Examining the Factors Influencing Curriculum Exit among Grade 12 HUMSS Students
Background of the Study:
Curriculum Exits refer to higher education, employment, entrepreneurship, and middle-
level skills development, encapsulating the diverse pathways through which individuals embark
on their educational and professional journeys. The idea of Curriculum Exits highlights how
education today can lead to different opportunities. It's like a door to many paths, whether you
aim for a college degree, a good job, starting a business, or specialized training. Curriculum
Exits show the key points in education where you gain the knowledge and skills you need to
move forward in your personal life and help society advance.
Examining the intricate aspects that influence students' decisions to exit their curriculum
have various factors. These factors may include academic performance, career aspirations, socio-
economic background, family influences, teacher support, and peer pressure, among others. The
study aims to provide insights into the complex interplay of these factors and how they impact
students' educational choices. Specifically, this explores the experiences of the graduates in their
senior high school education to determine the quality of education that the school offers and the
impact of the new basic education system in the country.
In addition to the formal curriculum, there is often an unspoken "hidden curriculum" that
transmits values and norms, which can inadvertently perpetuate stereotypes and inequality.
Cultural bias in curriculum materials may make learning less relatable for diverse student
populations. Overemphasis on standardized testing can lead to a 'teaching to the test' approach,
hindering the development of critical thinking skills. Moreover, limited access to technology and
the omission of global perspectives can affect students' digital literacy and global preparedness.
Addressing these issues is crucial for creating a more equitable, holistic, and relevant educational
experience for all students.
There are only a few works of literature that have attempted to study the status of the
graduates (Padios et al., 2021; Orbeta et al., 2018; Santos et al., 2019; Mamba et al., 2020; Baber
et al., 2019; Pajares et al., 2018). By shedding light on the reasons behind curriculum exit among
Grade 12 HUMSS students, this research can inform educators and educational policymakers on
potential interventions and support systems that can help retain students in the curriculum track
or guide them towards more suitable alternatives. Ultimately, the goal is to enhance the
educational experience and outcomes for these students while ensuring they make informed
decisions about their academic and career paths.
Statement of the Problem:
Evaluating the curriculum decisions made by high school students within the HUMSS strand is
of great importance as it significantly shapes their future academic and career paths. It is
essential for school administrators, teachers and students to understand the factors influencing
these choices to improve the educational experience, support students' aspirations, and assess the
strengths and weaknesses of the Philippine SHS curriculum in meeting labor market and
academic demands
This research has a primary objective of identifying the factors that have an impact on the
curriculum choices made by Grade 12 students, particularly focusing on their decision to exit a
specific curriculum. It also aims to address the following questions: Firstly, what are the central
factors that exert influence on the curriculum exit decisions of Grade 12 students? Additionally,
how does curriculum exit affect the college or university choices of students and does it affect
their future career prospects.
Scope and Delimitation of the Study:
The purpose of this study is to analyze different types of curriculum exits, including higher
education, employment, entrepreneurship, and middle-level skills development. We will examine
the pathways and transitions individuals take from education to their chosen exit points.
Additionally, we aim to identify the factors that influence individuals' choices of curriculum
exits and investigate the impact of these exits on personal and societal development.
However, it is important to note that this study will be limited in scope. Firstly, it will focus on
curriculum exits within a specific geographic region or educational system. Secondly, the study
will primarily explore the experiences and perspectives of individuals who have gone through
different curriculum exits. Lastly, the analysis will primarily consider the factors influencing
curriculum exits and their impact, rather than assessing the quality or effectiveness of specific
educational programs or institutions.
Significance of the Study
Students: Gain insights for informed decision-making, empowering them to choose educational
paths aligned with their goals, while receiving tailored support systems to navigate challenges
effectively.
School Administrators/Teachers: Improve teaching strategies and create a learning environment
by understanding the factors influencing curriculum exits, leading to enhanced support for
students.
Educational System: Continuously improve by identifying strengths and weaknesses, fostering
equity, and inclusivity through addressing biases, and creating a more effective and relevant
learning environment.
Future Researchers: The study can help future researchers to have a particular insights of the
curriculum exit to gain deeper understanding to gain i
https://www.researchgate.net/profile/Eric-Awi-2/publication/
359056798_WHAT_NOW_THE_SENIOR_HIGH_SCHOOL_GRADUATES'_CURRICULUM
_EXIT/links/6225e9fc84ce8e5b4d0de51a/WHAT-NOW-THE-SENIOR-HIGH-SCHOOL-
GRADUATES-CURRICULUM-EXIT.pdf
