Influencing Factor in Senior High School Strand Preference

Abstract

This study examined the factors influencing strand preference among Grade 10 students at Buenavista Integrated School in Zamboanga City, Philippines, during the School Year 2025–2026. Specifically, the study investigated how selected demographic characteristics (age, sex, socioeconomic status, and academic performance) and contextual influences (family, peers, personal factors, and environmental considerations) shape students’ choices among the General Academic Strand (GAS), Humanities and Social Sciences (HUMSS), and Technical-Vocational-Livelihood (TVL). A descriptive–quantitative research design was employed, involving 73 Grade 10 students who were selected as respondents. Data were gathered using a structured survey questionnaire and analyzed through frequency distribution, mean scores, analysis of variance (ANOVA), and correlation analysis to determine the significance of the identified variables on strand preference. The results revealed that HUMSS was the most preferred strand (39.7%), followed by TVL (32.9%) and GAS (27.4%). Most respondents were aged 14–16 years old (91.8%), female (72.6%), and from middle-income families (74.0%), with an average academic performance categorized as satisfactory (M = 82.32). In terms of influencing factors, personal influence (M = 3.05) and environmental influence (M = 3.00) were rated as moderately influential, followed by family influence (M = 2.68), while peer influence (M = 2.37) had the lowest level of influence. Statistical analysis further indicated that age (p = .003), sex (p = .011), and socioeconomic status (p = .048) significantly influenced students’ strand preferences, while academic performance showed no significant influence on strand preference. The findings suggest that students’ strand choices are shaped by a complex interaction of demographic characteristics and contextual influences rather than academic performance alone. These results highlight the importance of strengthening school-based career guidance programs, enhancing academic and career counseling services, and providing equitable support mechanisms to assist students in making informed educational decisions aligned with their interests, abilities, and future career aspirations.