0

FACTORS AFFECTING GRADE 12 STUDENTS DECISION IN

PURSUING HIGHER EDUCATION

SAMANTHA NICOLE M. MAGBATA

RALP ZEDRICK GAJESAN
SHIEM JAY FROGOSA
ANNAH LEAH MOAJE
LYN JOY MAGBANUA
LINDEL OCAMPO

A Research Paper
Submitted to the Faculty of the Senior High School Department
Calatrava National High School, San Roque, Calatrava, Romblon
In Partial Fulfillment of the Requirements
For the Completion of

SENIOR HIGH SCHOOL PROGRAM IN ACADEMIC TRACK

(Humanities and Social Sciences)

April 2024
ii

APPROVAL SHEET

The Research Paper entitled, “Factors affecting the Grade 12

students decision in pursuing higher education” prepared and
submitted by Samantha Nicole M. Magbata, Lyn Joy Magbanua, Annah Leah
Moaje, Lindel Ocampo, Ralph Zedrick Gajesan and Shiem Jay Frogosa, in
partial fulfillment of the requirements for the completion of Senior High
School Program in Academic Track –Humanities and Social Science
strand, is hereby approved.

NOEMI GAY M. FADRIQUELAN, LPT AXEL WYN F. FETALCORIN, LPT

Chairperson, Panel of Examiners Member, Panel of Examiners

__________________________ ________________________
Date Signed Date Signed

LERIO F. FAJICULAY, LPT ALJHON F. MESA, LPT

Member, Panel of Examiners Member, Panel of Examiners

_______________________ ________________________
Date Signed Date Signed

JEANNIE C. PEREZ, LPT IRISH VILLANUEVA, LPT

Member, Panel of Examiners Grammar Critic

_______________________ ________________________
Date Signed Date Signed

MARICAR R. FRANCISCO, LPT

Adviser

________________________
Date Signed

Accepted as partial fulfillment of the requirements for the completion

of SENIOR HIGH SCHOOL PROGRAM ACADEMIC TRACK-HUMANITIES
AND SOCIAL SCIENCES

JOB F. MALLORCA
Principal I, Calatrava National High School

________________________
Date Signed
ii

BIOGRAPHICAL SKETCH

The researcher is 18 years old born on November 25, 2005 at Santa

Rosa, Laguna. She is the youngest child among the three children of

Mr. Darwin F. Magbata and Mrs. Jane Ann M. Magbata. She completed

her primary education at Talisay Elementary School on March 2018.

She is now pursuing her high school years, a Garde 12 student under

the Humanities and Social Science (HUMSS) strand at Calatrava

National High School.

When she was still young, she dreamed of becoming a flight

attendant because she loved to travel the world, now she wants to

pursue the field of information technology in order to fulfill her parents’

dream for her and graduate with a degree that will help her succeed in

the future. She is now doing her best to honor her family and repay

the sacrifices they have made for her.

If you cannot take risk then you can’t create a future

SAMANTHA NICOLE MAGBATA

ii

BIOGRAPHICAL SKETCH

The researcher is 18 years old born on October 15, 2005 at

Linao, Calatrava, Romblon. She is the fifth child among the six children

of Mr. Biarnes Magbanua and Mrs. Marialyn F. Magbanua. She

completed her primary education at Linao Elementary School on March

2017. She is now pursuing her high school years, a Garde 12 student

under the Humanities and social sciences (HUMSS) strand at Calatrava

National High School.

When she was still young, she dreamed of becoming an engineer

just like her auntie because she loved to draw and solved mathematic

problems, now she wants to pursue the field of engineering in order to

fulfill her parents’ dream for her and graduate with a degree that will

help her succeed in the future. She likes drawing and creative in her

arts. She is now doing her best to honor her family and repay the

sacrifices they have made for her.

She believes that great things happen to those who don’t stop

believing, trying, learning, and being grateful. The best hope and

confidence are found in having faith in God, as he is there for us even

in the most difficult circumstances.

LYN JOY MAGBANUA

ii

BIOGRAPHICAL SKETCH

The researcher is 17 years old born on August 02, 2006 at Linao,

Calatrava, Romblon. She is the first child among the three children of

Mr. Allan Moaje and Mrs. Analyn Castillo . She completed her primary

education at Linao Elementary School on March 2017. She is now

pursuing her high school years, a Garde 12 student under the

Humanities and Social Sciences (HUMSS) strand at Calatrava National

High School.

When she was still young, she dreamed of becoming an nurse

just like her aunties because she wants to provide service to people

who need it, she also liked the nursing course even more because of

her grandmother who sometimes suffers from high blood pressure,

does she wants to be the one to take care of her parents and her

grandparents when she grow up, now she wants to pursue the field of

nursing in order to fulfill her parents’ dream for her and graduate with

a degree that will help her succeed in the future. She is now doing her

best to honor her family and repay the sacrifices they have made for

her.

ANNAH LEAH MOAJE

ii

BIOGRAPHICAL SKETCH

The researcher is 18 years old born on July 21, 2005 at Balogo,

Calatrava, Romblon. She is the first child among the six children of Mr.

Darwin Ocampo and Mrs. Liezel Talamisan. She completed her primary

education at Balogo Elementary School on March 2017. She is now

pursuing her high school years, a Garde 12 student under the

Humanities and Social Sciences (HUMSS) strand at Calatrava National

High School.

When she was still young, she dreamed of becoming a teacher

but day by day she realized that being a teacher is not her thing, now

she wants to pursue the field of flight attendant because she believes

that serving people is one of the best thing to do. She wants to

interact with other people to make sure that they are safe during the

flight. She wants to interact with other people with kindness.

She believes that she can will and she can do. Just trust on

yourself. By believing that you can do it, you inspire yourself to take

action.

LINDEL OCAMPO
ii

BIOGRAPHICAL SKETCH

The researcher is 18 years old born on March 02, 2005 at

Poblacion, Calatrava, Romblon. He is the youngest child among the six

children of Mr. Glenly F. Gajesan and Mrs. Lailanie F. Gajesan. He

completed her primary education at Calatrava Elementary School on

March 2017. He is now pursuing his high school years, a Grade 12

student under Humanities and Social Sciences (HUMSS) strand at

Calatrava National High School.

When he was still young, he dreamed of becoming a coast guard

but day by day he realized that being a coast guard is not his thing,

now he wants to pursue the field of a police officer because he believes

that serving people is one of the best thing to do. He wants to interact

with other people to make sure that they are safe every time. He

wants to interact with other people with kindness. He is now doing his

best to honor his family and repay the sacrifices they have made for

him.

He believes that he will and he can do. Just trust on yourself. By

believing that you can do it, you inspire yourself to take action.

RALPH ZEDRICK GAJESAN

BIOGRAPHICAL SKETCH
ii

The researcher is 17 years old born on March 20, 2006 at San

Roque, Calatrava, Romblon. He is the third child among the six

children of Mr. Samuel Frogosa and Mrs. Nomelita Mariano. He

completed her primary education at San Roque Elementary School on

March 2017. He is now pursuing his high school years, a Grade 12

student under Humanities and Social Sciences (HUMSS) strand at

Calatrava National High School.

When he was still young, he dreamed of becoming a police

officer but day by day he realized that being a police officer is not his

thing, now he wants to pursue the field of coast guard because he

believes that serving people is one of the best thing to do. He wants to

interact with other people to make sure that they are safe during the

sea travel. He wants to interact with other people with kindness. He is

now doing his best to honor his family and repay the sacrifices they

have made for him.

