G12Research FeleciaGroup
G12Research FeleciaGroup
G12Research FeleciaGroup
INTRODUCTION
Today, one does not only make due career planning but also exhaustive career
research before making a career choice so as to adjust with the evolving socio-economic
conditions (Wattles, 2009). A famous adage tells us if one chooses the career he loves, he
doesn’t have to work a single day in his life. This means that choosing a career can be very
satisfying if one have made the right choice. On the other hand, a wrong decision can leave
a person wishing that he had trodden a different path. Career planning is the continuous
process of thinking about one’s interests, values, skills and preferences, exploring the life, work and
learning options available to him, ensuring that his work fits with his personal circumstances
and continuously fine-tuning your work as well as learning plans to help you manage the changes in
your life and the world of work. It plays a crucial role in a person’s life because it helps the
individual acquire the knowledge of various career opportunities, and his priorities. It also helps
him select the career which is suitable to his lifestyle, preference, family environment, and scope
for self-development.
Career choices are determined by socio-economic factors, mental and physical abilities,
personal characteristics and opportunities to which persons are exposed as reflected in Donald
In the Philippines, initiatives for career guidance started when the Philippine
government got alarmed with the growing number of unemployed college graduates and
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some who got employed in areas not related to their specialization (Santamaria, 2008). The
lack of career information that could help students make rational decisions was found to
be the foremost reason for unemployment, job mismatch, and underemployment. Moreover,
parents tend to influence their children with their own deeply ingrained prejudice about what
Choosing a career is not easy. In fact most secondary school students do not have
accurate information about occupational opportunities to help them make appropriate career
choice. Work is the center of all human activities and that it is not meant only as a means
of earning a living but also for achieving a satisfaction. Students need to look for possible
factors that affect their decision making. They need to choose a career that fits in their skills
and abilities which they want to engage in. If they are properly educated, chances are they will
have a better future and ever ready to face the world of work for the improvement of their lives.
One often considered issue and a great deal among high school students is the state of
being uncertain on what course to take. The undertaking is often described by some students as a
provoking and a gut-wrenching process as it would require not only self knowledge but also
general considerations as a matter of fact. Secondary level (high school) is considered the ideal
stage for every student to at least start planning about what courses to take and come up with a
decision. Nonetheless, like in any other secondary schools and universities, many of the grade 12
matters. There are several doubts, constantly changing factors and misconceptions about
choosing a course in college, which is definitely a growing issue that needs to be addressed and
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Moreover, there exists a mismatched phenomenon between students’ course preference
and the availability of courses offered by colleges and universities. These had adversely caused
some students to venture fields which are out of their preference and interest. Consequently, this
observable event must be one of the outgrowths of the factors influencing students’ course
preferences being not explicitly considered nor identified and explored in detail.
From the situation and condition cited, the researchers felt that it is deemed necessary
to undertake a study that may point out the career preferences of Grade 12 students to help
them discover the gift in themselves, because one of the identified reasons for job and
skills mismatch and underemployment is the lack of career information. It also serves as a
guidepost to determine such factors affecting their career choice. In addition to this, helping the
students become aware of the importance of choosing a right career will lessen the number
of those who are possibly shifting courses and eventually minimize the risk of dropping
from the school. Furthermore, it will strengthen the career guidance and counseling services of
the school since it will help the students in making good career choices and would prevent them
from falling into the unemployment and job mismatch traps. In this connection, in view of the
differences in the social, economic, and historical contexts of adolescents, a study is designed to
explore factors that affect grade 12 students’ selection of specific careers or course. The study
described here was inspired by this local approach in seeking answers from the grade 12 students
their course preferences. The questions were assigned for the researchers to merge and come up
with common factors among the participants. Emerging themes will then be subjected to various
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Since the researchers’ school is offering Senior High School (SHS) Program, this study
will be of great help to determine the programs to be offered by the school that will lead the
Theoretical Framework
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Proposed Course
Selection Guidance
Program
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Every student carries the unique history of his life and this determines how he views the
world. That history created in the past by his environment, personality, and opportunities will
Figure 1 frames the whole process and approach undertaken by the present study, as well
as the ideas and theories that were used as basis and grounds to further come up with an output
that would basically generate a practical effect through a more specific focus on man’s existence.
As observed in the figure, the use of a yellow star at the center basically represents
students’ dream or most commonly symbolizes success. Moreover, the shape was combined with
a yellow color as this suggests a symbol of wisdom, joy and intellectual ability. In resumption,
students’ preferred courses or their so-called ‘dreams’ is continuously developed and refined
over time by the factors that surround them during elementary, junior high school and senior
high school level. Furthermore, the researchers made use of a black bold arrow to give emphasis
on the output of the present study which is the course selection guidance program.
With the aid of Social Cognitive Career Theory and Super’s Career Development Theory,
the factors influencing the students’ preferred courses can be explored in detailed. Social
Cognitive Career (SCCT; Lent, Brown, and Hackett, 1991) offers a comprehensive framework to
understand the development of career interest, career choice, and performance that is grounded
in self-efficacy theory. In the past decade, the said theory has generated a large number of
research studies, including some studies conducted with international samples (e.g., Arulmani,
Van Laar, & Easton, 2003; Hampton, 2005; Patton, Bartrum, & Creed, 2004).The theory is
relationship between people and the environment. Social cognitive career theory offers three
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segmental, yet interlocking process models of career development seeking to explain (a) the
development of academic and vocational interest, (b) how individuals make educational and
career choices, and (c) educational and career performance and stability. The theory incorporates
On the other hand, this study is anchored on the idea of Super’sCareer Development
Theory. It was developed by Donald Super in the year 1954. However this theory is still being
used by several researchers at the present like Savickas (2002), Creed and Patton(2003), Repetto
(2001), and Leung & Chen (2007) in their studies which are also coherent to career-related
issues and queries. It asserts that self-concept changes over time and develops through people’s
experiences. People successively refine their self-concepts overtime and application to the world
of work created adaptation of their career choice. It also connotes that occupational preferences
and competencies, along with an individual’s life situation,change with time and experiences.
The said theory highlights the ‘five life stages and career development stages’. The stages
include (1) growth stage (birth to 14 years) where the development of self-concept, attitudes,
needs, and general world of work takes place; (2)the exploration stage (15 years-24 years) where
‘trying out’ among students through classes and work hobbies are exercised and tentative choice
and skills are; (3) the establishment stage; the (4) maintenance stage; and (5) the decline stage.
Moreover, Super’s Theory states that from preteen until young adulthood, individuals
pass through three stages: fantasy, tentative and realistic. In the fantasy stage which likely falls
during elementary level, the child is free to pursue any choice and through this process, the
child’s preferred activities are identified and related to future career choice. The tentative stage
begins in pre-teen years and continues through high school, when the young person further
defines his interests in, capacity for and values of a certain course. It is the transition process in
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which the adolescent begins the career choice, recognizes the consequences and responsibilities
of that choice. The realistic stage, spanning from mid-adolescence to young adulthood, is where
the adolescent began to restrict choices based on his personal likes, skills and abilities. In this
stage a certain choice is made and the individual pursues the educational experiences required in
This study aims to explore the factors affecting the preferred courses of the Grade-12
students of the Sisters of Mary School-Girlstown, Inc. during Elementary, Junior High School
and Senior High School as a basis for a Course selection guidance programfor students.
1.1 age;
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1.2 locality; and
1.3.2 father?
2.1 Elementary;
3.1 Elementary;
4. What are the factors that affect students’ course preferences during:
4.1 Elementary;
5. To what extent do the identified factors affect the decision of the students in their course
preferred during:
5.1 Elementary;
6. What is the percentage distribution of the respondents whose course preference changed and
unchanged from:
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6.1 Elementary to Junior High School; and
7. Is there significant relationship between the profile and the course preferences of the
respondents in:
7.1 Elementary;
8. Is there a significant relationship between the factors affecting the course preferences of the
8.1 in Elementary;
9. Based on the findings of the study, what course of action shall be given for a clear and
1. The demographic profiles of the students affect their course preferences and are part of
2. The students preferred course changes during elementary, Junior High School and Senior
High School;
3. The possible reasons of the students contain the factors that affect the their preference
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4. The factors keep on changing from time to time and broaden as the course preferences
changed during elementary, Junior High School and Senior High School.
Hypotheses
Pertaining to the questions of this study, the following hypotheses were put to test at 0.05
significant level:
Ho1: There is no significant relationship between the profile and the course preferences of the
respondents in:
1.1 Elementary;
Ho2 : There is no significant relationship between the factors affecting the course preferences of
2.1 in Elementary;
STUDENTS. They will be able to plan and decide appropriately for their preferred courses in
college considering all the factors that they may encounter. This will yield to efficient decision-
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PARENTS. They will be able to give satisfactory pieces of advice to their children as they can
certainly discover the factors and give treatment to them resulting to a clear and confident
decision-making. In this study, parents will also realize how important they are as a source of
encouragement through which children are free to explore different areas of career preferences.
This study will look forward in giving their children an assurance to acquire quality education
that would enable them to obtain better job, and brighter future.
TEACHERS. This study will give information to the teachers of the Sisters of Mary School-
Girlstown, Inc. on the course preferences of students such that they can focus and help in
enhancing the skills possessed by the students if ever the latter would pursue their chosen
courses. As the factors are identified, opportunities may vary according to the level of preference
and factors involved, affecting the students. Teachers or educators can take actions on what
SCHOOL ADMINISTRATORS. The result of this study will help the school administrators in
putting up an effective, integrated career information and guidance system that plays a very vital
role in guiding students towards making the best possible career decisions.
FUTURE RESEARCHERS. The results can be used for further exploration and could provide
help in the future researchers’ discussions and interpretations on their own research. This study
can still be further studied and validated by them.The process and outcome of this study will
This study focuses on the factors that affect students’ preferred courses involving ten (10)
respondents in the Qualitative phase and two hundred sixty-three (263) respondents in the
Quantitative phase. The respondents of the study are the students from the Grade 12 Senior High
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School enrolled in the School Year 2016-2017. This study is conducted in the Sisters of Mary
School-Girlstown, Inc. specifically in Saint Catherine Building where they are currently staying
and studying.
The conduct of this study started from June 2016 until July 2016. It is following an
Exploratory Sequential Mixed Method Designinvolving two distinct phases. In the Qualitative
phase, the instrument used is an unstructured interview guide wherein the researchers will collect
the qualitative data through face-to-face interview with the ten (10) respondents. Then, in the
Quantitative phase, the instrument used was researchers’ made instrument which was
administered to the two-hundred sixty-three (263) respondents and was retrieved after three (3)
Finally, the researchers finalize the data gathered through thematic content analysis in the
first phase and the themed factors were then used in the second phase for the identification of the
Definition of Terms
To provide better understanding on this research, the technical terms are hereby
operationally defined:
Career is defined as the series of events that constitute a life –the series of career
activities and other life roles that when put together, express a person’s dedication to work for
Career Planningis defined as the continuous process of thinking about one’s interests,
values, skills and preferences. It is also defined as a process of exploring the life, work and learning
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Cognitive Factors being described in the present study are the agents that affect the
course preferences of students and this could range from the students’ (1) mere interest, their
idea on (2) the high income and good salary the courses could assure, and (3) their perceptions
towards their preferred course as a reflection of their own talents, skills and knowledge.
Environmental Factors being considered by students and are described here includes
acquired training and work experiences related to their course preferences which are offered by
different circumstances in their context. This could extend to some practical economic factors
which includes employability or the realistic feasibility of being employed in a stable job.
Factors Affecting students’ course preferenceare the identified causes and reasons that
performing particular behavior. They include beliefs about extrinsic reward associating with
performing the target behavior, self-directed consequences, and outcomes derived from task
performance.
variables that the researchers assume to affect students course preferences. In the analysis in
chapter IV, the three educational levels, namely; elementary, high school and senior high school,
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the researchers consider the respondents’ parents to have attained certain educational level as
long as they have reached the level regardless of whether their parents have completed the
level.
particular outcome.
Self-efficacy is a dynamic set of beliefs that are linked to particular performance domains
and activities.
Significant Othersare the people who, by one way or another, had affected the decision-
Social Factors consist of the socializing agents that surround the students including (1)
parents and other family members, who are directly present and the very proximate persons who
have primarily guided the decision making of the students (2) the other relatives, who serve as
the students’ family extension who are found to have significantly affected the students’ career
position in different courses of action including motivation, role model, social and moral support.
(3) The significant others, this consist the important persons apart from the family and relatives
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CHAPTER II
Related Literature
Some students grow up knowing what they want to do in life. These are the students who
will go the extra mile to reach their dream job. Students, however, often settle on a different path
due to many factors they can not control (Fizer, 2013). Every student carries the unique history
of his life and this determines how he views the world. That history created in the past by the
students’ environment, personality and opportunity will determine how students make career
choice. It then follows that how the students perceive their environment, personality and
opportunity also will determine the career choices they make (Borchert, 2002).
Career selection is one of the many important choices students will make in determining
future plans. This selection will impact them throughout their lives (Borchert, 2002). According
to Kerka (2000), career choice is influenced by multiple factors, including personality, interest,
self-concept, cultural identity, globalization, socialization, role model, social support and
available resources such as information and financial. Educational attainment can influence as
well the individual undertaking the process (Bandura et. al., 2001).
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External influences that help in shaping the individual’s career choice are also influenced
by significant others through social support from peer (Pummel, Harwood and Lavalle, 2008).
