Salettinian Open Academic Review

Vol. 4, │2022, pp. 10 – 17

Alignment of the Senior High School Strand to the College Course Enrolled
by the Graduates of La Salette of Jones Batch 2018-1019
Angelie A. Cordero*
Jerlyn G. Fontanilla*
Krizzel B. Gumpal*
Rhon Dave S. Monzon*
Joshua G. Salvador*
Edna D. Tamani*
*Faculty, La Salette of Jones, Jones, Isabela
____________________________________________________________
ABSTRACT
The introduction of the K-12 program aimed to elevate the Philippine educational system to meet
global employment standards. Within senior high school, diverse academic strands were
introduced to align students' choices with their future career paths. This study investigated the
correlation between these senior high school strands and college course enrollments. Utilizing a
descriptive survey, findings reveal that while many graduates pursued courses aligned with their
senior high school strands, a notable portion opted for unrelated fields or remained undecided.
Despite this, most students acknowledged the importance of aligning their college courses with
their earlier academic choices. The study suggests a need for a re -evaluation of the K-12
curriculum to incorporate essential skill development for post-senior high school employment,
addressing the discrepancy between a primarily college-focused curriculum and the diverse career
intentions of graduates.

Keywords: K-12, college preparatory, alignment, senior high school, knowledge, skills
__________________________________________________________________
INTRODUCTION
The K to 12 program, introduced in 2013 through the enactment of RA 10533, commonly known
as the 'Enhanced Basic Education Act of 2013,' extended and fortified the Philippine Basic
Education System. This initiative aimed to enhance the curriculum and expand the duration of
basic education, aligning it with global standards. Referred to as K to 12 due to the additional
years introduced, the program fosters global competence by facilitating the recognition of Filipino
graduates and professionals internationally. Offering three tracks—Academic, Technical-
Vocational-Livelihood, and Sports and Arts—the curriculum emphasizes mastery of concepts and
skills, cultivating lifelong learners and preparing graduates for tertiary education, vocational
skills, employment, and entrepreneurship.

The Department of Education noted that the Philippines was among the last Asian countries and
one of the final three globally to implement this 12-year education system. This extension aimed
to bridge the educational gap, as a 12-year program aligns with the recognized global standard for
students and professionals worldwide.

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Former President Aquino III emphasized the necessity of a 12-year education for public school
children to provide them with equal opportunities for success. The implementation of RA 10533,
or the K-12 Program, introduced an additional two years of Senior High School to the educational
curriculum. Encompassing Kindergarten and a total of 12 years of basic education (six primary,
four Junior High School, and two Senior High School), this program was a hallmark of the Aquino
III administration, aspiring to equip every Filipino child with the skills needed to thrive in the
global landscape.

Background of the Study

During the 2017-2018 academic year, La Salette of Jones, Inc. introduced the new curriculum,
welcoming its inaugural batch of Senior High School students. The institution offered two distinct
Senior High School Strands: Science, Technology, Engineering, and Mathematics (STEM), and
Accountancy and Business Management (ABM).

The researchers embarked on this study with the aim of aiding Junior High School students who
would soon be selecting their Senior High School Strand. A fundamental goal of the K-12 program
is to prepare students for their chosen college courses. Thus, the researchers conducted this study
to ascertain if the graduates of La Salette of Jones, Inc., spanning from Batch 2018 to Batch 2021,
aligned their current college courses with their Senior High School strands. The alignment
between the senior high school strand and the subsequent college courses, as believed by the
researchers, indirectly measures the academic readiness of students for tertiary-level education.
An underlying assumption was that a Senior High School students’ chosen strand should correlate
with their desired college course, thereby enhancing their ability to adapt and excel in their chosen
field. This alignment not only fosters a strong academic foundation but also cultivates additional
skills essential for their future professional endeavors.

This research aims to determine the overall rate of alignment between the Senior High School
Strands (STEM and ABM) pursued by the graduates of La Salette of Jones, Inc. and their current
college courses.

The researchers intend to investigate the preparedness of senior high school students for their
chosen college programs concerning their current enrolled courses. This tracer study aims to
determine the alignment rate between their previous senior high school education and their
preparedness for their enrolled college courses.

Statement of the Problem

The main purpose of this study was to trace the graduates of the La Salette of Jones, Incorporated
Batch 2018- 2021, to get meaningful feedback and to know their chosen course. More specially,
this study endeavored to answer the following:

1. What is the profile of the respondents in terms of:

1.1 age;
1.2 gender;
1.3 year graduated; and,
1.4 senior high school strand?

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2. What are the alignment of the senior high school academic strand to the college course enrolled
by the graduates in terms of:

2.1 academic strand; and

2.2 course enrolled in?

