Course Preferences of the Senior High School

Students of Victoria National High School

Presented by:

Endrado, Mattie V.

Gabaon, Princess Joy G.

Dela Cruz, Angela A.

Oliveros, Princess Nicole J.

Cordoba, Zenallyn Grace G.

Valdez, Lyka Amor B.

Gambala, Donnabel C.

Revina, Jerie G.

Submitted to:

Mr. Ramon Silvestre

(Subject Teacher)
INTRODUCTION

Career is one of the main important choices a students will have to take in his
life. This choice of decision will have impact on them throughout their lives. Career plays
a very fundamental and significant role in the life of the individual because it determines
the pattern of his or her income, affects the individual’s personality and concept of life.
Therefore, career is a lifetime pursuit for success. It is the sequence of major positions
occupied by a person throughout his lifetime. The term career is broadly defined as all
like roles people play including students, parents, employees, retirees, and employers,
in securing a livelihood. Her (1973) thus indicates that career is the totality of
experience through which one learns about and prepares to engage in work as part of
his way of living. In a nutshell, career is the totality of work one does in his lifetime to
earn a living. It’s therefore a positive thing for one to think as far as possible in achieving
this fit. Hence making career choice is essential for everyone.
Career choice is something very hard to make especially as one’s livelihood
depends on it. Career choice has become a complex task among students in the face of
ever-changing technology and the information sector. Career according to Cambridge
Advance learner’s Dictionary (2005) refers to Job or series of job that you during your
working life. Thus, choosing a career simply means choosing a life job. Career choice is
affected by multiple factors include personality, interest, self-concept, identity,
globalization, socialization, role model, social support, and available resources such as
information and finance (Kerka 2000). Onayase and Onayase, (2009) also carried out
an investigation into other factors that could affect career choice, thus, identified
religion, peer group and some environmental factors.
Career choice has become a complex science with the advent of information
technology, the emergence of post-industrial revolution and job competition. It was a
common practice in the old days to find feudalism converting it into a family affair where
the son of a blacksmith was destined to become a blacksmith and a feudal was born a
leader. Industrialization and post industrialization has made it possible for a common
person to be richer if she or he has due skills and knowledge. Today, one does not only
need to make do career planning but also exhaustive career research before making a
career choice to adjust with the evolving socio-economic conditions (Wattles, 2009).
 According to Khallad, (2000) and Watson, Quatman and Edler, (2002), Career
choices are partial, determined by factors like socioeconomic status, gender, race,
parents‟ occupation and level of education and the expectations of parents. Several
researchers have examined these factors to establish whether they play a role in career
choice and if so, what are their roles in career behavior and how do they affect one’s
career choice (Osipow and Fitzgerald, 1996; Rojewski and Yang, 1997). In recent years
there has been an increased consciousness of the impact of socioeconomic status,
race, gender, and on the career decision-making process and career choices (Stitt-
Gohdes, 1997).
However, when these students graduate from the school, some of them enter
occupations that are totally different from the one they had chosen and trained for. For
these reasons the necessities of a guidance counselor in schools cannot be over
emphasized. The aim of this study is to investigate the course preferences among
senior high school students in Victoria National High School.
How students have seen themselves in a role in which personality is a
determining factor may influence a chosen career. Students‟ personality must be a self-
motivated type, as to investigate career possibilities from early on in their lives, and not
the procrastinating type that waits until they are compelled to decide. Students must
take seriously the role grades play in limiting opportunities in the future. Splaver goes on
to say, “It is important for one to have a good understanding of her Personality, if she is
to make intelligent career plans”. Personality can also be affected by one’s environment.
According to Sears and Gordon (2002), for instance, if one is outgoing and assertive
and works in an environment where he is not permitted to express his personality, he
may have to tone down his vivaciousness, and consequently be unhappy at work
because unable to be acting real. Certain personality characteristics are important in
career decision making. He also maintains that occupational achievement, stability, and
satisfaction depends on congruence between personality and the work environment.
Personality factors of an individual will include the interest of a person.
Most of the students have difficulties in identifying their skills. Skill may be natural
abilities or may be acquired through education and training. In the college, one acquires
life skills like finance management, organization, and time management as well as skills
to help you earn a living. There are different types of skills; transferable skills are those
that can be utilized in several different occupations. Example of these skills includes,
teaching in school and training sales workers, both requires instructional skills. Other
examples of transferable skills include analyzing, negotiating, communicating, clarifying,
and evaluating (Sear and Gordon, 2002).
A typical student learns from discussion with his peers and can be affected by
their personality and attitude towards learning. Peers can also be motivated by working
together. It is well established that the quality of peers could affect a wide range of
student’s outcomes from school performance to health conditions or even juvenile
criminal behavior. Economist have investigated the peer effect for a variety of peers
include proximity-based peers such as schoolmates. Peer group is an important aspect
throughout one’s life, but they are more critical during the developmental years of
childhood and Adolescence. Adolescents always emulate their mates in whatever form
of behavior they exhibit, particularly that which interest them. Thus, since socialization
only refer to change in behavior, attitude having their origin in interaction with other
persons and those which occur through integration, a child learns more through
interaction with peers (Biermen 2004).
Students continue to acquire interests throughout their life and this in return
affects the reasoning and choices one makes including career choices (Hewitt, 2010).
Interest can change, as students experience life and meet more people; they become
interested in new things and discard some of their old interests. They also develop more
complex thinking and understanding process and may even seek new interest and
activities with hope of improving themselves and making life more exciting (Hewitt,
2010). As interest changes so does career choice of a person change. Students seek
career that meets their interest at a particular time hence the career that they may have
wished to take when they were younger is not what he eventually does. According to
Hewitt (2010), interest has become the most important determinant factor and
measures of occupational choices. According to Sears and Gordon (2002), interest
inventories have been developed to help identify interests and relate them to career and
occupation.
STATEMENT OF THE PROBLEM

