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Influences of Curriculum Exits of Ramon Enriquez High School Grade-12 Graduates

Joy Lyn M. Tagnawa, LPT, MATVE1, Denson H. Tagnawa, LPT, MAED2
https://orcid.org/0009-educational-4974
joylyn.tagnawa@deped.gov.ph1, denson.tagnawa@deped.gov.ph2
Department of Education, Division of Zamboanga City
Ramon Enriquez High School, Zamboanga, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/887149

ABSTRACT

This study explored the factors affecting curriculum exits among Grade 12 graduates at Ramon Enriquez High School. Using a quantitative research design, the study involved 95 senior high school graduates from the 2012 class. The results showed that several factors, such as family background, peer influence, economic status, and personal aspirations, moderately impacted their curriculum exit decisions. These findings highlight that graduates weigh various considerations when choosing their paths after graduation. When disparities were analyzed, it was discovered that there is a significant difference in the influences in the selection of curriculum exits based on sex and strands. However, the influences in the selection of curriculum exits are similar based on age. It was also found that the component of personal dreams or goals significantly influenced grade 12 students’ career decisions based on their sex. In contrast, their family’s economic status moderately influenced students’ choice of specialization. In line with this, the study further recommends to the school head, with the collaboration of the School Implementation Program Committees, to conduct seminars and training to advocate career guidance pertaining to the factors that affect the students’ preference for curriculum exits.

Keywords: Curriculum Exits; Factors; Family Background/Parents; Economic Status; Influence; Senior High School; Peer/Friends; Personal Dreams/Goals

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