Chapter I

The Problem

Introduction

Senior High School (SHS) is a vital component of the K–12 Basic Education

Curriculum implemented by the Department of Education (DepEd) in 2012. It introduced

Grades 11 and 12 to enhance students’ readiness for higher education, employment, or

entrepreneurship. According to DepEd (2017), this reform aims to equip learners with

21st-century skills, promote lifelong learning, and provide a clear academic and career

direction. A key feature of SHS is track selection, which allows students to pursue

strands aligned with their interests, strengths, and career aspirations. These tracks

include Academic, Technical-Vocational-Livelihood (TVL), Sports, and Arts and Design.

Despite its purpose, many Grade 10 students continue to struggle when

choosing the appropriate SHS track. Gatcho and Sumadsad (2018) highlight that student

choices are often influenced by peer pressure, family expectations, and limited

awareness of available options. Consequently, students may make uninformed

decisions, leading to disinterest, low motivation, or even the need to shift tracks later in

their SHS journey. This issue is more evident in rural schools where access to updated

career guidance resources is limited.

At Manito National High School, located in Balading, Manito, Albay, this problem

is particularly pronounced. Observations reveal that numerous Grade 10 students lack

understanding of the distinctions among tracks and strands, especially the lesser-known

ones like Arts and Design or the specific subcategories within TVL. Salandanan (2019)

found that students who receive minimal orientation tend to choose tracks based on

convenience or influence from others rather than informed career goals.

 To address this challenge, this study proposes the development and

implementation of a print-based awareness campaign entitled “Pick Your Path.” The

campaign will involve the creation of brochures and posters designed to communicate

essential information about SHS tracks and strands in an accessible, engaging, and

visually appealing manner. These materials will be strategically displayed in classrooms

and other key areas within the school. Gonzales (2020) affirms that print media remains

a powerful tool for communication in educational settings, especially in rural areas where

digital access may be limited.

By increasing awareness through well-designed print materials, this campaign

seeks to empower students to make responsible and informed decisions about their

SHS track. Moreover, the initiative supports teachers, parents, and administrators by

providing them with tools that can supplement formal guidance sessions. Ultimately, the

project aims to foster self-direction and purpose among students as they transition to

SHS.

Background of the Study

The problem of uninformed SHS track selection continues to hinder many

students' academic and career progression. This issue is especially concerning in rural

schools like Manito National High School, where students have limited exposure to

comprehensive career guidance. The importance of helping learners make informed

educational choices is highlighted by DepEd Order No. 41, s. 2015 and DepEd Order

No. 30, s. 2017, which emphasize the need for career advocacy and guidance programs

in basic education.

This study is necessary to provide students with accessible and engaging

information, particularly in print form, which remains a practical mode of communication

in schools with limited internet infrastructure. Developing advocacy materials will

contribute to increasing students’ awareness of SHS offerings and reduce instances of

mismatched track selection. This research is anchored on the belief that well-informed

decisions result in better motivation, retention, and performance among learners.

Research consistently supports the role of career awareness in influencing

academic and long-term success. Schiller (2006) found that a well-structured high

school curriculum aligned with student interests significantly impacts post-secondary

outcomes. Similarly, Gati and Asher (2001) emphasize that career decision-making is

more effective when guided by accurate information and self-awareness. In the

Philippine context, Salandanan (2019) and Gatcho and Sumadsad (2018) emphasize

that the lack of orientation and guidance contributes to poor track selection. Gonzales

(2020) recommends using visual and printed materials to support career education in

low-resource schools. Furthermore, Perkins and Neumayer (2014) explain that

educational mobility and progression are influenced by early academic choices, making

it imperative that students are guided with clear and relevant information.

Despite existing efforts, there remains a gap in ensuring that career guidance

materials are readily accessible to all students, especially those in rural or underserved

areas. This study addresses that gap by developing school-specific, printed campaign

materials for track awareness. The primary objective of this study is to design, develop,

and evaluate a print-based campaign aimed at raising awareness of SHS tracks and

strands among Grade 10 students at Manito National High School. It seeks to improve

students' understanding of track options and assist them in making informed academic

and career-related decisions.

 The study adopts a developmental-descriptive research design. It will be

conducted in three phases: (1) a pre-campaign survey to assess students' prior

knowledge of SHS tracks; (2) the design and implementation of brochures and posters

containing key information on each track; and (3) a post-campaign evaluation to assess

changes in awareness and understanding.

Data will be gathered through structured questionnaires and analyzed using

descriptive statistics. The effectiveness of the materials will be measured through a

comparison of pre- and post-campaign responses, supported by qualitative feedback

from students.

Statement of the Problem

This study aims to provide Grade 10 students of Manito National High School

with clear, accessible, and engaging information regarding the different SHS tracks and

programs through the development of print-based awareness materials. It also seeks to

evaluate the effectiveness of the materials in enhancing students’ understanding and

decision-making.

Specifically, this study seeks to answer the following questions:

1. What are the common issues students face due to irresponsible use of social

media?

2. What key messages and content should be included in the brochures or flyers to

promote responsible social media usage?