Young adults through interaction with the context of school and community learn about and
explore careers which ultimately lead to their career choice (Natalie, 2006). Especially with
regards to family’s role model who gives students the greater influence to what course they
prefer. Parents, particularly, give a big impact on students’ decision- making. Students may
choose a career that their parents favor (Hewitt, 2010) and it is possible that students whose
parents own and operate small business may want or feel obligated to follow in their parents
Among other students, some build up their career decision in many other factors. Some of
them choose their preferred course based on their academic ability (Begg et. al., 2008). To have a
good salary or high income as well can affect one’s career choice. Mcglynn (2007) ones stated
that most students today are concerned with the amount of money they can earn. However, there
are a few students who pursue their dreams. Other factors that enrich students’ potential for
career success are work internships and work experiences which provide students the chance to
explore while also providing valuable experience along the way (Demi, 2001 ). Other students
follow the careers that their educational choices have opened for them, while some choose to
follow their passion regardless of how much or little it will make them (Hewitt,2010). Thus,
students ’development on course planning should undertake deep examination on what career
Related Studies
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Nowadays, choosing ones career is becoming more and more important among
young students. They will typically take into account the quality of life they want when they will
be getting older. It is once said that career path selection is one of the many important ways
students should take into consideration in determining future plans because this decision will
greatly affect them throughout their future lives. However, throughout the career decision
process students often settle on a different path due to many contributing factors that influence
respondents choose family as the most important factor influencing their choice of major. On the
other hand, 21% of the students choose a career that is personally rewarding. With this regards,
the survey suggests that family role model is considered to be the most influential part of the
students’ choice of major followed by the students’ interest with the chosen career. One
consistent finding in a research shows that adolescents’ aspirations are influenced by their
parents’ expectations. Parental support and encouragement are important factors that have been
found to influence career selection. Children may choose what their parents desire simply to
Moreover, Borchert (2002) on his research reveals that there are three areas of a
student’s life that affect the career choices they make: environment, opportunity, and personality.
Results suggest that among the three determined factors, personality is credited to be the most
influential when choosing a career. To relate it to another study conducted by Umbach (2006),
students who have an investigative personality are more likely to major in scientific fields.
Students with an artistic personality are more likely inclined to interdisciplinary fields. Students
with an artistic personality are more likely to major in social sciences. Thus, this implies that
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students are more likely choosing the major career that they think will fit their personality type
(Miyheon, 2009).
environmental factor. The environment plays a significant role in career position the student
attains in many ways. The environment itself that is being pictured out here is the factor that is
used to nurture decisions in career choice. That is, students who have lived on an island are more
likely to choose a career dealing with water, or they may choose to leave this island behind,
a student career selection .It is a fact that career does not always synchronize the ability to the
opportunities (Borchert, 2002). Students have only developed acceptable concepts of career
patterns if occupational opportunities are present after High School Graduation. To emphasize
further, Sprangler (2000), presented two completely different scenarios in his thesis concerning
the opportunity of two hypothetical students. In his first example, ‘Carl’ struggled to make ends
meet while supporting a family and finishing an education in a skilled trade. The second example
was a student who made an ‘uninterrupted’ move from High School to College, just three months
after graduation. Thus, days prior to High School Graduation opportunity must be seen by
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
This research utilized Exploratory Sequential Mixed Method Design. Mixed method
research is relatively new in the Social and Human Science as a distinct research approach. It is
useful to convey a basic definition and description by approach in a proposal. Mixed method
design is another step forward utilizing both the strengths and weaknesses of quantitative and
qualitative research (Criswell, 2009). This design consists two phases: (1) Qualitative phase and
(2) Quantitative phase. In the first phase, a Qualitative design was used through a historical
study. In the second phase, a Quantitative design was used through a correlational non-
experimental study.
Historical design was employed to determine the factors related to the respondents’ past
experiences, in order to what factors (cognitive, social and environmental) affect the student-
respondents’ preferred courses during elementary, junior high school and senior high school
levels, using thematic content analysis through the use of Colaizzi approach. Moreover, the
respondents were selected through purposive non-random sampling, and the gathered data will
be used in the quantitative phase. The gathering of data was done through the an unstructured
interview guide which contains the questions pertaining to their demographic profile, preferred
courses during elementary, junior high school and senior high school level as well as the
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Correlational non-experimental design on the other hand, was employed to describe the
relationship between the factors affecting the students’ course preferences and the preferred
courses of the student-respondents. Based on the researchers’ findings of the Qualitative phase, a
researchers’ made instrument was created, so as to describe the extent of the identified factors
affecting the respondents’ course preferences. The researchers’ made instrument was used in the
quantitative phase, and data were then tabulated, computed, interpreted and analyzed through the
aid of the following statistical tools namely; frequency count, percentage, multiple regression,
chi-square and five-point Likert scale. Hence, the use of this design is of great advantage in
building more ideas to provide concrete results. In addition, the results of this study could be
used to generalize the population for the proposed Course selection guidance program.
Research Environment
The researchers conducted the study at the Sisters of Mary School-Girlstown, Inc., which
is located at J.P. Rizal Street, Talisay City, Cebu. It is a boarding school which was founded by
Venerable Aloysius Philip Schwartz since 1990. This is a religious institution and is currently
run by nuns and houses almost three-thousand (3000) poor youths of the country extending from
Visayas and Mindanao. Moreover, it is a non-stock and non-profit organization that provides
those privileged students with a high-quality secondary education for free through the supports
from selfless and generous benefactors, local and foreign. The school mainly focuses on
Academic (English, Mathematics, Science, Araling Panlipunan, Filipino, and MAPEH ) and
Technical-Vocational Track (TVET) courses (Bread and Pastry Production NC II, EPAS,
II, and Technical Drafting NC II ) which were offered by the Technical Education Skills and
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Development Authority (TESDA). Currently, this school is compliant to K-to-12 Curriculum of
This Exploratory Sequential Mixed Method research is consisting of two distinct phases:
a Qualitative design on the first phase and a Quantitative design on the second phase.
In the Qualitative phase, ten (10) participants were purposively selected through non-
random sampling across the Grade-12 level, at the Sisters of Mary School-Girlstown, Inc. In this
phase, several factors were identified to be influential to the students’ course preferences during
Elementary, Junior High School, and Senior High School. These were then analyzed and selected
in themes, to build up the Quantitative phase. Moreover, there were forty (40) respondents who
were randomly selected for the pilot testing to further validate the instruments’ reliability.
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Using the Slovin’s formula, a total of two –hundred sixty-three (263) Grade 12 students
were identified as the respondents in the Quantitative phase. This respondents were characterized
according to their age, ranging from sixteen (16) and above. The researchers employed a
stratified random sampling for the selection of the respondents, wherein the sections were
selected as the stratum. For the purpose of equal distribution of the sample size, considering that
there were fourteen (14) sections from the seven-hundred thirty-five (735) students of the Grade-
12 level, the researchers got a thirty-five percent (35%) of the sample respondents in every
The respondents of this study were the Grade 12 students of the Sisters of MarySchool-
Girlstown, Inc. This research involved female students with a population of seven- hundred
thirty-five (735). There were three (3) sets of respondents for this study. For the Qualitative
phase, ten (10) participants were purposively selected to undergo face-to-face interview. In
addition, the researchers conducted a pilot test to forty (40) randomly selected students whose
answers were taken into consideration to measure the instruments’ reliability. Moreover, a total
of two-hundred sixty- three (263) students were randomly selected for the Quantitative phase
through the use to Slovin’s formula. The respondents were surveyed to determine the factors’
(Cognitive, Social, Environmental) level of influence to the students’ preferred courses during
Table 1
Distribution of the Respondents for the Quantitative Phase Across All Sections of Grade 12
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NO. OF
SECTION NO. OF STUDENTS PERCENTAGE
RESPONDENTS
A 55 20 7.61%
B 53 19 7.22%
C 56 20 7.61%
D 56 20 7.61%
E 56 20 7.61%
F 53 19 7.22%
G 54 19 7.22%
H 53 19 7.22%
I 54 19 7.22%
J 53 19 7.22%
K 48 17 6.46%
L 48 17 6.46%
M 47 17 6.46%
N 49 18 6.84%
TOTAL 735 263 100%
Research Instrument
This Exploratory Sequential Mixed Method Design utilized distinct instruments, namely:
Unstructured interview guide was used in the qualitative phase through face-to-face
manner. This was employed to determine the profile of the participants such as age, type of
locality and parents’ educational attainment. Moreover unstructured interview guide was used to
determine the preferred courses of the students during elementary, junior high school and senior
high school along with the reasons for choosing those courses in each level.
Meanwhile, researchers’ made instrument was utilized in the quantitative phase. This
instrument was used to identify the factors’ extent of affectedness to the students’ preferred
the students’ age, type of locality and parents’ educational attainment; and
b. Part II which contains the factors affecting the students’ course preference which has
ten (10) indicators per factor that were measured using a five-point Likert scale
and 1-Unaffected.
Validation of Instrument
The researchers’ made instrument was subjected to reliability and validity tests. The
researchers used the test for homogeneity of the items that measure the construct by consulting
the Adviser, Practical Research II subject teachers, Inquiry, Immersion and Investigation subject
teachers and Guidance Coordinator in order to test the content validity of the instrument which
was achieved through their comments and suggestions. To test the reliability of the instrument,
Cronbach’s Alpha was used to test the internal consistency of the construct: (elementary)
Cognitive factor (0.66), Social factor (0.70); (junior high school) Cognitive factor (0.76), Social
factor (0.82), and Environmental (0.82) and (senior high school) Cognitive factor (0.78), Social
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Research Procedure
The data gathering was done at the Sisters of Mary School-Girlstown, Inc., J.P. Rizal
As a preliminary step, the researchers sought the approval of the school principal, Sr.
Laresa N. Morasa, S.M. for the permission of gathering the data from Grade 12 students.
Two distinct phases were undertaken to obtain the essential data needed for the study,
In Qualitative phase, the participants were interviewed through the use of an unstructured
interview guide. Then, the narrative information in the qualitative phase was analyzed through
the use of Colaizzi Approach for data analysis following the method outlined by Ghada Abu
Shosha (2013). These were: (1) transcription of the narratives of each respondents every after
interview, (2) after reviewing the transcripts, significant statements were noted and extracted and
were written on a separate sheet, (3) meanings were analyzed and formulated from the
significant statements and its underlying meaning was coded in one category as they reflect an
exhaustive description and (4) after having an agreement toward all formulated meanings the
process of grouping all those formulated meanings in two categories that reflect a unique
In Quantitative phase, researchers’ made instrument that was built from the gathered data
in the first phase was utilized in this phase. This was then distributed to the respondents.
Retrieval of the answered questionnaire was done by the researchers after three (3) days. Finally,
the gathered data was then be tabulated, computed, analyzed and interpreted.
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Statistical Treatment and Analysis of Data
This research consists of two (2) data sets from the two distinct phases of data collection.
The first data collected was from the unstructured interview guide of the qualitative phase which
was used to explore the factors affecting the Grade 12 students’ course preference. Through face-
to-face interview the data were analyzed using Thematic Content Analysis through Colaizzi
approach following the process outlined by Ghada Abushosha (2013). The second data collected
was obtained from the researchers’ made instrument (Survey Questionnaire) in the quantitative
phase which was used to identify the significant relationship between the profile and the course
preferences of the students during (Elementary, Senior High School, and Junior High School
levels) as well as with the factors’ (cognitive, social and environmental) significant relationship
There were various statistical tools that were used to analyze and interpret the obtained
data such as frequency counts, percentage, multiple regression , Five-point Likert scale and Chi-
square.
Frequency count. This statistical tool was used in tallying the items related to the profile
of the respondents such as age, type of locality, parents’ educational attainment and course
preference.
Percentage. This was used to determine the percentage of total observations falling under
a given category of the profile of the respondents such as age, type of locality, parents’
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Multiple Regression. This tool was used to determine the significant relationship between
students’ demographic profile (age, locality, parents’ educational attainment), and the students’
course preferences.
Chi-Square. This was used in this study to determine the significant relationship between
the students’ preferred courses and the factors that affect their course preferences.
Five-point Likert scale. This was adopted for the purpose of interpretation and was used
to determine the extent of the factors that affect the Grade 12 students’ preferred courses.
NUMERICAL DESCRIPTIVE
VERBAL INTERPRETATION
RATING RATING
4.21 – 5.00 Very Much Affected Factors strongly affect the course preferred.
3.41 – 4.20 Affected Factors moderately affect or impact the course
preferred.
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2.61 - 3.40 Neither Affected Nothing at all.
nor Unaffected
1.81 – 2.60 Unaffected Factors give no impact towards the course
preferred.
1.00 – 1.80 Very Much Factors highly or strongly give no impact toward
Unaffected the course preferred.
CHAPTER IV
This chapter presents the analyses and interpretations of results of the data gathered from
the study to identify the demographic profile of the student-respondents, their course preferences
and the factors that has affected the course preferences of the Grade 12 students of the Sisters of
Mary School-Girlstown, Incorporated and the relationship that lies between these variables.
Through the aid of the participants’ responses to the interview questions in the qualitative
phase of this study and the gathered quantitative data drawn out from the respondents using the
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researchers’ made instrument during the quantitative phase, the results and findings are hereby
4.1.1 Age
Table 2
Table 2 shows that of the 263 total student-respondents, 123 or 46.77% aged 16 years
old , 101 or 38.40% of them aged 17, 26 or 9.89% of them aged 18 and the remaining 13 or
The data entails that majority of the respondents are 16 years old and that they are one
year ahead of the standard entry age of Grade 12 students which is 17, according to the latest
features of the new Philippine Academic Curriculum (K-12). This is due to the school calendar
that is followed by the Sisters of Mary School which is quite distinct from what is used by other
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4.1.2 Type of Locality
Table 3
Table 3 shows that 186 out of 263 or 71% of the respondents live in rural places while 77
This entails that most student-respondents are residing in rural areas and that they are less
likely to get exposed with various industries, with some of the possible courses that exist apart
from what they have known and less exposure to a more realistic and busy workplace setting.
