Integrated School of Lawa

Lawa, Calamba City

SENIOR HIGH SCHOOL 1

FACTORS AFFECTING GRADE 12 STUDENTS IN

CHOOSING THEIR PREFERRED COURSE IN COLLEGE
SY 2021-2022

A PRACTICAL RESEARCH PRESENTED TO THE

FACULTY OF SENIOR HIGH SCHOOL
INTEGRATED SCHOOL OF LAWA

IN PARTIAL FULFILLMENT OF THE SENIOR HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

ANGELIKA AYEEN A. OBEDOZA

ALLYSA JOY P. PAGENTE
MA. CELLINAH LIBED

JULY 2023

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Abstract

This study intends to investigate the factor affecting students in choosing

course for college. There are many factors could be considered in selecting

courses like Parental Influence, Self Interest, Job Opportunities and Aptitude.

This study utilized a descriptive type of research method with Grade 12 students

in Integrated School of Lawa as a respondents. Students career success can be

best attained if proper guidance is given in choosing the right course in college,

suited to student`s personality, ability and intellect. Helping students choose the

career that suits them can be done by integrating career plan with the K-12

curriculum so that students can make good decisions in what course to take in

college. Collaborative effort of the school administrators, teachers, and parents

should also be made to come up with better career plan for every individual

student`s.

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Acknowledgement

First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout our research and its successful completion.

The researchers would also like to express our deep and sincere gratitude toour
research adviser Ma'am Philamarie Torres, for providing us invaluable
supervision, support, and tutelage during the course of our research study. We
would also like to thank her for her empathy, patience, and knowledge that she
imparts unto us. It was a great privilege and honor to work and study under her
guidance.

The researchers' gratitude also extends to school principal, and, for allowing us
the opportunity to conduct our research among the grade 12 students. Also, to
the senior high teachers who have given their consent for the full participation of
the selected grade 12 respondents. Without their help, our research paper would
not be possible.

Our thanks and appreciations also go to our respondents who willingly helped
with their full cooperation which has made the research study achieve its smooth
completion. We would also like to give thanks for the time and knowledge that
you have given us to conduct this study.

Last but not the least, to our dearest parents for their deep consideration for the
finances and undying support throughout the making of the research study. As
well as for their words of encouragement to all those nights that we've spent
making the research study.

The Researchers

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Table of Contents
Title Page..............................................................................................................1
Abstract................................................................................................................2
Acknowledgement .............................................................................................3
Table of Contents............................................................................................... 4

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction......................................................................................................... 6
Background of the Study................................................................................. 8
Theoretical Framework.....................................................................................10
Conceptual Framework..................................................................................12
Statement of the Problem..............................................................................14
Hypothesis...........................................................................................................
15
Significance of the Study................................................................................... 15
Scope and Delimitation.................................................................................... 16
Definition of Terms......................................................................................... 17

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature.....................................................22
Local Literature.......................................................24
Foreign Studies......................................................
Local Studies.........................................................
Synthesis .............................................................

CHAPTER III: RESEARCH METHODOLOGY

Research Design....................................................................................... 27
Population and Sampling .......................................................................... 27
Respondents of the Study.........................................................................29
Instrumentation.......................................................................................29
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Validation of the Instrument...................................................................30

Data Gathering Procedures......................................................................... 30
Statistical Analysis of Data....................................................................... 31

CHAPTER IV: RESULTS AND DISCUSSION

Sop 1: Demographic profile of the respondents in terms of Age and
Strand....................................................................................................... 29

Sop 2: College course preferences of the students in Grade 12 in terms of

Accountancy, Criminology, Education, Engineering, Medicine, Marine and
Others.........................................................................................30

Sop 3: Factors affecting Grade 12 students in choosing their preferred course in

college in terms of Parental Influence, Job Opportunity, Self Interest and
Aptitude........................................................................................32

Sop 4: Relationship between the college course preference and the factors
affecting Grade 12 students in choosing their preferred course in college......43

Sop 5: Output could be done to aid the students in choosing their college course
preferences(Program Proposal)................................................44

Chapter V :SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of findings............................................................................... 45
Conclusion ..............................................................................................48
Recommendations..................................................................................49
Reference .................................................................................................50

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Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Education is universally recognized as the answer to socio-economic problems of

the world. Nations and individuals look up to education to provide a cure for

poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness,

bad government, poor communication system, hunger and inadequate shelter

among other things. Thus, every nation of the world aspires toward quality of life

and social status through good decision-making in selecting career choice

especially students who are about to pursue in college.

Every year, graduating high school students are faced with the problem of having

to decide on future career paths. The decision whether or not to continue with

post secondary education and the choice of an institution to attend are two critical

decisions that students make at this time in their lives (Johnson & Chapman,

1979). Before, we are free to do what job we want to do for living since life is

simple. As the world changes, life becomes together that in order to be successful

in life, we must consider what profit we gain from a certain job.

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Due to the number of courses today, a student graduating from high school may

find himself in a difficult situation. Choosing a course is a very important aspect.

There are also a lot of factors that may affect a graduating high school student in

choosing a course. These factors may include job opportunity, preferred course of

the parents, peer's influence and personal choice of course.

The seniors are loaded with a pile of school works, their theses, and some house

chores but some still find time to spend it with their friends or just dillydally despite

their busy schedule while some make use of these days to study their next

lessons. These things made them forget that soon, they will be leaving this school

and they need to pick a course to find a university or college. They even missed

to search for courses and universities they might want to apply to but instead they

arrive for a course they do not even like.Career is a pursuit that normally requires

a lot of time and emotional investment on top of the need to provide for yourself

and a possible family. Choosing a career can be difficult and a number of different

factors play into the decision of what career to pursue.

The message of this article is related to our study because it explains the decision

in choosing a career path. A student should not take decision making easily. They

should give time in deciding what course to take. Career is what a student will

have after graduating college. This is about the profession a student can have in

the near future.