3. How do students perceive the clarity, appeal, and relevance of the developed

awareness materials?

4. To what extent do the brochures or flyers improve awareness and influence

students’ attitudes and behaviors toward social media use?

Scope and Delimitations

This study focuses on the development and evaluation of the “Pick Your Path”

campaign using printed brochures and posters to raise awareness among Grade 10

students at Manito National High School about SHS tracks and strands. The tracks

covered in the campaign include those offered by the school: the General Academic

Strand (GAS), Humanities and Social Sciences (HUMSS), and the Technical-Vocational-

Livelihood (TVL) track.

The study will involve pre- and post-intervention surveys conducted with a

sample of Grade 10 students to measure knowledge levels and the impact of the

campaign. The study is delimited to the effectiveness of the print-based materials only,

and it will not examine the effects of digital campaigns or other guidance-related

interventions.

Furthermore, the study excludes Grade 11, Grade 12, and students from other schools.

It will not investigate other factors that may influence track selection such as financial

limitations, peer influence, or family dynamics.

Significance of the Study

Grade 10 Students. The study primarily benefits Grade 10 students by providing

accessible and accurate information about SHS tracks and strands. By making informed

decisions, students are more likely to choose paths aligned with their interests and

goals, which contributes to motivation, engagement, and academic success.

Teachers and Career Guidance Advocates. The campaign can support

guidance counselors and teachers by offering supplementary materials that enhance

career guidance sessions. The findings may also guide educators in identifying content

gaps in existing orientation programs.

School Administrators. The research may inform school administrators of the

strengths and weaknesses of their current SHS advocacy efforts, thereby helping

improve programs that prepare students for SHS enrollment.

Parents and Guardians. By becoming more informed about the SHS track

system, parents and guardians can play a more active role in guiding their children in

making sound educational and career decisions.

Department of Education (DepEd). This study contributes to DepEd’s ongoing

efforts to improve SHS implementation and orientation programs, especially in rural and

under-resourced schools. It aligns with DepEd Orders No. 41, s. 2015 and No. 30, s.

2017, which promote effective career advocacy.

Future Researchers. The study can serve as a reference for researchers

exploring SHS track selection, educational decision-making, or the impact of print-based

campaigns. It opens further inquiry into media strategies for school policy

communication.
References

Department of Education (DepEd). (2017). Senior High School Manual of

Operations. [Link]

DepEd Order No. 030, s. 2017. Guidelines for the Conduct of Career Advocacy and
Guidance Counseling. [Link]

DepEd Order No. 41, s. 2015. Senior High School Career Guidance Program.
[Link]

Gatcho, A. J., & Sumadsad, C. J. (2018). Career decision-making of Grade 10

students in choosing SHS tracks. International Journal of Advanced
Research.

Gonzales, M. T. (2020). Print media as a tool in public school communication

strategies. Journal of Educational Communication, 4(1), 15–21.

Salandanan, G. (2019). Students’ awareness and perception on SHS tracks and

strands. Philippine Journal of Education and Development, 9(2), 112–120.

Schiller, K. S. (2006). The impact of high school curriculum on postsecondary

outcomes. Educational Evaluation and Policy Analysis, 28(3), 267–290.

Gati, I., & Asher, I. (2001). The role of career guidance in the decision-making
process. Journal of Career Assessment, 9(3), 267–284.

Perkins, R., & Neumayer, E. (2014). Geographies of educational mobilities: Exploring

the uneven flows of students. Theorizing Student Mobility, 1(1), 1–20.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies with regards to

the awareness of career paths and the factors affecting the decision-making of senior

high school students in choosing courses or academic tracks. This chapter also covers

the synthesis of the state-of-the-art, the gap to be bridged by the study, the theoretical

framework, conceptual framework, and definition of terms to guide the direction of the

study

Related Literature

Foreign

Liu, Mei, and Ji (2022/2024) examined career decision-making self-efficacy

(CDMSE) among Chinese high school students using latent profile analysis. The study

identified distinct CDMSE profiles and revealed that students with higher self-efficacy

levels demonstrated increased engagement in learning and clearer career objectives.

These findings support the notion that fostering confidence in students enhances not

only their academic motivation but also their awareness and alignment with future career

paths.

In relation to the present study, the work of Liu, Mei, and Ji underscores the role of self-

belief in career decision-making. It emphasizes that students who feel capable and

confident are more likely to actively pursue academic tracks that align with their interests

and long-term goals.

Wang, Li, and Wang (2024) conducted a systematic review of 25 international

studies examining career interventions in secondary education. Grounded in theoretical

models such as the Social Cognitive Career Theory (SCCT) and Cognitive Information

Processing (CIP), the review found that structured programs—including group

counseling, career-focused curricula, and personalized career guidance—significantly

improved students’ adaptability and decision-making self-efficacy.

This literature supports the current research by highlighting how effective career

intervention strategies equip students with the necessary tools to make well-informed

academic and career decisions. It reinforces the importance of integrating theory-based

guidance programs within the senior high school curriculum to foster purposeful course

selection and long-term career planning.