He believes that he can and will and he can do anything if

we give the best version of ourselves.

SHIEM JAY FROGOSA

ACKNOWLEDGMENT
ii

First, we would like to thank the Almighty God for giving us

courage and determination to pursue this research study.

We would also like to extend our deepest and heartfelt gratitude

to the following persons for their utmost support and encouragement.

Without them, this research study will never come to reality:

Ms. Maricar R. Francisco, our research adviser is really helpful in

providing advice, maintaining interest, being available when assistance

is needed, and encouraging us to carry out this work.

Mrs. Noemi Gay M. Fadriquelan, Mr. Axel Wyn F. Fetalcorin, Mrs.

Jeannie C. Perez, Mr. Lerio F. Fajiculay, Mr. Aljhun F. Mesa, the panel

of examiners, for their constructive criticisms and suggestions which

contributed greatly to the improvements of the study.

Mr. Job F. Mallorca, the school head of Calatrava National High

School for

granting the request to conduct the study HUMSS grade 12.

Friends and classmates, for their help and moral support.

Lastly, we would be not missed in not mentioning our family,

especially our parents, their encouragements and motivations has kept

our spirits and motivation during this process.

TABLE OF CONTENTS
ii

PRELIMINARIES Page

TITLE PAGE i
APPROVAL SHEET ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGMENT vii
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xi
ABSTRACT xii

CHAPTER
I INTRODUCTION
Background of Study 1
Statement of the Problem 3
Significance of Study 4
Scope and Delimitation of Study 5

II REVIEW OF RELATED LITERATURE AND STUDIES

Importance of Pursuing Higher Education
6
Factors Affecting Students Decision 9
in Pursuing Higher Education
Benefits of Pursuing Higher Education 9
Parents Expectations
Career Opportunities
Theoretical Framework 10
Conceptual Framework 12
Definition of Terms 13

III METHODOLOGY
Research Design 14

Research Method Used 14

Research Locale and Time of the Study 14
Respondents of the Study 15
Population and Sampling 15
Research Instrument 15
Formulation of Questionnaire 15
Validation of Questionnaire 16
Data Collection Procedure 16
Statistical Treatment of Data 17

IV RESULTS AND DISCUSSIONS 19

ii

V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 31
Findings 32
Conclusions 32
Recommendations 33
REFERENCES 35

APPENDICES 37
A. Letter of Permission to the School Head 38
B. Letter of Request to the Senior HS Coordinator 39
C. Sample Letter to the Evaluators 40
D. Questionnaire for Respondents 41
E. Questionnaire for Validation of Instrument 44
F. Validator Form 47
G. Validators Profile 48
H. Generated Computation Results 49
I. Tally and Computations 53
ii

LIST OF TABLES

Table No. Title Page No.

1 Ranges Weighted Mean and Descriptive Interpretation 20

2 Factors Affecting Students Decision in Pursuing 24

. Higher Education in terms of Parents Expectations

3 Factors Affecting Students Decision in Pursuing 25

Higher Education in terms of Academic Performance

4 Factors Affecting Students Decision in Pursuing 25

Higher Education in terms of Career Opportunities

5 Factors Affecting Students Decision in Pursuing 25

Higher Education in terms of Peer Influence

6 Factors Affecting Students Decision in Pursuing 25

Higher Education in terms of Economic Factors

7 Summary of Results on Factors Affecting Grade 12 33

Students Decision in Pursuing Higher Education

ii

LIST OF FIGURES

Table No. Title Page No.

1 Paradigm of the Study 12

2 Distribution of Respondents in terms of Age 32

3 Distribution of Respondents in terms of Gender 32

4 Distribution of Respondents in terms of strand 32

ii

ABSTRACT

SAMANTHA NICOLE M. MAGBATA., RALP ZEDRICK GAJESAN., SHIEM

JAY FROGOSA., ANNAH LEAH MOAJE., LYN JOY MAGBANUA.,LINDEL
OCAMPO., Senior High School Department, Calatrava National High School,
San Roque, Calatrava, Romblon. FACTORS AFFECTING GRADE 12
STUDENTS DECISION IN PURSUING HIGHER EDUCATION

Adviser: MARICAR R. FRANCISCO, LPT

This study was conducted to determine the factors affecting grade 12

students decision in pursuing higher education at Calatrava National High
School. Specifically, the study sought answers to the following questions: 1)
what is the demographic profile of the students in terms of: (1.1) age; (1.2)
gender; and (1.3) strand? and (2) what is the factor who has greatest influence
on the decision of grade 12 students in pursuing higher education in terms of:
(2.1) parents expectations; (2.2) academic performance; (2.3) career
opportunities; (2.4) peer influence, and (2.5) economic factors.

The descriptive survey method of research was used to gather pertinent

data. The formulated rating scales served as the major instrument for collecting
the needed information particularly on factors affecting students decision in
pursuing higher education. The respondents were the one hundred forty two
(142) selected students from grade 12 students of Calatrava National High
School. The data gathered were analyzed using percentages and weighted mean
to determine the domains of factors affecting students decision in pursuing higher
education.

Based from the data gathered, the following were the major findings of
the study organized according to the specific questions in the statement of the
problem: (1) majority of the students are 18 years old with 51.4% of the total
respondents, majority are male with 53.5% out of all respondents and most of
them are HUMSS student with a frequency of 121. (2) the factor who has a
greatest influence on the Grade 12 students decision in pursuing higher
education are Career Opportunities.

Based on the aforementioned findings and conclusions, the following

recommendations were presented: (1) school Administrators must hold activities
in school that will help students to gain knowledge about different career
opportunities that will greatly benefit them. (2) in order to maintain consistent
and precise decision, parents should always monitor and support their children
decision regarding pursuing higher education. (3) students must work with their
peers to enhance their decision in pursuing higher education. (4) future
ii

researchers must conduct a study regarding the factors affecting grade 12

students decision in pursuing in pursuing higher education.

Keywords: Parents Expectations, Academic Performance, Career

Opportunities, Peer Influence, Economic Factors
ii

Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its setting.

It includes the background of the study, statement of the problem,

significance of the study, and scope and delimitation of the study.

Background of the Study

According to Roy Y. Chan, (2016) higher education worldwide is

facing unprecedented challenges the dramatic rise of for-profit

institutions, rapidly increasing expectations about what services

colleges and universities should provide, and a complex society that

demands high school graduates with even more skills and capacities.

The decision to pursue higher education is a crucial one,

particularly for Grade 12 students who are on the cusp of entering

adulthood and making life-altering choices. Numerous factors play a

role in shaping this decision, each with its own level of impact and

significance. This study aims to explore the study regarding the

factors that influence Grade 12 students’ decision-making process

when it comes to pursuing higher education.

Higher education is a rich cultural and scientific asset which

enables personal development and promotes economic, technological

and social change. It promotes the exchange of knowledge, research

and innovation and equips students with the skills needed to meet

i
ii

ever changing labour markets. For students in vulnerable

circumstances, it is a passport to economic security and a stable

future (UNESCO,2023).

Education helps students develop critical skills like decision

making, mental agility, problem-solving, and logical thinking. People

face problems in their professional as well as personal lives. In such

situations, their ability to make rational and informed decisions comes

from how educated and self-aware they are.

Students pursuing or planning to pursue higher level of

educational programmes need various types of information to base.

Universities and colleges play a very big role in the life of a student.