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Background of the Study

After their senior high school, students making decisions for their college career

is very important element in the learning process. The key question that students

mostly asking is: What are the expected returns/benefits this course will give me,

and what is the risk that I will not receive those expected returns/benefits? At the

beginning of that career, selection of course is limited as required courses

predominate in the students schedule. All choices the outcome will arise in the

future which is normally unsure, thereby making few decisions risk-free.

The decision of grade 12 students in choosing their preferred course in college is

a critical point in their academic journey. Several factors can affect their decision-

making process, including personal interests, parental influence, financial

constraints, and societal expectations. These factors can have a significant

impact on the student's future academic and career path.

According to a study conducted by Salonga and Cabrera (2018), personal

interests and skills are the primary factors that influence students' choice of

college courses. The study found that students who have a clear understanding

of their interests and skills tend to choose courses that align with their abilities

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and passions. In contrast, students who are uncertain about their interests and

skills tend to choose courses based on external factors such as parental

expectations and peer pressure.

Another important factor that affects students' choice of college courses is

parental influence. Parents play a crucial role in shaping their children's

academic and career choices, particularly in cultures where filial piety is highly

valued. According to a study by Gao and Watkins (2017), parental expectations

and guidance significantly influence Chinese students' choice of college courses.

The study found that Chinese students are more likely to choose courses that

align with their parents' expectations, even if these courses are not aligned with

their interests and skills.

Financial constraints are also a significant factor that affects students' choice of

college courses. In a study by Soria and Stebleton (2012), financial

considerations, such as the cost of tuition and living expenses, were found to be

a significant factor that influenced students' choice of college courses. The study

found that students who have limited financial resources tend to choose courses

that have better job prospects and higher earning potential.

Finally, societal expectations and norms can also influence students' choice of

college courses. In some cultures, certain courses or careers are considered

more prestigious or desirable than others. For example, in a study conducted by

Lee and Wong (2015), Asian students were found to be more likely to choose

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courses in medicine, law, and engineering because these courses were seen as

more prestigious and financially rewarding.

Overall, several factors can influence grade 12 students' choice of college

courses, including personal interests, parental influence, financial constraints,

and societal expectations. Understanding these factors can help educators and

policymakers design interventions and programs to support students' academic

and career decision-making processes.

Theoretical Framework

William Glasser's choice theory cited in Charles (2008) sets out the basic

premises of the school explaining that all people are allowed to develop their

own creative abilities. That all people are naturally curious, that the most

effective and competent learning is initiated and continued by the learner. In this

theory, it is also asserted that freedom is essential for the development of one's

personal responsibility. According to this theory, the development of their

knowledge, creativity and talents will drive their reasons for choice and give an

idea of their future profession.

Choice theory is important in this research because it explains how people

develop their talents, creativity, and learning, which in turn provides insight into

the career paths that follow. they want to pursue. This will help them know their

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potential customers and they should be serious when selecting their specialist

leads. As they learn through their burgeoning talents and skills, they will have an

idea of the way forward.

John Dewey's Curriculum Theory states that the curriculum should not be

presented as a finite abstraction, but should include the child's assumptions and

include the child's views on the subject. their own world. Dewey uses four

instincts to describe typical behavior in children. This is social, constructive,

expressive and artistic. The curriculum must build a world that keeps children

interested. Dewey wanted to achieve his goal of combining matter and material.

In doing so, Dewey established a connection between the subject and the child

in the world. Dewey is credited with developing the progressive schools that still

exist today.

This theory holds that programming must be connected to the children's world.

The child has the right to connect with his world according to his choice.

Another theory is career development theory. According to David Tiedman, this

theory is the career development of decision making and personal development

approach to a career responsible for one's own behavior because everyone has

the ability to choose a career . He refers to the evolutionary stage of self-

positioning from first self-awareness to the point where the individual becomes

capable of evaluating experiences, predicting, and envisioning future goals.

future.

This theory holds that career choice is when an individual changes direction due

to external factors and changing aspirations that may affect the choice of

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direction. According to this theory, a new decision must be made and you must

be sure to choose a track. Start with discovery and eventually achieve

integration.

John Holland's Theory of Career Choice can help children choose a career they

love. They should combine self-assessment with exploration of possible

specializations. They need to expand and explore their options and be able to

talk to people who are knowledgeable about their area of interest. It's the right

decisions that help decide what you really want.

For obvious reasons, this theory is relevant to his choice of career and the

scholar's research is relevant to 10th grade favorites he needs to know he is

interested in. Choose what he really wants and what motivates him. They need

self-assessment to learn their expertise, explore their options, and reflect on their

area of interest.

Conceptual Framework Parental influence

Environmental
Preference
Self interest
Aptitude

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Dependent variable Independent Variable

The conceptual framework aims to understand the factors that influence

individuals' preferences. The dependent variable is preference, which refers to

an individual's liking or inclination towards something. The independent variables

that affect preference are parental influence, environmental factors, self-interest,

and aptitude.

Parental Influence: This independent variable refers to the impact of parents on

their children's preferences. Parental influence can come in the form of direct

advice or indirect influence through observation. Parental influence can shape an

individual's preferences by introducing new ideas or reinforcing existing ones.

Environmental Factors: The environment refers to the external factors that can

impact an individual's preferences. The environment can include cultural, social,

and economic factors. The environment can shape an individual's preferences by

providing exposure to new experiences or limiting access to certain resources.

Self-Interest: This independent variable refers to an individual's personal

motivations and desires. Self-interest can influence an individual's preferences

by aligning them with their own goals and values. Self-interest can also motivate

individuals to explore new experiences and ideas.

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Aptitude: Aptitude refers to an individual's inherent abilities and talents. Aptitude

can influence an individual's preferences by making certain activities or subjects

more appealing or challenging. Aptitude can also motivate individuals to pursue

activities or subjects that align with their strengths.