LITERATURE REVIEW

The core objective behind the adoption of the K-12 curriculum is to align Philippine education
with global standards, ensuring the competitiveness of our graduates. Rojas (2016) highlights that
career choices are significantly influenced by the demand for specific professions. Consequently,
higher education Institutions need to evolve to meet the dynamic demands of the job market,
providing graduates with the necessary credentials. However, skills remain to be the primary
factor driving employee recruitment. According to Ramirez et al. (204), companies prioritize
highly skilled graduates to ensure competence in the workforce. This underscores the imperative
for educational institutions, especially those offering foundational education, to pivot their
instructional strategies toward cultivating skilled individuals capable of thriving in the global job
market.

The Philippine Department of Education emphasizes the need to shift public perceptions
regarding the purpose of high school education. The introduction of K-12 seeks to redefine its
image from solely a preparatory phase for college to an avenue for gaining employable skills or
fostering entrepreneurship in a rapidly evolving industrial landscape. By implementing K-12, the
goal is to endow high school graduates with the competitive edge of possessing skills and
competencies sought not just in the Philippines but worldwide.

Assessing the progress of K -12 graduates necessitates tracking their trajectory to evaluate how
educational institutions prepare them for employment. Acquiring quantitative structural data on
employment and careers is crucial, serving as a key indicator of higher education quality in the
Philippines. Consequently, the Commission on Higher Education mandates follow-up studies to
gauge the nature of instruction provided by higher education institutions, in compliance with
accrediting bodies like the Accrediting Agency of Chartered Colleges and Universities in the
Philippines, Inc. (AACCUP), Philippine Association of Colleges and Universities (PACUCOA), and
others (Millington, 2011).

In the Philippines, the senior high school program boasts four clear tracks: academic, tech-voc,
sports, and arts and design. However, a pressing need exists to construct learning facilities to
accommodate the increasing student population. Aligning the student's chosen track in senior
high school with their college course is crucial to meeting the demand for skilled workers
nationally and internationally (Sarmiento & Orale, 2016).

An inherent challenge within the K-12 framework is the insufficiency of adequately trained
teachers aligned with their assigned subjects. The imperative for re-tooling and training these
educators within the K-12 system is evident. Additionally, the alignment of college courses with
the academic tracks of senior high school students poses another challenge. While intended to
guide students toward their intended college programs based on their interests and inclinations,
the non-mandatory nature of these tracks leads some students to enroll in courses misaligned

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with their high school tracks. This discrepancy undermines the preparatory subjects and skills
learned during senior high school, often compelling students to restart their educational journey.

Although the K-12 program is pivotal for enhancing the competitiveness of Filipino workers in the
global employment landscape, the lack of alignment between college courses and high school
tracks may significantly impact the employment prospects of Filipino workers both domestically
and internationally (DOLE, n.d.)

METHODOLOGY

Research Design. This study employed a descriptive research method to assess the alignment
between the Senior High School Strand and the College Course chosen by graduates of La Salette
of Jones, Incorporated, Batch 2018-2021. Data collection involves the use of a survey
questionnaire to gather information from the graduates.

Locale and Respondents. Conducted within La Salette of Jones, Inc., Jones, Isabela—the sole
Catholic school in the municipality. The study focused on Senior High School ABM and STEM
graduates from Batch 2018-2021, purposively chosen due to the absence of e nrollees in other
offered strands. The respondents consist of 32 STEM & ABM graduates in 2018, 24 in 2019, 24 in
2020, and 20 in 2021, totaling 100 respondents.

Instrument of the Study. Data collection utilized unstructured interviews, primarily gathering
demographic characteristics of graduates such as graduation year, age, gender, senior high school
strand, and college-enrolled course.

Data Gathering Procedure. Researchers obtained permission from the registrar’s office to access
the list of graduates from 2018-2021. Unstructured interviews were conducted via social media
platforms (specifically, Messenger) through group chats created during their high school yea rs.

Data Analysis. The study employed descriptive statistics, focusing on frequency and percentage,
to analyze the collected data. It aims to uncover potential relationships between variables
(researchconnection, n.d.).

Ethical Considerations. The study prioritizes confidentiality and informed consent. Participants
were informed of their right to withdraw from the study without pressure. Participation in the
Google Form survey signified consent to take part in the study.

RESULTS

The following tables presents the findings of the study:

Table 1. Demographic Profile of the Study

Demographics Category Frequency ( n=102) Percent
YEAR GRADUATED 2018 32 31
2019 24 24
2020 24 24
2021 22 21

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 AGE 18 and below 13 13
19 28 28
20 24 24
21 23 23
22 14 14
SEX Male 49 48
Female 51 52
ACADEMIC STRAND STEM 73 72
ABM 29 28

The study predominantly comprised graduates from the 2018 batch, averaging 20 years of age,
predominantly female, and predominantly from the STEM strand. This outcome was anticipated
considering the higher number of graduates in the 2018 batch and the comparatively larger
enrollment and graduation rates in the STEM strand compared to the ABM.