The researchers had included the educational attainment of the parents of the respondents
as one of the intervening variables, since parents’ occupational and educational characteristics do
influence a child’s educational path (Engel, 2008) and that lower levels of parents’ education
Table 4
31
Total 263 100%
Table 4 shows that most of the mothers (47.91%) of the student-respondents were able to
reach high school education. Sixty-nine (69) or 26.23% of them were able to reach the
elementary level and that 68 or 26.86% of the respondents’ mothers have reached the collegiate
level.
The data implies that the mothers of the student hold moderate views and regards in the
Table 5
Table 5 shows that 106 or most of the fathers (40.30%) of the student-respondents were
able to reach high school education. Eighty-five or 32.32% have reached only the elementary
level, while the minority or 72 (27.38%) of the respondents’ fathers have reached the collegiate
level.
The data entails that the fathers of the respondents also possess tolerable standing in
Table 6
32
Thematic Content Analysis on Factors Influencing Students’ Course Preferences
ELEMENTARY LEVEL
Significant Statements Formulated Meaning Clustered Emerging
Themes Themes
“I like holding a stick while Most participants in this Influence of
standing in front of the level, preferred courses Cognitive Factors
class….” based on what they think on the early
“It’s just deep within me that is interesting. It touchesstages of a child’s
I like teaching…” some sort of “childhood decision
“I want to teach students like dreams” which starts
standing in front of them…” when they see themselves Cognitive
“I don’t know I just really doing the duties on a Factors
love teaching…” certain course.
“I also wanted to explore
everything about the
course…”
“….because as what I have
known it’s a nice profession”
“I found encouragement from Family and parental Impact of Parents
my parents and other family support and and Families’
members, and they told me encouragement are Decisions
they’re going to support me important factors to have towards Child’s
once I’ll be in college, been influencing Choice
because they also wanted the children’s choice. There is
course for me…” a greater tendency for a
young individual to follow
what their parents want
for them.
“I was inspired by someone External influences apart Presence of
Social Factors
(Tita, teacher, neighbour) from family extending to Social Factors as
who is a graduate of such other people or to what is revealed by other
course, and I can see them called ‘significant others’ people’s
already happy and successful also highly affect influences
in life. That prompted me to students’ course
study well and be like them preferences during
someday” elementary level.
“It was because of my
brother…”
“Most of our elementary
teachers are good...”
JUNIOR HIGH SCHOOL LEVEL
Clustered Emerging
Significant Statements Formulated Meaning
Themes Themes
“It’s just my interest…” Personal interest has a Paying Attention Cognitive
“I want others to learn from strong bearing in the towards Personal Factors
33
me that’s why I like decision making of Desires and
teaching…” students and that Interest
“I also love teaching…” eventually leads them to
“… I was a bit interested..” certain preferences.
“I was inspired by one of our Majority of the student- Key roles played
junior high school teacher…” respondents tend to be by Social Factors
; “I’ve met a professional highly influenced and through the
who had shared a lot to me affected by the many Presence of the
about his profession, that socializing agents that Significant
made me gradually realized surround them. Others
that I would love to be like
him someday”
“… because of the support of
Social Factors
my family...”
“ I was inspired by our
English teacher…”
“..it was beacause of my
lolo…”
“…as a gratitiude to them”
“ I was inspired because if
their selfless service…”
34
ability to do well in the their career decisions Perception on
course.” based on their academic their Personal
“It is where I can better abilities, and other Capabilities
explore since it’s in line with personal and innate
my talent…” capabilities. They prefer
courses that reflect their
own skills and talents.
“I was just influence by a Family-related factors are Evidence of s
relative and a family member still considered by some Socializing
to take up the course” student-respondents even Agents Shaping
“I want to teach my parents until Senior High School Students’
who were not able to reach years. Decision
even high school…”
“Some else has motivated me Along with students’ Significance
Social Factors
to take up the course” constant encounter with a Portrayed on
lot of people, in their daily Students Choice
undertaking, role model, by Someone
motivation, social and else’s’
moral support from the Motivation
significant others shape
their own decisions.
“I’m thinking of the course’s Open opportunities are Special Regard
employability if it is linked to play sign role on on courses’ Environmental
economically in demand” students’ career selection Employability Factors
“ Teachers are in demand..” knowing the fact that and Open
“ The company where my career will not always Opportunities
father is working is hiring synchronized ability with
daughters or sons of their opportunities.
workers…”
35
4.2 Students’ Course Preferences
When the participants were being interviewed during the qualitative phase of this study,
they were asked of their preferred courses during their elementary, junior high, and senior high
school levels. During their elementary years common answers run through their own perceptions
or knowledge, feeling and interest towards certain courses. Being bounded by the respondents’
answers, courses like Education , BS Nursing, Medicine, Criminology and Engineering courses
came out into view as the most occurring courses preferred by them way back when they are still
in the elementary level. This could be because those were the common courses they see featured
in their favorite movies, as well as what they commonly see in their own locality with their
young age.
Subsequently, in the junior high school level, some courses preferred by the respondents
Criminology. However, it was found out that, there were additional courses that were most
preferred by the respondents. It includes Information Technology and commercial courses like
Accountancy and Business Management. Children’s view of jobs become more complex and
In the senior high school level, BS Education, Engineering courses, Accountancy and
Business Management, Criminology and Information Technology were among the most
36
preferred courses. These courses fall under the classification of professional courses, business
The additional courses made by students in the high school years entails that as students
mature, their knowledge and understanding about the world and the different phenomenon that is
happening around them are also widened. It follows that students’ may have absorbed bigger
When the participants were asked of their personal reasons for choosing courses when
they were still in the elementary level, usual statements of reasons runs through the following:
(1) “Ganahan ko mag gunit-gunit ug stick, unya mag barog sa atubangan” (I like holding a
stick while standing in front of the class); “Ganahan ra jud so ug teaching” (It’s just deep within
me that I like teaching); “Ambot, basta ganahan ra jud ko mutudlo” (I don’t know I just really
love teaching); “Ganahan sad ko mag explore about ani nga course” (I also wanted to explore
everything about the course); “Kay sa akong nahibaw an, nindot man daw na siya nga
profession” (Because as what I have known it’s a nice profession). Based from the responses of
the participants, it is evident therefore that for some young individuals, there were no apparent
and concrete reasons for favoring a certain course. Their choices are actually prompted to them
by mere cognitive reasons which they couldn’t figure out yet in their age. The actual reasons do
exist, yet were considered obscure and not fully structured to be felt and recognized by these
young individuals. Some participants also stated (2) “Sa una makakita man gud ko nga ang
37
among mga teachers kay mga but an, unya nagtarong sa ila trabaho maong ganahan sad ko nga
mapariha nila someday” (Way back then, I could see that our teachers are good, and are doing
their job well….that inspires me to be like them someday); “Akong Tita kay ingon ana man ang
kurso, ganahan sad ko mukuha ang pareho nga kurso niya” (My Tita is having that kind of
profession, and I would love to have the same). The students are seen to also be affected by
external and social influences, and these influences could either come from the family members
but could however extend to other people or to what is called ‘significant others’. This is in line
with the findings of Pummel, Harwood and Lavalle (2008), that external influences that help in
shaping the individuals career choice is also influenced by significant others. They tend to build
interest to a certain course along with their constant encounter with these professionals. Another
reasons of the participants are (3) “Ang akong mama ug papa kay always mag encourage nako
nga mukuha ana nga kurso” (My parents are encouraging me and are supporting me to take up
the course once I’ll be in college); “Ganahan sad sila mama ana nga kursoha para nako” (My
parents also wanted the course for me). Hence, there is a greater tendency for young individuals
to follow what their parents want for them and that they may choose what their parents desire,
simply to please them. Thus, students’ own aspirations are can be mainly influenced by their
parents’ expectations. Taylor (2004) said that parental support and encouragement are important
Along with the additional most preferred courses of students in the Junior High School
level, new set of reasons were elicited from the participants. Most recurring statements were of
the following: (1) “Busa pa sa uban dako daw na ug sweldo” (Some says that this profession is
38
paid significantly higher than the other); “In-demand man gud na nga kurso karon, unya tungod
ana mas daghan ug opportunities” (The job is highly in demand right now, and it would mean
better opportunities). According to Mc Glynn (2007), most students nowadays are concerned
with the amount of money they can earn. To have good salary and high income also affects one’s
career choice. In Junior High School level, it is apparent therefore that students starts to consider
how much the course could give them as soon as they’ll get into the job. They tend to narrow
their choices based on the notion that if other profession could give them much, then why not
tread on it and settle on that path. Some participants reported (2) “Ang akong eskwelahan karon
kay ga-offer man ug training nga related ana nga kurso” (The school I am in, has given me
experiences and training related to the course); “Tungod man gud sa akong mga na experience
pareha anang nga trainings” (Because of our training and experiences…) Course selection here
among students appears to be affected and shaped by the experiences offered just within their
environment or training grounds. Regardless of whether the students like the course or not, when
they are being exposed and subjected to an experience coherent to a certain course, they are more
likely to develop an interest and readiness to it. Work internships and work experiences provides
the students the chance to explore while also providing valuable experiences along the way; are
considered factors that enrich students’ potential career position (Berni, 2001). Natalie (2006)
also said that through the interaction of the young adults with the context of school and
community, they learn about and explore careers which ultimately and gradually lead to their
career choice. (3) “Someone (i.e. family, relatives or significant others) had motivated me to
choose and take up the course…” Consequently, family is being openly viewed here as an
unfading factor that influences the students’ course selection. Several researchers claimed that
indeed students may choose career that their parents favor. Especially with regards to family’s
39
role model who gives students the greater impact to what course they prefer. On students’
Similarly, distinct forms of reasons in the senior high school level were given by the
participants and are presented as follows:(1) The course is just readily available in the schools
and universities in their own localities; (2) they are assured of getting employed so soon due to
some open opportunities. This could be due to the fact that in this level, students are becoming
more concerned about the easiest way of getting into work, they tend to set aside other
impractical considerations and get straight on working out and grabbing open opportunities for
the better. This finding goes parallel with the assertion of Borchert (2002 )which alleges that
opportunities are linked to play significant role on students career selection, since it is a fact that
career do not always synchronize ability with opportunities. Same with the findings of Pascual
(2016) that students’ consideration in choosing a course in college is the availability of possible
work. (3)They believe that they are just capable of doing and giving what is required in the job,
and that it remains as their interest. These reasons suggests that students choose courses based on
their own interest, they tend to make sure that personally they love their choice, so that learning
will not be so hard for them along the way. This can be anchored to the finding of Begg (2008)
that among other students, some build up their career decisions based on their academic abilities
and other capabilities, while others choose to follow areas that their educational courses have
opened for them. But ultimately, the researchers have found out that students choose to follow
their passion regardless of how much or how little their course choice could give them.
40
4.4 Identified Factors Influencing Students’ Course Preferences
Cognitive Factors being described in the present study are the agents that affect the
course preferences of students and this could range from the students’ (1) mere interest, their
idea on (2) the high income and good salary the courses could assure, and (3) their perceptions
towards their preferred course as a reflection of their own talents, skills and knowledge.
Moreover in the Elementary level under the cognitive reasons, students are more likely to
prefer courses that are within their interest. The good impression of the courses that has given
them like the courses that sounds highly professional and dignified or what is known by Filipinos
as “popular courses”, has also made the students recognize their interest on certain courses
beyond others. More so, students are opted to choose career they think will give better paying job
in the future, as suggested by their answers especially during the senior high school level. Such
kind of reason came into view since most students of the Sisters of Mary School are financially
challenged and that they would naturally aim for job that would later raise them and their family
from the binding challenge of poverty. As what Clemena (2011) posits, the usual statement
“What college education can we afford that can make you finish quickly, get a job and start
helping with family finances?” means that their concern is not finding guideposts in a career
path, but rather, a job that will give them more financial security and a greener pasture that will
Additionally, some students consider their limits and magnify their strengths as basis for
choosing courses. Choosing course which reflects their own interest can be students’ primary
consideration.
41
Environmental Factors. Based on the reasons given by the participants for choosing
specific courses, the researchers found out that the decision-making of students are also being
affected and shaped by the many environmental agents within their context. This finding is
comparable with the assertion of Borchert (2002) that students perceive their environment as a
The environmental factors being considered by students and are described here includes
acquired training and work experiences related to their course preferences which are offered by
different circumstances in their context especially those offered by the schools as students’
decision is also found to be nurtured and affected by the surrounding opportunities. This could
extend to some practical economic factors which includes employability or the realistic
feasibility of being employed in a stable job. Moreover, basing on the conducted interview, the
reference factor was found by the researchers to have highly influenced students’ decisions
during the junior high school, and senior high school level and not that much during the
elementary level. This could be due to the fact that recognizing environmental factors and
considerations require the individuals’ maturity and sufficient cognizance regarding the real
societal scenario. Similarly, it was noticed from the participants’ responses that they tend to get
limited to certain choices by the kind of industry they have in their locality. They consider the
number of offices and companies offering job opportunities related to a course. Congruently,
several students are also taking into account the availability of courses offered in the universities
Social Factors consist of the socializing agents that surround the students including (1)
parents and other family members, who are directly present and the very proximate persons who
have primarily guided the decision-making of the students (2) the other relatives, who serve as
42
the students’ family extension who are found to have significantly influenced the students’ career
position in different courses of action including motivation, role model, social and moral support.
