Effect of Senior High School Tracks and Strands on the Academic Performance of the Would-be Teachers: Basis for the Early Childhood Enhancement Program
Esther T. Lim
Abstract
The purpose of curriculum enhancement is to give traditional teaching methods a modern twist. Children will explore concepts and activities that will support the development of a positive outlook on life when they are presented with enthusiasm and dedication. In this study, it is sought to determine the level of academic performance of the would-be teachers and the effect of the students’ profiles on their academic performance. It also focused on two (2) cohorts of Grade 12 completers currently enrolled in the Bachelor of Secondary Education (BSEd) major in Sciences, with a total of 65 students enrolled in the BSEd Sciences program. This study utilized the total enumeration sampling technique, a type of purposive sampling, considering that the chosen population shared particular and common attributes and exposures, such as courses taken in the BSEd major in Sciences curriculum, specifically during the first semester of the first-year level. The data revealed that graduates from the GAS and HUMSS strands, which are deemed suitable for the BSEd program, performed fairly, while ABM and STEM graduates obtained a description of "good" and manifested better academic performance. Statistically, there is no significant difference between SHS tracks and the GWA obtained by students. However, in terms of computed mean grades, students from the academic track (2.17) performed slightly higher than those from the TVL track (2.20). Similarly, no significant difference between the SHS strand and the GWA obtained by BSEd majoring in Sciences students was statistically recorded. Thus, it is recommended that, to ensure higher education quality, curriculum enhancement be looked into to improve the attributes, knowledge, ability, skills, and potential of learners.