Jemini-Gashi, L., Bërxulli, D., Konjufca, J., & Cakolli, L. (2023) conducted a

quasi-experimental study in Kosovo that measured the impact of a five-step structured

career guidance workshop on adolescents' career decision-making self-efficacy

(CDMSE), outcome expectations, and career goal clarity. Delivered to 47 high school

students (grades 10–12), the intervention significantly improved participants’ career self-

efficacy and clarity in setting career goals, while outcome expectations showed positive

but non-significant improvements . This study supports the effectiveness of short-term,

structured interventions in enhancing career readiness among students—especially

those who lack access to comprehensive counseling services.

In relation to the present study, these findings validate the potential of print-

based awareness campaigns as cost-effective, scalable alternatives to direct counseling.

Even limited interventions, when carefully designed, can meaningfully raise students’

confidence and clarity in selecting an appropriate academic track.

Jiang, H., Zhang, L., & Zhang, W. (2024) explored the role of career awareness

on STEM career interests in a large-scale study involving 2,542 Chinese high school
students. Through structural equation modeling, they found that STEM career

awareness fully mediated analytical STEM interest via self-efficacy and outcome

expectations, and partially mediated other STEM-related interests (life-survival and life-

health), accounting for 39% and 45% of variance respectively .

This research underscores the pivotal role of awareness as a foundational

catalyst that builds self-efficacy and positive outcome expectations—factors that

ultimately shape students' career interests. For your print-based campaign focused on

senior high school tracks, the study highlights that simply providing information is

insufficient; materials must also boost students' belief in their ability to succeed and help

them envision tangible future outcomes.

Hu, H. (2021) conducted a literature review on career cognition among high

school students in China, exploring how students perceive and navigate career planning

under the evolving college entrance examination system. The study assessed multiple

dimensions, including cognitive awareness of career paths, educational methods, coping

strategies, and systemic challenges. It revealed that many students lack autonomy in

decision-making, possess vague career positioning, and rely heavily on incomplete

information, particularly in rural areas where systematic guidance is limited.

In relation to the present study, Hu’s review highlights critical gaps in students’

awareness and cognitive preparedness when choosing senior high school tracks. The

findings emphasize the need for structured career education that fosters autonomy,

provides accessible information channels, and strengthens students’ ability to evaluate

and select academic tracks based on personal interests rather than external pressure or

incomplete knowledge.
Local

Understanding SHS tracks and programs in the local context is crucial, as it

highlights the different options available to students, such as Academic, Technical-

Vocational-Livelihood, Sports, and Arts and Design tracks. According to the Department

of Education (2020), the introduction of these tracks has aimed to cater to diverse

student interests and career aspirations. Local educational policies have emphasized the

importance of these tracks in preparing students for higher education and employment,

yet challenges remain in ensuring that students are well-informed about their options.

Awareness levels and perceptions of SHS programs among students and

parents significantly influence decision-making. Local surveys, such as the one

conducted by the Local Government Unit in 2021, indicate that many students and

parents lack adequate knowledge about the available tracks, leading to confusion and

misinformed choices. This gap in awareness can result in students selecting tracks that

do not align with their interests or career goals. Addressing these misconceptions is vital

for the success of the SHS program and for guiding students toward paths that best suit

their skills and aspirations.

Evaluating the effectiveness of print-based campaigns in education reveals their

impact within the community. Case studies, such as those documented in the

Community Education Report (2022), illustrate successful outreach through print media,

including brochures, posters, and newsletters. These materials have been shown to

effectively communicate essential information about SHS tracks and programs,

particularly in areas with limited access to digital resources. The findings suggest that

print media can play a significant role in raising awareness and providing clear
information to students and parents, especially in regions where digital literacy may be

lower.

Cultural and socio-economic factors also play a vital role in shaping the

effectiveness of awareness campaigns. Research published in the Socio-Economic

Studies Journal (2021) indicates that local attitudes towards education and varying

economic statuses can create barriers to informed decision-making regarding SHS track

selection. For instance, families from lower socio-economic backgrounds may prioritize

immediate employment over educational advancement, affecting their engagement with

awareness campaigns. Understanding these cultural and socio-economic dynamics is

essential for tailoring campaigns that resonate with the community and address specific

barriers.

Lastly, a comparative analysis of print-based campaigns with other

communication strategies, such as digital media, suggests that while print remains

relevant, integrating multiple approaches may enhance outreach and engagement. The

Educational Communication Review (2023) highlights that combining print materials with

digital platforms can create a more comprehensive awareness campaign, reaching a

broader audience. This multi-faceted approach can ensure that students and parents

receive consistent messaging across various channels, ultimately leading to more

informed decisions regarding SHS track selection.

Related Studies

Foreign

Jäckel-Visser et al. (2021) evaluated the effectiveness of a self-directed career

guidance intervention using printed booklets in resource-constrained South African

schools. The study found that printed materials helped improve students’ understanding

of their academic and career options, especially where access to guidance counselors

was limited. Teachers observed that students became more confident in exploring

education and career paths after using the materials. The intervention also promoted

student independence in navigating career decisions even without one-on-one

counseling support.

