Members: Domalanta, Ronalyn O.
Ilumin, Jemmalyn A.
Tamondong, Alweane M.
Title: Adaptation strategies of First Year Marketing Management Students at PSU SC Despite
Misaligned Senior High School Strands
Objectives: To identify the Specific Senior High School strand from which students are choosing
Marketing Management courses, and to understand their reasons for doing so.
Scope of Gathering Data: First Year Marketing Management students at PSU-SC who entered the
program despite having misaligned Senior High School strands.
REVIEW OF RELATED LITERATURE
Navigating Mismatched Pathways: A Study of the Transition from HUMSS Strand to BSED
The legal basis for Mathematics as a crucial subject is established globally, with a
particular focus on the Pakistani context, where students often drop out due to a lack of
enjoyment in Mathematics (Michael,2015). Research in Mathematics education has
evolved from a cognitive focus in the early 1980s to incorporating anthropological and
socio-cultural approaches in the mid-1990s, emphasizing the impact of social, cultural,
and institutional factors on the transition from secondary to tertiary Mathematics
education (Kolar-Begovic, et al., 2017).
The introduction of the K–12 program in the Philippines is a significant transition in
the current curriculum, extending basic education to 12 years. While the program aims
to equip graduates with essential skills for work and lifelong learning, concerns arise
regarding the preparedness of graduates for tertiary education (Kilag, et al., 2023).
Senior high school strands, such as Accounting Business Management (ABM), are
designed to prepare students for specific college courses, and "bridging classes" are
introduced to address any potential gaps between senior high school and college
(Quintos, et al. 2020).
The K-12 program is lauded for producing graduates eligible for employment,
entrepreneurship, and middle-level skill development by the age of 18 (Abragan et al.,
2022). However, issues of strand mismatch emerge, affecting students’ course choices in
college. The Academic Elitism View suggests that a strong academic
background enhances academic success, and a misalignment between senior high
school and college courses can hinder adaptation and positive learning outcomes
(Rambe & Moeti, 2017).The Vertical Alignment Theory emphasizes the importance of
a curriculum that facilitates a smooth transition between educational levels,
highlighting the potential hindrance of a mismatch between senior high school strands
and college courses (Kurz et al., 2012). The misalignment issue poses challenges,
impacting students' academic achievement, adjustment, and interpersonal connections
(Pajares et al., 2018; Alipio, 2020).
Students’ desires and commitment influence their course choices, and interest in a
subject significantly impacts engagement and understanding (Coles, 2010; Ahmed,
Sharif, and Ahmad, 2017). The ease of comprehending course topics and the alignment
of courses with career aspirations are crucial considerations in students' decision-making
processes (Kilag, et al., 2023).
The literature review addresses the evolution of Mathematics education research,
the impact of the K–12 program in the Philippines, issues of strand mismatch, and factors
influencing students' course choices. The various perspectives and theories
presented contribute to a deeper understanding of the challenges and complexities
associated with the transition from senior high school to college.
References
Aquino, S. R., Kilag, O. K., Daypuyat, A., Espinosa, A., Alin, M. T., & Elemino, Q. J. (2023). The K to
12 Educational Reform: A Research Journey through Implementation Perspectives in the
Philippines.Excellencia: International Multi-disciplinary Journal of Education (2994-9521),1(6),
173-184.
Cordova Jr, N., Kilag, O. K., Sabagala, A., Indino, N., & Abendan, C. F. (2023). Constructive
Examination of Curriculum Evaluation of Senior High School.Excellencia: International Multi-
disciplinary Journal of Education (2994-9521),1(5), 510-519.
REVIEW OF RELATED LITERATURE
Exploring Course Mismatch among Former STEM Students: A Narrative Research
K-12 Curriculum
In 2012, the Philippines introduced the K to 12 Program, a major reform of its basic
education curriculum which mandates a lengthened year of basic education from ten to
twelve. Due to this reform, the country is striving to meet the international standards in
secondary education and giving a significant importance to kindergarten education. The
Department of Education implemented the K-12 Basic Education Program with the
initiative to offer an education plan that is relevant to the modern period. This is in
accordance with the Basic Education Sector Reform Agenda (BESRA), a set of policy
reforms that aim to thoroughly improve the fundamental regulatory, structural, financial,
physical, cultural, and knowledge-related factors that impact theaccessibility and
delivery of basic education on the ground.
The program has goals: to offer all students an opportunity to receive a first-rate
education stemming from an improved curriculum that is acknowledged internationally
and equivalent; to grow a curriculum that focuses on rationality and excellence; to
produce a collection of exceptionally skilled and well-trained educators; to reach
exemplary benchmarks of learning, particularly in Science, Mathematics, and English at
all levels; and to produce globally competent college graduates.