Overall, this suggests that an individual's preferences are shaped by a

combination of parental influence, environmental factors, self-interest, and

aptitude. Understanding these factors can help individuals make informed

choices and navigate their preferences more effectively.

Statement of the Problem

Specifically, the study will assess the Factors Affecting Grade 12 students in

choosing their preferred course for college.

1. What is the demographic profile of the students in terms of:

1.1 Age

1.2 Gender

1.3 Strand

2. What are the college course preferences of the students in terms of:

2.1 Accountancy

2.2 Criminology

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2.3 Education

2.4 Engineering

2.5 Medicine

2.6 Marine

Others:__________

3. What are the factors affecting grade 12 students in choosing their preferred

course in college in terms of:

3.1 Parental Influence

3.2 Job Opportunity

3.3 Self Interest

3.4 Aptitude

4. Is there a significant relationship between the college course preferences and

the factors affecting grade 12 students in choosing their preferred course in

college?

5.What output could be done to aid the students in choosing their college course

preferences?

Hypothesis

There is no significant relationship between the college preferred course and the

factors affecting the decision making.

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Scope and Limitations of the Study

This study is comparative research focusing on the factors affecting grade 12

student's in choosing their preferred tracks course for college in the first term of

the academic year, 2022-2023.

Furthermore, the respondents of this study are purposefully selected

participants within the chosen locale. A questionnaire was administered to the

respondents as a mean of collecting data which evaluated their chosen answer

related to the factors affecting the choosing preference of grade 12 student's.

Significance of the Study

The results of this study will be beneficial to the following:

Teachers

This will also be beneficial to them who play a big role in shaping students into

successful people, as this study helps them focus more in their mastery to deliver

a better learning experience to future Senior High School students.

Integrated School of Lawa

The results of the study serves them as a guide in improving their decision

making in choosing their courses for college.

Grade 12 students

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This study will serve as a guide to them in choosing their preferred course for

college.

Researchers themselves

They will benefit the result of this study to choose their preferred course.

Future Researchers

They can use this study as reference in helping them in their own research study.

Definitions of Terms

Factors

These are the elements or circumstances that can influence or affect a person's

decision-making process. In this research, factors refer to the various factors that

can affect a Grade 12 student's decision to choose a particular course in college.

Grade 12 Students

This refers to students who are in their final year of high school, typically around

17 or 18 years old. They are also known as senior high school students, and

they are often required to make important decisions about their future, such as

what college course to take.

Choosing

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This refers to the act of making a decision, usually after considering various

options or alternatives. In the context of this research, choosing refers to the

process of selecting a particular course to pursue in college.

Preferred Course

This refers to the course or program of study that a Grade 12 student would like

to pursue in college. It is the course that they have a strong interest in and would

like to take if given the opportunity.

College

This refers to the higher education institution that students attend after

completing high school. In this research, college specifically refers to the

institution where the Grade 12 students plan to pursue their preferred course.

Education

The process of acquiring knowledge, skills, values, and attitudes through

various forms of learning, such as formal schooling, informal learning, and life

experience.

Socio-economic problems

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Issues that affect the social and economic well-being of individuals and

communities, such as poverty, joblessness, inadequate shelter, and poor

communication systems.

Post-secondary education

Education that takes place after high school, such as college, university, or

vocational training.

Institution

An organization or establishment, such as a college or university, that provides

education or training.

The series of jobs or positions that a person takes throughout their working life.

Decision-making

The process of making choices based on available information and personal

preferences.

Course

A specific subject or field of study within a degree program or educational

institution.

Job opportunity

The availability of employment in a particular field or industry.

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Personal choice

The decision made by an individual based on their interests, skills, and personal

preferences.

Thesis

A long essay or research project required for completion of a degree program.

Peer influence

The impact of friends, classmates, or colleagues on an individual's decisions or

behavior.

Emotional investment

The level of emotional attachment or commitment to a particular career or job.

Profession

A vocation or occupation that requires specialized education, training, and skills.

Societal expectations

Refers to the cultural, social, and economic norms and values that shape the

perception and desirability of certain college courses or careers over others.

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Financial constraints

Refers to the financial limitations that a student may face when choosing a

college course, such as the cost of tuition, living expenses, and other financial

obligations.

Risk

Refers to the possibility of negative outcomes, such as not achieving the

expected returns/benefits or facing financial difficulties, that a student may

encounter by choosing a particular college course

Returns/benefits

Refers to the positive outcomes that a student expects to receive by choosing a

particular college course, such as gaining knowledge and skills, achieving career

goals, and earning higher salaries.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present a survey of previous studies and researches

conducted both in the Philippines and in foreign countries which are relevant to

the subject. A number of related literature were used as reference by the

researcher to provide the needed background and insights to the problem and to

create the foundations on which to build the anchor of this study. The different

related researches and studies reviewed helped in the design for the present

research to make it more productive in terms of new knowledge.

Related Literature
Foreign Literature

Tillman (2015) Whenkids dream for the first time and discover what drives and

inspires them in life. taken seriously, and second, whether these aspirations

have any correlation with their parents' career field. Although most predict that

55,555 younger children will give a “great” and unrealistic response to

occupation, in reality it is older children who mention occupations in this group of

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55,555. In addition, of the 1st, 3rd and 5th graders tested, half of them were

unable to specifically identify one or both of their parents' occupations when

asked; out of 55,555 people know, only 6% and 10% say that they want to grow

up to be like the father and mother of 55,555 people. There is “very little

correspondence between the jobs of parents and the jobs their children say they

want” (Auger, Blackjurst & Wahl, 2005,p.5). These numbers suggest that young

children, who are socially accepted at the age of 55,555 who idolize their

parents, actually don't seem to pay much attention to their parents' work. So the

question arises: at what age do kids start asking about their parents' careers,

and where does the motivation and inspiration come from for to finally follow in

their footsteps?