(3) The significant others, this consist the important persons apart from the family and relatives
of the students. This may include the students’ peers, teachers, friends and classmates. These
social agents greatly influenced the course preference of the students in a way that they brought
about in them the reasons that might have caused the students to prefer certain courses over the
other.
In connection to the family-related factor, respect for family is one of the most influential
contributors that impact Filipino career decision. It is concurred that “out of respect and loyalty,
it may not be appropriate to express personal desires; rather, one may alter one’s interest to
maintain harmony (Leong, 2004). Subsequently, friends also do have influence on decision
In the early stages of the students’ decision making, they tend to rely heavily on their
family’s decision and they cope by following their parents’ advices. Similarly, in the later part of
students’ decision-making process, they are becoming more likely to cope with an expectation of
43
TIMELINE ON PARTICIPANTS’ PREFERRED COURSES, REASONS AND
FACTORS INFLUENCING STUDENTS’
COURSE PREFERENCES
Figure 3. Timeline on Participants’ Preferred Course, Reasons and the Factors Affecting
Figure 3 shows the trend on participants’ preferred courses, reasons and the factors
affecting students’ course preferences identified during the qualitative phase of this study that
the number of the most preferred courses of the students from elementary, junior high school to
senior high school is dramatically increasing and becoming more complex. This is because
during elementary level, students are only limited to choose among courses that they know such
44
as BS Education, BS Nursing and Medicine. Moreover, complex and more specified courses
were added and reflected on the most preferred courses by students in the junior and senior high
school level. This could be due to the notion that as students mature, they are expected to have
expounded their knowledge through teachings and experiences, thus widening their idea in other
existing courses apart from what they have known when they were still young. The increasing
trend on the number of students’ most preferred courses suggests that students’ course
preferences during elementary may vary when he or she upgrades to junior high school and
would still have the tendency to continuously alter when he or she reaches the senior high
school. In this caseSuper’s Career Development theory, which emphasize a life-span approach to
career choice and adaptation is right in its assertion that people go through changes as they
mature. The said theory usually partition working life into stages, and they try to specify the
typical vocational behaviours at each stage. Similarly, it’s therefore evident that the history
created in the past by the students’ environment, personality, and opportunities will determine
Additional statements on students’ reasons for choosing courses can also be observed in
the timeline, that as the educational level increases, number of students’ reasons for choosing
courses also increases. This means that as students develop, their experiences and considerations
on courses are also widened. This also serves to convey that, students are becoming capable of
taking into account the various considerations in choosing courses apart from what they learned
to consider when they were still young or during their elementary years. In others words, as
students mature, their knowledge and understanding about the world and the different
phenomenon that is happening around them is already widened. It follows that students’ may
have broader reasons and considerations before deciding on what courses to take in college.
45
Based from the respondents’ reasons for choosing courses, cognitive, social and
environmental factors were the identified emerging themes or the factors that influence students’
course preferences. Similar with the trend observed in students’ course preferences and reasons
for choosing courses, the identified factors during elementary level which are only social and
cognitive were added with environmental factors in the junior high school and senior high school
level. This is because as the students’ reasons for choosing courses gets broader, the factors on
Environmental factors came into view only during the junior and senior high school level,
because during the interview, it was found that in these levels, respondents’ decisions are
affected by the jobs’ economic demand, training and work experiences acquired, availability of
the courses in the universities near their locality and job opportunities, in other words their
This means that unlike during the elementary level, where young individuals only
fantasize their ideal jobs, students that have reached the high school level are now capable of
rationalizing about easy way of getting employed so soon after they graduate, regardless of
whether their preferences are not their ideal job, neither a reflection of their skills and interest.
However, courses that are considered highly in-demand right now, may not be regarded the same
or still economical after several years. Students landing on courses preferred due to many
environmental influences they may encounter difficulties in meeting the required skills and
This finding is comparable to the idea of Gottfredson (2004), that children’s capacity for
learning, reasoning and deciding increases with chronological age. Children progress from
thinking intuitively and concretely in elementary years, to abstractly in adolescence; from being
46
able to make only simple distinctions to multidimensional ones. In short with age, children
become more capable to take in, understand and analyze ever larger bodies of information of
increasing subtlety and complexity. They gradually notice and figure out more aspects of the
many layered world around them. as individuals become more aware of the developing character
of the career process itself, they are more willing to make changes and to alter or redefine a
decision.
4.5 Extent of the Identified Factors affecting the decision of the students in their Course
Preferences
Table 7
The Extent to which the Respondents Reported Cognitive Factors are Influential to their Course
47
ELEMENTARY LEVEL
QUALITATIVE
COGNITIVEFACTORS WEIGHTED MEAN
DESCRIPTION
1. The course sounds 4.50 Very Much Affected
highly professional and
cool by its name.
2. I love imagining 4.80 Very Much Affected
myself doing the job.
3. I just find it 4.51 Very Much Affected
interesting.
4. The course is nice and 4.38 Very Much Affected
has given me a nice
impression.
5. I believe there’s so 4.49 Very Much Affected
much to explore on the
course.
6. I can see myself 4.40 Very Much Affected
wearing the same
uniform.
7. I excel in subjects that 3.83 Very Affected
are related to the
course.
8. I believe my 4.10 Very Affected
intellectual capacity
could cope with what
is required in the job.
9. I believe I’m capable 4.30 Very Much Affected
of doing the job
someday.
10. I’m thinking that 4.54 Very Much Affected
taking up the course
could make me rich.
OVERALL WEIGHTED 4.25 Very Much Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 7 shows the reports of the students as to what extent are they being affected by the
indicators used under cognitive factors in their course preferences during the elementary level.
48
Students claimed that their course choice during elementary level is ‘very much affected’ by the
following indicators; “The courses’ name sounds cool and highly professional”, with a weighted
mean of 4.50; “I love imagining myself doing the job”, with a weighted mean of 4.80; “I just
find it interesting”, with a weighted mean of 4.51; “The course is nice and has given me a nice
impression”, with a weighted mean of 4.38; “I believe there’s so much to explore on the
course”, with a weighted mean of 4.49; “I can see myself wearing the same uniform”, with a
weighted mean of 4.40; “I believe I’m capable of doing the job someday”, with a weighted
mean of 4.30 and the statement-indicator “I’m thinking that taking up the course could make me
rich”, with a weighted mean of 4.54. Moreover a qualitative description of ‘very affected’ is
reflected on the following statement indicators; “I excel in the subjects that are related to the
course” with a weighed mean of 3.83 and “I believe my intellectual capability could cope with
what is required in the job” with a weighted mean of 4.10. An overall weighted mean of 4.25
suggests that students’ course preferences during elementary level are very much affected by
cognitive factors.
Table 8
The Extent to which the Respondents Reported Social Factors are Influential to their Course
ELEMENTARY LEVEL
QUALITATIVE
SOCIAL FACTORS WEIGHTED MEAN
DESCRIPTION
1. I was inspired by my 4.17 Very Affected
family or relative to
49
take up the course.
2. Someone else had 4.19 Very Affected
motivated me to take
up the course.
3. I got moral support 4.12 Very Affected
from my family or
relative.
4. Someone else had 4.00 Very Affected
given me moral
support.
5. It is the decision of my 2.95 Affected
family or relative.
6. Apart from my family, 3.51 Very Affected
someone else had
prompted me to take
up the course.
7. I want to help my 4.69 Very Much Affected
family financially.
8. I want to help others. 4.51 Very Much Affected
9. It’s the profession of 2.54 Moderately Affected
my parent/s and I
would love to have the
same.
10. The job is related with 2.49 Moderately Affected
my parent/s work.
OVERALL WEIGHTED 3.72 Very Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 8 reveals the reports of the students as to what extent are they being affected by the
indicators used under social factors in their course preferences during the elementary level.
Students claimed that their course choice during this level is ‘very much affected’ by the
following indicators; “I want to help my family financially”, with a weighted mean of 4.69 and
“I want to help others.”, with a weighted mean of 4.51. The ‘Very Affected’ qualitative
50
relative to take up the course.”, with a weighted mean of 4.17; “Someone else had motivated me
to take up the course.”, with a weighted mean of 4.19; “I got moral support from my family or
relative.”, with a weighted mean of 4.12; “Someone else had given me moral support.”, with a
weighted mean of 4.00 and the statement-indicator “Apart from my family, someone else had
prompted me to take up the course.”, with a weighted mean of 3.51. On the other hand, the
‘affected’, justified by the weighted mean of 2.95, while ‘Moderately Affected’ qualitative
description is accounted on the indicators like: “It’s the profession of my parent/s and I would
love to have the same.”, with a weighted mean of 2.54 and “The job is related with my parent/s
Table 9
Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course
Table 9 presents the summary on the extent to which the identified factors affect the
respondents’ course preferences during elementary level. A grand weighted mean of 3.99
suggests that students’ courses preferences during elementary level are ‘very affected’ by the
cognitive factors with a weighted mean of 4.25 which suggests that students’ course preferences
during the elementary level are very much affected by the cognitive factors. It could then be
51
inferred that students at this level are more likely to prefer courses that are within their personal
interest. Compared with social factor, cognitive factor is revealed here to have been highly
affecting students’ decision. This finding is consistent with the idea of Gottfredson as cited in the
year 2004, that the first distinction that young children draw among jobs involves their most
On the other hand, social factors with a 3.72 weighted mean connotes that some students
are in some ways found to be very affected by many social agents. This could also imply that
students at this level tends to choose the course because of family and relative-related factors and
as well as by significant others. They have preferred courses by the influence of people that
surrounds them. A child can be greatly influenced by the family’s deep grained prejudice on
courses (Santamaria, 2008), family’s situation or status and by the other significant people that
Table 10
52
The Extent to which the Respondents Reported Cognitive Factors are Influential to their Course
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
53
Table 10 shows the reports of the students as to what extent are they being affected by the
indicators used under cognitive factors in their course preferences during the junior high school
level. Students claimed that their course choice during junior high school level is ‘very much
affected’ by the following indicators; “The course sounds highly professional and cool by its
name.”, with a weighted mean of 4.68;“I love imagining myself doing the job.”, with a
weighted mean of 4.64; “I just find it interesting.”, with a weighted mean of 4.60; “The course
is nice and has given me a nice impression.”, with a weighted mean of 4.63; “I’m mentally
capable of what is required in the course.”, with a weighted mean of 4.42; “The job offers high
salary.” with a weighted mean of 4.29 and “I believe that I’m intellectually capable with it.”,
with a weighted mean of 4.21. Moreover a qualitative description of ‘very affected’ is reflected
on the following statement indicators; “I excel in the subjects that are related to the course”,
with weighted mean of 3.90 and “I feel confident about my ability to do well”, with weighted
mean of 4.14and “I’m confident that I will have an outstanding performance here.” with
weighted mean of 4.16. An overall weighted mean of 4.37 suggests that students’ course
preferences during junior high school level are very much affected by cognitive factors.
Table 11
The Extent to which the Respondents Reported Social Factors are Influential to their Course
54
3. I got moral support 4.08 Very Affected
from my family or
relative.
4. Someone else had 4.10 Very Affected
given me moral
support.
5. It is the decision of my 3.06 Affected
family or relative.
6. Apart from my family, 3.63 Very Affected
someone else had
prompted me to take
up the course.
7. I got financial support 3.11 Affected
from my family.
8. I got financial support 3.55 Very Affected
from someone else.
9. I’m thinking about my 3.37 Affected
parents’ occupation.
10. I’m expected to follow 3.88 Very Affected
my parents’ footsteps.
OVERALL WEIGHTED 3.70 Very Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 11 reveals the reports of the students as to what extent are they being affected by
the indicators used under social factors in their course preferences during the junior high school
level. Students claimed that their course choice during this level is ‘very much affected’ by the
statement-indicator “Someone else had motivated me to take up the course” and is being justified
by its weighted mean of 4.21. ‘Very Affected’ qualitative description is being reflected on most
statement-indicators like: “I was inspired by my family or relative to take up the course.”, with a
weighted mean of 4.03; “I got moral support from my family or relative.”, with a weighted
mean of 4.08; “Someone else had given me moral support.”, with a weighted mean of 4.10;
55
“Apart from my family, someone else had prompted me to take up the course.”, with a weighted
mean of 3.63; “I got financial support from someone else.” with a weighted mean of 3.55 and
“I’m expected to follow my parents’ footsteps.”, with a weighted mean of 3.88. Moreover,
students claimed that their choice is also ‘affected’ by the following statement-indicator: “It is
the decision of my family or relative.” with a weighted mean of 3.06; “I got financial support
from my family.” with a weighted mean of 3.11 and “I’m thinking about my parents’
A 3.70 overall weighted mean suggest a qualitative description of ‘very affected’ this
means that students’ college course choices are very affected by the social factors during the
Table 12
The Extent to which the Respondents Reported Environmental Factors are Influential to their
56
employed so soon after
I graduate.
6. I had a work 3.42 Very Affected
experience related to
the course.
7. I’m limited to such 3.78 Very Affected
preference by the kind
of industry we have in
our locality.
8. I feel the prospect of 3.92 Very Affected
landing a job near in
my residency.