Education has an overwhelming impact on an individual’s life, and so

the selection of universities and colleges in the further pursuit of

educating oneself in various different fields of study. Therefore, it is

important to gain knowledge about the factors that incorporate the

decision-making process and the sources of information from which

the prospective students make their decisions with regards to opting

for certain university. In this fast-moving world of easily accessible

data over the internet, this study learns to understand how and what

affects the decision making of students in pursuing higher education.

ii
ii

Statement of the Problem

The aim of this study is to find out the factors affecting Grade

12 students’ decision in pursuing higher education.

Specifically, the investigation sought answers to the following

question:

1. What is the demographic profile of the respondents in terms of;

1.1 Age;

1.2 Gender; and

1.3 Strand?

2. What factors has the greatest influence on the Grade 12

students’ decision in pursuing higher education in terms of:

2.1 Parents Expectations;

2.2 Academic Performance;

2.3 Career Opportunities;

2.4 Peer Influence; and

2.5 Economic Factors?

Significance of the Study

The findings of the study may provide deeper insights on the

factors affecting students’ decision in pursuing higher education. The

study determined the significant effects on how students perceived

the factors affecting their decision in pursuing higher education.

This study worthwhile to the following:

iii
ii

Students. this study will result to a broad understanding for

students to know and figure out how they can overcome the factors

that hinder their decision in pursuing higher education.

Parents. this study will foster parents’ awareness, perception,

interest, competence, and responsibility in the decision making in

pursuing higher education of their children. They can become more

involved in helping their children to guide their decision.

Teachers. this study will provide a clear picture of the factors

affecting students’ decision in pursuing higher education to enable

them to know how and what help they could give to their students.

Future Researchers. this study enables them to have an idea

about the factors affecting students’ decision in pursuing higher

education. Also, it can give ideas and information on other researcher

in conducting a study.

Scope and Delimitation

The study will cover the factors affecting the Grade 12 students’

decision in pursuing higher education. This study will be conducted on

the second semester of academic year 2023 -2024. The primary

respondents will consist of the Grade 12 students enrolled in academic

year 2023-2024. The sample size of the respondents will be selected

using Slovin’s formula. The research method that will be used is

descriptive survey method. Furthermore, the scope will be delimited

iv
ii

to factors affecting the Grade 12 students’ decision in pursuing higher

education.

v
ii

Chapter 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature,

the theoretical framework, the conceptual framework, and the

definition of terms.

Importance of Pursuing higher education

Higher education learning is provided by academic institutions

that award degree certificates such as universities and colleges.

People who acquire tertiary education are better placed to get well-

paying jobs in the job market and develop a distinctive career path.

They are also more likely to develop deep critical and reasoning skills

that will be assets to their personal growth. Quality of education

varies from one university to another depending on the coursework

and methodology of teaching; thus, it is essential to consider your

options and what you want to be before settling on one (News,

Student blogs, 2023).

Obtaining a college degree not only enhances earning potential;

it alters one’s world view, prompting further growth intellectually,

socially, academically, and often spiritually. For first-generation

college students, this accomplishment may be even more significant,

as its impact may also extend to other family members.

vi
ii

While national data indicate a significantly larger number of students

are pursuing a college education, those from college-educated families

typically benefit from advantages that first-generation students may

not experience (Megan, Jallaluddhin, & Fang, 2019). Financial

concerns due to an economic recession are driving students to pursue

postsecondary education in order to become more marketable, and

many of these students require financial aid. Despite the fact that

more students are now pursuing a college education, the attrition rate

for first-generation college students tends to be higher than for

students from college-educated families (Ogan, 2019).

The expectations, family encouragement, and financial support

may exist yet, these students may struggle to navigate the nuances of

college study and campus life. Students often express personal doubts

about their academic abilities and motivation demonstrate lower levels

of institutional connectedness and struggle to integrate themselves

academically and socially into their college community.

Factors Affecting Students Decision in Pursuing Higher

Education

There are several factors that affect the student’s decision in

pursuing higher education. Students decision in pursuing higher

education is one of many important choices a study will make in

determining future plans. This decision will impart them throughout

vii
ii

their life’s essence. The factors that affecting student’s decision has

been a serious problem among the secondary school. A lot of student

in secondary schools believe that their future is a glorious adventure

in which they are bound to succeed. Many of them have the idea that

they would be able to work in the public or private establishments as

soon as they complete secondary school education without pursuing

higher education. How students have seen themselves in a role in

which personality is a determining factor that influence their decision

in pursuing higher education. Splaver (2020) said “personality” plays

an important role in deciding whether to pursue higher education or

not. A student’s personality must be self-motivated type, to pursue

higher education possibilities from early on in their lives. And not the

procrastinating type that waits till they are compelled to decide.

Students must take seriously the role grades play in limiting

opportunities in the future. Splaver went on to say “It is important for

you to have a good understanding of yourself, your personality, if you

are to make intelligent upcoming plans”.

Financial concerns due to an economic recession are driving

students to pursue postsecondary education in order to become more

marketable, and many of these students require financial aid.

viii
ii

Benefits of Pursuing Higher Education

Education is often a topic that is always in the spotlight. It

seems that there is rarely a day where education is not a topic

brought to the helm of discussions and heated debates. And in the

case of higher education specifically, this is a point that could not be

truer. It makes sense; after all, education is one of the pillars of

societal expectation. For those of us that are lucky enough to have the

privilege of having access to education, it is abundantly clear that it

comes with its benefits and challenges. Being a student in any

capacity can be a challenging yet rewarding time in anyone’s life, but

when one is a higher education student, it adds a whole other layer of

complexity that drives itself firmly into the nooks and crannies of

higher education the world over. Higher education is a form of

learning that is more on the student’s terms, and so it is also an

innovation that is highly sought after. But, as the saying goes,

‘nothing worth having comes easily’. Higher education students face

both highs and lows, and it is important to understand that, first and

foremost, before diving into higher education at all.

The overwhelming benefits of higher education speak volumes

for themselves. Higher education is a notion that often (if not always)

becomes a life-altering experience that shapes the individual from the

inside out. The mere notion of even having access and the choice to

ix
ii

pursue higher education is a privilege that, above all else, excites and

inspires. Higher education gives students the power to decide what

they want to study, when they want to study, how they want to study,

and where they want to study. In this way, it is quite the opposite of

compulsory education. Whereas compulsory education is often (if not

always) a broadly created structure wherein students are expected, if

not demanded, to adhere to set methods and modules of teaching and

learning, higher education gives students the power by literally

encouraging them to choose their own academic pathway. This is, in

essence, the most prominent and powerful benefit of higher

education. On the other hand, the inevitable challenges that come

with pursuing higher education cannot be ignored (Dispatch, 2019).

Parents Expectations

Parental expectations significantly shape a child’s life, including

their education, career, and overall success. Parents strongly influence

their child’s development and future aspirations, and their

expectations can have positive and negative effects.

While high parental expectations can motivate and encourage

children to succeed, unrealistic or overly demanding expectations can

lead to stress, anxiety, and conflict. Therefore, it is crucial to examine

the impact of parental expectations on a child’s career success and

x
ii

how parents can balance their expectations with their child’s interests

and aspirations.

Parents often have high expectations for their children’s

academic performance in terms of maintaining good grades, academic

excellence, and the pursuit of higher education. They may enrol their

children in tutoring programs, hire private teachers, or monitor their

progress closely to ensure academic success. (Shagun 2023)

Career Opportunities

For thousands of individuals, higher education is necessary for

success in the world of work. The main objective of higher education

is to transform the students through enhancing learning skills,

behaviour, and lifelong empowerment as critical and logical reflective

person (Harvey, 2000). However controversially, higher education

does not seem to be the first objective of employability for students.

