OUR LADY OF THE HOLY ROSARY SCHOOL

(Our Lady of the Holy Rosary Educational Foundation, Inc.)

Member, Association of LASSSAI Accredited Superschools (ALAS)
Deborahville Subd, Amaya I, Tanza 4108 Cavite
Tel. No.: (046) 437 1558 Email: olhrs.edu@gmail.com

“The Influence of Strand Stereotyping on the Choice of Academic Track of

Upcoming Senior High School Students”

A Research Presented to Our Lady of the Holy Rosary School

Amaya, Tanza, Cavite

In Partial Fulfillment of the Requirements in

Research in Daily Life 1

By:

BAQUIRAN, Aliyah Melhet T.

DOMINGO, Denise Andrea I.
ERIDAO, Riyana Franchesca B.
GABRIEL, Adrienne C.
SOSAS, Sophia Janine G.
VIANZON, Fiona Laura Z.
FERAER, Ronald William K.
HIPOLITO, Robert Earl S.
LOWATON, Jayren D.
PEREA, Micoh Henry M.

April 2024
 ACKNOWLEDGEMENT

The authors would like to extend their deepest gratitude and appreciation to the

following people who share their time, effort and knowledge for the conduct of the study

and made this research possible:

To begin with, we would like to thank Ms. Sheran C. Timpoc the Office of the

Principal for approving our consent letter that helped the researchers conduct their

interview with the Junior High School students of Our Lady of the Holy Rosary School.

The researchers would also like to thank their Senior High School Guidance

Coordinator, Ms. Desiree Dimasuay for signing the researcher’s request for permission

to conduct research.

To our beloved research adviser, the researchers would like to thank Sir Symon

Dela Cruz for giving us guidance since the start of conducting this research.

To all the respondents who provided their insights that served as one of our

primary sources of information which contributed a lot within the completion of this

research.

To our colleagues, for their support and interest in our study throughout the

process.

To the Supportive Parents and Family members who help a lot mentally and

show no sign of giving up. We extend our appreciation to them for their love,

understanding, care, and for their continuous support to complete this research study.

Foremost, to thank the Almighty God, who played the greatest role in this

research, for giving life, courage and determination to fulfill the research.

i
 ABSTRACT

Strands Stereotyping refers to the comments and generalizations about

academic tracks, which may result in misconceptions. The reason behind this research

is to prove the influence of strand stereotyping on the choice of academic track of

upcoming senior high school students. This study aimed to develop a deeper

understanding about the “The Influence of Strand Stereotyping on the Choice of

Academic Track of Upcoming Senior High School Students”. This study utilized a

qualitative research design through semi-structured interview where in Stratified

Random Sampling was used which included 4 respondents on each grade 10 section,

St. Pedro Calungsod, St. Jose Maria, and St. Lorenzo Ruiz which leads us to having 12

students in total. By utilizing an approach to research, this study employed qualitative

analysis that helped them to capture the finer details about the influence of strand

stereotyping on the choice of academic track of upcoming senior high school students.

Most of the respondents answered that their probable choice of academic track is their

personal choice. Yet, because of these comments they received from others, their

perceptions are affected, which can possibly change their decisions. Usually, their choice

of strand came from the influences of others because these comments can be aligned

with their interests. In results, the researchers proved that strand stereotyping influences

the decision making of students regarding their academic track. This study will build on

current existing influence research, seeking to add information about the same studies in

the same field of research.

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iii
 TABLE OF CONTENTS

Acknowledgement…….………………………………………………………………………… i

Abstract.……………………………………………………………………………………...….. ii

I. Introduction………………………….……………………………………..……….……

Statement of the Problem ……………………………………………………………..

