Senior High School Strand–Course Alignment as a Predictor of Academic Performance Among KNAS Graduates

This study examined the relationship between Senior High School (SHS) strand–course alignment and academic performance among graduates of Kasibu National Agricultural School (KNAS). Using a descriptive-correlational research design, data were collected from 149 graduates through a validated survey questionnaire. The study described the respondents’ academic profile, determined the extent of strand-degree alignment, and investigated the effects of strand-course alignment and SHS academic performance on college academic achievement. Results revealed that most respondents pursued college degree programs not aligned with their SHS strands. Despite the prevalence of strand-course mismatch, college academic performance was generally comparable between aligned and non-aligned students. Regression analysis showed that strand-degree alignment alone did not significantly predict college academic performance. However, SHS academic performance significantly influenced college achievement, particularly among students with below-average SHS performance. Furthermore, strand-degree alignment moderated the negative effect of lower SHS achievement on college performance. The findings highlight the importance of academic preparation and informed educational planning in supporting student success.