This study intended to analyze the course preferences of Senior High School
Students of Victoria National High School and determine the result of the study.
Particularly, it seeks to answer the following.

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

1.1 Age
1.2 Gender
1.3 Strand
2. What factors affecting preferences of the respondents?
2.1 Personal Choice
2.2 Skills
2.3 Peer Pressure
3. What is the implication of the results to the study?
 CONCEPTUAL FRAMEWORK

INPUT PROCESS
OUTPUT

a. Quantitative –
a. Profile of the Descriptive research a. Career choice
design. preferences.
respondents.
b. Data collection through b. Career choice
b. Career choice survey – preferences
preferences. questionnaires (Likertz described.
Scale). c. Benefits of choosing
c. Course preferences be career choice
c. Summative Statistical
described. Treatment through preferences.
weighted mean.
METHODS

RESEARCH DESIGN

The research will conduct a study that utilizes a quantitative research method,
under which is correlational method that defines and clarifies a problem. In addition, this
research will provide a data to determine the career choice references for Grade 12
Senior High School students in their decision in choosing their college career.

RESEARCH LOCALE

This research study was conducted at Victoria National High School it is public
school located at Brgy. San Gavino Victoria, Tarlac. The respondents will be
interviewed in their classroom or any comfortable places that the respondents will be
choose. This respondent will be interviewed face-to-face. The study will be conducted in
the first semester of the academic year 2022-2023.

RESEARCH RESPONDENTS

Using systematic Random Sampling, 100 participants were chosen, 44 students

in Accountancy and Business Management (ABM), 44 students in Humanities and
Social Sciences (HUMSS), 14 students in Science Technology Engineering
Mathematics (STEM), 7 students in General Academic Strand (GAS), 7 students in
Agri-Fishery Strand (AFA), 7 students in Home Economic Strand (H.E), and 7 students
in Industrial Arts Strand (I.A) in Victoria National High School. Also, the researcher
makes sure that the names of all the participants and other details including their
identities will be kept confidential. This method is essential for conducting the sampling
of the participants.
RESEARCH INSTRUMENT

The researcher will use a survey questionnaire. The instrument used for this
investigation was Likertz scale, which is an interval scale-ranging from totally disagree,
disagree, neutral agree, and totally agree, with quantitative values ranging from 1-5
points. The instrument used to collect data is titled, Factor Affecting College Course
Preferences among the Senior High School Student of Victoria National High School.

DATA GATHERING PROCEDURE

The researcher conducted a questionnaire. The research conducts the research

in Victoria National High School through Likertz scale. In administering the
questionnaire, the researchers used the time allotted for Monday, Wednesday, Friday to
avoid of student’s classes. We researcher request the respondents to answer honestly,
and we are given enough time to answer the question after receiving the expected
numbers of responses the researchers now collected it for tallying the scores and apply
the Systematic Random Sampling to be use with the study.

STATISTICAL TREATMENT

The researchers will use the following formulas in determining the significant
effect or influence among the variables.

For research question number 1 the researchers will use Frequency (f) and
Percentage (%) formula to determine the percentage of demographic profile of the
respondents.

Formula:

F
%= x 100
N
 Where:

% = is the Percentage

F = frequency

N = total number of respondents

100 = constant value

For research number 2, the researchers will use Weighted Arithmetic Mean
(WAM) to determine the course preferences of the respondents.

