Chapter 1 INTRODUCTION Background of the Study Life is full of interplay, a series of possibilities one as an individual could take in his or her lifetime that would have a significant impact for the rest of his or her life. One choice could lead to a different possibility, a minimal change to that choice could lead to a bigger shift or turnout of events in the future, and maybe a different course of path taken could lead to the same destination. However, whatever choices or paths we take today that would lead us to the future we aim, the bigger question to be answered is “what”? What are the causes or the factors that lead us to conclude on what choices or paths to take, knowing that these decisions are the defining point of our future? This study is what it aims, to uncover the societal impact over our chosen career paths. In a more specific sense, to study about the socio-economic factors that affect the Grade 11 Senior Highschool Students of ACLC Tacloban City in choosing their tracks. In recent years, socio-economic factors correlation in different aspects of humans’ dayto-day transactions or dealings had been a popular subject of scholar’ studies in different fields. In a study conducted in 2007 it found out that found that racial, ethnic, and socioeconomic barriers generally hinder individuals’ vocational development. Likewise, career barriers are significantly higher for those from the marginalized sector such as those from poor backgrounds, people of color, women, those who are disabled, and LGBTIQ-identified individuals (Deimer and Blustein, 2007). In addition, a study found out that those from higher social class backgrounds tend to be more successful in developing career aspirations and are generally better prepared for the world of work because of access to resources such as career offices, guidance counselors, better schools, high level “social actors,” and familial experience with higher education (Diemer & Ali, 2009). In the advent of K to 12 or the addition of 2 academic years in the curriculum in the country, the academic terrain has significantly shifted. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. Though this huge move from our law makers aim to achieve a higher standard in our future work force, many had varying opinions over it. Families from lower socio-economic background cries for the burden of additional years in sending their children to school before they go to college when they can barely afford the cost of it. Moreover, K to 12 is a program of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM). In choosing these career tracks for their course choices when they reach college it is important to know the certain factors that lead students to follow or enter in a certain track. These socioeconomic factors are what this study wants to unravel, to determine the correlation of socioeconomy to the decision making of students in choosing a certain track when they entered Grade 11 or Senior Highschool as they have the first-hand experience how these factors had affected their choices . Statement of the Problem This study aims to determine the socio-economic factors that affect the track selection of Grade 11 Highschool students of ACLC, Tacloban City. This is possible through the conduct of data gathering from those students such us the use of survey. Specifically, this study aims to seek answers to the following questions: 1. What socio-economic factors affect senior highschool students’ academic track selection? 2. What are the most significant socio-economic factors in selecting an academic track? 3. What is/are the impact of socio-economic status of a student’s household in his/her academic track? Objectives of the Study This present study on the socio-economic factors that affecting track selection of Grade 11 Senior Highschool students of ACLC Tacloban City aims to achieve the following objectives: 1. To know the socio-economic factors that affect senior highschool students’ academic track selection 2. To know the most significant socio-economic factors in selecting an academic track 3. To know the impact/s of socio-economic status of a student’s household in his/her academic track Significance of the Study This present study on the socio-economic factors that affects the track choices of Grade 11 students in ACLC, Tacloban City would generally help the government to further take a step in tackling socio-economic issues in our country that has significant effect in future generations’ career-development choices as it would further affect our goal in reaching a better nation in the future. Furthermore, this would be beneficial to the following: The Teachers of Grade 10 students. The results of this study would give an enlightenment to teachers on how to conduct a rounded overview in preparing their Grade 10 students to choose their career tracks as they transition to Senior Highschool. Also, it would help the teachers to provide mechanisms of teaching that would cater not only the diversity on the learning ability of students, but also on the differences of their economic and social status which has an integral role in their career-development. The Academe and School Administrators. The Academe’s role in addressing this issue would focus on providing rules and regulations that would cater a more inclusive and informative aspect in promoting the offered academic tracks in their schools or institutions that would not be biased by their life’s standing or socio-economic status. Hence, the result of this study would be beneficial to the academe as it would help in creating school policies that would create measurements to support the student to really choose what track they truly desire. The Law Makers. In national building, the law makers are the forefront in creating policies that would be implemented on a country-wide level. Hence, the results of this study would be able to provide an outline for law makers to create a law that will address