Rodriguez (2021) identifies several sociocultural factors that influence the course

preferences of these students, including family expectations, cultural

background, gender roles, peer influence, and socioeconomic status. For

example, some students reported that their families expected them to pursue

careers in medicine, law, or engineering, while others felt that their cultural

background played a role in their choice of courses. Gender roles were also

found to be a significant factor, with male students more likely to choose courses

in STEM fields and female students more likely to choose courses in the

humanities and social sciences.

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The study highlights the complexity of the factors that shape the course

preferences of high school students and emphasizes the need for educators to

be aware of and responsive to the sociocultural context in which students make

their choices. The findings also suggest that a more nuanced understanding of

the cultural diversity within schools is necessary to support students in making

informed and fulfilling course choices. Overall, the study contributes to our

understanding of the role of sociocultural factors in shaping educational

outcomes and underscores the importance of promoting equity and inclusion in

education.

Local Literature

To many, especially high school students, choosing a course in college is an

important real-life decision. The path that the youth will be pursuing can cause a

huge impact on their future. Therefore, further consideration of varying factors

must be implemented. Jessica Brice (2019) explained that it's important that

before choosing a course to study, you can weigh in the different factors involved

in selecting the right course (p.1). However, as they experience this stage of

serious decision-making, they may encounter doubts, second thoughts, and a

surge of overwhelming emotions.

According to Castillo et. al (2010)," Decision-making is the logical way of setting

one's mind to choose amidst the possibilities to satisfy man's ease. This is true

as stated that good decision-making is an essential skill for career success

generally, and effective leadership particularly. It is true that for an individual to

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be successful, the person must possess good decision-making" (p.5). The

course that the student will be choosing can exert a huge influence on the

outcome of their lives. Thus, it is of the essence that high school students must

deliberate, before having a resolution in what course are they pursuing in

college.

"Education is universally recognized as the answer to socio-economic problems

of the world. Nations and individuals look up to education to provide a cure for

poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness,

bad government, poor communication system, hunger, and inadequate shelter

among other things. Thus, every nation of the world aspires toward quality of life

and social status through good decision-making in selecting career choice

especially students who are about to pursue in college" (Oanu, Torre, Japitan,

and Moneva, 2019, p. 421). Selecting a course in college is arguably one of the

most crucial life-altering decisions an individual can make.

The objective of the study is to determine the relationship between academic

performance and course selection of the student. There are a large number of

studies about the numerous factors that transpire in the decision-making of

students when deciding on what course to study. However, since the focus of

this research is on the relationship between academic performance and course

selection of Senior High School Students, these will not be reviewed in detail and

will only be referred to as appropriate.

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A review of the literature identified the academic skills and capacities of students

as an element that impacts the resolve of students in an academic field of study.

This factor would be discussed in detail and a set of conditions and

circumstances would be analyzed, starting with defining academic excellence

and performance in certain subjects, to be followed and compared on how

college students choose their career based on their academic achievements.

This would serve as an insight into the relationship between the influence of the

academic performance of students in course selection, and influence of

academic performance in general, specifically in college students who will be

selecting their major and career paths, and lastly, the influence of academic

excellence and performance of Graduating high school students in their chosen

course.

Related Studies
Foreign Studies

Local Studies

Synthesis

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Chapter 3
RESEARCH METHODOLOGY

This chapter presents the technical aspects of this research in the

following headings : research design, population and sampling, respondents of

the study, research instruments, validation of instruments, data gathering

procedures and statistical treatment of data.

Research Methodology
Research Design

This study was conducted in order to determine the factor that affects Grade 12

students from Integrated School of Lawa in giving them advancement in

choosing college courses.Researcher used quantitative approach with

descriptive design where relationship between preferred course in college and

the factors affecting the decision making where the results will shown in
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descriptive statistics.A comparative study analyzes and compares two or more

objects or ideas.It also defined as a method to compare similar items to one

another and see their differences and what they have in common.

Population and Sampling

The four(4) sections chosen to be as the locale study has a total of 120 in grade

12 students where as diamond has 28 students, emerald has 37 students, ruby

has 32 and last garnet has 16 students came from Integrated School of Lawa for

the School Year 2022-2023.

As the population of the 12 HUMSS students in ISL is relatively small, the re-

searcher opted to use all of them as the respondents of the study. On the other

hand, the Slovin formula at 10% margin of error was applied to obtain a sample

size of 68 students between section diamond and emerald.

To ensure that all of the 12 HUMSS students are adequately represented,

the 68 student respondents were taken from each school using the stratified

sampling technique as shown in the table below.

Table 1

Stratified Distribution of the Student-respondents

(n=68)

Section Total Student % of the student Actual Number

Population population of
enrolled in grade
students-
12
respondents
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Diamond 29 6% 6%

Emerald 39 8% 8%

Ruby 32 8% 8%

Garnet 16 6% 6%

Total 116 28% 28%

Lastly, the actual respondents from each sections were selected using the ran-

dom sampling technique, a fishbowl method, which was more capable to give

such information to all students.

Respondents of the Study

The respondents were chosen through simple random sampling. All the four sec-

tions from Grade 12 will be the focus of the college next year. In college they

need to choose a course for their study. With this thought in mind, they were

chosen the respondent.

Research Instrument

A survey questionnaire was employed. The questionnaire was divided into three

parts. Part 1 assessed the students’ basic information, where their names and

grade level were asked. The second part determined the students’ college cour-

ses preference and then, in part three, they assessed the specified factors:

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(i)Parental Influence, (ii)Job Opportunity, (iii)Self Interest and (iv)Aptitude in

terms of their overall choice.

The respondents personally typed their information for part 1, and checked their

preference for part 2, whereas part 3 was answered using a scale ranging from 5

( Strongly Agree) to 1 ( Strongly Disagree). The data gathered for SOP 1 and 2

were then tabulated to answer the significant relationship between the college

course and factors affecting it (see table below).