Formula:

fixi
X=
N

Where:

X = weighted mean

fi = frequency

xi = mean

N = respondents

Interpretation for the computed mean of statement 1 – 9 will be using 1 – 5

points. Scale Verbal Description Mean Range
1 Totally Disagree 1.00 – 1.80
2 Disagree 1.81 – 2.60
3 Neutral 2.61 – 3.40
4 Agree 3.41 – 4.20
5 Totally Agree 4.21 – 5.00
RESULTS AND DISCUSSION

3.1
Table 1 THE DEMOGRAPHIC PROFILE OF RESPONDENTS

TABLE 1 THE AGE OF THE RESPONDENTS

AGE FREQUENCY PERCENTAGE

17 52 52%
18 38 38%
19 6 6%
20 2 2%
21 1 1%
23 1 1%
Total: 100 100

Based on table 1.1, out of 100 respondents their age is between 17-23 yrs. old.
17 yrs. old have 52% percent, 18 yrs. old have 38%, 19 yrs. old have 6%, and 20 yrs.
old have 2%, while 21 and 23 have 1%.

TABLE 2 THE GENDER OF THE RESPONDENTS

GENDER FREQUENCY PERCENTAGE

Male 47 47%
Female 53 53%
Total: 100 100
 Based on table 1.1, out of 100 respondents 47% are male respondents and 53%
are female respondents.

Table 3 STRAND

STRAND FREQUENCY PERCENTAGE

ABM 14 14%c
HUMSS 44 44%
STEM 14 14%
GAS 7 7%
AFA 7 7%
H. E 7 7%
I.A 7 7%
Total: 100 100%
Course Preferences Strand
ABM HUMSS STEM GAS AFA IA HE
f % f % f % f % f % f % f %
Engineering Courses 0 0% 0 0% 3 3% 0 0% 0 0% 5 5% 0 0%

Business and Management Courses 14 14% 1 1% 0 0% 1 1% 0 0% 0 0% 7 7%

Education Courses 0 0% 17 17% 0 0% 1 1% 0 0% 0 0% 0 0%

Social Sciences Courses 0 0% 22 22% 2 2% 2 2% 3 3% 0 0% 0 0%

Sciences Courses 0 0% 2 2% 8 8% 2 2% 0 0% 0 0% 0 0%

Architecture Courses 0 0% 0 0% 1 1% 0 0% 0 0% 0 0% 0 0%

Information and Communication 0 0% 2 2% 0 0% 0 0% 0 0% 2 2% 0 0%

Technology Courses
Agricultural Courses 0 0% 0 0% 0 0% 1 1% 4 4% 0 0 0 0

Total 14 14% 44 44% 14 14 7 7% 7 7% 7 7% 7 7%

%
 25

Accordi
ng to Table
1.3, out 20 of 100

15

10

ABM HUMSS STEM GAS AFA HE IA

respondents in all strands, ABM and STEM have 14 respondents, HUMSS have 44
respondents, while GAS, AFA, H.E, and I.A have 7 respondents.

3.2 COURSE PREFERENCES

TABLE 4 COURSE PREFERENCES OF THE RESPONDENTS

 Based on the chart, most of the respondents are choosing to take the course
preference of Social Sciences Course with a proportion of 29%. Includes to these
category courses related to BS in Criminology, AB Psychology, Sociology, Political
Science, Social Work etc. Followed by Business and Management Course with a
percent of 23%. 28% of respondent choose Educational Course. Twelve (12%) of
respondents choose Science courses include Medicine, Pharmacist, and Nursing. 8% of
our respondents choose the course preference of Engineering Courses. Those who
choose Agricultural Course with a proportion of 5%. 4% of the distribution choose
Information and Communication Technology and Architecture Course with a percent of
1%.

3.3

Statement Mean Verbal

Description
1. I will be inspired working inside my future career because its elements have 4.08 Agree
my hobbies enclosed in the profession.
2. I’ll have more self-respect because I chose my preferred course enclosed 3.9 Neutral
with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for me. 3.38 Neutral
 4. I’ll have my own field outside our family’s business. 3.68 Agree
5. I will have a good performance because I excel in that course. 3.68 Agree
6. There will be a good chance for me to be promoted as I have the skills on that 3.47 Agree
field.
7. I have more chance of succeeding on that course I am working with my 3.5 Neutral
friends.
8. I have more chance of achieving certain goals because I am working together 3.57 Agree
with my friends.
9. It will be easy for me finish this course because many students are in that 3.35 Agree
field.
GRAND MEAN 3.62 Agree
TABLE 5 FACTORS THAT WILL AFFECT THE RESPONDENTS