In relation to the present study, it shows that print-based tools like brochures and

booklets are effective in guiding students in low-resource settings, supporting the

campaign’s aim to help Grade 10 students in Manito, Albay make informed SHS track

choices. This implies that localized, printed interventions can bridge information gaps in

areas with limited educational resources.

Sahito et al. (2025) conducted a study in Pakistan that explored the role of career

guidance and counseling on students’ academic and career decisions. It found that

students who received printed materials like handbooks and career flowcharts performed

better in choosing education tracks aligned with their goals. The research also

highlighted that guidance improved students' self-efficacy and reduced indecision

regarding career planning.

The study emphasized that printed guidance was especially useful in schools

with limited access to digital tools. For the present research, it highlights how print-based

resources can enhance students’ ability to choose the right SHS track, reinforcing the

purpose of the Pick Your Path campaign. It supports the use of printed tools as an

equalizing solution for rural and underserved students.

Scilit Educational Survey (2025) examined the factors influencing SHS track and

strand choices among students in Southeast Asia. The study reported that many
students lacked accurate information, and those who received printed visual guides and

brochures were more likely to choose a strand that fit their interests and career goals.

The research noted that schools that provided structured printed materials saw better

decision-making among students and less tendency to follow peer pressure.

Printed tools were most effective in rural and underserved schools. In relation to

the present study, it supports the strategy of using printed materials to inform and

empower Grade 10 students about SHS tracks in areas like Manito, Albay. It affirms that

visual, printed information is both accessible and impactful in guiding youth through

major academic decisions.

Makoutodé et al. (2022) investigated the effectiveness of a print-based road

safety campaign in secondary schools in Benin. The study found that posters, flyers, and

banners helped improve students’ awareness and influenced behavior positively after

the intervention. The study used pre- and post-assessment surveys, which showed a

clear increase in students' knowledge and awareness due to printed educational

exposure.

Though focused on road safety, it proved that printed campaigns can be effective

tools for education. In connection to the present study, it confirms that print-based

campaigns can impact student awareness, supporting the campaign’s goal of educating

students about SHS tracks through printed material. It also provides a model for

measuring changes in awareness, which can be adapted to track selection outcomes.

Rukewe & Oats (2020) investigated the impact of career guidance on career

choice among secondary school students in Botswana. The study found that students

who received printed materials such as brochures and posters were more informed and

confident in choosing their educational paths, especially in schools with limited digital
access. Interviews with teachers and counselors further revealed that students

responded better to visually engaging print content compared to general lectures.

This study is relevant to the present researchers, as it shows that physical

materials can play a key role in helping students select the right SHS track, which

supports the goals of the Pick Your Path campaign. It emphasizes that even in the

absence of modern technology, students can be guided effectively using thoughtfully

designed print resources.

Local

Based on the Researcher, Aquino, Desierto, and Palado (2020) studied Grade

10 students from Tayug National High School. They found that students only had a

moderate understanding of the SHS tracks and did not feel fully ready for the transition.

The researchers said this was because students lacked proper information and

preparation. They suggested that schools should give students more support through

organized awareness campaigns.

This finding is important because it shows the need for early and clear

information—something the current campaign provides through printed guides and

materials.

Ancheta, Francisco, and Balala (2019) focused on how students became aware

of the Bachelor of Library and Information Science (BLIS) program. They found that

printed materials such as brochures and posters were the most effective tools in

spreading information. Students said they could understand the content better when they

could read and see it in print.

 The researchers recommended that schools continue using printed tools to

promote awareness. This supports the “Pick Your Path” campaign, which also uses

printed media to help students better understand their SHS options.

Acub, Bonete, and Dela Umbria (2019) looked at Grade 10 students in

Valenzuela City and asked what influenced their SHS track choices. They found that

many students based their decisions on personal interests and confidence in certain

subjects. However, the study also showed that many students didn’t really know what

each SHS track included.

The authors recommended that schools provide simple and clear information to

help students make better choices. This supports the goal of the current campaign,

which gives students easy-to-understand print materials about each track.

San Jose National High School (2020) did a study on how family, financial

situations, and peer influence affect student decisions on SHS tracks. They found that

many students follow what their parents or friends suggest, and that these influences are

strong. Because of this, the researchers said that awareness campaigns should not only

focus on students, but also reach parents and the community.

This is another reason why printed materials are helpful—they can be brought

home, shown to family members, and read again. The “Pick Your Path” campaign

makes use of this by designing printed tools that are not only for students but can also

guide their families.

Escolano (2024) explored what Grade 10 students expected from the SHS

Academic Track. Many students believed it would help them prepare for college and

develop life skills, but most of them didn’t understand the actual subjects or

requirements of the track.

 The study recommended using visual tools like infographics, simple charts, and

printed materials to make information easier to understand. This strongly supports the

campaign’s idea of using printed designs, pictures, and short explanations to help

students learn more clearly.