LEVEL OF AGREEMENT

Scale

Description

4 Strongly Agree

3 Agree

2 Strongly Disagree

1 Disagree

Validation of the Instruments

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To assure the validity of the instruments such as questionnaire, We asked for the

permission of the validator ( Sir Joseph Guerrero )

Data-Gathering Procedure

The technique used to obtain the information is by providing questionnaires to

the target respondents. The procedure will be as follows:

1. The researchers would produce survey / questionnaire forms indicating the

data needed for the research.

2. The researchers would distribute the survey/questionnaire forms to the target

respondents in Integrated School of Lawa Grade 12 HUMSS students.

3. The researchers would ensure that all needed data in survey/questionnaire

forms was properly filled up.

4. The information gathered would be tabulated, organized and analyzed by the

researcher.

5. Gathered data would be used to determine factors affecting grade 12 students

in choosing their preferred course in college .

Statistical Treatment of Data

To analyze and Interpret the data, the researcher employed the following statisti-

cal procedure:

1. Frequency, percentage and ranking Will help the researcher to easily tally the

date that they gathered. This percentage and ranking will a big help in the re -

searchers to analysis the date. The formula is shown below

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% = (f / n) × 100

n = total amount of respondent (20)

f = frequency (the number of times the item appears)

2. Frequency, weighted mean and ranking weighted Mean. This tool was used to

provide answer to the questions. The formula is:

WM=

where wm = weighted mean

X = number of respondents

F = weight given to each respondent

N = number of cases

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the study and discusses the implications of

the findings to the current state of knowledge on the topic of study .

Findings are presented in the sequence that the specific research objectives

were identified in the first chapter : 1. What is the demographic progole of the

students in terms of: Name, Age, Gender, and Strand 2. What are the college

preferences of the students in terms of : Accountancy, Criminology, Education,

Engineering, Medicine , Marine and others. 3. What are the factors affecting

Grade 12 students in choosing their preferred course in college in terms of:

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Parental Influence, Job Opportunity, Self Interest and Aptitude. Is there a

significant relationship between the college course preferences and the factors

affecting Grade 12 students in choosing their preferred course in college. And

what output could be done to aid the students in choosing their college course

preferences.

Findings

In this section , processed data were presented systematically in tabular form to

address each of the research questions.

SOP 1: What is the demographic profile of the students in terms of:

1.1. Age

TABLE 1

PROFILE OF THE RESPONDENTS IN TERMS OF AGE

Age Frequency Percentage

17 11 29%
18 20 53%
19 5 14%
20 1 2%
21 1 2%
Total 38 100%

Interpretation

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This is a breakdown of the demographic information collected from the

respondents, specifically regarding their age. The data is presented in a tabular

format, with three columns: "Age," "Frequency," and "Percentage."

The age categories included in the survey are 17, 18, 19, 20, and 21. The

"Frequency" column indicates how many respondents fell within each age

category, while the "Percentage" column represents the proportion of

respondents in each age group as a percentage of the total.

According to the data, there were 11 respondents who were 17 years old,

accounting for 29% of the total respondents. The age group with the highest

number of respondents was 18, with 20 individuals, making up 53% of the total.

The 19-year-old age group had 5 respondents, constituting 14% of the total. The

20 and 21-year-old age groups had only 1 respondent each, which represents

2% of the total for both groups.

In total, the survey received responses from 38 individuals, and the percentages

of each age group add up to 100%, indicating that the data is complete and

accounts for all respondents.

SOP 1: What is the demographic profile of the students in terms of:

1.2 Strand

TABLE 2
PROFILE OF THE RESPONDENTS IN TERMS OF STRAND
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Strand Frequency Percentage

Humss 24 63%
Ruby 14 37%
Total 38 100%

Interpretation

Based on the provided table, it appears to show the frequency and percentage

distribution of two strands, namely "Humss" and "Ruby." Here is an interpretation

of the table.

The "Humss" strand has a frequency of 24, indicating that it occurs 24 times.

This frequency represents 63% of the total occurrences.

The "Ruby" strand has a frequency of 14, indicating that it occurs 14 times. This

frequency represents 37% of the total occurrences.

The total number of occurrences across both strands is 38, as indicated under

the "Total" row. The percentages for both strands sum up to 100%, which

represents the entire dataset.

In summary, the table suggests that the "Humss" strand appears more frequently

than the "Ruby" strand, with a majority percentage of 63% compared to the 37%

for Ruby.

SOP 2: What are the college course preferences of the students in Grade 12:

TABLE 3
COLLEGE COURSE PREFERENCES OF THE GRADE12 STUDENTS

Courses Frequency Percentage

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Psychology 2 5%
Engineering 2 5%
Criminology 10 25%
Accountancy 10 25%
Tourism 1 2%
IT 3 9%
Entepreneur 3 9%
Medicine 3 9%
Education 1 2%
Marine 3 9%
Total 38 100%

Interpretation

The given data presents the college course preferences of the students. The

table provides information regarding the courses, the frequency (number of

students) who prefer each course, and the corresponding percentage of students

for each course preference.

Interpreting the data, we can observe the following

Psychology and Engineering: Each of these courses is preferred by 2 students,

which accounts for 5% of the total student population.

Criminology and Accountancy: Both of these courses are the most popular

choices among the students, with 10 students each preferring them. This

represents 25% of the total student population for each course.

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Tourism, Education: These courses have the lowest number of preferences, with

only 1 student each selecting them. Consequently, they comprise 2% of the total

student population for each course.

IT, Entrepreneurship, Medicine, and Marine: Each of these courses has an equal

number of preferences, with 3 students selecting each one. This accounts for 9%

of the total student population for each course.

