school.(Table 2.3, page 23).

2.2.6. “I wanted to choose a course related to ABM that my family

member took” has a mean of 3.94 and is interpreted as “Agree”.

This pertains to that since their family member took a course related

to the course of ABm, they are willing to take it as well. (Table 2.3,

page 23).

2.2.7. “I found a better job opportunity in a course related to

ABM” has a mean of 3.84 and is interpreted as “Agree”. This

pertains to that in the course related to the strand of ABM, they

found out that there are better job opportunities.(Table 2.3, page

23).

2.2.8. “I wanted to pursue a course related to ABM that my family

wanted” has a mean of 3.62 and is interpreted as “Agree”. This

pertains to that they really wanted to pursue a course related to

ABM that their family member wanted.(Table 2.3, page 23).

2.2.9. “The courses related to ABM matches my interest” has a

mean of 3.79 and is interpreted as “Agree”. This pertains to that

they agree that the courses related to ABM matches their interests.

(Table 2.3, page 23).

2.2.10. “I wanted to take business courses/accountancy” has a mean

of 4.58 and is interpreted as “Strongly Agree”. This pertains to that

47 | P a g e
 the students strongly agree that they wanted to take a course of

business or accountancy.

(Table 2.4, page 23).

2.3. Reasons why the student did not choose a course related to the strand of

ABM

2.1.1. “My family disapproves the course related to the strand of

ABM” has a mean of 1.23 and is interpreted as

“Disagree”.This pertains to that the students’ family

member do not disapprove the course related to ABM to

be chosen. (Table 2.5, page 25).

2.1.2. “I live far away from the school with the course related to

ABM” is interpreted as “Agree” with a mean of 3.02. This

pertains to that the majority of the students live far away

from the school they choose to study in. (Table 2.5, page

25).

2.1.3. Having a mean of 2.79, “There is no available ABM related

course in my chosen school” is interpreted as

“Neutral”.This pertains to that in the students’ chosen

course, their school do not have it, and only some have it.

(Table 2.5, page 25).

2.1.4. Interpreted as “Neutral”, “There is no scholarship grant in

the chosen ABM related course” has a mean of 2.79.This

pertains to that the chosen school of the students have a

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 ratio of 43:57, meaning that majority of the school do not

have any scholarship grant and some do. (Table 2.5, page

25).

2.1.5. The mean of “The chosen ABM related course is too

expensive” is 3.04 and interpreted as “Agree”.This pertains

to that the chosen school that the student picked was too

expensive for them. (Table 2.5, page 25).

2.1.6. “I wanted to pursue a course not related to ABM that

his/her family member took” is interpreted as “Agree” with

a mean of 3.05.this pertains to that some students wanted

to pursue a course not related to ABM because they wanted

to choose a course that their family member took. (Table

2.5, page 25).

2.1.7. With a mean of 2.40, “I found better job opportunities in a

course not related to ABM” is interpreted as “Neutral”. A

ratio of 40:60, meaning that some found better

opportunities to courses not related to ABM and majority

found better opportunities with the course related to

ABM.(Table 2.5, page 25).

2.1.8. The interpretation of “I wanted to pursue a course my

family wanted” is “Neutral” having the mean of 2.85. this

pertains to that the students’ followed their family

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 members’ decision in terms of choosing a course. (Table

2.5, page 25).

2.1.9. “The courses non-related to ABM does not match with my

interest” has a mean of 2.16 and interpreted as “Neutral”.

This pertains to that some students do not match their

interests in the courses related to the strand of ABM and

majority of the participants answered that it matches their

interests. (Table 2.5, page 25).

2.1.10. A mean of 3.01, “I do not want to take any business

courses/accountancy” is interpreted as “Agree”.This pertains to that

some students do not want to take any business or accountancy

courses, this may be due to the respondents lack of choice courses

stated, whilst the students

still choosing a course related to the strand of ABM. (Table 2.5,

page 25).

3. Effectivity of Senior High School Curriculum of Siena College

Quezon City

3.1. “The school was able to provide me information about

taking an ABM related course”, has a mean of 3.23 and is

interpreted as “Agree”.This means that the information provided by

the school was helpful for majority of the students. (Table 3.2. page

29).

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3.2. Interpreted as “Neutral”, “The SHS curriculum piqued my

interest in taking an ABM related course” has a mean of 2.56.This

means that the SHS curriculum piqued their interests in taking a

course related to the course of ABM. (Table 3.2. page 29).

3.3. Having a mean of 3.68, “The SHS curriculum did not

encouraged me to pursue a course related to ABM” is interpreted as

“Agree”.This means that the students were not encouraged by the

SHS curriculum, the choice was still their own. (Table 3.2. page

29).