Based on the table the respondents rated Agree the indicators such as, "I will he
inspired working inside my future career because it's elements have my hobbies
enclosed in the profession."," I'll have my own field outside or family's business.", "I will
have a good performance because I excel in that course.", "There will be a good chance
for me to be promoted as I have the skills on that field.", "I have more chance of
achieving certain goals because I am working together with my friends.", and "It will be
easy for me to finish this course because many students are in that field with a weighted
mean of 4.08,3.68,3.68,3.47,3.57,3.55, respectively. Meanwhile some of the indicators
were rates neutral such as "I'll have more self-respect because I choose my preferred
course enclosed with my "childhood dream". "Parents will be proud because I followed
their preferred career for me." and " I have more chance of succeeding on that course I
am working with my friends." with a weighted mean of 3.9,3.38, and 3.5 respectively.

ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)

STATEMENT MEAN VERBAL
DESCRIPTIO
2. I’ll have more self-respect because I chose my preferred course 4.28 Totally Agre
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 3.85 Agree
me.
 4. I’ll have my own field outside our family’s business. 3.78 Agree

GRAND MEAN 3.97 Agree

PERSONAL CHOICE
SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 4.35 Totally Agree
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 4.14 Agree
6. There will be a good chance for me to be promoted as I have the 4.21 Totally Agree
skills on that field.
GRAND MEAN 4.23 Totally Agree
PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 3.64 Agree
my friends.
8. I have more chance of achieving certain goals because I am 3.64 Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 3.5 Agree
in that field.
GRAND MEAN 3.97 Agree

Based on the chart, the Highest Parameter in Accountancy and Business

Management (ABM) is Skills with a Grand Mean of 4.23.

According to Khushi Patel students must choose the ideal career at the ideal time
since making the right decision will only lead to pleasure and success in your line of
professions.

HUMANITIES AND SOCIAL SCIENCES (HUMSS)

PERSONAL CHOICE
STATEMENT MEAN VERBAL
DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 4.06 Agree
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 3.27 Neutral
me.
4. I’ll have my own field outside our family’s business. 3.68 Agree

GRAND MEAN 3.67 Agree

SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 4.11 Agree
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 4 Agree
6. There will be a good chance for me to be promoted as I have the 3.72 Agree
skills on that field.
GRAND MEAN 3.94 Agree
PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 3.56 Agree
my friends.
8. I have more chance of achieving certain goals because I am 3.72 Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 3.5 Neutral
in that field.
GRAND MEAN 3.59 Agree

Based on the chart, the highest parameter in Humanities and Social Sciences
(HUMSS) is Skills with a Grand Mean of 3.94.

In (2022), Bhawna Arora made an article about the skill development for the
children, at the school level, skill level is aids in laying a solid foundation for the
students. It fosters self-worth, self-assurance, leadership abilities, cooperation, and
problem-solving abilities. It encourages students to make plans and supports their
development as independent thinkers.

SCIENCE TECHNOLOGY ENGINEERING and MATHEMATICS (STEM)

PERSONAL CHOICE
STATEMENT MEAN VERBAL
 DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 4.5 Agree
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 3.57 Agree
me.
4. I’ll have my own field outside our family’s business. 3.71 Agree

GRAND MEAN 3.92 Agree

SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 4.35 Totally Agree
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 3.92 Agree
6. There will be a good chance for me to be promoted as I have the 3.07 Neutral
skills on that field.
GRAND MEAN 3.78 Agree

PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 3.21 Neutral
my friends.
8. I have more chance of achieving certain goals because I am 3.42 Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 2.78 Neutral
in that field.
GRAND MEAN 3.13 Neutral

Based on the table and chart of Science Technology Engineering and

Mathematics (STEM) the Highest Parameter is Personal Choice with a grand mean of
3.92.

Nyamwange suggested that choosing Personal Choice is important to ensure

that people enjoy fulfilling lives there are inspired at work and capable of astounding
productivity, creating the conditions for organizational success and endurance. Given
how crucial it is to select the ideal career it is essential that people make such important
decisions knowing the elements that influence them.
 GENERAL ACADEMIC STRAND (GAS)
PERSONAL CHOICE
STATEMENT MEAN VERBAL
DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 3.42 Agree
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 3.42 Agree
me.
4. I’ll have my own field outside our family’s business. 3.71 Agree

GRAND MEAN 3.51 Agree

SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 3.28 Neutral
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 3.14 Neutral
6. There will be a good chance for me to be promoted as I have the 3 Neutral
skills on that field.
GRAND MEAN 3.14 Neutral

PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 2.57 Disagree
my friends.
8. I have more chance of achieving certain goals because I am 2.71 Neutral
working together with my friends.
9. It will be easy for me finish this course because many students are 1.85 Disagree
in that field.
GRAND MEAN 2.37 Disagree

Based on the chart of General Academic Strand (GAS). The highest parameter is
the Personal Choice with a Grand Mean of 3.51.