9. Many schools and 3.83 Very Affected
Universities near our
locality are offering
the course.
10. I see many offices and 3.50 Very Affected
companies offering job
opportunities related to
the course.
OVERALL WEIGHTED 3.72 Very Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 12 shows the reports of the students as to what extent are they being affected by the
indicators used under environmental factors in their course preferences during the junior high
school level. Students claimed that their course choice during this level is ‘very much affected’
by the statement-indicator “The job is highly in demand right now and it would mean better
chances.” with 4.27 as its weighted mean. The ‘Very Affected’ qualitative description is being
reflected on most statement-indicators like : “The school I’m in had offered me training related
to such course.”, with a weighted mean of 3.95; “The course is readily available in the
Universities in our locality.”, with a weighted mean of 4.16; “I had a work experience related to
57
the course.”, with a weighted mean of 3.42; “I’m limited to such preference by the kind of
industry we have in our locality.”, with a weighted mean of 3.78; “I feel the prospect of landing
a job near in my residency.”, with a weighted mean of 3.92; “Many schools and Universities
near our locality are offering the course.” with a weighted mean of 3.83 and “I see many offices
and companies offering job opportunities related to the course.” with a weighted mean of 3.50
Moreover, students claimed that their choice is also ‘affected’ by the statement-indicators “It is
what I commonly see in our locality.” and “I’m assured of getting employed so soon after I
graduate”, the weighted means of the mentioned indicators are 3.27 and 3.11 respectively.
A 3.72 overall weighted mean suggest a qualitative description of ‘very affected’ this
means that students’ college course choices are very affected by the environmental factors during
Table 13
Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course
Table 13 presents the summary on the extent to which the identified factors affect the
respondents’ course preferences during the junior high school level. A grand weighted mean of
3.93 also suggests that students’ courses preferences in this level are ‘very affected’ by the three
identified factors.
58
In cognitive factors, a 4.37 overall weighted mean suggests that in broader sense,
students’ course preferences during Junior High School level are ‘very much affected’ by the
reference factor, which includes their mere interest on courses, their idea on the courses’ good
compensation as well as their academic capabilities required on courses. The career choice that
young adults make is embedded in their perceptions of the "ideal job" and their career decision-
making maturity.
In addition, students are also found to be very affected by social factors justified by
its weighted mean of 3.70. The results could be due to the growing number of socializing agents
that surrounds the students in this level. Through constant socialization, meeting with friends,
and daily encounter with teachers in the class, they tend to let others influence their personal
decisions regarding college courses. Natalie (2006) also said that through the interaction of the
young adults with the context of school and community, they learn about and explore careers
qualitative description of ‘very affected’ this means that students’ college course choices are
very affected by the environmental factors during the Junior High School Level. This is
probably because Junior High School students are starting to develop in them a character of
being practical in their decision regarding college course choices. Regardless of whether the
students like the course or not, when they are being exposed and subjected to an experience
coherent to a certain course, they are more likely to develop an interest and readiness to it. Work
internships and work experiences provide the students the chance to explore while also providing
valuable experiences along the way; are considered factors that enrich students’ potential career
59
Table 14
The Extent to which the Respondents Reported Cognitive Factors are Influential to their Course
60
will have an
outstanding
performance here.
8. I’m mentally capable 4.13 Very Affected
of what is required in
the course.
9. I feel confident about 4.06 Very Affected
my ability to do well in
the course.
10. I believe that I’m 3.83 Very Affected
intellectually satisfied
with it.
OVERALL WEIGHTED 4.24 Very Much Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 14 shows the reports of the students as to what extent they are being affected by the
indicators used under cognitive factors in their course preferences during the senior high school
level. Students claimed that their course choice during senior high school level is still ‘very
much affected’ by the following statement-indicators: “The courses sounds highly professional
and cool by its name.”, with a weighted mean of 4.58; “I love imagining myself doing the job.”,
with a weighted mean of 4.59; “I just find it interesting.”, with a weighted mean of 4.52; and
“The course is nice and has given me a nice impression.”, with a weighted mean of 4.51.
indicators: “I’m thinking about practicality”, with a weighted mean of 4.06 ; “The job offers
high salary”, with a weighted mean of 4.15; “I’m confident that I will have an outstanding
performance here”, with a weighted mean of 3.97; “I’m mentally capable of what is required in
61
the course”, with a weighted mean of 4.13; “I feel confident with my ability to do well in the
field”, with a weighted mean of 4.06; and “I know I am intellectually capable or sufficient with
The overall weighted mean of 4.24 for the cognitive factors with a qualitative description
of ‘very much affected’ entails that students’ course preferences during senior high school are
Table 15
The Extent to which the Respondents Reported Social Factors are Influential to their Course
62
6. Apart from my family, 3.56 Very Affected
someone else had
prompted me to take
up the course.
7. Most of my family and 3.56 Very Affected
relatives are in line
with such course.
8. I got financial support 3.31 Affected
from my family.
9. I got financial support 3.65 Very Affected
from someone else.
10. I’m considering the 2.27 Affected
expenses of the other
member of the family.
OVERALL WEIGHTED 3.60 Very Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 15 reveals the reports of the students as to what extent they are being affected by
the indicators used under social factors in their course preferences during the senior high school
like: “I was inspired by my family or relative to take up the course.”, with a weighted mean of
3.99; “Someone else had motivated me to take up the course.”, with a weighted mean of 4.20;
“I got moral support from my family or relative.”, with a weighted mean of 4.08; “Someone
else had given me moral support.”, with a weighted mean of 4.04; “Apart from my family,
someone else had prompted me to take up the course.”, with a weighted mean of 3.56; “Most
of my family and relatives are in line with such course.”, with a weighted mean of 3.56; and
“I got financial support from someone else.”, with a weighted mean of 3.65. Moreover,
63
students claimed that their choice is also ‘affected’ by the following statement-indicators: “It is
the decision of my family or relative.”, with a weighted mean of 2.98; “I got financial support
from my family.” with a weighted mean of 3.31; and “I’m considering the expenses of the other
With 3.60 as the overall weighted mean which is qualitatively described as ‘very
affected’, the respondents therefore in this level are also in a way influenced by social factors.
Table 16
The Extent to which the Respondents Reported Environmental Factors are Influential to their
Course Preferences during Senior High School Level
SENIOR HIGH SCHOOL LEVEL
ENVIRONMENTAL WEIGHTED MEAN QUALITATIVE
FACTORS DESCRIPTION
1. The job is highly in 4.24 Very Much Affected
demand right now and
it would mean better
chances.
2. The school I’m in had 3.89 Very Affected
offered me training
related to such course.
3. The course is readily 4.18 Very Affected
available in the
Universities in our
locality.
4. I had a work 3.46 Very Affected
experience related to
the course.
5. I’m limited to such 3.73 Very Affected
preference by the kind
64
of industry we have in
our locality.
6. I feel the prospect of 3.11 Affected
landing a job near in
my residency.
7. Many schools and 3.21 Affected
Universities near in
our locality offering
the course.
8. I see many offices and 3.49 Very Affected
companies offering job
opportunities related to
the course.
9. I am assured of getting 3.70 Very Affected
employed so soon after
I graduate in that
course.
10. I am limited to a career 3.84 Very Affected
choice by what is
schooling in my area.
OVERALL WEIGHTED 3.68 Very Affected
MEAN
LEGEND:
4.21-5.00 Very Much Affected
3.41-4.20 Very Affected
2.61-3.40 Affected
1.81-2.60 Moderately Affected
1.00-1.80 Unaffected
Table 16 reveals the reports of the students as to what extent are they being affected by
the indicators used under social factors in their course preferences during the senior high school
like: “I was inspired by my family or relative to take up the course.”, with a weighted mean of
3.99; “Someone else had motivated me to take up the course.”, with a weighted mean of 4.20;
“I got moral support from my family or relative.”, with a weighted mean of 4.08; “Someone
else had given me moral support.”, with a weighted mean of 4.04; “Apart from my family,
someone else had prompted me to take up the course.”, with a weighted mean of 3.56; “Most
65
of my family and relatives are in line with such course.”, with a weighted mean of 3.56; and
“I got financial support from someone else.”, with a weighted mean of 3.65. Moreover,
students claimed that their choice is also ‘affected’ by the following statement-indicators: “It is
the decision of my family or relative.”, with a weighted mean of 2.98; “I got financial support
from my family.” with a weighted mean of 3.31; and “I’m considering the expenses of the other
A 3.68 overall weighted mean suggest a qualitative description of ‘very affected’ this
means that students’ college course choices are very affected by the environmental factors during
Table 17
Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course
Table 17 presents the summary on the extent to which the identified factors affect the
respondents’ course preferences during the senior high school level. A grand weighted mean of
3.84 also suggests that students’ courses preferences in this level are ‘very affected’ by the three
identified factors.
66
Cognitive factors’ overall weighted mean of 4.24 suggests a qualitative description of
‘very much affected’ which connotes that students in this level have more tendencies to prefer
courses which sounds highly professional and cool by its name, a reflection of their talents,
skills, capabilities and interest. This is comparable to the finding of Begg (2008) that among
other students, some build up their career decisions based on their academic abilities and other
capabilities, while others choose to follow areas that their educational courses have opened for
them as well as the thought that the course could give them good compensation (Mc Glynn,
2007).
Moreover, social factors with a 3.60 overall weighted mean which has a qualitative
description of ‘very affected’, the respondents therefore in this level are also in a way influenced
by social factors. It indicates that during the senior high school level, inspirations, motivations,
role-model and support from social beings around the students such as their family (Thao, 2009
& Leong, 2004), relatives, teachers and the significant others shape and affect their decisions on
qualitative description of ‘very affected’, which entails that during the senior high school level,
students pay much consideration on the courses’ employability. They tend to prefer courses
which are economically in demand. More so, students are also more likely to narrow their
choices based on acquired work and training experiences offered especially by the school and
training grounds (Berni, 2001). The availability of courses in the universities near their locality
Table 18
67
Classifications of Students’ Preferred Courses
EDUCA Business Arts Education Engineering Science Total
TIONAL f % f % f % F % f % f %
LEVELS
Junior
54 20.53 10 3.80 70 26.62 37 14.07 92 34.98 263 100
High
Senior
58 22.05 18 6.85 57 21.67 39 14.83 91 34.60 263 100
High
elementary years in which 45.63% or 120 of the respondents preferred the course. Ninety-three
(93) out of 263 or 35.36% of the respondents prefer Science-related, 31 out of 263 or 11.79% of
them prefer Business-related, while 10 out of 263 or 3.80% of the respondents prefer Arts-related
courses during elementary. Engineering-related courses were the least preferred by students
On the junior high school, Science-related courses are the most dominant courses
preferred by students with 92 out of 263 or 34.98% of the distribution. Seventy (70) out of 263 or
26.62% of them prefer Education-related courses, while 54/263 or 20.53% of the respondents
prefer Business-related courses and 37/263 or 14.07% of them prefer Engineering courses.
However, the least preferred courses in this level are the arts-related courses which comprises the
Similarly, in the senior high school level 91 over 263 or 34.60% of the respondents
preferred science-related courses and it comprises the majority, followed by the Business-related
courses with 58/263 or 22.05% of the respondents. Fifty-seven (57) out of 263 or 21.67% of the
68
respondents prefer Education-related courses, 39/263 or 14.83% of the respondents prefer
Engineering courses. The least preferred courses of students in this level are the arts-related
The course preferences of students is observed to have followed a trend, that as students
mature they tend to prefer engineering-related and business- related courses as reflected in the
significant decrease of the number of respondents who preferred education-related courses in the
table above. Conversely, there is a significant increase of the respondents who preferred
engineering-related and business- related courses. This could be because as the students mature
they gain more knowledge on other existing courses apart from what they have known when they
were young in which they have limited knowledge but were more engaged with their teachers
only. Teachers might have influenced their preferred courses as they have high regard to this
profession. But as they mature, their knowledge are widen on other existing courses which are
brought by their growing experiences and exposure to the real societal scenario. This time, the
respondents are likely to consider other factors in choosing their courses such as the practicality,
This result is comparable of the study of Pascual (2016), that students go with the trend
on what they think is a good course more than what is economically feasible through which one
can land jobs in the future like agriculture-related courses and technical-related courses.
6 Percentage distribution of the respondents whose course preference changed and did not
changed
69
Figure 4. Percentage of students whose course preferences changed and unchanged from
Figure 4 shows that 67.69% of the student-respondents changed their course preferences
from elementary level to junior high school level, while the course preferences of the remaining
The result implies that factors greatly affect students’ choice along the way and have the
possibility to change over time and that would direct them to change their course preferences
along with their daily experiences as they continue to step up to a higher grade level.
70
Figure 5. Percentage of students whose course preferences changed and did not changed from
Figure 5 shows that 52.02% of the student-respondents changed their course preferences
form junior high school level to senior high school level, while the course preferences of the
The results implies that due to many factors, students’ perception on courses has always
the tendency to change, and this would gradually direct them to shift or alter their course
preferences over time and along with experiences especially as they step up to a higher grade
level.
high school and from junior high school to senior high school. The change on the students’
71
course preferences from elementary to junior high school has a computed percentage difference
of 15.67 %. This implies that at this level, students’ preferred courses are still unstable which
could also suggest that there is still a great possibility of change to occur along with time through
Moreover, from junior high school level to senior high school level, the percentage
difference on the changes on students’ course preferences dropped to 4.04%. This could be
probably because at this level, most students are expected to have grown mature enough to create
more stable decisions regarding college course choices with lesser impact and influence from
their environment, the social beings and the other possible factors that may affect the stability of
their decisions.