3.4. The mean of “The SHS curriculum did not guide me in

choosing an ABM related course” is 3.79 and interpreted as

“Agree”.This means that the SHS curriculum did not guide the

students in choosing an ABM related

course, thus it is still their choice in choosing what course to take.

(Table 3.2. page 29).

3.5. Interpreted as “Agree”, “The tasks given to me was

preparation for the ABM related course I am going to take” has a

mean of 3.06.This means that the tasks given to the students were

relevant to the course they are about to take in college. (Table 3.2.

page 29).

3.6. A mean of 2.28, “The school offers ABM specialized

subjects that are related to my future course in college” is

interpreted as “Neutral”.This means that the offers of the school are

51 | P a g e
not that relatable iin the chosen courses the students are about to

take. (Table 3.2. page 29).

3.7. “The SHS curriculum avert/prevent me for college taking

up ABM related course” has a mean of 3.53 and interpreted as

“Agree”. This means that the SHS curriculum averts the students in

taking an ABM related course, this may be due to the tasks given to

them and due to overload of tasks and assignment. (Table 3.2. page

29).

3.8. The mean of “The SHS curriculum give me more time to

master competencies and skills and give me learning opportunities

in taking ABM related course” is 2.14 and is interpreted as

“Neutral”.This means that the students feel neutral that the SHS

curriculum gave them more time in mastering the competencies and

skills for the future purposes. (Table 3.2. page 29).

3.9. The interpretation of “The school was not able to provide

me information about taking an ABM related course” is “Agree”

with a mean of 3.77.This means that the students agree in the

inadequate information provided by the school. (Table 3.2. page

29).

3.10. “I read and understand all the questions properly and

answered honestly” is interpreted as “Disagree” with a mean of

1.88. This means that the students did not understand the questions

given to them, that they were

52 | P a g e
 preoccupied with other things. (Table 3.2. page 29).

Conclusion

Based on the findings of the study, the following conclusions were drawn;

1.) The researchers conclude that majority of the ABM Senior High School

students in Siena College Quezon City will be taking a college course

related to the strand of

ABM.

2.) The researchers examined the overall data about the reasons to why the

student chooses a course related to the strand of ABM, having the results

of majority of the ABM students will be taking a course related to the course

of ABM, they are close to their chosen school, it matches their interests,

they have sufficient funds, and that they wanted to pursue a course related

to the course of ABM. The researchers conclude that the students reason as

to why they choose a coarse related to the strand of ABM students answered

neutral in terms of availability of ABM related

course in their chosen school.

3.) There are various reasons as to why some of the students did not choose an

ABM related courses. These reasons are their family disapproves the course

related to the strand of ABM, there is no available ABM related course in

their chosen school, there is no scholarship grant in the chosen ABM related

course, and lastly, they do not want to take any business

courses/accountancy.

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 4.) In Using the Cronbach’s alpha, the respondents were given knowledge that

their data has a high reliability, which means that the data from the

participants was

precise.

5.) Based on the data gathered, the ABM Senior High School students

answered agree in terms of effectivity of Senior High School in Siena

College Quezon City. This means that the SHS curriculum in the said

school impacts the students positively that it influenced the students to

choose a course related to the course of ABM. The choices made by the

students are purely their own, it means that no curriculum nor family

member greatly pushed them into choosing a course related to ABM. The

choice was theirs of choosing a course related to ABM, out of their desire

or interest to be an accountant, manager, banker, and so on.

Recommendation

A. SIENA COLLEGE OF QUEZON CITY –The school administrators must

recommend this research because this study will benefit the school’s
success in the
K-12 program. This will help the school to improve and upgrade their

facilities and programs that they offer.

B. STUDENTS – This research will be a future reference to those researchers who

are in the same field of study. With the additional knowledge given by this study,

students are able to determine the impact of the Senior high school curriculum to

the course to be chosen for college. This study is recommendable to the students,

particularly the Senior high school students and to the upcoming Senior high

54 | P a g e
 school students. This study will serve as a guide on how the school’s curriculum

would ensure that the student’s chosen senior high school strand is connected to

their chosen college course.

C. TEACHERS –This research will be a guide to the teachers who are teaching

Senior high school students so that they would be able to gain knowledge on how

effective are their teachings and tasks in affecting the decisions o9f the students.

This study is recommendable to the teachers for them to be able to educate the

students in

helping them choose their college course.