Gap to be Bridged by the Study

Despite the increasing importance of informed decisions regarding Senior High

School track selection, there is a significant gap in effective awareness campaigns

targeting prospective students in Manito National High School. Current information

dissemination methods are insufficient, resulting in a lack of understanding about the

various Senior High School tracks and programs, their respective curricula, and the

career pathways they offer. This knowledge deficit leads to uninformed choices with

potential long-term consequences for students' academic and professional futures.

Existing resources on Senior High School tracks often lack accessibility, clarity,

and engaging presentation, failing to effectively communicate the complexities and

implications of track selection. The absence of a targeted, print-based awareness

campaign specifically designed to address this knowledge gap leaves many students

poorly prepared to make well-informed decisions. This lack of targeted interventions is

particularly concerning in rural or underserved areas where access to digital career

guidance is limited. This research represents the first print-based awareness campaign

conducted at Manito National High School, aiming to fill this void by developing and

evaluating a print-based campaign tailored to enhance understanding and facilitate

informed choices regarding Senior High School tracks and programs. By bridging this

gap, the study will contribute to improved educational outcomes and better preparation

for students' post-secondary endeavors.

Theoretical Framework

The researchers applied Lent, Brown, and Hackett's (1994) Social Cognitive

Career Theory (SCCT) to learn how people choose their careers based on their own

objectives, result expectations, and self-efficacy. According to this idea, learning

experiences such as achievements, setbacks, social support, and role models have a

big impact on how people perceive their skills and potential career paths. In addition to

acknowledging the significance of environmental supports and obstacles, SCCT

provides a useful lens through which to examine the ways in which psychological, social,

and economic aspects impact the career trajectories of various learners.

According to Super's Life-Span, Life-Space Theory (1990), career planning is a

lifetime process that is connected to an individual's changing self-concept. The theory

highlights that people adopt multiple life roles (e.g., student, worker, citizen) across

different life "spaces," and that these roles interact and influence career decisions as

people attempt to integrate their personal identities with their work lives over time. The

theory also outlines five career stages: Growth, Exploration, Establishment,

Maintenance, and Decline.

Career decisions are largely impacted by learning experiences rather than just

natural abilities or well-thought-out plans, according to Krumboltz's Social Learning

Theory of Career Decision-Making (1979). Four main elements influence a person's

career development: task approach skills, learning experiences, environmental

circumstances, and hereditary features. The theory promotes flexibility, receptivity to

new chances, and lifelong learning as critical components of a successful career

navigation because it recognises the important role that chance and unforeseen

occurrences play.
 For the analysis of career development, these three theories provide a thorough

framework. Super's theory discusses how identity and life roles change over time,

Krumboltz stresses learning experiences and flexibility, and SCCT focusses on the

importance of motivation and self-beliefs. A more comprehensive and inclusive

understanding of how people plan and follow their professions is supported by the

study's integration of diverse viewpoints, which acknowledges that a variety of personal,

social, developmental, and environmental factors influence career choices.

 Career Decision - Making

Self-efficacy Identity Adaptability

from SCCT from Super’s Life- from Krumboltz’s

Span, Life-Space Social Learning
Theory Theory

FIGURE 1. THEORETICAL PARADIGM

Conceptual Framework

In recent years, the transition from Junior High School to Senior High School

(SHS) has become increasingly challenging for students due to the wide range of

available tracks and programs. Many students are unaware of the specific career

pathways each track offers, leading to confusion and indecision. This lack of awareness

often results in misaligned academic choices, affecting students’ future career directions

and success.

The aim of this study is to provide a brief discussion on the elements presented

in the framework, which focuses on the importance of a print-based awareness

campaign in guiding students toward informed decisions. The study will focus on the

inputs (shown in Figure 2), where the researchers will explore the following:

(a) students' awareness of SHS tracks and programs,

(b) understanding of career pathways linked to each track, and

(c) perceived challenges in choosing the right academic track.

The process includes data gathering through surveys and focus group

discussions, aiming to identify students' information gaps and specific needs. These

steps will help the researchers design targeted awareness materials.

As an output, the researchers propose the development of informative brochures

containing simplified explanations of SHS tracks, their career pathways, and motivational

content that can guide students in making well-informed academic decisions. These

materials are intended to raise awareness and improve decision-making among

incoming SHS students.

 By establishing this conceptual framework, educators, guidance counselors, and

decision-makers can better understand the root of students’ indecision and confusion

regarding SHS track selection. The results of the study will support the creation of

effective, accessible awareness tools that empower students in their academic and

career journey.
Students' Awareness of SHS Data Gathering Informative Brochure
Tracks and Programs
Identify information Improved
Understanding of Career
gap and students needs understanding on SHS
Pathways
track
Perceived Challenges in
Choosing Tracks

FIGURE 1. CONCEPTUAL PARADIGM

Synthesis of the State of the Art

The body of literature and studies reviewed paints a clear picture: helping

students make informed choices about their future starts with building their confidence

and giving them the right tools. Across both international and local contexts, researchers

agree on three things: students need to believe in their ability to make decisions

(CDMSE), they need access to the right information, and that information needs to be

delivered in ways they can understand and relate to. That is exactly what this study’s

print-based awareness campaign for Grade 10 students in Manito, Albay aims to do.