the current social economic issues that are affecting students. This law would help not only the students but would generally help the nation in its step to have an empowered and efficient workforce in the future. The Future Researchers. This present study would be beneficial to future researchers who would wish to venture on the socio-economic factors that highly impacts on career choices, not only is Senior Highschool, but also in college. Scope and Limitations of the Study This study is limited and would focus mainly on the Grade 11 Highschool students of ACLC Tacloban City for School Year 2022-2023. This method of conducting the research would allow them to conduct the research efficiently and safely as they will merely focus within their school campus. Furthermore, to adapt to the needs of our current health terrain, the researchers will be using a mixed of online and face-to-face form of surveying the research respondents to mitigate the possible transmission of Covid-19. The researchers would also do a semistructured interview to the respondents in the similar form mentioned above. Framework of the Study Theoretical Framework This research is anchored to Neo-Institutional theory established by Douglass C. North. Neo-institutional theory is one of the main theoretical perspectives used to understand organizational behavior as situated in and influenced by other organizations and wider social forces—especially broader cultural rules and beliefs. (Lounsbury and Zhao, 2013). On a layman’s term, it basically explores on the effects and influence of social factors which includes, socio-economic status, religion and beliefs, health, gender etc. in person’s daily choices. This explains why this theory is used for this research, to understand what socio-economic factors are significantly affecting or influencing students when they choose their career tracks when they enter Senior Highschool. Why these socio-economic factors prevail when they choose their career tracks. Conceptual Framework Figure 1 shows the conceptual framework of the present study. This current study investigates on the socio-economic factors that affect the track choices of Grade 11 Highschool students of ACLC, Tacloban City. On the figure, the first box shows the socioeconomic factors pointing towards the second box which is the Grade 11 students then finally directing towards their track choices. Figure 1. Conceptual Framework Paradigm This part of the study shows the paradigm of the study or the visual flow of how the researchers would conduct this present study. In Figure 2, it shows the first two variables which are the two important correlated variables, the socio-economic factors and the senior highschool academic tracks. The correlation between the two would be analyzed through the conduct of survey questionnaire with the aid of a semi-structured interview to finally conclude how the first variable: socio economic factors, affect the second: the track selection of senior highschool students. . Figure 2. Hypothesis This part of the study would address the research questions by giving hypothetical answers to the statement of the problem as a guide for the researchers as they go a long with the study. 1. The social-economic factors that affect senior highschool students’ academic track selection, include but are not limited to the following: family income, social status, family education and occupational background, social support, and living and environmental condition. 2. The most important socio-economic factor in selecting track is economic or financial status. 3. The impact of a students’ household status in choosing an academic track is varied depending on the socio-economic factors present within said household. In an instance a low-income household tend to ground on career paths that are familiar or that leans towards government service, and in the contrary, upper class household grounds toward business management, accountancy, and the likes. With the presence of varied socio-economic factors its impact towards students track selection may also vary. Definition of Terms Socioeconomics. It is primarily concerned with the interplay between social processes and economic activity within a society. Social economics may attempt to explain how a particular social group or socioeconomic class behaves within a society, including their actions as consumers. Socio-economic Factors. Are the factors that affect our ability to make healthy choices, afford medical care and housing, manage stress, and more. These factors include but are not limited to income, education, employment, community safety, and social supports can significantly affect how well and how long we live. Grade 11 Students. Students who enter the first year of Senior Highschool, this is the point of academic level where students get to choose their career tracks, whether it is related to Humanities and Social Science; Science, Technology, Engineering and Math; Accountancy, Business and Management; General Education; and or Technical Vocational. References Ali, S. R., McWhirter, E. H., & Chronister, K. M. (2005). Self-efficacy and vocational outcome expectations for adolescents of lower socioeconomic status: A pilot study. Journal of Career Assessment. doi:10.1177/1069072704270273 Galama, T., & Kipperluis, H.V. (2019). A Theory of Socio-economic Disparities in Health over the Life Cycle. https://academic.oup.com/ej/article/129/617/338/5250964 Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain. Journal of Family Psychology. http://dx.doi.org/10.1037/a0015403 Wiggins, G. (2022). On The Relationship Between Socioeconomic Status & Academic Achievement https://www.teachthought.com/learning/socioeconomic-status/ Meyer, J. W., G. Thomas, F. Ramirez, and J. Boli, (1998) eds. Institutional Structure: Constituting State, Society, and the Individual. https://www.oxfordbibliographies.com/view/document/obo-9780199846740/obo9780199846740-0053.xml
