Determinants of Strand Selection Among Senior High School Students

The study sought to determine the factors influencing Senior High School students’ strand selection and to explore the experiences of college and graduate students whose course choices did not align with their chosen strands. Conducted in three public high schools in the District of Dauis with 150 randomly selected Grade 11 and 12 students during School Year 2025–2026, the research employed a mixed-method design. Quantitative data were gathered through adapted survey questionnaires from Sabanal (2025) and Tortor (2020), analyzed using frequency counts, percentages, weighted means, and statistical tests at a 0.05 significance level. Qualitative data were collected through semi-structured interviews with college and graduate students to provide deeper insights into strand-choice experiences and mismatches. The study examined demographic profiles (age, gender, grade level, strand), the extent of influence of personal interest, family, social/peer, and school-related factors, and the relationship between demographics and strand selection. Findings revealed that personal interest strongly drives strand choice, while demographic variables shape family and social influences. Mismatches between strands and college courses often stem from financial constraints, limited strand offerings, evolving interests, and the discovery of new passions later in students’ academic journeys. The study revealed that most respondents were mid-adolescent Senior High School students, predominantly female, concentrated in GAS and TVL strands. Personal interest was the strongest factor influencing strand selection, while family and social influences were shaped by demographic variables such as gender, grade level, and strand. School-related factors had only slight influence, mainly due to limited strand offerings. Both quantitative and qualitative data showed that many students’ college courses did not align with their chosen strands, often due to financial constraints, restricted options, evolving interests, or new passions discovered later. The study recommends strengthening career guidance programs and structured counseling to connect strand choices with future academic and career paths. Schools should expand strand offerings and enhance counseling services to address financial barriers. Families are encouraged to engage in open discussions balancing expectations with students’ interests. Finally, future researchers are advised to conduct parallel studies to validate and enrich these findings.