Looking at international research, experts like Liu, Mei, and Ji (2022/2024) and

Jemini-Gashi et al. (2023) show how students with higher self-confidence tend to be

more engaged in school, clearer about their goals, and better prepared to plan for their

careers. This suggests that students who feel unsure about their choices are not just

lacking options, they are lacking support. Wang, Li, and Wang (2024) reinforce this

through theories like SCCT and CIP, pointing to the success of structured career

guidance programs. These models show that even simple, low-cost interventions such

as printed materials can make a real difference. Meanwhile, studies such as that by

Jiang, Zhang, and Zhang (2024) reveal how awareness itself influences what students

dream of becoming, reminding us that clear, relatable information is key.

Printed materials in particular stand out as a helpful solution, especially for

students in rural or low-access communities. Research by Jäckel-Visser et al. (2021),

Rukewe and Oats (2020), and Sahito et al. (2025) shows that brochures, posters, and

print guides do not just inform, they empower. Students using these materials became

more confident and clearer about their next steps. This kind of practical tool is exactly

what the campaign brings to students in Manito.

 Zooming in on the local context, the challenges come into sharper focus. Reports

from the Department of Education (2020) and the LGU Survey (2021) reveal that many

Filipino students and their parents do not fully understand the different SHS tracks

available. Studies by Aquino et al. (2020) and Ancheta et al. (2019) show that this lack of

awareness often leads students to delay decisions or make choices that do not match

their interests or strengths. These findings call for better, earlier, and more accessible

information.

Fortunately, there is growing evidence that printed tools can meet this need.

Local sources like the Community Education Report (2022), Escolano (2024), and

Educational Communication Review (2023) back up the idea that well-designed print

campaigns are still effective, especially in places with limited digital resources. These

studies emphasize that visuals, simple language, and involving families all help students

absorb information and feel more supported in their choices. That is why the campaign is

built with those exact features in mind.

Bringing it all together, the literature strongly supports the direction of this study.

It confirms that boosting CDMSE is essential, that print-based tools are a proven way to

do this, and that there is a pressing need for better awareness in underserved areas. By

drawing from both international evidence and local realities, this study does not just add

to the conversation, it responds to it with a campaign that is practical, grounded, and

made for the students who need it most.

Definition of Terms

Awareness. Awareness is the state of being informed or conscious of

something, particularly through education or exposure to information. In this study,

awareness refers to the level of knowledge students demonstrate about the available

SHS tracks and the career opportunities connected to them.

Brochure. A brochure is a printed document used to convey information in a

visually engaging and organized format. In this study, brochures are the primary

materials created and distributed as part of the awareness campaign to communicate

details about SHS tracks and career options.

Career Pathway. A career pathway is a coherent sequence of educational steps

and work experiences that lead to a specific profession or occupational field. In this

study, a career pathway refers to the jobs, professions, or college programs associated

with each SHS track being introduced to students through campaign materials.

Decision-Making. Decision-making is the mental process of evaluating options

and choosing the best course of action. In this research, it refers to the students’ process

of selecting the SHS track that best fits their interests, skills, and long-term goals.

Guidance Program. A guidance program is a set of structured services in

schools designed to support students in academic planning and career decision-making.

In this study, it includes any existing or proposed programs that help students become

more informed about SHS tracks, supported by the print-based campaign.

Information Gap. An information gap is a situation in which a person lacks

critical knowledge needed to make informed decisions. In this study, it refers to the lack
of adequate, clear information students may experience when selecting SHS tracks

without proper guidance.

Print-Based Campaign. A print-based campaign is an information dissemination

strategy using printed materials like brochures, flyers, and posters to spread awareness

and promote understanding. In this study, it refers to the use of brochures as tools to

inform Grade 10 students about SHS tracks and help them make informed academic

decisions.

Senior High School (SHS). Senior High School is the final phase of basic

education in the Philippines under the K–12 system, covering Grades 11 and 12. In this

study, SHS refers to the educational level where students are required to choose among

various academic and technical-vocational tracks.

SHS Tracks. SHS tracks are the structured academic strands offered under the

Philippine K–12 curriculum that aim to align students' education with their interests,

abilities, and career aspirations. In this study, SHS tracks refer to the specific strands

such as STEM, ABM, HUMSS, TVL, and GAS that students may choose from in Senior

High School.

Student Engagement. Student engagement is the level of attention, curiosity,

and interest that students exhibit when learning or participating in school activities. In

this study, it refers to how students respond to, interact with, and absorb the information

provided through the print-based campaign.

References

Jäckel-Visser, S., Prinsloo, C., & Mashatole, M. (2021). Effectiveness of self-directed

career guidance using print-based materials in low-resource South African
schools. South African Journal of Education, 41(3), 1–11.

Acub, M. L., Bonete, J. A., & Dela Umbria, C. R. (2019). Factors influencing SHS track
choices of Grade 10 students in Valenzuela City. Valenzuela City Schools
Division Research Report.