Scope and Delimitation

Significance of the Study

Definition of Terms

Conceptual Framework

II. Review of Related Literature

III. Methodology

Research Method

Research Design

Respondents

Sampling

Research Instrument

Data Gathering Procedure

IV. Research Findings and Discussion

V. Summary of the Findings, Conclusion and Recommendations

 Summary of Findings

Conclusion

Recommendation

References

VI. Appendices

Approval Letter

Informed Consent

Questionnaire

Thematic Analysis Coding Frame

Documentation
 CHAPTER 1

INTRODUCTION

This part presents an overview of this thesis study. It includes the introduction,

theoretical framework, conceptual framework, statement of the problem, scope and

limitation, and significance of the study.

Introduction

Former President Benigno Aquino III approved Republic Act (RA) 10533, entitled “An

Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum

and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore

and for Other Purposes” or known as the "Enhanced Basic Education Act of 2013," on

May 15, 2013. The academic tracks available in the country are:

 Science, Technology, Engineering, and Mathematics Strand (STEM)

 Humanities and Social Sciences Strand (HUMSS)

 Accountancy, Business and Management Strand (ABM)

 General Academic Strand (GAS)

 Technical-Vocational-Livelihood (TVL) Track

 Sports Track

 Arts and Design Track

This research is here to showcase the advantages of our research project in

any different forms that it takes. Strand stereotyping refers to the concerns about

one's struggles and intellectual capacity that were widespread among seniors in

1
high school. However, each strand covers a range of subjects appropriate for a

certain vocation important to society and adhering to its specialism. Strand

stereotyping is also called “Strand Discrimination”. When there is discussion

among the strands, numerous expressions are used, some more derogatory than

others. Examples of such misused phrases include "Wag ka ‘dyan, pang

matatalino yan." Many of these sayings are still used, even if they are caustic,

especially when directed at people whose strands are not well renowned for their

expertise in science or mathematics.

The reason behind this research is to prove the influence of strand

stereotyping on the choice of academic track of upcoming senior high school

students. The research can provide insights and recommendations on how to

minimize the impact of strand stereotyping on the academic track choices of

senior high school students, and ultimately promote a more unbiased and fair

educational system.

When used in the actual world, the disciplines of science, technology,

engineering, and mathematics are intertwined. The STEM curriculum's emphasis

on complex ideas and themes sets it apart from other strands and tracks. Under

the track, you can pursue a variety of careers, including those of a pilot, architect,

astrophysicist, biologist, chemist, engineer, dentist, nutritionist, nurse, and doctor.

This track is recommended for people who are also interested in marine

2
engineering. The HUMMS strand is intended for individuals who are curious

about what is beyond further than a wall. In other words, they are equipped to

face the world and engage in extensive conversation. This is intended for

students who are thinking of majoring in journalism, communication arts, liberal

arts, education, or another field of social science in college. If the students

choose this track, they might eventually want to work as a teacher, psychologist,

lawyer, writer, social worker, or reporter. This area of study is all about developing

communication abilities. The Accountancy, Business, and Management (ABM)

strand would put the primary emphasis on the fundamental ideas of financial

management, business management, corporate operations, and all that is

accounted for. ABM can also help the students pursue jobs in management and

accounting, such as those in sales management, human resources, marketing,

project management, accounting, and internal auditing, among many other fields.

The General Academic Strand is ideal for students who aren't sure which path to

take because the other strands are career-specific. Under this track, the students

can select electives from several academic strands. Humanities, Social

Sciences, Applied Economics, Organization and Management, and Disaster

Preparedness are some of these topics. The Technical-Vocational-Livelihood

track will give the students future-ready abilities even if they don't go to college.

Additionally, this track focuses on developing the student’s abilities so they can

earn the necessary COCs (Certificates of Competency) and NCs (National

Certifications), which are necessary when looking for better career opportunities

in trade, agriculture, and electronics. This is crucial when applying abroad

3
because the knowledge obtained will better prepare them for the workforce. The

Sports Track aims to help the students comprehend the fundamental ideas and

methods associated with physical education and recreation. Additionally, it will

provide information on numerous aspects of social, psychological, and cognitive

growth in sports leadership and management. Fitness trainers, game referees,

tournament managers, recreation staff, masseurs, or gym instructors are

professionals associated with this track. The preparation for their exploration of

the design, performing arts, and creative industries will come through the Arts &

Design route. After the students graduate, this route wants to help them find work

in the creative industry. The student will be astonished at how enjoyable the arts

and design sector can be, debunking the myth that there are no careers in this

field.

