Valuing General Academic Strand (GAS): exploring attitude of the Senior High School graduating class on their career choice

The General Academic Strand (GAS) serves students who remain uncertain about their preferred college course or degree program, providing them with an avenue to pursue higher education despite indecision. Selecting a career path is often a complex and overwhelming process, given the vast array of options available and the extensive information students must process (Gati et al., 2019). Many students experience a mismatch between their senior high school strand and the college degree they eventually pursue, often resulting in the need to take bridging programs to satisfy prerequisite requirements. This situation can place a significant financial burden on families, compelling parents to struggle in providing quality education for their children. By emphasizing the value of the GAS strand, students are encouraged to reflect on their curriculum experiences and elective subjects undertaken during Grades 11 and 12. Such reflection aims to facilitate better alignment between chosen college degree programs and prior academic preparation, thereby reducing the necessity for bridging courses and easing parental financial strain. This study explores the attitudes of Grade 12 students graduating in the school year 2024-2025 toward the degree programs they intend to pursue in college following their engagement in the GAS curriculum. Employing a qualitative approach, the research involved randomly selected interviews with Grade 12 students who shared their preferences for potential college degree programs. Interviews were conducted with sensitivity to participants’ availability and comfort, lasting no longer than fifteen minutes. Participants were assured confidentiality, and the questions focused on their valuation of the GAS strand and their attitudes toward enrolling in degree programs aligned with their senior high school experiences. Findings reveal that most participants rated the importance of the GAS strand as “very important,” highlighting its role in promoting autonomy in managing tasks, encouraging the generation of new ideas, and intellectually challenging students. Many respondents indicated that their GAS experience influenced their consideration of degree programs such as Political Science, Education, and Psychology. However, a minority expressed uncertainty, primarily due to financial constraints that prevented them from enrolling in STEM courses aligned with their genuine interests, such as medical fields. This aligns with Borchert’s (2002) assertion that students should begin contemplating career decisions during their senior high school years. The study further shows that by the second semester of Grade 12, students exhibited increased maturity and discipline, particularly in completing requirements for subjects like Work Immersion and Research, Inquiries, and Investigation. Their engagement with humanities-related subjects within the GAS strand fostered an awareness of careers focused on helping and transforming lives. This process contributed to the development of a professional identity grounded in their evolving preferences, skills, and abilities, which is crucial for making informed career choices (Tang, 2019).