Ancheta, J. M., Francisco, L. G., & Balala, K. S. (2019). Effectiveness of printed

promotional materials in increasing awareness on the Bachelor of Library and
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Aquino, M. A., Desierto, R. P., & Palado, D. F. (2020). Awareness and readiness of
Grade 10 students of Tayug National High School on SHS tracks and strands.
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Babinski, L. M., Corra, A. J., & Gifford, E. J. (2016). Evaluation of a public awareness
campaign to prevent high school dropout. Journal of Prevention, 37(3), 361–375.

Community Education Report. (2022). Impact of Print Media in Educational Campaigns.

Department of Education. (2020). Senior High School Tracks and Programs Overview.

Educational Communication Review. (2023). Comparative Analysis of Communication

Strategies in Education.

Escolano, H. C. (2024). Grade 10 students' expectations and understanding of the SHS

Academic Track: A visual communication approach. Philippine Education
Research Journal, 11(1), 33–47.

Hu, H. (2021). Review of the Literature on Career Cognition in High School Students.
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Jemini-Gashi, L., Bërxulli, D., Konjufca, J., & Cakolli, L. (2023). Effectiveness of career
guidance workshops on the career self-efficacy, outcome expectations, and
career goals of adolescents: An intervention study. ResearchGate.
[Link]
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career interests: Examining the roles of self-efficacy, outcome expectations, and
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Liu, X., Mei, X., & Ji, G. (2024). “Walking with Dreams”: The Categories of Career
Decision-Making Self-Efficacy and Its Influence on Learning Engagement of
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 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

Research Design

This chapter presents the research design and methodology used in the study. It

includes the research method, sources of data, instrument to be used, respondents, data

gathering procedure, and the statistical treatment. Each part plays an important role in

ensuring that the study is systematic, organized, and reliable.

This study will adopt a quantitative research approach, focusing on collecting and

analyzing numerical data through structured instruments to objectively evaluate the

effectiveness of the print-based awareness campaign among incoming Grade 10

students. Quantitative research is particularly suited for measuring variables such as

awareness levels and perceptions using surveys and analyzing responses statistically to

inform educational development (Rauteda, 2025).

In addition, this study is a developmental research design, because its primary

goal is to create and evaluate a print-based awareness campaign titled “Pick Your Path:

A Print-Based Awareness Campaign on SHS Tracks and Programs.” Developmental

research emphasizes the design, testing, and refinement of educational materials to

address identified learning needs. Similar to the study of Bourdache et al. (2023), which

develops and validates print materials for promoting physical activity among cancer

patients, this research will follow a systematic process of creation and evaluation to

ensure that the materials are clear, relevant, and suited to their intended audience

The design will be appropriate since the campaign is the first of its kind at Manito

National High School. Like the evaluative study of print-based modular learning
conducted by Delos Reyes (2023), which assesses the implementation of printed

modules in an elementary school setting, the present study will also apply the principle

of testing the effectiveness of materials in a real classroom context. By using this design,

the researchers will ensure that the materials are not only informative but also practical

and responsive to the needs of incoming Grade 10 students who must choose among

Senior High School tracks.

Furthermore, this study will align with recent research on booklet development for

teacher education students, which highlights the importance of expert validation and

student feedback in material refinement (Tolentino et al., 2023). The developmental

research framework will make it possible to integrate these steps into the process of

creating the awareness campaign: expert validators will check the accuracy and clarity

of content, while students will provide feedback on its usefulness. By grounding the

design in recent scholarly practices, this study will ensure that the campaign materials

are credible, effective, and tailored for the learners’ decision-making needs.

Sources of Data

The data for this study was collected from four main sources within Manito

National High School, focusing on gathering comprehensive information about students’

awareness and understanding of Senior High School tracks and programs. The primary

sources were official school records and curriculum guides, which were examined in

detail to provide clear and accurate descriptions of the different academic and technical-

vocational tracks available. These documents also offered insights into enrollment trends

and program capacity, which helped identify which tracks are most popular and how the

school structures its offerings to meet students’ needs.

 Secondary sources included surveys and interviews conducted with current

Senior High School students, teachers, counselors, and staff to assess their level of

awareness, preferences, and challenges related to the different tracks. The surveys

quantified how much students and staff knew about the available programs, while the

interviews explored the reasons behind students’ choices or hesitations, such as

misconceptions, lack of information, or external influences. This helped reveal gaps in

knowledge and barriers that could be addressed through targeted awareness

campaigns.

Additionally, focus group discussions with incoming Grade 10 students and their

parents were conducted to understand their perceptions, concerns, and expectations

about Senior High School tracks. These discussions were crucial in identifying what

information students and parents find most important when choosing a track, as well as

the sources they trust for guidance. By involving parents, the study also captured the

role of family influence in students’ decision-making process, highlighting areas where

awareness efforts could be expanded to reach not just students but also their support

systems.

Lastly, previous print materials from the school’s awareness campaigns were

reviewed to evaluate how effectively these communications conveyed information about

Senior High School tracks and helped students make informed decisions. This review

included analyzing the clarity, appeal, and distribution of brochures, posters, and flyers,

as well as feedback from the school community. The findings from this analysis informed

the development of a more focused and engaging print-based awareness campaign

designed to better address the specific informational needs and preferences of the

students and parents at Manito National High School.