STATEMENT OF THE PROBLEM

General problem: The main problem of the research will seek out if Strand

Stereotyping has an influence when it comes to the choice of academic track of

the Grade 10 Junior High School students of Our Lady of the Holy Rosary

School. Pointedly, this study pursues to answer the following questions;

Specific problem:

1. How does strand stereotyping affect the students in choosing a strand? What

are the common strand stereotypes they experienced?

4
2. Did the students already have or did not have an academic track choice before

they were influenced by strand stereotyping?

3. How does stereotyping have a positive or negative effect on academic track

choice?

SCOPE AND DELIMITATION

This research will only cover the upcoming senior high school students'

opinions to mainly identify if Strand Stereotyping affects the choice of academic

track. This study will only feature the offered academic tracks of Our Lady of the

Holy Rosary School. Therefore, this study only sought their insights and outlooks

about the research regarding "The Influence of Strand Stereotyping on the

Choice of Academic Track of Upcoming Senior High School Students."

This study will be conducted in Our Lady of the Holy Rosary (Mulawin

Campus) Tanza, Cavite. The selection of the respondents is only Grade 10 Junior

High School students. With that being said, other grade levels of Junior High

school will not be included in the study.

SIGNIFICANCE OF THE STUDY

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 The objective of this study is to find out if Strand Stereotyping really has

an influence when it comes to the choice of academic track of the Grade 10

Junior High School students of Our Lady of the Holy Rosary School. This

research aims to provide information about Strand Stereotyping, to know what

Strand Stereotyping looks like, and to see the possible effects if Strand

Stereotyping takes over the place of decision-making of an upcoming senior high

school student.

The result of the study would be beneficial to the awareness about

Influence of Strand Stereotyping on the Choice of Academic Track of Upcoming

Senior High School Students Before Entering Our Lady of the Holy Rosary

School. In addition, this will be great use to the following;

Students. This research can help students in choosing the best academic

strand for them to pursue according to their interests by helping them recognize

strand stereotyping. They can learn more about how strand stereotyping affects

their decision and how it is present in their daily lives.

School Administration. The institution can inform students better about the

academic tracks; what courses they’re associated with and which subjects are

highlighted. This is so that they can guide the student and provide them with

6
quality education aligned with their interests. It can also help them to create a

suitable program for each of the strands to improve each student's capability.

Research in Psychology (Decision Making). The study can serve as a

reference on making your decision because it helps you to determine what

possible outcomes or consequences when you choose a certain action and

determine factors that can influence our decisions.

Families. Families have a strong influence on student’s choices. In this research,

they can learn factual, unbiased information about the strands and understand

the extent of their influence on the decision of the student.

Guidance Counselor. This research can help guidance counselors to give

specific advice for students asking them about what strand they should choose.

Since they hold the most credible information in strands, their answer will leave a

big impact on incoming senior high-school students.

DEFINITION OF TERMS

Strand

According to TeacherPH, strand is a K-12 program of the Department of

Education (DepEd) for upcoming senior high school students that composes of

7
five different academic tracks which are Humanities and Social Sciences

(HUMSS), Science Technology, Engineering and Mathematics (STEM),

Accounting Business and Management (ABM), and General Academic Strand

(GAS).

Stereotyping

According to Oxford languages, stereotype is a widely held but fixed and

oversimplified image or idea of a particular type of person, thing, or events but

inaccurate.

Strand Stereotyping

According to Philippine Women's University, strand stereotyping can be a

discrimination for both strand and students for the reason that it can be a

mistaken idea or belief of many people about the K-12 Senior High Academic

Tracks and can be an unequal or unfair treatment based upon some

characteristics of each strand.

