Chapter 5 Finale

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This section presents the summary of findings based on the analysis of the level of
decisiveness of Grade 12 students in taking decision in every life, the effect of level of
decisiveness in choosing college courses in terms of self-efficacy, self-esteem, goal instability
and personal growth, and the significant relationship between the level of decidedness in taking
decision in life and factors that affects the decision in choosing college courses in terms of self-
efficacy, self-esteem, goal instability and personal growth. This is also together with the
conclusion derived from the findings, as well as the recommendations suggested based on the
findings of the study and for the improvement of this research.
Summary
The following significant findings were drawn from the study:
The study generally aimed to determine the grade 12 student’s decisiveness on their
decided college course and the relative factors affecting their decision making in choosing their
college courses. Specifically, it aims: (1) determine the level of decisiveness of Grade 12
students in taking decision in life; (2) determine the effect of level of decisiveness in choosing
college courses of the Grade 12 student in terms of self-efficacy, self-esteem, goal instability and
personal growth; (3) find out the significant relationship between the level of decisiveness in
taking decision in life and factors that affects the decision in choosing college courses in terms of
self-efficacy, self-esteem, goal instability and personal growth.
The study employed a quantitative design method. The study also made use of Slovin’s
formula. A total of two hundred fifty four participants in Valencia National High School from
the different strands in academic track grade 12 students were given by the questionnaires, 64
from Science, Technology, Engineering, Mathematics (STEM), 63 from Accountancy, Business,
and Management (ABM), 64 from Humanities and Social Sciences (HUMSS), and 64 from
General Academics. Melbourne Decision Making Questionnaire was used which is compromises
of two parts, the decision making questionnaire one and two. Decision-making Questionnaire 1
is intended to identify the factors that affects the decision making of students which is composed
of (DMO- self-esteem) for self-esteem, the Career Decision Making Self-Efficacy Scale
(CDMSE) for self-efficacy, the Goal Instability Scale (GIS) for goal instability and the Personal
Growth Initiative Scale (PGI) for personal growth respectively. The DMQ-II is a 20 item self-
reported scale which measures the student’s level of decidedness. Permission of the respondent’s
advisers and letter from the researchers were laced on the questionnaires to inform the
respondents about the study
The researchers operate the IBM SPSS a Statistics (20.0) software employing the
descriptive and multiple regression analyses to interpret the gathered data. Based on the result,
the level of decisiveness of the students are somewhat similar, they are aware of the decisions
they will make but at the same time afraid to take responsibility which is a natural thing to us
people. Students had almost agree to the questions identifying their decisiveness and got the
verbal interpretation of Completely Aware which means that they are very aware already of the
decisions they make and the consequences they would face afterward. Students’ level of
decisiveness (Completely Aware) in terms of self-efficacy obtain a mean of 6.00 interpreted as
almost complete confidence, which implies that students had enough confidence in their selves in
making decisions. Students’ self-esteem garner a mean of 1.22 having an average description of
true for me which means that students most answer true for me to all the questions given that are
intended to identify their self-esteem and base on the result students have much self-esteem and
self-worth. The goal instability level of students are also not bad they mostly answered disagree
which is also expected because all the question that are given are negative which also gave us an
idea that students does not really tolerate some negative act that can ruin their decisions they
have solid goal and they will stick to it no matter what. Students’ personal growth level also take
a good response all of them answered true for me to all positive questions on the survey which
means that they have that instinct already of a wee grown man. They have the own initiative and
the sense of a person doing at their age. All variables had a good result but the significant
relationship between students’ level of decisiveness and the factors tells us the other way, thus
accepting the null hypothesis which says that there is no significant relationship between the
level of decisiveness in taking decision in life and factors that affects the decision in choosing
college courses in terms of self-efficacy, self-esteem, goal instability and personal growth.
Conclusions
Students’ base on the result had a good level of self-efficacy, self-esteem, goal instability
and personal growth which are the presented possible factors of the researchers in decision
making of students in choosing their college courses as for their career. Students had a
completely aware interpretation of their decisiveness and also had an amazing self-character.
However, the analysis employed using the multiple regression statistic showed a non-significant
relationship between the students level of decisiveness and the possible factors that can affect
their decisiveness which are the self-efficacy, self-esteem, gal instability and personal growth
obtaining a .406, .281, .375, .894, .305 significant value which is more than to p-value ≥ .05.
Thus, accepting our null hypothesis and rejecting our alternative hypothesis. This result further
tells us that students’ self-efficacy, self-esteem, goal instability and personal growth does not
have a connection on the students’ decisiveness or students’ decision making towards their
college courses as career. In addition it tells us that there might have other factors than these
which has a great impact to students. The factors presented by the researchers are just personal.
Therefore, those personal factors presented does not affect the student’s decisiveness
towards their college courses and there might have other factors such as financial, family, and
other problems.
Recommendations
Based on the findings, the following are the recommendations:
The use of a well-explained and scaled questionnaire for this kind of study is highly
required.
Other factors such as financial, family, problems and others should be explored for
comparing and a good result.
Respondents from other schools can be also employed to have more basis and a wide
range of coverage for a better research data.

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SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

decisiveness in choosing college courses in terms of self-efficacy, self-esteem, goal instability

findings of the study and for the improvement of this research.

The following significant findings were drawn from the study:

self-efficacy, self-esteem, goal instability and personal growth.

respondents about the study

decisiveness (Completely Aware) in terms of self-efficacy obtain a mean of 6.00 interpreted as

Based on the findings, the following are the recommendations:

comparing and a good result.

range of coverage for a better research data.

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