Moreover, not every individual focused that high education is a

preparation of life (John & Moyer, 2014) for working world and

catered to employment circumstances. In general, with emerging

trends, every institution nourishes students for the world of work with

primary goal of education (Warrick, Daniels, & Scott, 2010). However,

the environments of institutions and working world are differing from

each other and institutions do not provide any security for

employment of student

xi
ii

Theoretical Framework

The theoretical framework for this research study is rooted in

Hossler and Gallagher’s (2014) model of pursuing higher education

and college choices. A student’s transitional experience from high

school to college is considered the definition of the college choice

process. Posit that this process occurs in a series of three stages.

During the predisposition stage, which is considered to include grades

seven through nine, some students have general aspirations to attend

college. Parents may offer encouragement and support, discuss

college plans, and save for college expenses. Students develop

possible career interests and may even establish personal goals to

pursue specific occupations.

The search stage is the second phase of this theoretical

framework, which occurs between tenth grade and the first half of

twelfth grade. This is when students acquire information in order to

narrow down possibilities of institutions based on their characteristics,

thus seeking a “good personal fit.” They decide which institutions they

wish to seriously consider and take actions, such as searching online,

interacting with college personnel, visiting campuses, and requesting

materials about specific programs.

The final stage, known as the choice stage, is reached once

sufficient information leads to a clear decision about attending a

xii
ii

particular college and the student officially completes the application

process. By grade eleven or twelve, a student has established a

strong preference for characteristics of one institution, understands

admissions qualifications, and has pondered options for financing

college costs. A student may decide to exit this three-stage process at

any stage, and a variety of factors can influence how this uniquely

unfolds for each individual student. Academic achievement appears to

be a particularly important variable affecting the degree to which a

student is able to maintain college aspirations; parents, teachers, and

counsellors demonstrate greater support for those who consistently

produce higher academic achievement.

Education often involves examining the intersection of individual

goals, societal expectations, and economic factors. It may draw on

theories of human capital development, social capital accumulation,

and the role of education in shaping identity and opportunities. The

framework could also consider factors like motivation, cultural

influences, and the evolving nature of work, emphasizing the dynamic

relationship between education and personal/professional growth.

xiii
ii

Conceptual Framework

INPUT PROCESS OUTPUT

Propfile of Data gathering Profile of
Students and analysis of students and
a. Age; data through factors affecting
b. Gender; questionnaire, grade 12
c. Grade Level; descriptive survey students
d. Strand? and statistical decision in
Factors Affecting treatment pursuing higher
Grade 12 education .
Students Decision
in Pursuing Higher
Education

Figure 1. Paradigm of the Study

Figure 1 describes the conceptual framework of the study wherein the

input is consisting of the following: Age, Gender, Grade Level, and

Strand. It also includes the factors affecting the decision of students

in pursuing higher education. On the other side the process being

used is through questionnaire, descriptive survey and statistical

treatment such as percentage, mean and tallied. The output is the

profile of students and factors affecting student’s decision in pursuing

higher education. The researchers want to find out the factors

affecting student’s decision in pursuing higher education.

Definition of Terms

Pursuing higher education, it refers to the act of continuing one’s

academic studies beyond the secondary level, typically at a college,

xiv
ii

university, or other post-secondary institution. It involves seeking

advanced knowledge and skills in a specific field or discipline.

Decision making is the process of choosing between alternative

courses of action. It involves evaluating different options, considering

potential outcomes, and selecting the most appropriate choice based

on a set of criteria or preferences. Decision making occurs in various

aspects of life, from everyday choices to significant matters in

business, education, and personal life.

xv
ii

Chapter 3

METHODOLOGY

This chapter includes the research design, research method

used, research locale and time of the study, respondents of the study,

population and sampling, research instruments, formulation of the

questionnaire, validation of the questionnaire, data gathering

procedure and statistical treatment of data.

Research Design

This study is quantitative in nature since the research question

we seek to answer lead to numerical data. Specifically, the study will

utilize descriptive research design as it aims to describe systematically

the factors affecting grade 12 student’s decision in pursuing higher

education.

Research Method Used

This study will use the descriptive survey method of research.

The results will be adequately interpreted based on the stated

objectives. The emphasis of this study is to determine the factors

affecting grade 12 student’s decision in pursuing higher education.

Research Locale and Time of the Study

This study will be conducted at Senior High School Department

of Calatrava National High School located in Barangay San Roque,

Calatrava, Romblon during the second semester of the school year

xvi
ii

2023-2024.

Respondents of the Study

The target respondents of the study will be the grade 12

students during the second semester of the school year, 2023-2024 at

Senior High School Department of Calatrava National High School.

These students belong to three different strands of the SHS program,

namely: Humanities and Social Sciences (HUMSS), Science,

Technology, Engineering, and Mathematics (STEM), and Technical

Vocational-Livelihood (TVL).

Population and Sampling

With a population size of 222, the researchers will consider a

sample of 143 respondents determined using Slovin’s formula for

computing sample size with a five percent margin of error. These

samples shall be randomly selected through stratified random

sampling with the SHS strands being used to define groups and SPSS

to randomly determine the samples.

Research Instrument

This study will make use of validated questionnaire that provide

data about the factors affecting grade 12 student’s decision in

pursuing higher education. The questionnaire will be validated by the

experts who have wide background on the topic.

xvii
ii

Formulation of Questionnaire

In the formulation of the questionnaire, the researchers read

books, journals, articles and published research studies and other

relevant materials related to the study online and offline. Through

this, the researchers are able to create a self-made questionnaire

which will be requested for validation of the experts. Revisions and

corrections will be made to ensure that the questionnaire will be of

relevant enough to obtain the needed and required data of the

research study.

Validation of Questionnaire

To ensure clarity and validity of the research instrument, the

initial draft of the questionnaire will be submitted for face and content

validation to the selected teaching staff of the senior high school

department of Calatrava National High School. Revisions and

improvements of the instrument will be based on the result of the

validations. The final draft will be reproduced depending upon the

number of copies needed received by the students.

Data Collection Procedure

To conduct the study, the researchers will seek first the

approval of the school head of Calatrava National High School. When

the request will be granted, proper coordination with the senior high

school coordinator, class advisers and subject teachers of Calatrava

xviii
ii

National High School will be the next step. The researchers and the

senior high school coordinator will then set an arrangement for the

time scheduling in distribution of the questionnaires to the

respondents. To ensure 100% retrieval of the instrument, the

researchers will hand to the respondents the questionnaires personally

and will monitor the submission of the instrument.

The researchers will utilize the Likert five-point scale in rating

the responses towards the factors affecting grade 12 student’s

decision in pursuing higher education. Below are the ranges of

weighted mean with corresponding description used in getting the

factors affecting grade 12 student’s decision in pursuing higher

education.

Table 1. Ranges of weighted mean and descriptive interpretation

Weighted Mean (WM) Descriptive Interpretation (D)

4.51 – 5.0 Strongly Agree (SA)
3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
1.0 – 1.50 Strongly Disagree (SD)

Statistical Treatment of Data

To answer the questions presented under the Statement of the

Problem, the following statistical tools will be employed:

xix
ii

1. Percentages will be used to present and analyse data regarding the

demographic profile of the respondents.

𝑓
𝑃= 𝑥100
𝑛

Where: P = percentage
f = frequency

n = sample size

100 = constant

2. Weighted mean will be computed to determine the factors affecting

grade 12 student’s decision in pursuing higher education.