Curriculum

The central guide for all educators as to what is essential for teaching and

learning, so that every student has access to accurate academic experiences.

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CONCEPTUAL FRAMEWORK

INPUT
OUTPUT
 Strand Choice
PROCESS
 Identifying the The Influence of
common  Gathering data Strand Stereotyping
stereotypes in  Questionnaire on the Choice of
choosing strands.  Semi-structured Academic Track of
 Opinions about interview Upcoming Senior
strand High School Students
stereotyping

The conceptual framework presented above is made by using the IPO

process which stands for INPUT, PROCESS, and OUTPUT. On the part of the

input is the information that the researchers will need such as the student’s age,

sex, strand, and if they know what strand stereotyping looks like. On the part of

the process, it contains the step or method that the researchers will use to gather

the information written on the input. Lastly, on the part of the output, the

researchers wrote their desired output after finishing the process of collecting

data from their respondents.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents foreign and local literature and studies after the

thorough and in-depth searching done by the researchers. This will also present

the brief history and definition of variables and an overall synthesis for better

comprehension of the study.

Review of Related Literature

Stereotypes are often observed in a group of people with different

attributes and characteristics depending on a situation or context (Allport, 1954,

as cited in Rosenthal, L. & Overstreet, N., 2016). However, according to

Rosenthal, L. & Overstreet, N., (2016), stereotyping of topics or contexts these

days are mostly negative, which affects individuals or a group of people who are

related to the situation. Overgeneralizations can lead to consequences that can

be harmful to people in many ways. Thus, stereotyping has a negative effect on

society due to its huge influence and inaccuracy of ideas and notions.

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 In contrast to this, according to BetterHelp Company (2023, January 20),

there are positive stereotypes, which are generalizations about a group of people

that typically portray them in a positive light. Consequently, positive stereotypes

can provide those who are perceived as superior with a false sense of security

that can lead to confidence and a lack of motivation. This effect is especially

noticeable in learning environments where students may become overly

confident in their abilities and fail to make the necessary effort to reach their full

potential.

The first group of senior high school students, or the "pioneers," started

down their different tracks in the year 2016. Since then, a number of challenges

and problems have been accumulating. The academic track, which includes

three main strands, including Humanities and Social Sciences (HUMSS),

Accounting, Business and Management (ABM), and Science, Technology,

Engineering, and Mathematics (STEM), will be the subject of this study. These

strands clearly differ from one another in a distinctive way. Each track requires

unique skills, concepts, and passions.

These strands clearly distinguish themselves from one another in a

special way. Different skills, concepts, and passions are needed for each strand.

Stereotypes emerged, and strand discrimination began. (Alvarado et al.,

n.d.).According to Philippine Women's University (2020), strand discrimination is

11
defined as a situation in which individuals, most notably pupils in different strands

of the K-12 system, experience verbal or even nonverbal expressions of society's

prejudices about who among the individuals is the best.

According to Pamor (2019), people tend to unconsciously distort facts to

form a hierarchy in their minds that corresponds to their version and definition of

intelligence. If a person attains good grades and excels academically, they will

study STEM or ABM. If a person is well-spoken and good at communication, he

is expected to be in HUMSS. Aluquin (2020) proposes that perhaps the problem

stems from the glorification of math and science disciplines. The pursuit of

careers like medicine and engineering are embedded in our culture, along with

the idea that it guarantees financial success to which Aluquin states “is clearly

not the case.”

In conclusion, in the academic programs of senior high school in the

Philippines, stereotypes and strand discrimination are major problems. Past

studies related to the subject of Strand Stereotyping tackle the stereotypes

themselves, why it happens, and where it possibly comes from.The issue of

strand discrimination may result from the overstated admiration of some

academic strands and the idea that they are an assured path to financial

success. This study aims to further discuss how these stereotypes affect the

decision-making process of incoming senior high school students and to

12
encourage a more inclusive and fair educational environment where people may

pursue their passions and interests without worrying about bias or judgment. It is

critical to recognize and overcome these misconceptions.