Factors affecting course mismatch
According to Afaq Ahmed et al., (2017), "the right career choice for the students
entering into the professional education is critical having a high impact on their
professional life and future achievement." It is a critical moment, and thus ought to be
dependent on rationality, actuality, and impartial decisions. However, there are many
issues that students run into when choosing their careers (Olamide et al., 2013 as cited
in AfaqAhmed et al., 2017). To start with, family pressure is one of the most causes of
course mismatch. The career decisions of most Filipino students are greatly affected by
their regard for their families. Aiming to succeed for the sake of their family is their way
of showing respect, as well as following their parents' advice when choosing a job or a
major in college, and ultimately making sacrifices for the family (Finlayson, 2012, as
cited in Pascual, 2014). Further, based on the findings of Ferry (2006, as cited in Afaq
Ahmed et al., 2017), where young adults and teenagers in Pennsylvania were surveyed,
the major contributors to their career selection were the influence of the family, society,
economic status, their perception of a better job, and financial constraints. Moreover, a
person's choice of career is influenced by his or her personal preferences for a given
subject (Zing, 2007, as cited in Afaq Ahmed et al., 2017). Furthermore, a research study
by Muranguri (2011, as cited in Afaq Ahmed et al., 2017) claims that a person's choice of
occupation is influenced by their personal characteristics, their cultural environment,
their family experiences, and the guidance and expectations that are given in relation to
their chosen field. Lastly, the ease of the subject affects the course mismatch. The
majority of college applicants accepted for university majors indicated that they lack the
intellectual capacity needed for some elective courses. They managed to remove such
majors or courses having difficult subjects from their options as they believed it would
bring ease to their college life. Students were unwilling to engage in activities that seem
to require significant exertion (Fizer, 2013, as cited in Afaq Ahmed et a., 2017).
Science, Technology, Engineering, and Mathematics (STEM)
Science, Technology, Engineering, and Mathematics (STEM) is an educational
program which addresses and integrates different but interconnected disciplines namely
science, technology, engineering, and mathematics (Idris et al., 2014). STEM based on
technology and engineering design envisions the integration of expertise and abilities
related to these places in the learning of mathematics and science subjects. STEM is an
approach to education that seeks to teach students with the capacity to communicate in
an interdisciplinary way, work in teams, think creatively, research, and solve problems,
with a focus on the assimilation of knowledge and skills from science, technology,
mathematics, and engineering. STEM education is essential as it offers students the
chance to acquire understanding as well as abilities by approaching problems from a
wide range of perspectives. It also provides students with opportunities to gain twenty-
first-century skills and opportunities for all of these four field specializations (Dugger,
2010).
Non-STEM Courses
Non-STEM courses are the study of subjects other than science, technology,
engineering, and mathematics. Non-STEM majors such as humanities can pursue a wide
range of job prospects where their skills and expertise are put to use; similarly,
education, business, accounting, marketing, English, journalism, language studies, and
many more degrees have many applications in various professions. Additionally, some
people argue that non-Stem courses do not have a favourable career (Debugs Bunny,
2020). Moreover, students must just ensure that they have a strong interest in the
course they are pursuing, and that desire will drive them toward a promising future. Non-
STEM students should also be engaged outside of the classroom and participate in social
and curriculum activities to strengthen their soft skills. Furthermore, STEM graduates
often have limited job prospects (Baishali, 2021).
Non-STEM Course Mismatch
Course mismatch occurs when a student's academic program or course in college
does not align with his/her senior high school strand. It has been revealed the rate of
mismatch between the students' SHS strand and the course taken at university is high;
39% for the school year 2017–2018 and 31% for the school year 2018–2019. The
mismatch is important because it can affect educational results, as well as the
employment market and other life results later in life. As provided by students who
experienced the type of mismatch being discussed, the main reasons for its occurrence
are pressure from family, accessibility of the program at a nearby university, and friends
and peer pressure (Caballes et al., 2022).
REFERENCES
1. Afaq Ahmed, K., Sharif, N., & Ahmad, N. (2017). Factors influencing
students’ career choices: Empirical evidence from business students. Journal
of Southeast Asian Research, 1–15. https://doi.org/10.5171/2017.718849
2. Andrada, M., & David, A. (2020). K to 12 students’ journey in and out of
STEM: Some experiences to share. International Multidisciplinary Research
Journal, 2(4), 79–88. https://doi.org/10.54476/iimrj317
3. Anito, J. C., Jr, & Morales, M. P. E. (2019). The pedagogical model of
Philippine STEAM education: Drawing implications for the reengineering of
Philippine STEAM learning ecosystem. Universal Journal of Educational
Research, 7(12), 2662–2669. https://doi.org/10.13189/ujer.2019.071213
