From Strand mismatch to academic patch: a phenomenological study of filipino college students with strand mismatch

The Philippine educational system currently follows the K to 12 Program, covering ten years of basic education and two years of Senior High School (S.H.S.). During the last two years of this program, students have to select a specific strand that will aid in preparation for higher education. However, it is not always that the students’ chosen strand will align with their college course. This qualitative paper uses a phenomenological research design to answer the question "How do Filipino college students adapt to the challenges of strand mismatch?" and to raise awareness of the lived experiences of these college students. The set of data was gathered through semi-structured interviews and was analyzed using inductive reasoning in theme development. Four themes were extracted from the verbal musings of the participants. These are: (1) Crucial Circumstances which include Decisive Factors, Restrictive Hindrances, and Reflective Insights; (2) Receptive Response which encompasses Social Support, Exerted Effort, and Adaptive Action; (3) Individual Impact which pertains to Personal Convenience, Relational Indifference, and Emotional Encumbrance; and (4) Acquired Abilities which involve Cognitive Capacity, Progressive Proficiency, and Environmental Expertise. While strand mismatch has made college transition more challenging for most students, there is no fixed way of coping with it. The study reveals that strand mismatch has opened a door of opportunities for personal growth and development amongst college students after facing the adversities that came along with this experience. The researchers recommend further exploration of the perspective of college students who have taken non-academic strands and are also experiencing strand mismatch, the implementation of mixed methods research design to reinforce further the study results, and the impact of strand mismatch to outcome-based education (OBE).