CHAPTER 3

METHODOLOGY

This chapter describes the research methodology used in this study

specifically, it focuses on the techniques and procedures of gathering the data,

the population and sampling design, the instruments to be used and techniques

necessary for analysis of data.

RESEARCH METHOD

The research methodology used in this study is Qualitative Research. It

uses experiential data and serves to understand deeper concepts through human

experiences and interpret them subjectively. This method is applied in this study

to better understand the students’ personal experiences with strand stereotyping,

and how it can possibly influence their choice of strand.

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RESEARCH DESIGN

This research makes use of Case study to determine the Influence of

Strand Stereotyping on the Choice of Academic Track of Upcoming Senior High

School Students in Our Lady of the Holy Rosary School. A case study is a

thorough examination of a particular subject, such as an individual, group,

location, occurrence, or organization. It focuses more on the complexity,

dynamics, and circumstances of a single case.

The researchers chose this research design so they could delve deeper

into the perceptions of strand stereotyping among Grade 10 Junior High School

students. The purpose of this study is to critically examine one individual in order

to accurately explain the case. Also, researchers used this design not just to gain

their insights about strand stereotyping but also to inform what strand

stereotyping is.

RESPONDENTS

The researchers chose Grade 10 students as the researchers

respondents for the research since they are the ones who will be experiencing

the next batch of Senior High School students. Researchers would like to

14
interview them to know if they have knowledge about the strand they would like

to take, and the discrimination that has been happening in the academic track.

In addition, the Grade 10 students are connected to our research topic.

The research is mainly focused on the upcoming Senior High School students.

Thus, the researchers chose Grade 10 students as the respondents. Moreover,

the Grade 10 students are the ones who experience the strand stereotyping in

the academic track. The researchers will interview them to see how they view

each other 's and ask about their opinion about the discrimination on the certain

strand.

SAMPLING

The researcher will be utilizing purposive sampling in their research design.

Purposive sampling is a non-probability sampling technique where researchers

purposefully select participants based on specific criteria that are relevant to the

research question or objectives. Participants should be upcoming senior high

school students. Likewise, consider students who are about to make decisions

regarding their academic tracks (e.g., science, technology, engineering, and

mathematics - STEM; humanities; accountancy, business, and management -

ABM; general academic strand - GAS). By purposefully selecting participants

based on these criteria, the study can provide a nuanced understanding of the

influence of strand stereotyping on the academic track choices of upcoming

15
senior high school students, considering various demographic and contextual

factors.

RESEARCH INSTRUMENT

The researchers decided to use Semi-Structured Interview as their

instrument to collect data. For the readers, Semi-Structured Interview is a type of

Interview that is a combination of Structured and Unstructured Interview. In this

type of interview the researchers have to prepare a set of questions; however,

the researchers are also free to ask follow-up questions to the respondents if the

researchers want to clarify something or to seek more information that is not yet

given by the respondents.

The reason why the researchers decided to use this type of Interview is

because the researchers saw this as a more convenient way to collect data, as

the researcher’s goal is to get the experience of the respondents, more options

and opinions can be expressed by respondents in Semi-Structured Interview. Not

only that, but the researchers will also benefit in this type of instrument as the

researchers get their desired information. Using more general questions at the

beginning and more specific questions.

DATA GATHERING PROCEDURE

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 The researchers submitted a letter of approval to the office of the principal

for the study that was conducted at Our Lady of the Holy Rosary School. After

receiving approval to go forward with the study, the researchers explained the

title and purpose of the study to the selected respondents before proceeding with

the interview. The researchers' goal was to determine the influence of strand

stereotyping on the choice of the academic track of upcoming senior high school

students. After the respondents participated in the interview, the researchers

collected and interpreted all the data. The personal information of the chosen

respondents are kept anonymous.

CHAPTER 4

FINDINGS AND DISCUSSION

This chapter presents the findings of the research. It consists of data

findings and the discussion of the research to answer the research questions that

have been set out before.