In summary, the data reveals that Criminology and Accountancy are the most

popular college course preferences among the students, with Psychology and

Engineering being the least preferred options. The remaining courses, including

Tourism, Education, IT, Entrepreneurship, Medicine, and Marine, show relatively

equal levels of interest among the students.

SOP 3. What are the factors affecting grade 12 students in choosing their
preferred course in college in terms of:

TABLE 4
FACTORS AFFECTING GRADE 12 STUDENTS IN CHOOSING THEIR
PREFFERED COURSE IN COLLEGE

Frequency Percentage
Parental Influece 10 26%
Job Apportunity 13 34%
Self Interest 9 21%
Aptitude 1 3%
Socio Economic 5 13%
Total 38 100%

Interpretation

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The given data presents the factors that influence grade 12 students in choosing

their preferred course in college. The factors are categorized and presented in

terms of frequency and percentage. Here is an interpretation of the data:

Parental Influence: This factor is chosen by 10 students, representing 26% of the

total respondents. Parental influence refers to the impact of parents or guardians

on a student's decision regarding their preferred course. It suggests that a

significant portion of students consider their parents' opinions and guidance

when making this important decision.

Job Opportunity: 13 students, accounting for 34% of the total respondents,

consider job opportunities as a crucial factor in their course selection. This

indicates that these students prioritize the potential career prospects and

employment possibilities associated with a particular course. They aim to choose

a field of study that offers good job prospects upon graduation.

Self Interest: 9 students, comprising 21% of the respondents, prioritize self-

interest when deciding on their preferred course. Self-interest suggests that

these students base their decision on personal passion, hobbies, or subjects

they find interesting. They are more likely to choose a course based on their

individual preferences and what they enjoy studying.

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Aptitude: Only 1 student, representing 3% of the respondents, considers aptitude

as a significant factor. Aptitude refers to a person's natural ability or talent in a

specific area. This student believes that their natural talent or proficiency in a

particular subject should guide their choice of course.

Socio-Economic Factors: 5 students, making up 13% of the respondents,

consider socio-economic factors when selecting their preferred course. Socio-

economic factors may include considerations such as the financial implications of

pursuing a specific course, the potential for upward mobility, or the social status

associated with a particular field.

In total, 38 students provided responses, representing 100% of the participants.

The data suggests that while there is a diverse range of factors influencing the

students' decisions, parental influence, job opportunities, and self-interest are the

most prominent factors affecting grade 12 students' choices for their preferred

course in college.

Table 1. Parental Influence

Parental Indicators MW Rank Quantitative

Description
1. I want to follow my
parents work 2.81 4 Agree
2. My parents choose my
course 2.28 5 Disagree
3. My parents want me to
take up a certain course 2.97 3 Agree
4. My parents always give an
advice in decisions I make 3.65 1 Strongly Agree

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5. I always try to make my

parents proud of me 3.63 2 Strongly Agree

Average 3.07 Agree

LEGEND:1.00–1.49,Strongly Disagree;1.50–2.49,Disagree;2.50
3.49,Undecided;3.5–4.49,Agree;4.50–5.0,Strongly Agree

Interpretation

The table represents the results of a survey or study conducted to measure

parental influence on individuals. The survey included several indicators of

parental influence, and participants were asked to rate their agreement or

disagreement with each indicator on a quantitative scale. The table provides the

average ratings for each indicator, along with their corresponding ranks and

qualitative descriptions.

The first indicator, "I want to follow my parents' work," received an average rating

of 2.81, ranking it fourth among the indicators. The majority of respondents

agreed with this statement.

The second indicator, "My parents choose my course," received an average

rating of 2.28, ranking it fifth. Most participants disagreed with this statement,

suggesting that their parents did not have a significant role in selecting their

academic or career path.

The third indicator, "My parents want me to take up a certain course," received

an average rating of 2.97, ranking it third. A majority of respondents agreed that

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their parents had specific preferences regarding their choice of course or field of

study.

The fourth indicator, "My parents always give advice on decisions I make,"

received the highest average rating of 3.65, placing it in the first rank.

Participants strongly agreed that their parents consistently offered advice when

they faced decision-making situations.

The fifth indicator, "I always try to make my parents proud of me," received an

average rating of 3.63, ranking it second. Respondents generally expressed a

strong inclination to make their parents proud.

Overall, the average rating across all indicators was 3.07, suggesting a general

tendency among participants to agree with the statements related to parental

influence.

Based on the qualitative descriptions provided, the majority of respondents

agreed with the indicators, indicating that parental influence plays a significant

role in their decision-making processes and desire to make their parents proud.

Table 2. Aptitude

Aptitude Indicators MW Rank Qualitative Description

1. I based my choice in
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alignment on my skills 3.71 1 Strongly

Agree
2. I chose my course based on
the subject in which I excel 3.23 3.5 Agree
most
3. I am good in the course I
chose 3.23 3.5 Agree
4. The course I chose is easy
for me 2.89 5 Agree
5. I based my choice on how
high my IQ/creativity is 3.28 2 Strongly
Agree

Average 3.27 Strongly

Agree

LEGEND:1.00–1.49,Strongly Disagree;1.50–2.49,Disagree;2.50
3.49,Undecided;3.5–4.49,Agree;4.50–5.0,Strongly Agree

Inerpretation

This table presents the results of an aptitude assessment, indicating the

respondents' attitudes towards their chosen courses or areas of study. The table

includes several indicators and corresponding qualitative descriptions for each

indicator.

The first indicator states, "I based my choice in alignment on my skills." The

respondents strongly agreed with this statement, as indicated by a score of 3.71

and a rank of 1. This suggests that the majority of participants considered their

skills when selecting their courses.

The second indicator is, "I chose my course based on the subject in which I excel

most." The respondents agreed with this statement, with a score of 3.23 and a

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rank of 3.5. This implies that while the subject they excel in influenced their

course choice, it might not have been the sole factor.