∑ 𝑓𝑤
𝑊𝑀 =
𝑛

Where: WM = weighted mean

f = frequency

w = weight of the response

n = sample size

xx
ii

Chapter 4

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis and

interpretation of the data gathered in relation to the research problem.

Demographic Profile

Figure 2 shows the frequency of the students in terms of age.

With 142 students, 27.5% (39) of the students have an age of 17

years old, 51.4% (73) aged 18 years old, 12.7% (18) aged 19 years

old, 4.9% (7) aged 20 years old while 2.1% (3) aged 21 years old and

1.4% (2) have an age of 22 years old. This shows that majority of the

respondents have an age of 18 years old.

AGE
20 22
4.9% 1.4%

21
2.1%

17
27.5%

19
12.7%
18
51.4%

Fig.2. Pie chart of the Age Distribution of the Grade 12 Students of

Calatrava National High School.

xxi
ii

Figure 3 presents the gender distribution of the respondents with

66 females and 76 males. This indicates that majority of the

respondents are male.

GENDER

FEMALE MALE
46.5% 53.5%

Figure.3. Pie Chart of the gender distribution of the Grade 12 Students

of Calatrava National High School.

Figure 4 presents the grade 12 strand/track distribution of the

respondents with 121 HUMSS, 15 STEM, and 6 HE. This indicates that

majority of the respondents are HUMSS.

TRACK/STRAND
HE
STEM

HUMSS

xxii
ii

Figure.4. Pie Chart of the track/strand distribution of the Grade 12

Students of Calatrava National High School.

Table 2. Factors Affecting the Students Decision in Pursuing

Higher Education in terms of Parents Expectation

Table 2 shows how parents expectations affect the decision in

pursuing higher education of grade 12 students of Calatrava National

High School. With the over-all weighted mean of 3.7592, the study

finds out that most of the grade 12 student’s decision in pursuing

higher education are affected by their parent’s expectation.

Findings reveal that the statements: I consider the choice of my

parents in deciding to pursue higher education (WM=3.6197); I would

like to follow the footsteps of my parents. (Ex. My parents are higher

education graduates.) (WM=3.2958); My parents provides me an

option to choose to study college (WM=3.9437); My parents give me

all the necessary things I need to encourage me to pursue higher

education (WM=3.8732); My parents motivates me to enroll in

university colleges by showing their full support (WM=4.0634).

Domain Weighted Descriptive

Mean Interpretatio
n
PARENTS EXPECTATION
1. I consider the choice of my
parents in deciding to pursue 3.62 Agree
higher education.
2. I would like to follow the 3.29 Neutral

xxiii
ii

footsteps of my parents. (Ex.

My parents are higher
education graduates.).
3. My parents provides me an
option to choose to study 3.94 Agree
college.
4. My parents give me all the
necessary things I need to
3.87 Agree
encourage me to pursue
higher education.
5. My parents motivates me to
enroll in university colleges by 4.06 Agree
showing their full support.
Overall Weighted Mean 3.76 Agree

Table 3. Factors Affecting the Students Decision in Pursuing

Higher Education in terms of Academic Performance

Table 3 shows how academic performance affect the decision of

students in pursuing higher education of grade 12 students of

Calatrava National High School. With the over-all weighted mean of

3.7592, the study finds out that most of the grade 12 students

decision in pursuing higher education are greatly affected by their

academic performance.

Findings reveal that the statements: My academic achievement

inspires me to pursue higher education (WM=4.14); I am equipped

with the knowledge and skills I learn from my senior high school

journey to continue my studies until college (WM=4.24); I believe that

the track/strand I took makes me ready to enter college(WM=4.18);

xxiv
ii

I am confident that I am good at my study and should pursue higher

education (WM=4.15); My teachers inspire me to pursue higher

education (WM=3.96).

Domain Weighted Descriptive

Mean Interpretatio
n
ACADEMIC PERFORMANCE
1. My academic achievement
inspires me to pursue higher 4.13 Agree
education.
2. I am equipped with the
knowledge and skills I learn
from my senior high school 4.24 Agree
journey to continue my
studies until college.
3. I believe that the
track/strand I took makes 4.18 Agree
me ready to enter college.
4. I am confident that I am good
at my study and should 4.15 Agree
pursue higher education.
5. My teachers inspire me to
3.96 Agree
pursue higher education.
Overall Weighted Mean 4.13 Agree

Table 4. Factors Affecting the Students Decision in Pursuing

Higher Education in terms of Career Opportunities

Table 4 shows how career opportunities affect the decision of

students in pursuing higher education of grade 12 students of

Calatrava National High School. With the over-all weighted mean of

4.15, the study finds out that most of the grade 12 students’ decision

xxv
ii

in pursuing higher education are greatly aligned to their desired career

opportunities.

Findings reveal that the statements: I need to pursue higher

education because I believe that being a higher education graduate

will give me opportunity to work abroad (WM=4.14); I will choose to

pursue higher education so that I have a bigger chance of being hired

than non-higher education (WM=3.94); I believe that pursuing higher

education will provide me with jobs which have good salaries

(WM=4.25); I am encouraged to pursue higher education since most

of the companies preferred higher education graduates (WM=4.11); I

am motivated to pursue higher education to achieve my career goals

(WM=4.29).

Domain Weighted Descriptive

Mean Interpretatio
n
CAREER OPPORTUNITIES
1. I need to pursue higher
education because I believe
that being a higher education 4.14 Agree
graduate will give me
opportunity to work abroad.
2. I will choose to pursue higher
education so that I have a
3.94 Agree
bigger chance of being hired
than non-higher education.
3. I believe that pursuing higher
education will provide me with
4.25 Agree
jobs which have good
salaries.

xxvi
ii

4. I am encouraged to pursue
higher education since most
4.11 Agree
of the companies preferred
higher education graduates.
5. I am motivated to pursue
higher education to achieve 4.29 Agree
my career goals.
Overall Weighted Mean 4.15 Agree

Table 5. Factors Affecting the Students Decision in Pursuing

Higher Education in terms of Peer Influence

Table 5 shows how peer influence affect the decision of students

in pursuing higher education of grade 12 students of Calatrava

National High School. With the over-all weighted mean of 3.45, the

study finds out that most of the grade 12 students’ decision in

pursuing higher education are neutrally affected by their peer

influenced.

Findings reveal that the statements: I will pursue higher

education because most of my peers will enroll in college (WM=3.63);

I will consider the opinions of my peers to enroll in college

(WM=3.51); My peers encourage me to pursue higher education for us

to stay together until college (WM=3.47); I pursue to enroll in higher

education with my peers because I do not want to be separated with

them (WM=3.18); I have always a companion in studying in college

when I enroll together with my friend’s (WM=3.46).

xxvii
ii

Domain Weighted Descriptive

Mean Interpretatio
n
PEER INFLUENCE
1. I will pursue higher education
because most of my peers will 3.63 Agree
enroll in college.
2. I will consider the opinions of
3.51 Agree
my peers to enroll in college.
3. My peers encourage me to
pursue higher education for
3.47 Neutral
us to stay together until
college.
4. I pursue to enroll in higher
education with my peers
3.18 Neutral
because I do not want to be
separated with them.
5. I have always a companion in
studying in college when I
3.46 Neutral
enroll together with my
friend’s.
Overall Weighted Mean 3.45 Neutral

Table 6. Factors Affecting the Students Decision in Pursuing

Higher Education in terms of Economic Factors

Table 6 shows how economic factors affect the decision of

students in pursuing higher education of grade 12 students of

Calatrava National High School. With the over-all weighted mean of

3.82, the study finds out that most of the grade 12 students’ decision

in pursuing higher education are greatly affected by different economic

factors.

xxviii
ii

Findings reveal that the statements: My family can afford to send

me to college (WM=3.84); I believe that I am eligible for financial aid

or scholarships (WM=3.81); Higher education nowadays is affordable

(WM=3.49); The school which I intend to enroll is just located in our

province, thus help me minimize my travel expenses (WM=3.78); I

believe that I have the ability to surpass the financial struggles that I

will encounter in pursuing higher education (WM=4.17).