Table 2. Course Enrolled In by the Graduates

COURSE ENROLLED IN FREQUENCY PERCENT
Laboratory Science 7 7
Nursing 11 11
Civil Engineering 17 17
Information Technology 6 6
Accounting Information system 2 2
Computer Science 2 2
Accountancy 5 5
Customs Administrations 2 2
Education 5 5
Computer Engineering 3 4
Pharmacy 3 3
Veterinarian 1 1
Business Administration 10 10
Public administration 1 1
Electrical Engineering 2 2
Agricultural Engineering 1 1
Medical Technology 1 1
Marine 6 5
Architecture 2 2
Mechanical Engineering 1 1
Radiology Technologist 1 1
Automotive Engineering 2 2
Tourism 2 2
Criminology 3 4
Psychology 2 1
Geographical Engineering 1 1
Dental 1 1
TOTAL 100 100%

Table 3. Alignment of the Courses with the Number of Graduates in the two (2) Strands
Course Enrolled In/ Strand STEM ABS Other strand
Laboratory Science 7
5
 Nursing 12
Civil Engineering 17
Information Technology 6
Accounting Information system 2
Computer Science 2
Accountancy 5
Customs Administrations 2
Education 5 (HUMSS)
Computer Engineering 4
Pharmacy 3
Veterinarian 1
Business Administration 10
Public administration 1
Electrical Engineering 2
Agricultural Engineering 1
Medical Technology 1
Marine 5
Architecture 2
Mechanical Engineering 1
Radiology Technologist 1
Automotive Engineering 2
Tourism 2 (HUMSS)
Criminology 4 (HUMSS
Psychology 2
Geographical Engineering 1
Dental 1
Total 71 20 11

Table 3 indicates that the graduates primarily originated from the STEM and ABS strands during
their senior high school years. Interestingly, 11 students enrolled in courses traditionally
associated with the HUMSS strand, which was offered but had no participants in La Salette of
Jones Senior High School. The majority of respondents pursued courses in Civil Engineering,
followed by Nursing and Business Administration, totaling 39 enrollees, aligning with their senior
high school strands.

Table 4. Relevant Information Related to the Alignment of their Senior High School Strand

Information YES NO
Frequency Percent Frequency Percent
1. Did you decide yourself what course to 89 89 13 11
enroll in college?
2. Is your course you enrolled in college 88 88 14 12
aligned with your senior high school
strand?
3. Is it important to align your college course 98 98 4 2
with your senior high school strand?
4. Do you have intention to shift from your 6 6 96 94
present course in college?

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Table 4 reveals that 14 graduates acknowledged enrolling in courses that did not align with their
senior high school strands. This discrepancy might elucidate why 6 respondents expressed
intentions to shift from their current courses. Graduates highlighted the significance of aligning
their college courses with their senior high school strands for better preparedness, emphasizing
its importance in navigating their college curriculum effectively

DISCUSSIONS
The fundamental objective of the K-12 program is to equip students for their desired college
courses. However, challenges arise when students lack agency in choosing their senior high school
strands or when external influences determine their college career path. This discrepancy disrupts
alignment. Senior high school, extending education by two years, aims to deepen conceptual
mastery and skill acquisition, preparing graduates for tertiary education, employment, and
entrepreneurship when college is not feasible. The guiding principle of K-12 is to ensure Filipino
children attain internationally competitive education and employment standards (Republic Act
10533).

Study findings revealed that some graduates pursued college courses misaligned with their senior
high school strands. Although many graduates admitted choosing their courses, it's notable that
some still enrolled in courses chosen by others. A significant majority emphasized the importance
of aligning college courses with senior high school strands, facilitating smoother adaptation and
continuity from senior high school subjects. This alignment is seen as crucial for better academic
performance and future job prospects (Santos et al., 2019).

Observationally, the researchers found deficiencies in the job immersion component of senior
high school, particularly in providing employment-related skills after graduation. The general
nature of the immersion program often lacks specific skills crucial for future professions. For
instance, nursing aspirants might lack vital skills like medical history taking or vital signs
measurement. Similarly, STEM graduates might lack specific technical skills, hindering
employment prospects. Presently, our K-12 curriculum doesn't adequately prepare students for
post-graduation employment unless they pursue supplementary skills programs like those offered
by TESDA. It remains primarily focused on college preparation.

Reflecting on the program, there's a need to realign the K-12 curriculum based on two student
categories: those geared for college (college preparatory strands) and those aiming for immediate
employment after senior high school (vocational strands). Recalling successful strands from the
past, such as dressmaking, caregiving, bookkeeping, and automotive mechanics from the '70s,
highlights the potential for a more diverse and comprehensive approach, preparing graduates
either for college or immediate employment based on their interests and inclinations.

CONCLUSION AND RECOMMENDATIONS

Based on the findings, it appears that La Salette of Jones Senior High School graduates enrolled
in college courses aligned with their senior high school strands, indicating readiness for tertiary
education within their academic tracks. Therefore, the researchers propose further assessment of
these graduates, focusing on their academic performance in college and their employment status
post-graduation. Additionally, conducting industry-based research to assess the employability

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and competitiveness of senior high school graduates as skilled workers in the global job market is
recommended.

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