Findings and Discussions

Most if not all of the respondents weren’t familiar with the term “strand

stereotyping" when asked. After the researchers explained the concept to them,

17
they immediately recognized common comments and generalizations about the

strands.

The collective feedback of the respondents when asked about their

perceptions of the strands were generalizations and common ideas that came

with the strand’s namesake.

For example, the prevalent response when asked about their perception of

the Accounting, Business, and Management (ABM) strand was that it covers

business management and accounting—math that was more on analysis

compared to the Science, Technology, and Mathematics (STEM) strand. STEM

was regarded as both popular and difficult, as it specializes in mathematics and

science disciplines, which are commonly labeled as challenging. When asked

why they see STEM as popular, it came around to the wide array of job

opportunities and the potential salary; the same reason most of their friends are

taking STEM.

Meanwhile, the Human and Social Sciences (HUMSS) were more about

politics or the law, human relations, and essay writing with the job opportunity of

being a lawyer a journalist, or a politician. It is also said that it has less

mathematics unlike the strands ABM and STEM.

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 Negative stereotypes were prevalent when the respondents were asked

about their perceptions of the different strands. The negative connotations, like

for example, “STEM is difficult”, “HUMSS is law-heavy”, “ABM is full of

computation and marketing” can significantly influence decisions about academic

strands. Students can experience self-doubt and lose their sense of belonging

when they are made aware of exaggerations about the subject or track they are

interested in, which might make them decide not to pursue those strands.

Most of the respondents answered that their probable choice of academic

track is their personal choice. Yet, because of these comments they receive from

others, their perceptions are affected which can possibly change their decisions.

Usually, their choice of strand came from the influences of others because these

comments can be aligned with their interests.

This strand stereotyping can be equally biased and unbiased based on the

respondent’s insights. However, due to their lack of experience, they cannot

really tell if the information they get is an example of strand stereotyping. Hence,

they consider these secondary sources as their primary information —especially

if it comes from those they regard as credible sources.

There was a divide when asked if the information they get affects their

choice of strand positively or negatively. Some stated that it has a positive

influence, as it can give them an idea on what’s ahead of them, even if it’s

19
challenging. On the other hand, one respondent stated that it does not affect her

perceptions in strands, but it has a negative effect because it seems like you are

being influenced, so your mind changes whenever new information is engaged.

To add more, due to different information they get, they are mostly having a hard

time choosing their desired strand as there are different factors that can influence

their decisions.

In conclusion, these stereotypes have an influence on the choice of

academic track of incoming senior high school students, however, as these

stereotypes and opinions are the only sources of information regarding the

academic tracks that these students have access to, they accept what they hear

and are told as they don’t have the basis to judge if said information is reliable.

They don’t particularly consider the generalizations and comments as

stereotypes, but as their primary source of information.

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 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

discussion. The primary goal of this research is to determine the influence of

strand stereotyping on the choice of the academic track of upcoming senior high

school students of Our Lady of the Holy Rosary School.

SUMMARY OF FINDINGS

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1.) What frequent strand stereotypes did the students encounter when choosing

their strand, and how did this affect them?

These stereotypes and opinions have an impact on the choice of

academic track of incoming senior high school students, but because they are

the only information sources available to them about these academic tracks,

these students accepted what they were told because they lacked the knowledge

necessary to determine whether it was accurate. When made aware of

exaggerations about the subject or track they are interested in, students develop

self-doubt and lose their sense of belonging.

2.) Did the students choose their academic path before being influenced by

strand stereotyping, or did they not?

The respondents answered that their probable choice of academic track

was their personal choice. Yet, because of these comments they received from

others, their perceptions were affected which possibly changed their decisions.

Usually, their choice of strand came from the influence of others because these

comments could be aligned with their interests.

3.) How did the strand stereotyping have a positive or negative effect on

academic track choice?