Domain Weighted Descriptive

Mean Interpretatio
n
ECOMOMIC FACTORS
1. My family can afford to send
3.84 Agree
me to college.
2. I believe that I am eligible for
3.81 Agree
financial aid or scholarships.
3. Higher education nowadays is
3.49 Neutral
affordable.
4. The school which I intend to
enroll is just located in our
3.78 Agree
province, thus help me
minimize my travel expenses.
5. I believe that I have the
ability to surpass the financial
4.17 Agree
struggles that I will encounter
in pursuing higher education.
Overall Weighted Mean 3.82 Agree

Table 7. Summary of Results on Factors Affecting Grade 12

Students Decision in Pursuing Higher Education.

Table 7 shows the overall summary of results on factors affecting

grade 12 student’s decision in pursuing higher education. The results

xxix
ii

revealed that parents expectation (WM=3.76), academic performance

(WM=4.13), career opportunities (WM=4.29), peer influence

(WM=3.45), economic factors (WM=3.82), as factors affecting

students decision in pursuing higher education.

Looking at the table 6 on the summary of results on factors

affecting grade 12 student’s decision in pursuing higher education, it

can be noted that career opportunities had the highest weighted mean

of 4.29 with a descriptive interpretation of agree. This implies that

most of the grade 12 students agreed on career opportunities as

domain of factors affecting their decisions in pursuing higher

education. On contrary, peer influence got the lowest weighted mean

of 3.45 with a descriptive interpretation of neutral.

Domains Weighted Descriptive

Mean Interpretation
A. Parents Expectations 3.76 Agree
B. Academic Performance 4.13 Agree
C. Career Opportunities 4.29 Agree
D. Peer Influence 3.45 Neutral
E. Economic Factors 3.82 Agree
Overall Weighted Mean 3.89 Agree

xxx
ii

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions

drawn and recommendations derived from the data gathered.

Summary

The study was conducted in Calatrava National High School,

Barangay San Roque, Municipality of Calatrava Province of Romblon on

February 8, 2019. This study aimed to determine the factors affecting

grade 12 students decision in pursuing higher education during the

school year 2023-2024.

Specifically, the investigation sought answers to the following

questions:

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

a. Age;

b. Gender; and

c. Strand?

2. What factors has the greatest influence on the Grade 12

students decision in pursuing higher education in terms of:

2.1. Parents Expectation;

2.2. Academic Performance;

2.3. Career Opportunities;

xxxi
ii

2.4. Peer Influence; and

2.5. Economic Factors?

Descriptive-survey method of research was employed in this

study. A total of 142 grade 12 students of Calatrava National High

School served as the respondents of the study.

Data was collected through a questionnaire. It was analyzed

using the SPSS software for more accurate results.

Findings

1. Findings revealed that majority of the students are 18 years old

with 51.4% of the total respondents, majority are male with

53.5% out of all respondents and most of them are HUMSS

student with a frequency of 121

2. Findings revealed that the factor who has a greatest influence on

the Grade 12 students decision in pursuing higher education are

Career Opportunities.

Conclusions

Based on the findings of the study, the following conclusions

were drawn:

1. Most of the grade 12 students are 18 years old and are male.

2. Most of the grade 12 students decision in pursuing higher

education are affected by career opportunities.

xxxii
ii

3. Most of the grade 12 students decision in pursuing higher

education are least affected by peer influence.

Recommendations

In the light of the principal findings and conclusions, the

following recommendations are hereby offered:

1. School Administrators must hold activities in school that will help

students to gain knowledge about different career opportunities

that will greatly benefit them.

2. In order to maintain consistent and precise decision, parents

should always monitor and support their children decision

regarding pursuing higher education.

3. Students must work with their peers to enhance their decision in

pursuing higher education.

4. Future researchers must conduct a study regarding the factors

affecting grade 12 students decision in pursuing in pursuing

higher education.

xxxiii
ii

REFERENCES

UNESCO,(2023). What you need to know about Higher Education.

Retrieved from
https://www.unesco.org/en/highereducation/need-know

News, Student blogs, (2023). Importance of pursuing higher

education Retrieved from https://www.stir.ae/blog/importance-of-
pursuinghigher-education/

Hossler and Gallagher’s (2014)

Atheoreticalframeworkonchoosingcollegecourseandoursuitofhigh
ereducation retrieved from
https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=11
97&context=diss

Splaver,(2020)retrievedfrom Factors Influencing Student's Choice for

Senior High School Academic Track
https://www.academia.edu/24592420/Factors_Influencing_Students_
Choice_for_a_Senior_High_School_Academic_Track

Dispatch, (2019). The Benefits and Challenges of Pursuing Higher

Education. A Publishing Platform for Student Pieces. Retrieved
from https://wp.nyu.edu/dispatch/2019/07/18/the-benefits-
andchallenges-of-pursuing-higher-education/

Roy Y. Chan, (2016). Understanding the purpose of higher education:

An analysis of the economic and social benefits for completing a
college degree., Volume 6, Issue 5. Retrieved from
https://scholar.harvard.edu/files/roychan/files/chan_r._y._2016
.
_understanding_the_purpose_aim_function_of_higher_educatio
n
._jeppa_65_1-40.pdf

Cheah Megan, Rizki Hafidhul Jallaluddhin, & Loe Yue Fang (2019).A
Study of Factors Influencing Students' Decision to Pursue to
Tertiary Education. Pages 134–
138https://doi.org/10.1145/3335550.3339902 Retrieved from
https://dl.acm.org/doi/abs/10.1145/3335550.3339902

Harvey, L. (2020). New realities: The relationship between higher

education and employment. Tertiary Education and

xxxiv
ii

Management, 6, 3–17. Kluwer Academic Publishers. Printed in

the Netherlands. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1209685.pdf

Lynne Coy-Ogan, (2019). Perceived Factors Influencing the pursuit of

Higher Education among first Generation College Students.
Retrieved from
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?referer=
&httpsredir=1&article=1308&context=doctoral

John, A., & Moyer, A. (2014). Student debt and perceptions of

preparedness for employment or higher education. Journal of
Young Investigators, 26(2). Stony Brook University. Stony
Brook,
NY: 11794-2500. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1209685.pdf

Warrick, C. S., Daniels, B., & Scott, C. (2010). Accounting students’

perceptions on employment opportunities, 10458 – Research in
Higher Education Journal, 7. Jackson State University, retrieved
from http://www.aabri.comwww.aabri.com/
manuscripts/10458.pdf.

Shagun Wahi, (2023). Impact of Parental Expectations on a Child’s

https://www.mindler.com/blog/impact-parental-expectations/
Perceived Factors Influencing the Pursuit of Higher Education among
First-Generation College Students

xxxv
ii

APPENDICES

Appendix A
LETTER OF PERMISSION

xxxvi
ii

CALATRAVA NATIONAL HIGH SCHOOL

San Roque, Calatrava, Romblon

February 06, 2024

JOB F. MALLORCA
Principal I
Calatrava National High School
San Roque, Calatrava, Romblon

Sir:
Greetings!