D. FUTURE RESEARCHERS – In relation to this research for the future

researchers, this can be an aid if they are needing ideas or information

related to the choosing of college courses. To know the capabilities of each

researcher and how

they expand one’s knowledge through the help of each other.

55 | P a g e
 APPENDICES

Dear respondent/s,
Mabuhay! Blessed be God forever!
We, the grade 12 Senior high school students of Siena College, Quezon
City, are conducting a study entitled: “THE IMPACT OF SENIOR HIGH
SCHOOL CURRICULUM IN CHOOSING A COLLEGE COURSE FOR
ABM SENIOR HIGH SCHOOL STUDENTS OF SIENA COLLEGE
QUEZON CITY”.
This research aims to gain knowledge about the impact of the Senior high
school curriculum in choosing a college course. We believe that your participation
in this survey will be of great help for the study. Rest assured that we will observe
confidentiality with the provided answers from you. Your prompt response is
highly appreciated.
Thank you for your cooperation. God Bless!

You
rs Truly,
Almazan, Rafael
Inigo M.
Amarille, Jose Mari A.
Cheng, Alaina Joyce M.
Hapa, Lyka
Ibasco, Sofia Gabrielle P.
Pantorillo, Tricia Joy L.
Rebueno, Dawn
Angela S.
Sagana, Frances
Gail L.

56 | P a g e
Noted by:
______________

Mr. Jay B. Ongas

Practical Research II Teacher

NOTE: Please write legibly. Read and follow the instructions carefully.

Direction: Kindly check the appropriate box.

I. PROFILE OF THE RESPONDENTS

Name (Optional): __________________________________
Section: ________________________

Age: 15 years old 18 years old

16 years old 19 years old
17 years old 20 years old

Gender: Male
Female

II. STUDENTS IN CHOOSING ABM RELATED COURSE

A.
Will be taking a college course related to the strand of ABM
Will be taking a college course not related to the strand of ABM

B. Reasons why student will be taking a college course related and not related to
the
strand of ABM A – Agree
SA – Strongly Agree
SDA –
Strongly
Disagree
DA – Disagree
N – Neutral

57 | P a g e
 Reasons why the student chose a course related to the strand of SDA DA N A SA
ABM 1 2 3 4 5
1. I am close to the school where I will be taking an ABM
related course
2. There is an available ABM related course in my chosen
school
3. There is a scholarship grant in the chosen ABM related
course
4. My family has the sufficient fund for the ABM related
course that I want
5. I wanted to pursue a course related to ABM

6. I wanted to choose a course related to ABM that my family

member took
7. I found better job opportunities in a course related to
ABM
8. I wanted to pursue a course related to ABM that my family
wanted
9. The courses related to ABM matches my interests

10. I wanted to take business courses/accountancy

Reasons why the student did not choose a course related to the SDA DA N A SA
strand of ABM 1 2 3 4 5
1. My family disapproves the course related to the strand of
ABM
2. I live far away from the school with the course related to
ABM
3. There is no available ABM related course in my chosen
school
4. There is no scholarship grant in the chosen ABM related
course
5. The chosen ABM related course is too expensive

6. I wanted to pursue a course not related to ABM that his/her

family member took
7. I found better job opportunities in a course not related to
ABM
8. I wanted to pursue a course my family wanted
9. The courses non-related to ABM does not match with the my
interest
10. I do not want to take any business courses/accountancy

58 | P a g e
III. EFFECTIVITY OF SENIOR HIGH SCHOOL CURRICULUM OF SIENA COLLEGE QUEZON
CI
How effective is the Senior high school curriculum of Siena SDA DA N A SA
College of Quezon City in introducing college courses to the ABM 1 2 3 4 5
Senior High School students.
1. The school was able to provide me information about taking
an ABM related course
2. The SHS curriculum piqued my interest in taking an ABM
related course
3. The SHS curriculum did not encouraged me to pursue a
course related to ABM
4. The SHS curriculum did not guided me in choosing an ABM
related course
5. The tasks given to me was preparation for the ABM related
course I am going to take
6. The school offers ABM specialized subjects that are related
to my future course in college
7. The SHS curriculum avert/prevent me for college taking up
ABM related course
8. The SHS curriculum give me more time to master
competencies and skills and give me learning opportunities
in taking ABM related course
9. The school was not able to provide me information about
taking an ABM related course
10. I read and understand all the questions properly and
answered honestly
Thank you for agreeing to take part in this survey. Today we have gathered your thoughts in order
to live a betterlife in Siena College of Quezon City in choosing a course in college. God Bless you!
How can we improve? Please contact us through email:responsibleteam.5@gmail.com or at
gabrielle.ibasco@gmail.com.

59 | P a g e
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