22
 Stereotypes were prevalent when the respondents were asked about their

perceptions of the different strands. The negative connotations, like for example,

"STEM is difficult", "HUMSS is law-heavy", "ABM is full of computation and

marketing" could significantly influence decisions about academic strands.

Students could experience self-doubt and lose their sense of belonging when

they were made aware of exaggerations about the subject or track they were

interested in, which might make them decide not to pursue those strands.

CONCLUSION

The majority of students prefer to take the STEM strand, followed by

HUMSS then ABM. The personal interests factor gained the highest level of

influence, followed by the opinions of other people such as parents, teachers,

and other co-students. Based on the respondents, they got most of the

information from people who have the authority over them, people with

experiences, and from the internet. This study shows that respondents were not

aware that some of the examples that they have given are classified as strand

stereotyping that has an effect with their decision. Therefore, there is a significant

influence in decision making of the incoming senior high school students

because of the effects of strand stereotyping.

RECOMMENDATION

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 From the outcome of this study, it is clear that almost all of the

respondents chose their strands based on their personal choice while having little

to no knowledge about what Strand Stereotyping is. Therefore, the researchers

suggest the future researchers gather more information by having more

respondents to answer the interview.

The researchers also suggest that it is better to have more than 10

questions and prepare some follow up questions in case that the researchers are

not yet satisfied with the respondents’ answers. Through this, the researchers will

gain more insights about the opinions of the respondents that the researchers

can use to strengthen their paper. The researchers also suggest that future

researchers in the same field gather more Literature of the Study that can help

them in improving their paper. The researchers would like to recommend to the

school administrators to have an event called “Career Day” or “Strand Day”. This

will help students to see the possible careers they may choose and also the

benefits of it. The school administrators will provide factual information not just

about the course itself, but also about the type of strand one might take.

The researchers would like to give recommendations to the students,

especially those who are upcoming senior high school students to look for factual

information. The students should also be aware of what strand stereotyping looks

24
like to be able to identify which opinions or suggestions they will gain factual

information from.

The researchers would like to give a recommendation to the Department

of Education (DepEd) to bring back the National Career Assessment Examination

or also known as NCAE. Having this examination in all public and private schools

will create a big impact and help the students to identify which careers and

disciplines they fit best, so they can better choose a strand to pursue.

REFERENCES

Alvarado, P, John Del Ray, et al. Impacts of Strand Discrimination to Humanities

and Social Sciences in Legarda. Chapter 1, 4(3-4),1-10. https://toaz.info/doc-

view

25
BetterHelp Company. (2023, January 20). What are some positive stereotypes

and are they bad? https://www.betterhelp.com/advice/stereotypes/what-are-

some-positive-stereotype s-and-are-they-bad/

Pamor, K. (2019, January 6). Hierarchy: Intellectual discrimination.

https://medium.com/@karenmaepamor/hierarchy-intellectual-discrimination-2eee

7e67aa10

Philippine Women's University. (2020). THE IMPACTS OF STRAND

STEREOTYPING (WHAT CAN WE DO?). Introduction.

https://www.scribd.com/document/496668448/1574759772444-the-Impacts-of-St

rand-Stereotyping-Revised-3-Docx

Rosenthal, L., Overstreet, N. (2016). Stereotyping - an overview. Introduction.

https://www.sciencedirect.com/topics/medicine-and-dentistry/stereotyping

Trex Aluquin. (2020, August 22). Are the SHS strands created equal? On the

issue of strand discrimination.

https://politixxx.today/on-the-issue-of-strand-discrimination/?fbclid=IwAR0r8om v-

1XdYi_RkxKGN28xKGiSxUjfy_KP3-KqNjnLeiNEwPzbrXCzHNM

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27
 APPENDICES

APPENDIX A: APPROVAL LETTER

28
APPENDIX B: INFORMED CONSENT

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APPENDIX C: QUESTIONNAIRE

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APPENDIX D: THEMATIC ANALYSIS CODING FRAME

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APPENDIX E: DOCUMENTATION

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