Instruments to be Used

Survey In quantitative research, a survey is a systematic and structured data

collection method. Researchers use standardized questionnaires or interviews to gather

numerical data from a representative sample of a large group of people. Surveys aim to

collect quantitative information about attitudes, behaviors, opinions, or characteristics of

a population. The questions are typically pre-determined and often use closed-ended

questions with choices or numerical scales to elicit specific responses. The collected

data is then analyzed statistically to describe trends, characteristics, and relationships

within the population. Statistical techniques are employed to identify patterns, trends, or

relationships within the data, helping researchers make generalizations, test hypotheses,

and draw conclusions about the broader population from which the sample is drawn.

Respondents of the Study

The respondents of this study were the Grade 10 students of Manito National High

School during the Academic Year 2025–2026. They were selected as respondents

because they are potential enrollees in the Senior High School program and are directly

involved in the decision-making process regarding strands and tracks. Out of 316 of

Grade 10 students, 70 were chosen using Simple Random Technique to represent the

study population. The selection ensured that the sample represented different sections

and both male and female students. These respondents were appropriate for the study

because they are the primary target audience of the campaign and will soon make

decisions regarding their SHS track or strand.

Data Gathering Procedure

 This research adopt a systematic approach to obtain accurate and credible data

concerning students' awareness and perceptions about SHS tracks and programs.

Initially, the researchers develop a customize survey instrument that had undergone

expert review and content validation to ensure its reliability and relevance to the study.

The survey include a checklist and multiple-choice items focusing on students'

knowledge and attitudes toward various SHS tracks and the influence of print-based

campaigns in their decision-making.

To gather valuable data, the validate survey was distribute to selected

respondents within the target population. The data collection took place after distributing

the informative print materials relating to the SHS tracks and programs. Respondents

were given sufficient time to read the materials before proceeding to answer the survey,

ensuring inform responses.

Respondents were assure that the information they provide would remain

confidential and used exclusively for academic and research purposes. Inform consent

was obtain prior to data collection, highlighting voluntary participation and the right to

withdraw at any stage without penalty.

After survey collection, responses were immediately compile and securely stored.

The researchers meticulously analyze the data to examine the effectiveness of the print-

based campaign in raising awareness and guiding students in choosing SHS tracks. The

findings were use to draw practical conclusions and recommendations for future

awareness initiatives in educational settings.

Statistical Treatment

To analyze and interpret the gathered data from the respondents regarding their level of
awareness on Senior High School (SHS) tracks and programs, the following statistical
tools were employed:

1. Frequency Distribution

This was used to determine the number of responses under each level of awareness
(Excellent, Satisfactory, Needs Improvement). It helped in organizing the raw data into a
more understandable form.

f = number of responses in each category

2. Percentage

Percentage was applied to identify the proportion of respondents who selected each
category of awareness. This made the results comparable across different tracks and
strands.

P = f/N × 100

Where:

P = Percentage

f= Frequency of responses

N = Total number of respondents

3. Arithmetic Mean

The mean score was computed to measure the general level of awareness of the
respondents per track/strand.
X̄ = ΣX / N

Where:

X̄ = Arithmetic Mean

ΣX = Summation of weighted scores

N = Number of respondents

Each level of awareness was assigned a numerical value:

3 = Excellent

2 = Satisfactory

1 = Needs Improvement

4. Weighted Mean

To obtain the overall awareness rating per SHS track/strand, the weighted mean was
used:

WM = Σ(f × w) / N

Where:

WM = Weighted Mean

f = Frequency of each response

w = Weight assigned to each level of awareness

N = Total number of respondents

5. Interpretation Scale for Awareness Level

The following scale was used to interpret the weighted mean:

 WEIGHTED MEAN RANGE INTERPRETATION

2.5 - 3 Excellent Awareness

1.5 - 2.4 Satisfactory Awareness

1 - 1.4 Needs Improvement

References:

Creswell, J. W., & Creswell, J. D. (2018).

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.).

SAGE Publications.

Rauteda, Khem Raj. (2025). Quantitative Research in Education: Philosophy, Uses and

Limitations. 2. 1-11. 10.56916/jmrd.v2i1.993.

Avancini, A., Benato, G., Tregnago, D., Trestini, I., Milella, M., Lanza, M., & Pilotto, S.

(2023). Development of Educational Print Materials for Physical Activity in Cancer:

Evaluation of Readability and Suitability. Journal of cancer education : the official journal

of the American Association for Cancer Education, 38(1), 42–49.

Tolentino, J. C. G., Danganan, C. G., David, A. A., & Peña, J. T. (2023). Development

and Validation of a Booklet in Educational Research: A Supplementary Material for

Filipino Teacher Education Students. Multidisciplinary Journal for Education, Social and

Technological Sciences, 10(2), 1–23.

Reyes, Rochle. (2023). Print-based modular distance learning in a public elementary

school: an evaluative study. International Journal of Research Publications. 131.

10.47119/IJRP1001311820235405.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

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