Therefore based on the results, the researchers’ assumption is further justified, that
4.7 Significant Relationship between the Profile and the Course Preference of the
Respondents
Table 19
Relationship between Students’ Demographic Profile and their Course Preferences during
Elementary Level
ANOVA
Degrees of
Freedom SS MS F Significance F
Regression 3 2.5919 0.8640 1.2201 0.3028
Residual 259 183.4005 0.7081
Total 262 185.9924
72
a) Independent Variables: Profile of the student-respondents (locality, mother’s
Table 19 shows the relationship of the students’ profile and their course preferences
during the elementary level. Based on the ANOVA, there is no significant relationship between
the independent variables (profile of the student-respondents) and their elementary course
analysis of the variance model was not significant at alpha = 0.05 since the calculated P-value is
0.3028 which is greater than the significance level of 0.05 (0.3028> 0.05).
This implies that the students’ profile such as locality and parents’ educational
attainment could not predict their elementary course preferences. Thus, the place where a student
resides be it in rural or urban areas, it cannot affect their preferred courses during their
elementary years. Similarly, students’ course preference during the elementary level is not also
affected by the educational level that their parents have reached or have graduated. The results
therefore do not justify the assumptions of this study, yet accepts the null hypotheses.
Table 20
73
Attainment
Father’s 0.0452 0.0766 0.5902 0.5556 Accept Not Significant
Educational Ho
Attainment
Table 20 shows the results of the Multiple Regression Analysis for each independent
variable, the dependent variable which is the students’ elementary preferred course could not be
predicted significantly by the type of locality they are residing, mother’s educational attainment
and father’s educational attainment respectively. Thus, the following findings are presented
Table 20 reveals that the students’ type of locality is not significantly related to their
preferred course during the elementary level as indicated in the P-value of the type of locality
(0.2623) which is greater than the significance level of 0.05 (0.2623> 0.05).The data implies that
students’ preferred courses during their elementary level, are not affected by the place where
The table also presents that there is no significant relationship between the educational
attainment of the parents of the student-respondents as reflected by the P-value of the mother’s
educational attainment (0.4190), and father’s educational attainment (0.5556) which is greater
than compared to the significance level of 0.05 (0.4190> 0.05& 0.5556> 0.05). Thus, this
showcases that the preferred courses of children during elementary level will not be affected
74
whether their parents are only elementary graduate, have reached high school or have graduated
college.
Table 21
Relationship Between Students’ Profile and their Junior High School Course Preferences
ANOVA
Degrees of
Freedom SS MS F Significance F
Regression 3 3.0706 1.0235 1.2113 0.3061
Residual 259 218.8458 0.8450
Total 262 221.9163
b) Dependent Variable: Students’ course preferences during the junior high school
Table 21 shows the relationship of the students’ profile and their course preferences
during the junior high school level. Based on the ANOVA, there is no significant relationship
between the independent variables (profile of the student-respondents) and their course
analysis of the variance model was not significant at alpha = 0.05 since the calculated P-value is
1.2113 which is greater than the significance level of 0.05 (1.2113> 0.05).
This implies that the students’ profile such as locality and parents’ educational attainment
could not predict their junior high school course preferences. Thus, the place where a student
resides be it in rural or urban areas, it cannot affect their preferred courses during their junior
75
high school years. Similarly, students’ course preference during the junior high school level is
not also affected by the educational level that their parents have reached or have graduated. The
results therefore do not justify the assumptions of this study, and thus, accept the null
hypotheses.
Table 22
b) Dependent Variable: Students’ course preferences during the junior high school level
Table 22 shows the results of the Multiple Regression Analysis for each independent
variable, the dependent variable which is the students’ junior high school preferred course could
not be predicted significantly by the type of locality they are residing, mother’s educational
attainment and father’s educational attainment respectively. Thus, the following findings are
76
Table 22 reveals that the students’ type of locality is not significantly related to their
preferred course during the junior high school level as indicated in the P-value of the type of
locality (0.0765) which is greater than the significance level of 0.05 (0.0765> 0.05).The data
implies that students’ preferred courses during their junior high school level, are not affected by
The table also presents that there is no significant relationship between the educational
attainment of the parents of the student-respondents as reflected by the P-value of the mother’s
educational attainment (0.8526), and father’s educational attainment (0.8457) which is greater
than compared to the significance level of 0.05 (0.8526> 0.05& 0.8457> 0.05). Thus, this
showcases that the preferred courses of children during junior high school level will not be
affected whether their parents are only elementary graduate, have reached high school or have
graduated college.
Table 23
Relationship Between Students’ Profile and their Senior High School Course Preference
ANOVA
Degrees of SS MS F Significance F
Freedom
Regression 4 0.7823 0.1956 0.2600 0.9034
Residual 258 194.1150 0.7524
Total 262 194.8973
77
b) Dependent Variable: Students’ course preferences during the senior high school
Table 23 shows the relationship of the students’ profile and their course preferences
during the Senior High School level. Based on the ANOVA, there is no significant relationship
between the independent variables (profile of the student-respondents) and their course
analysis of the variance model was not significant at alpha = 0.05 since the calculated P-value is
0.9034 which is greater than the significance level of 0.05 (0.9034> 0.05).
This implies that the students’ profile such as locality, parents’ educational attainment
and age could not predict their senior high school course preferences. Thus, the place where a
student resides it can be in rural or urban areas, cannot affect their preferred courses during their
senior high school years. Similarly, students’ course preference during the Senior High School
level is not also affected by the educational level that their parents have reached or have
graduated and by the students’ age. The results, therefore, do not justify the assumptions of this
Table 24
78
Educational Ho
Attainment
Father’s -0.0034 0.0806 - 0.9662 Accept Not Significant
Educational 0.0424 Ho
Attainment
Age -0.0094 0.0583 - 0.8724 Accept Not Significant
0.1608 Ho
b) Dependent Variable: Students’ course preferences during the senior high school level
Table 24 shows the results of the Multiple Regression Analysis for each independent
variable, the dependent variable which is the students’ senior high school preferred course could
not be predicted significantly by the type of locality they are residing, mother’s educational
attainment, father’s educational attainment and age respectively. Thus, the following findings are
Table 24 reveals that the students’ type of locality is not significantly related to their
preferred course during the junior high school level as indicated in the P-value of the type of
locality (0.3310) which is greater than the significance level of 0.05 (0.3310> 0.05).The data
implies that students’ preferred courses during their senior high school level, are not affected by
The table also presents that there is no significant relationship between the educational
attainment of the parents of the student-respondents as reflected by the P-value of the mother’s
educational attainment (0.9102), and father’s educational attainment (0.9662) which is greater
compared to the significance level of 0.05 (0.9102> 0.05&0.9662> 0.05). Thus, this showcases
79
that the preferred courses of children during senior high school level will not be affected whether
their parents are only elementary graduate, have reached high school or have graduated college.
Students’ age is also found to have no significant relationship with the students’ course
preferences during the senior high school level as reflected by the P-value of the age (0.8724)
which is greater compared with the significance level of 0.05 (0.874> 0.05). Therefore, the data
implies that students’ age cannot significantly predict their choice of courses during the senior
The absence of significant relationship between students’ demographic profile and their
course preferences on all three educational level would lead to the acceptance of the first null
4.8 Significant Relationship between the Factors affecting the Course Preferences of the
Table 25
COMPUTED
VARIABLES DECISION INTERPRETATION
VALUE (x²)
COGNITIVE FACTOR VS. 19.381 REJECT Ho SIGNIFICANT
COURSE PREFERENCE
80
Table 25 shows that at level of significance = 0.05 and degrees of freedom (df) =8,
cognitive factors, with a computed value (x²) of 19.381 which is greater than the tabled value of
15.507 (19.381>15.507) means that cognitive factor is significantly related to students’ courses
preferences during the elementary level. This would therefore lead to the rejection of the null
hypothesis.
On the other hand, social factor, with a computed value (x²) of 11.768 is less than the
tabled value of 15.507 (11.768<15.507), suggests that social factor is not significantly related to
The possible reason of the significant relationship that lies between these two variables
includes the students’ level of maturity. During elementary level, students love to fantasize about
the job they see featured commonly on popular television dramas, and that would made them
think that it is going to be cool and great of they would become like those professionals they
commonly see.
These early impressions and perceptions on courses made by the students would likely be
recognized by them as their own interest. They tend to prefer courses basing from their personal
wants and likes. This suggests that in this level, students’ course preferences are prompted to
them by their childhood dreams and that they start developing interest on certain courses based
from what interests them the most. For this reason, they may not be enthusiastic about
considering other occupational options and setting realistic life-career goals. In summary, it is
during the elementary level or in the early stages of an individual’s life where cognitive factors
81
Thus, the result is consistent with Piaget’s Theory on Child’s Cognitive Development
(1936), where he asserted that children with ages ranging from 7-11 years old or in the concrete
operational stage, a child encounter the major turning point of his cognitive development,
because it marks the beginning of logical or operational thought. This means that child can work
things out internally (rather than physically trying things out in the real world).
Table 26
Chi-Square value of the significant Relationship between factors’ influencing students’ course
preferences and their preferred courses during Junior High School level
COMPUTED
VARIABLES DECISION INTERPRETATION
VALUE (x²)
COGNITIVE FACTOR VS. 8.786 ACCEPT Ho NOT SIGNIFICANT
COURSE PREFERENCE
82
Table 26 shows that at level of significance = 0.05 and degrees of freedom (df) =8,
cognitive factors, with a computed value (x²) of 8.786 which is less than the tabled value of
15.507 (8.786<15.507), means that cognitive factor is not significantly related to students’
courses preferences during the junior high school level. This would therefore lead to the
On the other hand, social factor with a computed value (x²) of 25.512 which is greater
than the tabled value of 15.507 (25.512>15.507), means that social factor is significantly related
to students’ courses preferences during the junior high school level. This would therefore lead to
the rejection of the null hypothesis. Additionally, on the environmental factor with a computed
value (x²) of 14.750 which is less than the tabled value of 15.507 ( 14.750<15.507), means that
environmental factor is not significantly related to students’ courses preferences during the
junior high school level, and this would then lead to the acceptance of the null hypothesis.
The finding further implies that it is in the later part of students’ elementary years
extending to the junior high school level, where social factors are highly influential to students’
preference of course. This shows that students during this level are not having an independent
decision when it comes to choosing their desired course in college. This could be due to the
growing number of socializing agents that surrounds them in that specific stage through
socialization, constant meeting with friends and peers, daily encounter with more teachers in the
school, as well as the presence of parents or guardians who make decisions for them especially
regarding course preferences in college. The presence of these social agents therefore greatly
impact in the decision-making of students in this specific stage of their life. They tend to seek
right courses for themselves through other peoples’ advices, role-model, motivation and social
83
support. This finding is an affirmation to the studies of Hines (1997) and Otto (1994), which
states that the primary and ultimate considerations of students in choosing courses or career are
the family and social related influences. Adolescents do perceive and understand the importance
of selecting a career and some of the potential obstacles to career achievement. Information
gathering by parents, peers and media about prevailing economic conditions begin to be
But the problem with using this factor as a basis for choosing courses is that students may
have a tendency to choose a misfit course with their ability and skills. In the long run, students
may find it difficult to find a job with his/her course, chosen out of motivations and decisions
made by the influence of other people to them. The possible course chosen that is not fitted to
students may otherwise lead to their inability to qualify to the competencies needed by
companies. This is because their ability is not suited with the course they have chosen out of
Table 27
Chi-Square value of the Significant Relationship between Factors’ Influencing Students’ Course
Preferences and their Preferred Courses during Senior High School level
COMPUTED
VARIABLES DECISION INTERPRETATION
VALUE (x²)
COGNITIVE FACTOR VS. 5.455 ACCEPT Ho NOT SIGNIFICANT
COURSE PREFERENCE
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* df=8, tabled value (x²)=15.507 at 0.05 significance level
Table 27 shows the results at level of significance = 0.05 and degrees of freedom (df) =8,
and tabled value =15.507. To check whether there is significant correlation between the variables
(factors affecting students’ course preferences and their course preferences during the senior high
school level) used in the study, tabled value = 15.507 is compared to the computed value of the
three identified factors. Cognitive factor, with a computed value (x²) of 5.455 which is less
than the tabled value of 15.507 (5.455<15.507), means that cognitive factor is not significantly
related to students’ courses preferences during the senior high school level. This would therefore
lead to the acceptance of the null hypothesis. On the other hand, social factor with a computed
value (x²) of 9.066 which is less than the tabled value of 15.507 (9.066<15.507), means that
social factor is not significantly related to students’ courses preferences during the senior high
school level. This would therefore lead to the acceptance of the null hypothesis.
less than the tabled value of 15.507 ( 8.689<15.507), means that environmental factor is not
significantly related to students’ courses preferences during the senior high school level, and this
The findings do not necessarily mean that senior high school students are not influenced
by the afore-mentioned factors at all. It nearly suggests that students in this level are more likely
becoming stable in terms of the course they wanted to take in college considering all the possible
factors like their personal interest, employability of the job, family and influences of social
agents that may eventually affect their decision-making. Unlike with the elementary and junior
high school level, there was no dominant factor that emerged as the most influential towards
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students’ course preferences in the senior high school. This could mean that in this level,
students encounter a fair combination impact of the three pre-identified factors and that none of
which had significantly influenced students’ decisions or had become dominant over the other
factors. Consequently, the findings could also mean that the student-respondents had various and
more distinct considerations inscribed in their responses on the factors that affect their course
preferences. Children’s view of jobs become more complex and nuanced as they become capable
Table 28
Some of the researchers’ suggested activities below are still actually being upheld and
conducted by the school. However, the researchers provided in the description of each activity
their suggested modification for the general objective of helping students attain satisfaction and
2. Discovering and
1. Career & TVET
SUGGESTED Enriching Potentials: 3. Testimonial talks on
Track Orientation
ACTIVITIES Student-focused Different Professions
activities
SPECIFIC To let students To help students to To help students be guided
OBJECTIVES magnify and widen discover their skills on what courses they are
their knowledge on and talents as well as planning to take up in college
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all possible courses the areas where they through real testimonies of
thus, allowing are can good at, that the professionals’
themselves to would gradually tell experiences and sharing. This
develop and clearly them of their possible will refine their conceptions
recognize their profession in the on courses to avoid them
interest on certain future. The goal is to from being misled by narrow
job or courses. This help students start and undefined information on
is also done to let the deciding on choosing certain courses. Additionally,
students explicitly courses which this adds their information
identify which reflects their own about the strategies and
T.V.E.T track they talents and techniques on how the
are taking up during capabilities. invited professionals
their Senior high weighed their thoughts about
school level that choosing that certain job
suits to them and thus, helping students on how
best relates their to consider the different
college course factors that may affect their
preferences. career decision-making.
