A comprehensive study of Socio-Economic Determinants of Strand Selection in Senior High School among Grade 10 Students

Abstract

This study investigated the socio-economic factors influencing the Senior High School (SHS) strand selection among 70 Grade 10 students. Using a mixed-methods approach, it explored how family income, parental education, occupation, and perceived social class shaped students’ educational choices. Quantitative findings, analyzed through chi-square tests, showed no statistically significant relationship between socio-economic variables and strand choice. However, qualitative responses revealed nuanced insights into the decision-making process. A thematic analysis of open-ended responses identified five major challenges: (1) self-doubt and confidence issues, (2) difficulty aligning interests with strand options, (3) peer and family influence, (4) financial and practical considerations, and (5) no perceived challenges. These themes illustrated how students navigated both internal and external pressures when selecting a strand. The study draws upon Human Capital Theory, Social Reproduction Theory, and Social Cognitive Career Theory to interpret findings and highlight the complex interplay of socio-economic, psychological, and environmental factors in educational decision-making. The results underscore the importance of responsive and inclusive career guidance programs that acknowledge diverse student contexts. Recommendations are provided to assist educators and policymakers in supporting equitable, informed strand choices aligned with both student potential and life circumstances.