According to Dusty Alahakoon when students select their Personal Choice, you
are deciding your own choice, you will be probably gaining expertise through education
and experience overtime. It is one of the most crucial choices you can make is to focus
on select a career path. Before deciding on your ultimate professional path.
 AGRI-FISHERY ART STRAND (AFA)
PERSONAL CHOICE
STATEMENT MEAN VERBAL
DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 3.85 Agree
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 4.14 Agree
me.
4. I’ll have my own field outside our family’s business. 4 Agree

GRAND MEAN 3.99 Agree

SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 4 Agree
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 3.71 Agree
6. There will be a good chance for me to be promoted as I have the 3.71 Agree
skills on that field.
GRAND MEAN 3.80 Agree

PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 4 Agree
my friends.
8. I have more chance of achieving certain goals because I am 3.57 Totally Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 4 Agree
in that field.
GRAND MEAN 3.85 Totally Agree

Based on the chart of Agri-Fishery Arts Strand (AFA). The highest parameter is
Peer Pressure with a total of 4.42 grand mean.

According to Donald Lukman Peer Pressure can make choose the wrong career
for students and cannot be overemphasized. This is since a variety of factors frequently
have a significant impact to the student’s career decisions.

HOME ECONOMICS STRAND (H.E)

 STATEMENT MEAN VERBAL
DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 4 Agree
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 3.57 Agree
me.
4. I’ll have my own field outside our family’s business. 4 Agree

GRAND MEAN 3.85 Agree

PERSONAL CHOICE
SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 3.14 Neutral
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 3 Neutral
6. There will be a good chance for me to be promoted as I have the 3.42 Agree
skills on that field.
GRAND MEAN 3.18 Neutral

PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 3.85 Agree
my friends.
8. I have more chance of achieving certain goals because I am 4.71 Totally Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 3.28 Agree
in that field.
GRAND MEAN 3.94 Agree

Based on the table of Home Economic Strand (H.E). The highest parameter is
Peer Pressure with a total of 3.94.

By the BestCollegeReviews.org Staff Peer Pressure can be difficult to handle

particularly in students. It’s quite normal to want to fit in and feel like you belong to a
group, and most people experience this throughout their entire lives. Peer pressure can
be sometimes helpful, but it can also have negative effects on students’ lives.
 INDUSTRIAL ARTS (I.A)
PERSONAL CHOICE
STATEMENT MEAN VERBAL
DESCRIPTION
2. I’ll have more self-respect because I chose my preferred course 2.85 Neutral
enclosed with my “childhood dream.”
3. Parents will be proud because I followed their preferred career for 2.85 Neutral
me.
4. I’ll have my own field outside our family’s business. 3.14 Neutral

GRAND MEAN 2.94 Neutral

SKILLS
STATEMENT MEAN VERBAL
DESCRIPTION
1. I will be inspired working inside my future career because its 5.28 Totally Agree
elements have my hobbies enclosed in the profession.
5. I will have a good performance because I excel in that course. 1.42 Totally Disagree
6. There will be a good chance for me to be promoted as I have the 1.14 Totally Disagree
skills on that field.
GRAND MEAN 2.61 Neutral

PEER PRESSURE
STATEMENT MEAN VERBAL
DESCRIPTION
7. I have more chance of succeeding on that course I am working with 3.42 Agree
my friends.
8. I have more chance of achieving certain goals because I am 3.42 Agree
working together with my friends.
9. It will be easy for me finish this course because many students are 3.42 Agree
in that field.
GRAND MEAN 3.42 Agree

Based on the table and chart, the highest parameter in TVL/IA is Peer Pressure
with a grand mean of 3.42.

According to Laurence Steinberg and Jason Chein they detailed many elements
of peer influence on students’ decision-making. Many mistakenly of peer pressure as a
direct ask or overt bullying, but their studies show adolescent behavior is impacted by
the mere presence of peers, meaning the most peer pressure is implicit.

CONCLUSION NUMBER 3
It indicates that the students have different factors that affects their course
preferences. The results also shows that the Senior High-school students of Victoria
National High-school is the "Peer pressure" factor. Peer pressure has a really huge
impact on how students perceive and think about their college course as it is based on
other's perspective enclosed in college course preferences. Although peers can also be
motivated by working together.

CONCLUSION:
RECOMMENDATION