We would like to ask permission from your office to allow us to

conduct a research study entitled " Factors Affecting Grade 12
Students Decision in Pursuing Higher Education " at Calatrava
National High School, San Roque, Calatrava, Romblon as a fulfillment
of the requirement for the completion of Senior High School Program
Academic Track – Humanities and Social Sciences Strand.

We are hoping for your positive approval for this request.

Thank you very much.
Respectfully yours,
SAMANTHA NICOLE MAGBATA
RALPH ZEDRICK GAJESAN
SHIEM JAY FROGOSA
ANNAH LEAH MOAJE
LYN JOY MAGBANUA
LINDEL OCAMPO
Researchers
Noted:

(SGD) MARICAR R. FRANCISCO

Adviser

(SGD) NOEMI GAY M. FADRIQUELAN

Senior High School Coordinator

Approved:

(SGD) JOB F. MALLORCA

Principal
Appendix B
LETTER OF REQUEST

xxxvii
ii

CALATRAVA NATIONAL HIGH SCHOOL

San Roque, Calatrava, Romblon

February 06, 2024

NOEMI GAY M. FADRIQUELAN
Senior High School Department
Calatrava National High School
San Roque, Calatrava, Romblon

Madam:
Greetings!

We are currently undertaking our research study entitled "

Factors Affecting Grade 12 Students Decision in Pursuing
Higher Education " this study will utilize a descriptive survey
research design.

In this connection, we would like to ask your permission to allow

us to conduct our study to Senior High School students and distribute
survey questionnaire to them on the scheduled date and time.
We are hoping for your good and kind consideration.
Thank you very much.
Respectfully yours,
SAMANTHA NICOLE MAGBATA
RALPH ZEDRICK GAJESAN
SHIEM JAY FROGOSA
ANNAH LEAH MOAJE
LYN JOY MAGBANUA
LINDEL OCAMPO
Researchers
Noted:

(SGD) MARICAR R. FRANCISCO

Adviser

Approved:

(SGD) NOEMI GAY M. FADRIQUELAN

Senior High School Coordinator
Appendix C
SAMPLE LETTER TO THE EVALUATORS FOR CONTENT VALIDITY

xxxviii
ii

CALATRAVA NATIONAL HIGH SCHOOL

San Roque, Calatrava, Romblon
February 06, 2024
JEANNIE PEREZ
Teacher I
Calatrava National High School
San Roque, Calatrava, Romblon

Ma’am:
Greetings!

We would like to request your expertise to evaluate and validate

the survey questionnaire that we have prepared as our research
instrument for our research study entitled “Factors Affecting Grade
12 Students Decision in Pursuing Higher Education”.
Your generous cooperation and valuable time will be treasured
so much for it will play a big part in the success of this research study.
Attached herewith is the questionnaire for content validity for
your reference and guidance.
Thank you very much.
Respectfully yours,
SAMANTHA NICOLE MAGBATA
RALPH ZEDRICK GAJESAN
SHIEM JAY FROGOSA
ANNAH LEAH MOAJE
LYN JOY MAGBANUA
LINDEL OCAMPO
Researchers
Noted:

(SGD) MARICAR R. FRANCISCO

Adviser

(SGD) NOEMI GAY M. FADRIQUELAN

Senior High School Coordinator

Approved:

(SGD) JEANNIE PEREZ

Teacher I

xxxix
ii

Appendix D

QUESTIONNAIRE FOR THE RESPONDENTS

Dear Respondent:

The researchers are currently doing a study on “Factors

Affecting Grade 12 Students Decision in Pursuing Higher
Education” as a requirement for the completion of Senior High
School Program Academic Track – Humanities and Social Sciences
strand at Calatrava National High School. This questionnaire will
serve as a source of data for the said research study. Please answer
the questionnaire completely reflecting your in-depth understanding.
Your cooperation is highly appreciated.

Thank you very much!

The Researchers
PART I. DEMOGRAPHIC PROFILE

Name (Optional): ______Gender (Please check): __Male ___Female

Age: _________ Grade Level: ______ Track/Strand: ___________

PART II. MOST PERCEIVED FACTORS AFFECTING STUDENTS

DECISION IN PURSUING HIGHER EDUCATION.

Directions: The following statements below show the factors affecting

student’s decision in pursuing higher education. Please read and
understand the statements carefully. Check the appropriate column
honestly and select the appropriate code.

(5) – Strongly Agree (AS) (4) – Agree (A) (3) – Neutral (N)

(2) – Disagree (D) (1) – Strongly Disagree (SD)

Statements 5 4 3 2 1
PARENTS EXPECTATION

1. I consider the choice of my parents in

xl
ii

deciding to pursue higher education.

2. I would like to follow the footsteps of my
parents. (Ex. My parents are higher
education graduates.
3. My parents provides me an option to choose
to study college.
4. My parents give me all the necessary things I
need to encourage me to pursue higher
education.
5. My parents motivates me to enroll in
university colleges by showing their full
support.
ACADEMIC PERFORMANCE
1. My academic achievement inspires me to
pursue higher education.
2. I am equipped with the knowledge and skills I
learn from my senior high school journey to
continue my studies until college.
3. I believe that the track/strand I took makes
me ready to enter College.
4.I am confident that I am good at my study and
should pursue higher education.
5. My teachers inspire me to pursue higher
education.
CAREER OPPURTUNITIES
1. I need to pursue higher education because I
believe that being a higher education graduate
will give me opportunity to work abroad.
2. I will choose to pursue higher education so
that I have a bigger chance of being hired than
non-higher education graduates.
3. I believe that pursuing higher education will
provide me with jobs which have good salaries.
4. I am encouraged to pursue higher education
since most of the companies preferred higher
education graduates.
5. I am motivated to pursue higher education to

xli
ii

achieve my career goals.

PEER INFLUENCE
1. I will pursue higher education because most of
my peers will enroll in college.
2. I will consider the opinions of my peers to
enroll in college.
3. My peers encourage me to pursue higher
education for us to stay together until college.
4. I pursue to enroll in higher education with my
peers because I don’t want to be separated with
them.
5. I have always a companion in studying in
college when I enroll together with my friends.
ECONOMIC FACTORS
1. My family can afford to send me to college.
2. I believe that I am eligible for financial aid or
scholarships.
3. Higher education nowadays is affordable.
4. The school which I intend to enroll is just
located in our province, thus help me minimize
my travel expenses.
5. I believe that I have the ability to surpass the
financial struggles that I will encounter in
pursuing higher education.

________________________

Respondent’s Signature

Appendix E
xlii
ii

QUESTIONNAIRE FOR CONTENT VALIDATION OF INSTRUMENT

Sir/Madam:

The researchers are currently doing a study on “Factors

Affecting Students Decision in Pursuing Higher Education ” as a
requirement for the completion of Senior High School Program
Academic Track - Humanities and Social Sciences strand at Calatrava
National High School.

In this regard, this questionnaire will serve as a source of data

in validating the instrument. Any information, comments and
suggestions for the improvement of the instrument will be used solely
for research purposes and will not affect you personally and
professionally. Hence your honesty and cooperation will be highly
appreciated.

Thank you very much!

The Researchers

Part I. Demography

Name _____________Gender (Please Check): ____ Male____ Female

Age_____ Subject Taught _____________ Grade Level Handled

____________

Teaching Position/ Designation ______________________________

Part II. Content Validation of the Survey Questionnaire

Directions: Please indicate the degree of relevance of each of the

statement by checking the appropriate item. The following scale for
rating is used.