This are orientations This activity focuses This course of action would
on different courses on recognizing invite various professionals
through Seminars in students’ talents, composed of speeches from
Schools which skills and capabilities persons of different
includes a through having professions. The speech will
comprehensive market fairs, debate, focus on what the course is
discussion on all class reporting and all about. The professionals
possible courses to even portrayals or are also invited to share their
be taken up in exposures on the experiences of doing the
College years by basic works of the duties done in the certain
inviting Resource different course. And they will also
Speakers on the professionals in a discuss on how do they come
DESCRIPTION
different way that they can be up with that choice of course.
Classifications on able to appreciate and This may include on how
students’ preferred recognize their skills they may consider the
courses. This in terms of different factors along the
program also entrepreneurship, process of determining a
includes orientations sound reasoning good career decision making.
on the different (lawyer), and
T.V.E.T track that teaching respectively,
may help students in as well as enriching
choosing field their endowed
related to their potentials in some
preferred course. other fields.
TIME FRAME Preferably would Preferably would Preferably would happen a
happen during the happen within the month before the On-the-Job
last months in Junior Academic year of Training (OJT) of Senior
High School Level. Senior High School High School level.
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Level.
Grade 10 Students, Senior High School Grade 12 Senior High School
PERSONS
Resource Speakers Students and teachers Students, professionals, and
INVOLVED
and teachers School Administration.
EXPECTED OUTCOME
Students will be able to achieve future career success and satisfaction by modifying their
educational plans to support their career goals, to evaluate and update their career planning
portfolios and to apply academic and employment readiness skills through this Proposed Course
selection guidance program. Moreover, students are expected to have the knowledge of various
career opportunities and priorities making them select the career which is suitable to his life
style, preference, family environment and scope for self-development.
CHAPTER V
This chapter presents the summary and findings; the conclusions arrived at based on the
SUMMARY
This study aimed at exploring factors influencing students’ course preferences during
elementary, junior high and senior high school level. It utilized Exploratory Sequential Mixed
Method Design. This design consists two phases: the Qualitative phase, followed by the
Quantitative phase. In the first phase, a Qualitative design was used through a historical study,
meanwhile in the second phase, a Quantitative design was used through a correlational non-
experimental study. The interview questionnaire and the researchers’ made instrument were the
88
main instruments used to gather the needed data. Frequency, percentage and chi-square were
Majority of the student-respondents are residing on rural areas. Most of them are 16 years
old and the common educational attainment of their parents is only up to the high school level.
while during Junior high School and Senior High School level most students prefer Science
related courses.
Students’ Reasons for Choosing Courses and the Identified Factors Influencing Students’
Course Preference
The students’ reasons for choosing specific courses runs through their personal interest,
family or relatives influences and other effects that are brought by their own environment. With
that, cognitive, environmental and social factors were identified to have been influencing
Extent of the identified factors affecting the decisions of the students in their preferred course
During elementary, students’ choice of course is very much affected with Cognitive
factors with the overall weighted mean of 4.25 while Social factors with overall weighted mean
of 3.72 affect students’ course preferences. During Junior high school level, Cognitive, Social
and Environmental factors have an overall weighted mean of 4.37, 3.70 and 3.72 respectively.
And with quantitative description of very much affected for Cognitive factor and very affected
for both social and environmental factor. Lastly, Senior high schools’ cognitive, social and
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environmental factors have an overall weighted mean of 4.24, 3.60 and 3.68 respectively with
quantitative description of very much affected for cognitive factor and very affected for both
Unchanged
The percentage distribution of the respondents whose course preferences changed from
elementary to junior high school is at 67.69% while from junior high school to senior high
school is at 52.02% .
Preferences
Demographic profile of the students is not significantly related to their course preferences
across the three levels (elementary, junior high school and senior high school level)
Significant Relationship between the Factors’ Influencing Students’ Preferred Course and
Among the elementary factors identified, only the cognitive factor has a significant
relationship with the students’ course preferences, while in Junior high school level, only the
Social factor with the students’ course preferences and lastly in Senior high school level, none on
the factors had a significant relationship with the students’ course preferences.
CONCLUSION
Based on the findings of the study, the following conclusions are hereby presented:
90
1.) As students mature, they are expected to have expounded their knowledge through
teachings and experiences, thus widening their idea in other existing courses apart from what
they have known when they were still young. What determines how students’ make career
choice is the history of their environment, personality, and opportunities which are created by
2.) This means that as students develop, their knowledge and understanding about the
world and the different phenomenon that is happening around them is already widened. It
follows that students’ may have more reasons and broader considerations before deciding on
3.) In the elementary level, students love to fantasize about their ideal job. Their course
preferences are prompted to them by their childhood dreams and that they start developing
interest on certain courses based from what interests them the most. For this reason, they may not
be enthusiastic about considering other occupational options and setting realistic life-career
goals.
4.) Along with age, students’ preferred course gets more complex and specific. Similarly,
the reasons that students consider before deciding on what course to take in college is also widen
5.) Young students’ preferred courses are still unstable which suggests that there is still
a great possibility of change to occur along with time through the individuals’ daily experiences.
Conversely, most students in their adolescence are expected to have grown mature enough to
create more stable decisions regarding college course choices with lesser impact and influence
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from their environment, the social beings and the other possible factors that may affect the
6.) Students’ age, type of locality, parents’ educational attainment doesn’t affect their
course preferences in all three considered educational level (elementary, junior high, and senior
7.) It is in the later part of students’ elementary years extending to the junior high school
level, where social factors are highly influential to students’ preference of course. This shows
that students during this level are not having an independent decision when it comes to choosing
their desired course in college. This could be due to the growing number of socializing agents
that surrounds them in that specific stage through socialization, constant meeting with friends
and peers, daily encounter with more teachers in the school, as well as the presence of parents or
guardians who make decisions for them especially regarding course preferences in college. They
tend to seek right courses for themselves through other peoples’ advices, role-model, motivation
8.)Students in the Senior high school level are more likely becoming stable in terms of
the course they wanted to take in college considering all the possible factors like their personal
interest, employability of the job, family and influences of social agents that may eventually
affect their decision-making. Since there was no dominant factor that emerged as the most
influential towards students’ course preferences in the senior high school, unlike with the
elementary and junior high school level, it could mean that in this level, students encounter a fair
combination impact of the three pre-identified factors making them more stable and decided on
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9.) Students’ career success can be best attained if the right course suited to their
personality, ability, and intellect serves as their guide in choosing the course they are to take in
college. Experiencing the career suited to students by following career enhancement guides,
plans and programs helps students make good decisions in what course to take in college. It is
important to help students understand the key factors they have to consider in choosing a course
like the economic importance and their interest on the course they would want to take at present
RECOMMENDATIONS
In the light of the results and findings of this study, the researchers would like to suggest
encouraged to aid in supervising the guidance program within the school. He has the direct
responsibility of arranging the schedules and should see to it that adequate student-records are
available for seminars and other activities recommended by the researchers for students future
career success and satisfaction. He is also encouraged to help students seek work to make proper
use of placement services of the school system and perform many other similar duties.
organized by the School Administrators to achieve future career success and satisfaction by
93
modifying their educational plans to support their career goals, to evaluate and update their
career planning portfolios and to apply academic and employment readiness skills through
programs such as work-based learning. It is also recommended that students would search on
different guidelines on selecting a course (e.g. A Guide to Uni Life: the one-stop guide to what
making play key roles in preparing students to successfully transition to the next level. Thus they
are encouraged to hold the primary responsibility of rearing their child’s decisions, and help in
the positive personality development of the students for and effective future career position.
To Teachers. Teachers are encouraged to guide the students’ decision making for the
next formal learning experiences in at least during classrooms encounter with the students.
Integrated subjects bearing career planning for students must be well emphasized for students’
future career success and satisfaction. They should also help students discover their abilities and
and requirements of occupation closely related to the subjects which they are teaching.
researchers’ proposed plan that would emphasize among students that education and career
planning form a life career perspective, with career development and planning encompassing
education, work and leisure. Thus helping students arrive at firm and good decision on what
94
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APPENDICES
APPENDIX A
Meta-Analysis
Proponents Theories
Lent, Brown and Hackett Social Cognitive Career Theory
Explains the development of career interest, career choice and
performance.
Donald Super (1954) Career Development Theory
Asserts that self-concept changes over time and develop through people’s
experiences.
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Borchert (2002) Found out that personality is the most influential when choosing a career.
Miyheon (2009) Said that students are more likely choosing the major career that they think
will fit their personality type.
Umbach (2009) Asserts that students who have an investigative personality are more likely
to major in science fields. Students with an artistic personality are more
likely to major in interdisciplinary fields. Students with an artistic personality
are more likely to major in social sciences.
Natalie (2006) Noted that young adults through interaction with the context of school and
community learn about and explore careers which ultimately lead to their
career choice.
Hewitt (2010) Stated that other students follow the career that their educational choices
have opened for them.
Pummel, Harwood, & Revealed that external influences that help in shaping the individuals’
Lavelle (2008) career choice are also influenced by significant others through social
support from peers.
Fizer (2013) Showed that 22% chose family as the most important factor influencing
their choice of major and 21% of the students choose a career that is
personally rewarding.
Bandura et.al, (2001) Suggested that educational attainment can influence the individual
undertaking the process.
Hewitt (2010) Especially with regards to family’s role model who gives students’ decision
making. Students may choose a career that their parents favour.
Taylor et. Al, (2008) Suggested that parental support and encouragement are important factors
that have been found to influence career selection. Children may choose
what their parents desire simply to please them.
Zody (2006) Said that student whose parents own and operate small business may want
or feel obligated to follow on their parents footsteps.
Begg et.al (2008) Noted that among other students, some build up their career decision and
many other factors. Some of them choose their preferred course based on
their Academic abilities.
Mcglynn (2007) States that most students nowadays, are concerned with the amount of
money they can earn.
Demi (2001) Noted that other factors that enrich students’ potential for career success
are work internships and work experiences which provides students the
chance to explore.
Borchert (2002) Found out that opportunity plays a significant role on students’ career
selection. It is a fact that career do not always synchronize with the ability
and opportunities.
Sprangler (2006) Stated that students have only developed acceptable concepts of career
patterns if occupational opportunities are present after high school
graduation.
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APPENDIX B
Locality: Age:
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
101
TRANSCRIPTIONS ON STUDENTS RESPONSES
RESPONDENT 1
Response: Ganahan ko ma teacher kay kasagaran man gud ang makita sa mga bata kay
teacher, ni go with the flow ra sad ko. ( I wanted to become a teacher because that is what I
commonly see, I just followed the flow)
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response:
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response:
102
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
RESPONDENT 2
Response: Accountancy
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
Response: Interest rajud nako, ganahan ko mutodlo then, ang Makita nako teacher, mao
nang teaching. (It is just my interest, I wanted to teach and I commonly see teachers, that is why
I chose teaching).
103
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Accountancy
Response: Sa una kay teacher nya nag-shift ko og accountancy kay naa man gud mga
teacher nga muingon nga lisod daw ang teaching kay ing-ani-ana, kapoy daw mao to ni-shift
kog accountancy then practicality pod. (Before preferred teaching but then I shifted to
accountancy because there are some teachers who are saying that teaching is a difficult pursuit
and tiresome. That is the reason why I changed my choice, for practicality’s sake as well).
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
RESPONDENT 3
Response: Education
Response: Oo (Yes)
104
a. During your elementary years;
Response: Nindot, then na-inspire ko sa akong teacher, ganahan sad ko mutudlo og mga
bata, magtindog sa front, ganahan ra jud ko……..ambot ngano basta ganahan ra jud ko. (It’s
nice, and I got inspired with our teacher, I also wanted to teach children, to stand in front….)
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
Response: Then pagka-Junior High School nako ang support sa akong family, ganahan
sad sila nga ma-teacher ko. (Then, when I turned Junior High School, I got the support from my
family, they also wanted me to become a teacher).
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
Response: Mao ra japon kay sa pagkakaron kay in-demand naman ang teachers kay K-
to-12 naman. (As of this time, teachers are in demand because of our new educational
curriculum).