The third indicator states, "I am good in the course I chose." Again, the

respondents agreed with this statement, with a score of 3.23 and a rank of 3.5.

This indicates that the participants feel competent in the course they selected.

The fourth indicator is, "The course I chose is easy for me." The respondents

agreed with this statement as well, but to a slightly lesser extent, with a score of

2.89 and a rank of 5. This suggests that while the chosen course is generally

manageable for the participants, it may present some challenges.

The fifth indicator states, "I based my choice on how high my IQ/creativity is."

The respondents strongly agreed with this statement, with a score of 3.28 and a

rank of 2. This indicates that a significant portion of participants considered their

intelligence and creativity when making their course selection.

Overall, the average score for all the indicators is 3.27, indicating a general

agreement among the respondents. The majority of participants expressed a

strong agreement with the statements provided in the table

Table 3. Self Interest

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Self Interest Indicator Mw Rank Qualitative

Description
1. I want to excel on the
course I chose 3.36 4 Strongly
Agree
2. I enjoy my course Strongly
3.34 5 Agree
3. I like the course I chose Strongly
3.60 2 Agree
4. I think my course is good Strongly
for me 3.63 1 Agree
5. My habits were somehow
related to my course 3.44 3 Strongly
Agree
Total
3.47 Strongly
Agree

LEGEND:1.00–1.49,Strongly Disagree;1.50–2.49,Disagree;2.50
3.49,Undecided;3.5–4.49,Agree;4.50–5.0,Strongly Agree

Interpretation

Table 3 displays the results of a self-interest survey, specifically focusing on the

respondents' attitudes towards the course they have chosen. The survey

assessed several indicators of self-interest, and participants were asked to rate

their level of agreement on a qualitative scale.

The first indicator, "I want to excel on the course I chose," received a rating of

3.36, placing it at the 4th rank. This indicates that the respondents generally

strongly agree with the statement.

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The second indicator, "I enjoy my course," received a rating of 3.34, ranking it

5th. Again, the respondents strongly agree with this statement, expressing their

enjoyment of the course.

The third indicator, "I like the course I chose," received the highest rating of 3.60,

placing it at the 2nd rank. This indicates that the respondents strongly agree and

hold a positive attitude towards the course they have chosen.

The fourth indicator, "I think my course is good for me," received a slightly higher

rating of 3.63, ranking it 1st. This suggests that the respondents strongly agree

that their chosen course is beneficial for them.

The fifth indicator, "My habits were somehow related to my course," received a

rating of 3.44, placing it at the 3rd rank. The respondents strongly agree that

their habits are connected to their course of study.

The overall total score for self-interest in the course is 3.47, which falls under the

category of "Strongly Agree." This indicates that the respondents have a strong

sense of self-interest and positive attitude towards their chosen course.

In summary, the interpretation of the table suggests that the respondents have a

high level of self-interest, enjoyment, and positive attitudes towards the course

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they have chosen. They believe the course is beneficial for them and perceive a

connection between their habits and the course of study.

Table 4. Job Opportunities

Job Oppotunities Indicators MW Rank Qualitative

Description
1. I find the course I choose convenient
in looking for a job in the future 3.50 2 Strongly Agree

2. I can expect for the good salary

3.42 4 Strongly
Agree
3. I prefer for the stability status for the
job 3.52 1 Strongly
Agree
4. I favor the tenureship of the job
3.07 5 Agree

5. I expect the availability of the job

that suits me 3.47 3 Strongly
Agree
Total 3.39 Strongly
Agree

LEGEND:1.00–1.49,Strongly Disagree;1.50–2.49,Disagree;2.50
3.49,Undecided;3.5–4.49,Agree;4.50–5.0,Strongly Agree

Interpretation

Based on the given table, it appears to be a survey or assessment related to job

opportunities. The table includes several indicators, ratings, rankings, and

qualitative descriptions. Here's an interpretation of the table:

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The table presents Job Opportunities and various indicators associated with

them. The respondents were asked to rate their agreement or preference level

on different aspects related to finding a job. The ratings were then ranked based

on the scores given by the respondents.

The first indicator, "I find the course I choose convenient in looking for a job in

the future," received a rating of 3.50 and was ranked 2nd. The majority of

respondents strongly agreed with this statement, indicating that they believe the

course they have chosen will be beneficial for their future job prospects.

The second indicator, "I can expect a good salary," received a rating of 3.42 and

was ranked 4th. Again, most respondents strongly agreed that they can expect a

good salary in their chosen field.

The third indicator, "I prefer the stability status for the job," received a rating of

3.52 and was ranked 1st. This statement received the highest rating, indicating

that the majority of respondents strongly agree that job stability is important to

them.

The fourth indicator, "I favor the tenureship of the job," received a rating of 3.07

and was ranked 5th. While still generally agreed upon, this statement received a

slightly lower rating compared to the previous indicators.

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The fifth indicator, "I expect the availability of the job that suits me," received a

rating of 3.47 and was ranked 3rd. Respondents expressed a strong agreement

that they expect job opportunities that align with their preferences to be available.

The total average rating for all the indicators combined was 3.39, indicating a

strong agreement overall among the respondents regarding job opportunities.

In summary, the interpretation of the table suggests that the respondents

prioritize a course that is convenient for future job prospects, expect good salary

prospects, value job stability, and prefer job opportunities that suit their

preferences.

Table 5. Relationship between the college course preferences and the

factors affecting grade 12 students in choosing their preferred course in
college

Compared Pearson r Relationship Direction p value

Variables
College 0.932** Strong Positive 0.000
Preferences
Factors 0.965** Strong Positive 0.000
affecting it
Legend of Relationship: Greater than .5- Strong(positive), Between .3 and .5- Moderate(positive),
Between 0 and -.3- Moderate(negative) and Less than -.5- Strong(negative)

Interpretation
As to the college preferences and factors affecting it, table shows that both

has a strong relationship and positive description. First variable which is college

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preferences it has 0.932** pearson r and 0.000 p value and for the next variable

which is factors affecting it received 0.965** pearson r and 0.000 p value. This

means that there is a significant relationship between the college course

preferences and the factors affecting grade 12 students in choosing their

preferred course in college.

