https://www.researchgate.net/publication/354126346_SENIOR_HIGH_SCHOOL_WORK_IMMERSION_PI
ONEERS_A_PHENOMENOLOGICAL_STUDY
https://www.researchgate.net/publication/315344562_The_Test_of_Financial_Literacy_Development_a
nd_measurement_characteristics
https://www.scribd.com/document/427576022/Pursue-ABM-strand
https://www.academia.edu/40292681/An_Assessment_of_Knowledge_Skills_and_Attitudes_of_Acco
untancy_Business_and_Management_ABM_Students_of_Senior_High_Schools_in_Cabanatuan
https://oro.open.ac.uk/42255/
https://www.academia.edu/38491078/Factors_influencing_Student_1_4_CHAPTER
https://www.scribd.com/document/415473516/REASONS-FOR-CHOOSING-ABM-TRACK-GROUP2-M-docx
https://european-science.com/eojnss/article/download/6567/2957
https://www.researchgate.net/publication/314655338_Factors_Influencing_Students'_Career_Choice
s_Empirical_Evidence_from_Business_Students
https://files.eric.ed.gov/fulltext/EJ1092415.pdf
Additionally, The ABM strand is a path that acquires, improves, and
develops necessary thinking skills. This strand helps learners be logical,
analytical, and critical thinkers. The majority of a person’s thinking occurs
informally when he participates in both daily life and school-related
activities. Creating learning experiences that encourage pupils to think more
skillfully and critically is referred to as developing thinking skills. As a result,
thinking skills are a tool that students can use to go beyond the knowledge
they have already learned and gain a deeper grasp of concepts by applying
them, creating new possibilities, coming to their own conclusions, and
assessing their own development (Gepila Jr. et al, 2020).