(3) – Relevant (R) (2) – Fairly Relevant (FR) (1) – Irrelevant

(I)

Statements 3 2 1 Revisions

PARENTS EXPECTATIONS

xliii
ii

1. I consider the choice of my

parents in deciding to pursue
higher education.

2. I would like to follow the

footsteps of my parents. (Ex.
My parents are higher
education graduates.

3. My parents provides me an
option to choose to study
college.

4. My parents give me all the

necessary things I need to
encourage me to pursue higher
education.

5. My parents motivates me to
enroll in university colleges by
showing their full support.

ACADEMIC PERFORMANCE

1. My academic achievement
inspires me to pursue higher
education.

2. I am equipped with the

knowledge and skills I learn
from my senior high school
journey to continue my studies
until college.

3. I believe that the

track/strand I took makes me
ready to enter College.

4. I am confident that I am
good at my study and should
pursue higher education.

xliv
ii

5. My teachers inspire me to
pursue higher education.

CAREER OPPORTUNITIES

1. I need to pursue higher

education because I believe
that being a higher education
graduate will give me
opportunity to work abroad.

2. I will choose to pursue

higher education so that I have
a bigger chance of being hired
than non-higher education
graduates.

3. I believe that pursuing

higher education will provide
me with jobs which have good
salaries.

4. I am encouraged to pursue
higher education since most of
the companies preferred higher
education graduates.

5. I am motivated to pursue
higher education to achieve my
career goals.

PEER INFLUENCE

1. I will pursue higher

education because most of my
peers will enroll in college.

2. I will consider the opinions of

my peers to enroll in college.

3. My peers encourage me to
pursue higher education for us

xlv
ii

to stay together until college.

4. I pursue to enroll in higher

education with my peers
because I don’t want to be
separated with them.

5. I have always a companion

in studying in college when I
enroll together with my friends.

ECONOMIC FACTORS

1. My family can afford to send

me to college.

2. I believe that I am eligible

for financial aid or scholarships.

3. Higher education nowadays

is affordable.

4. The school which I intend to

enroll is just located in our
province, thus help me
minimize my travel expenses.

5. I believe that I have the

ability to surpass the financial
struggles that I will encounter
in pursuing higher education.

xlvi
ii

________________________

Signature of Evaluator

Appendix F

VALIDATION FORM

xlvii
ii

Validation Profile

Name

Age

Address

Gender

Educational Attainment

Level Name of School Program/ Course

Tertiary

Master

Doctorate

Parent Employment

Agency/Department

Position

Years in Service

APPENDIX G

VALIDATORS PROFILE

xlviii
ii

Name JEANNIE PEREZ

Age

Address ODIONGAN, ROMBLON

Gender FEMALE

Name IRISH VILLANUEVA

Age 27

Address ROMBLON, ROMBLON

Gender FEMALE

Name FLORIDA REVILLA

Age

Address SAN ROQUE, CALATRAVA,

ROMBLON

Gender FEMALE

APPENDIX H

MS EXCEL – GENERATED COMPUTATION RESULTS

xlix
ii

1. Demographic Profile

1.1 Age

Table 1

Distribution of Respondents in terms of Age

Age Frequency Percent

17 years old 39 27.5

18 years old 73 51.4
19 years old 18 12.7
20 years old 7 4.9
21 years old 3 2.1
22 years old 2 1.4
Total 142 100

1.2 Gender
Table 2
Distribution of Respondents in terms of Gender

Gender Frequency Percent

Male 76 53.5
Female 66 46.5
Total 142 100

1.3 Grade
Level
Table 3
Distribution of Respondents in terms of
Track/Strand

Track/Strand Frequency Percent

HUMSS 121 85.2

STEM 15 10.6

l
ii

HE 6 4.2
Total 142 100

2. Factors affecting students decision in pursuing higher

education

Descrip
Weig
Raw tive
Domain 5 4 3 2 1 hted
Scor Interpr
Mean
e etation
PARENTS EXPECTATION
1. I consider the
choice of my parents
31 57 31 15 8 514 3.62 Agree
in deciding to pursue
higher education.
2. I would like to
follow the footsteps of
my parents. (Ex. My 18 48 46 18 12 468 3.29 Neutral
parents are higher
education graduates.
3. My parents
provides me an
49 52 28 10 3 560 3.94 Agree
option to choose to
study college.
4. My parents give
me all the necessary
things I need to
47 45 37 11 2 550 3.87 Agree
encourage me to
pursue higher
education.
5. My parents
motivates me to
enroll in university 60 47 24 6 5 577 4.06 Agree
colleges by showing
their full support.
TOTAL
2669 3.76 Agree

li
ii

ACADEMIC PERFORMANCE
1. My academic
achievement inspires
58 53 24 6 1 587 4.13 Agree
me to pursue higher
education.
2. I am equipped with
the knowledge and
skills I learn from my
senior high school 60 64 12 4 2 602 4.24 Agree
journey to continue
my studies until
college.
3. I believe that the
track/strand I took
57 60 20 4 1 594 4.18 Agree
makes me ready to
enter College.
4.I am confident that
I am good at my
study and should 57 53 28 4 0 589 4.15 Agree
pursue higher
education.
5.My teachers inspire
me to pursue higher
education. 42 64 28 5 3 563 3.96 Agree

TOTAL
2935 4.13 Agree

CAREER OPPORTUNITIES

1.I need to pursue

higher education
because I believe that
being a higher
58 50 31 2 1 588 4.14 Agree
education graduate
will give me
opportunity to work
abroad.
2. I will choose to
pursue higher
48 47 38 9 0 3.94 Agree
education so that I 560

lii
ii

have a bigger chance

of being hired than
non-higher education
graduates.
3.I believe that
pursuing higher
education will provide 61 61 14 6 6 603 4.25 Agree
me with jobs which
have good salaries.
4.I am encouraged to
pursue higher
education since most
51 59 29 3 0 584 4.11 Agree
of the companies
preferred higher
education graduates.
5. I am motivated to
pursue higher
68 52 19 1 2 609 4.29 Agree
education to achieve
my career goals.
TOTAL
2944 4.29 Agree
PEER INFLUENCE

1. I will pursue higher

education because
29 54 43 10 6 516 3.63 Agree
most of my peers will
enroll in college.
2. I will consider the
opinions of my peers 25 57 35 16 9 499 3.51 Agree
to enroll in college.
3.My peers encourage
me to pursue higher
education for us to 33 39 42 18 10 493 3.47 Agree
stay together until
college.
4. I pursue to enroll
in higher education
with my peers
24 40 37 19 22 451 3.18 Agree
because I don’t want
to be separated with
them.
5. I have always a
companion in 24 46 51 13 8 491 3.46 Agree

liii
ii

studying in college
when I enroll
together with my
friends.
TOTAL
2450 3.46 Agree

ECONOMIC FACTORS
1. My family can
afford to send me to 37 60 36 4 5 546 3.85 Agree
college.
2. I believe that I am
eligible for financial
aid or scholarships. 34 58 42 5 3 541 3.81 Agree

3. Higher education
nowadays is 23 55 41 15 8 496 3.49 Agree
affordable.
4. The school which I
intend to enroll is just
located in our
36 65 24 8 8 537 3.78 Agree
province, thus help
me minimize my
travel expenses.
5. I believe that I
have the ability to
surpass the financial
47 53 32 5 4 592 4.27 Agree
struggles that I will
encounter in pursuing
higher education.
TOTAL 2712 3.82 Agree

liv