PROGRAM PROPOSAL

I.PROGRAM TITLE
Educational Meeting about college course of student

II.PROGRAM PROPONENT
Angelika Ayeen Aoalin Obedoza
Allysa Joy Pagente
Selena Cristobal

III.PROGRAM DURATION

ACTIVITIES May June July

2023 2023 2023
Pre-
Implementation

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Orientation and
meeting with
Grade 12 students

IMPLEMENTATIO
N
Schedule with ISL
Grade 12
Students
Enhance the idea
of every students
in Grade 12 about
their college
course.
POST
IMPLEMENTATIO
N

Assess the
students in their
preferences about
their college
course
Provide
recommendations

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter includes a summary of the findings, the conclusions drawn and

recommendations formulated based on the findings and the conclusion.

Following is a recapitulation of the research problems addressed in this study

together with the research hypothesis and pertinent aspects of the protocol used

in carrying out this scholastic inquiry.

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Summary of finding

Findings are presented in the sequence that the specific research objectives

were identified in the first chapter : 1. What is the demographic progole of the

students in terms of: Name, Age, Gender, and Strand 2. What are the college

preferences of the students in terms of : Accountancy, Criminology, Education,

Engineering, Medicine , Marine and others. 3. What are the factors affecting

Grade 12 students in choosing their preferred course in college in terms of:

Parental Influence, Job Opportunity, Self Interest and Aptitude. Is there a

significant relationship between the college course preferences and the factors

affecting Grade 12 students in choosing their preferred course in college. And

what output could be done to aid the students in choosing their college course

preferences. The survey received responses from 38 individuals, and the

percentages of each age group add up to 100%, indicating that the data is

complete and accounts for all respondents.

The "Humss" strand has a frequency of 24, indicating that it occurs 24 times.

This frequency represents 63% of the total occurrences.

The "Ruby" strand has a frequency of 14, indicating that it occurs 14 times. This

frequency represents 37% of the total occurrences.The total number of

occurrences across both strands is 38, as indicated under the "Total" row. The

percentages for both strands sum up to 100%, which represents the entire

dataset.

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The table 3 shows the data,it reveals that Criminology and Accountancy are the

most popular college course preferences among the students, with Psychology

and Engineering being the least preferred options. The remaining courses,

including Tourism, Education, IT, Entrepreneurship, Medicine, and Marine, show

relatively equal levels of interest among the students.

Parental Influence: This factor is chosen by 10 students, representing 26% of the

total respondents. Parental influence refers to the impact of parents or guardians

on a student's decision regarding their preferred course. It suggests that a

significant portion of students consider their parents' opinions and guidance

when making this important decision.

Job Opportunity: 13 students, accounting for 34% of the total respondents,

consider job opportunities as a crucial factor in their course selection. This

indicates that these students prioritize the potential career prospects and

employment possibilities associated with a particular course. They aim to choose

a field of study that offers good job prospects upon graduation.

Self Interest: 9 students, comprising 21% of the respondents, prioritize self-

interest when deciding on their preferred course. Self-interest suggests that

these students base their decision on personal passion, hobbies, or subjects

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they find interesting. They are more likely to choose a course based on their

individual preferences and what they enjoy studying.

Aptitude: Only 1 student, representing 3% of the respondents, considers aptitude

as a significant factor. Aptitude refers to a person's natural ability or talent in a

specific area. This student believes that their natural talent or proficiency in a

particular subject should guide their choice of course.

Socio-Economic Factors: 5 students, making up 13% of the respondents,

consider socio-economic factors when selecting their preferred course. Socio-

economic factors may include considerations such as the financial implications of

pursuing a specific course, the potential for upward mobility, or the social status

associated with a particular field.

Conclusions

Based on the gathered results that lead to its findings, the following

conclusions were drawn:The following conclusions were derived as follows after

the data gathering results were finalized.

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1. The reseachers concludes that the respondents gender has a equal number

and the ages are from seventeen years old to twenty one years old. The total

number of respondents that answered the online survey are thirty eight in total

indicating that the data is complete and accounts for all respondents. Humss has

the highest frequency and Ruby has the least.

2. According to the data gathered by the reseachers, the data reveals that

Criminology and Accountancy are the most popular college preferences among

the students, while Psychology and Engineering being the least preferred

options. It means that Criminology and Accountancy are the course that they

preferred the most.

3. According to the data gathered by the reseachers, the data suggests that

while there is a diverse range factors influencing the student's decisions. The

three most prominent factors affecting grade 12 students choices for their

preferred course in college are parental Influence, job opportunities and self

Interest.

4. Base on the result of the survey, there is a significant relationship between the

college course preferences and factors affecting grade 12 students in choosing

their preferred course in college.

Recommendations

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Based on the summary of the results and conclusion the following

recommendations are presented:

1. Organize symposium or seminar to grade 12 graduating students of ISL to

show the facts that several factors can affects the decision they madein choosing

tertiary courses.

2. Publication of the facts to the school paper or other medium that will make the

students of the said school be aware of recent study and data gathered within

school.

3. Further revision to the study that future researcher could use the quantitative

approach of research to further discuss the perspective of the graduating

students on how these factors could affect their decisions in choosing college

courses.

Reference

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Bersales, L. S. (2017). 2017 Annual Labor and Employment Status. Philippines

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Authority.
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Kerlinger, E. (1973). The Structure of scientific revolution. Chicago: University of

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Lawa, Calamba City

SENIOR HIGH SCHOOL 58

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Lawa, Calamba City

SENIOR HIGH SCHOOL 59

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