105
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Akoang mga relatives, kay mostly teacher murag 10 kabuok then ang College
sad sa amo kay mostly ang gi-offer kay teaching. Bisag nay ubang nindut nga courses teaching
ra jud gihapon…… (Around ten of my relatives are teachers and colleges in our place offer
teaching. Although other courses are also good, I would still prefer teaching).
RESPONDENT 4
Response: Na-inspire ko sa akong tita kay Doctor man siya then ganahan sad ko mo-
explore. (I got inspired with my tita because she’s a doctor, and I also wanted to explore).
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
106
b.2 Why do you choose this course?
Response: Naa man gud koy na-inspiran na teacher sa una si M. Sheilo, mao to
giganahan sad ko og teaching. (I got inspired with Ms. Sheilo our teacher before, that is why I
wanted to teach as well).
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Hayahay man gud ang Army then dagko og sweldo ……ganahan man sad pud
ko magpusil-pusil.(Armies are being paid high, and I like firing).
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Ganahan sad ko mag-army kay naka-suway sad ko ma-CAT mao to...(I
wanted to pursue army because I had a training experience in out CAT).
RESPONDENT 5
107
Response: Yes, since kinder I already had that ambition in mind to become a teacher, I
could still remember whenever our teacher let us introduce ourselves, along with our ambitions
in life, I couldn’t remember uttering any other course other then education or simply becoming a
teacher. But that temporarily changed when I was in the Junior High Scool level, however I
came to realize againtaht I was really bound on teaching or merely I wanted to become a
teacher, and that’s until the present..
Response: Education
Response: During elementary, I realized and started loving the idea or notion of
becoming a teacher everytime I teach my brother how to write and read…………
a.3 Beside from what you have mention, what are the other factors that
influence you in choosing that course?
Response: Education
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
108
Response: Wala na. (None anymore)
Response: Education
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
RESPONDENT 6
Response: No
Response: Education
109
Response: Ganahan ko ma-teacher kay mao ran a ang ako nakit-an sa gawas..(I like to
become a teacher because that is what I usually see outside).
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Gusto nako mag-civil engineering, because of my grandfather ana sad siya
nga “Day, pag-ana day”. (I like to pursue Civil Engineering because of my grandfather, he is
also encouraging me to take up that course).
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Naa man sad ko’y interest ana pero gamay ra……Naa sad ko’y idea anang
Civil Engineering nya kanunay sad ko i-encourage ni lolo ana…(I also have liitle interest with it
and I also have and idea about civil engineering. I was also encouraged by my grandfather to
take up such).
Response: As of now, were are in a Technology driven world, that’s why I shifted to
IT……
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
110
RESPONDENT 7
Response: Architect
Response: No
Response: Nursing
Response: Because as what I have learned, this profession is nice according to our
neighbor who is also a nurse…….I also like to imitate her…
a.3 Beside from what you have mention, what are the other factors that
influence you in choosing that course?
Response: Nun
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
111
Response: Wala na. (none anymore)
Response: Architect
Response: Mao na akong gipangita sugod pa pagkabata nako….nya in line sad na siya
sa akong talent …..kay pagkabata nako kay hilig man gud ko magdrawing-drawing, unya i-
praise ko sa ako teacher…..that’s why didto pako nakabalo nga naa diay koy ability ana……
(That is what I was looking for since childhood because I used to draw and I got praises from my
teacher. There I realized that I have that kind of ability).
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
RESPONDENT 8
Response: Police
Response: No
Response: Education
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Response: Kay kasagaran sa teacher sa elementary, maayo sila mutudlo, mauna
ganahan ko pagkadako nako magteacher…(Because most of our grade school teachers, they are
good at teaching, that’s why I wanted to become a teacher when I grow up).
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Usa na ang ako Family, kayi-encourage ko nila nya permi sila muingon nga
“Day, sige day pagingon-ana day”.(My family are encouraging me, they usually tell me to
become like that someday).
Response: Police
Response: Pagkagrade-6 man gud nako naay niadto nga police, niadto sila sa amo
school, nagdonate sila og school supplies, unya naa ko’y naka-istorya nga us ka police unya
niana ko sa iya nga “Hala, nice lagi na imo pusil”........niana dayon siya nga “Ganahan ka
mag-pulis?”…..nya niana ko nga “Dili oy, ganahan man ko mag-teacher.” ….daghan man
dayon to siya og gi-share nako…….nya naa to silay mga presentation nya giganahan jud ko og
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
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Response: Daghan man gud, especially paggrade-11og grade-12 nga mga lesson nga
dapat i-elaborate nya i-relate sa real life, that’s why nibalik siya…….
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: I was influenced by our teacher, especially Mr. Bernard and Sir Ricky…
RESPONDENT 9
Response: Education
Response: Yes
Response: Education
Response: Ang ninang man gud nako kay teacher, inspired ko sa mga teacher labaw na
sa akong ninang og sa uban pang mga teacher nako…….
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Usa sad sa mga hinungdan kay ganahan ko makatabang sa mga sreet
children nga maka-eskwela…….wala man gd ko ka-eskwela sa proper age kay walay
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kwarta……that’s why kadtong mga street children na walay ika-bayad kay akong tabangan para
sila maka-eskwela…………..
Response: Education
Response: Inspired ko sa one of the teacher in SMS, specifically the one who is major in
Filipino kay ganahan ko niya kay but-an siya, kabalo mu-control sa klase og limitation og duol
ra akong dugo niya…..
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
Response: Akong parents kay gusto ko nga tudluan nako sila kay wala sila
makatungtong og Highschool and I want to prove to them that without them I can’t stand
alone……
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Ang ante sa akong second family kay eventhough we’re not relatives but gi-
treat ra japon ko niya as relative og labaw sa tanan ig-suon……bisan dili mi kaano-ano pero gi-
suporta-an ko niya og always siya nga mutabang nako……
RESPONDENT 10
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Locality: Rural Age: 17
Response: Chef
Response: No
Response: Nursing
Response: Kay sa health center nakakita ko og nurse nga ang ilang uniform kay formal
lantawon og na-impluwensyahan sad ko sa akong mga friends nga ganahan sila mag-nurse
a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Education
b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Chef
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c.2 Why do you choose this course?
c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?
Response: Pagka-BPP student nako nindut diay siya dayon ganahan nako muluto og
baked products……..
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Exploring the Factors Influencing Course Preferences of Grade 12
students at the Sisters of Mary School- Girlstown, Incorporated:
School Year 2016-2017
Good Day!
We are glad to inform you that you are one of our chosen respondents in the Quantitative
phase of our research which aims to explore the factors influencing course preference of the
Grade12 students during Elementary level, Junior High School level and Senior High School
level.
Your answers will significantly affect the result of our study. We are looking forward for your
honesty, sincerity and patience in answering this questionnaire.
Thank you!
PART 1: PROFILE
NAME:_____________________________________________ AGE:______________
LOCALITY:___________________________________________
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Below is a Five-point Likert scale that measures how the respondents are affected by
the different statements taken from the different factors identified. Please answer the following
statements by putting a check (∕ ) mark on the boxes that best describe your level of agreement
for each statement. Use the rating scale below.
ELEMENTARY LEVEL
DIRECTIONS: Write on the space provided below your preferred course during Elementary.
COURSE PREFERENCE:______________________________________________________
A. COGNITIVE FACTORS 5 4 3 2 1
10. I’m thinking that taking up the course could make me rich.
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B. SOCIAL FACTORS
DIRECTIONS: Write on the space provided below your preferred course during Junior High
School level.
COURSE PREFERENCE:______________________________________________________
A. COGNITIVE FACTORS 5 4 3 2 1
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6. The job offers high salary.
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8. I feel the prospect of landing a job near in my residency.
9. Many schools and Universities near in our locality offering
the course.
10. I see many offices and companies offering job opportunities
related to the course.
DIRECTIONS: Write on the space provided below your preferred course during Senior High
School Level.
COURSE PREFERENCE:______________________________________________________
A. COGNITIVE FACTORS 5 4 3 2 1
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4. Someone else had given me moral support.
APPENDIX C
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Sisters of Mary School-Girlstown, Incorporated
J.P. Rizal Street, Talisay City, Cebu
T.V.E Teacher
Miss:
We, Grade 12-A students, will be conducting an Exploratory Sequential Mixed Method Design
Research on “Factors affecting students’ career choice”. With this regards, we would humbly ask
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We are hoping for your affirmative response.
Respectfully yours,
JANINE CABALLES
Noted by:
III Teacher
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Approved by:
T.V.E Teacher
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June 10, 2016
School Principal
Sister:
We the Grade 12-A students, specifically, the Group 3, are asking your permission if we could
have our data gathering to our Grade 12 respondents in their available time. We are assuring you
that we will not go beyond the time schedules given. This is made in response to our research
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Thank you very much Sister!
Respectfully yours,
Aragao, Lean
Caballes, Janine
Nacion, Estefanie
Maghanoy,Sarah Jemima
Noted by:
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MRS. BELINDA A. BARON
III Teacher
Approved by:
School Principal
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ABOUT THE AUTHORS
Lean Aragao is a graduate of Balingan Elementary School. Currently, she is a Grade 12 Senior
High School student of the Sisters of Mary School- Girlstown, Inc. She belongs to the pilot
section and is presently the secretary of the said class. In fact, she was one of the authors of the
research entitled “Aversion to Mathematics of a Senior High School student of the Sisters of
Mary School-Girlstown, Incorporated: A Case Study” which was credited to the Best Case Study
in the National Competition of the Search for the Best Qualitative Research. In addition to her
achievements, Aragao is a proud Technical Drafting NCII Holder and an active Legionary
member.
EstefanieNacion is a proud graduate of Old Fabrica Elementary School. Way back in her
elementary years, she have garnered lots of awards including the title as being the Class
Valedictorian. At the present time, she was now a grade 12 section A student of the Sisters of
Mary School-Girlstown, Incorporated and a consistent honor student. She manifested a good
sense of leadership and in fact an active Helping Sister and a member of the schools’ Rondalla
Club. She was one of the authors of the Research entitles “Setbacks encountered in learning
Proposed Action Plan” which was awarded by the Administrative Research and Development
Center (ARDC) as the “Best Action Research “ and the overall “Best Qualitative Research “ on
the National Competition entitled the Search for the Best Qualitative Research.
Sharmaine Jade Silab graduated as the Class Valedictorian at Santa Clara Elementary School.
Currently, she is studying at the Sisters of Mary School-Girlstown, Inc. She is now a Grade 12
senior high school student and belongs to the pilot section of the said school. Silab is a high
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achieving student and in fact a consistent awardee. In line with her achievements, she got the
award as “Best in Technical Drafting NCII“. Afterall, she is an active and responsible CAT
Jean Kenneth Loquias as a graduate of Maria Central School accumulating some awards and a
marching band member as well as Girlscout member way back in her elementary years.
Currently, she is a grade 12-A Senior High School student of the Sisters of Mary School-
Girlstown, Inc. and a member of the Taekwondo Club particularly, a Taekwondo blue belter. She
had been a hardworking student in fact, last February 14, 2016, she successfully passed her
assessment in Bread and Pastry Production. In addition, last July 09, 2016 she received a
High School student of the Sisters of Mary School-Girlstown, Incorporated: A Case Study”, that
qualified as National Finalist in the search for the best Qualitative Research 2016 and fortunately
Janine Caballes graduated at Inayawan Elementary School with Honors and a Best Performer of
the Year. At present, she is studying at the Sisters of Mary School-Girlstown, Inc. and a Grade
12-A Senior High School student. She is an intelligent and a talented student as she is a
consistent honor student and a dancestroupe member. She has joined a lot of dance competitions
and concerts, in and out of the campus. She had been a striving student and a proud Technical
Drafting NCII Holder. In addition, she is a teacher's aide and a Vice-Mayor of the MAPEH
Paz Vien Felecia graduated at Tamarindo Elementary School as class valedictorian. At present,
she is studying at the Sisters of Mary School-Girlstown, Inc. as a Grade 12-A Senior High
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School student. She is a member of the schools’ Rondalla--a musical group (drummer), Aloysian
Fiable Press, Science club and was one of the authors of the Ethnographic Study entitled
“Introvert and Extrovert Behaviors in Saint Cecilia Family: An Ethnographic Research” which
was awarded by the Administrative Research and Development Center (ARDC) as the “Best
Ethnographic Research” on the National Competition entitled the Search for the Best Qualitative
outside the campus including journalism as she is the sportswriter in their school paper.
Participated in the schools' National Academic Competition 2012 and was the champion in
Scince individual category. She is also a Bookkeeping NCIII holder. Lastly, she was crowned as
the first ever Ms. SMS UN Ambassadress 2015 at the Sisters of Mary School-Girlstown, Inc. .
Sarah Jemima C. Maghanoy graduated at Naga Central Elementart School as With High
honors. At present she is now studying at the Sisters of Mary School Girlstown Inc., J.P. Rizal
St. Talisay City Cebu as a G12-A Senior student. She is a member of the schools’ dance troupe
member since grade 9, Science club and was one of the authors of the Ethnographic Study
entitled “Introvert and Extrovert Behaviors in Saint Cecilia Family: An Ethnographic Research”
which was awarded by the Administrative Research and Development Center (ARDC) as the
“Best Ethnographic Research” on the National Competition entitled the Search for the Best
outside the campus icluding Bible quiz bee. Participated in the schools' National Bible quiz Bee
Competition 2014 and was the champion in individual category. She is also a EPAS(Electronic
Product Assembly and Servicing)NC II and Mechatronics NCIII holder. Lastly, she was once a
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