Factors Influencing On Grade 12 Students Chosen Courses in Jagobiao National High School - Senior High School Department

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FACTORS INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN

JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL DEPARTMENT
Article in International Journal of Scientific and Research Publications (IJSRP) · January 2019

DOI: 10.29322/IJSRP.9.01.2019.p8555
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International Journal of Scientific and Research Publications, Volume 9, Issue 1, January 2019 421
ISSN 2250-3153
FACTORS INFLUENCING ON GRADE 12

STUDENTS’ CHOSEN COURSES IN JAGOBIAO
NATIONAL HIGH SCHOOL – SENIOR HIGH
SCHOOL DEPARTMENT
JV Jane G. Ouanoa, John Fritz Dela L. Torreb, Wenaly I. Japitanc, Jerald C. Monevad
* Department, Institute Name

** Department, Institute Name, if any
DOI: 10.29322/IJSRP.9.01.2019.p8555
http://dx.doi.org/10.29322/IJSRP.9.01.2019.p8555
Abstract- Making a career choice is a defining phase in every students’ life. Students have to consider several factors before arriving
at a decision. The purpose of this research was to see the factors which affect the choice of career among students. This study assessed
the influence identified factors such as decision-making and interest, peer influence, considerations about the institutions and future
job opportunities on the career decisions of 90 students in Jagobiao National High School. Data was collected through a survey
questionnaire – researchers used a chi-square as a research tool to formulate the collected data. The results show that the
considerations about the institutions as most significant, followed by decision-making and interest, peer influence and future job
opportunities.
.
Index Terms- : Career choice, decision-making and interest, peer influence, future job opportunities.
I. INTRODUCTION
Education is universally recognized as the answer to socio-economic problems of the world. Nations and individuals look up
to education to provide a cure for poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad government,
poor communication system, hunger and inadequate shelter among other things. Thus, every nation of the world aspires toward quality
of life and social status through good decision-making in selecting career choice especially students who are about to pursue in
college.
The word career has been a derivative of French and Latin origin. According to Ahmed, Sharif and Ahmad (2017), career
defined as the occupational, commercial or industrial activity that a person may adopt during his educational life or in some other part
or till his death. It also clarifies career as the application of a person’s cognition and capabilities, providing command over profession,
timely work expertise and a basis of developing and bettering business networks. Individuals chose career planning to pursue the
professional objectives, getting informed about upcoming opportunities, their results and their timely evaluations.
Hence, career selection is one of many important choices that students will make in determining future plans. It becomes one
of the biggest dilemma and challenge in any student’s life. It involves an interplay of many factors which are intricately intertwined. It
is not a straightforward task and involves a difficult process of decision making. This issue is not confined to one aspect only but is
universal in nature. For many students, choosing a college or a major is a vital decision determining their entire life plan, success, and
professional career. The factors affecting their choice such as the reputation of the college, location, cost, socioeconomic status,
student expectations, school size and many more might have different weight in the choice of a major. The right career choice for the
students entering into the professional education is critical having high impact on their professional life and future achievement. This
decision will therefore impart them throughout their lives.
It is therefore that choosing a career is an extremely important decision that impacts an individual’s entire future. Career
exploration is defined as the extent to which possible careers are researched and considered. Olaosebikan and Olusakin (2014) has
suggested that exploring career options before committing to a career increases future career success and satisfaction. Thus, variables
that influence career exploration in adolescents should be identified and acknowledged.
Consequently, career choice decision making is not an easy task, yet at one time or the other, individuals are faced with the
task of making choice in career, preparing for it, starting it and making progress in it. This choice point is undoubtedly the most
critical stage. This is because making a wrong career decision can make one’s happiness in life as this could result to career
maladjustment. Inappropriate career decision made may spell doom not only for the individual but also the entire society.
http://dx.doi.org/10.29322/IJSRP.9.01.2019.p8555 www.ijsrp.org
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Thus, one wrong decision can change the fate of an individual. It is difficult for everyone to make a decision regarding their
career. This individual action is manifested on a larger scale in the economic prosperity of a nation. Individuals who are misfits in
their workplace tend to be less productive and efficient, and therefore are unable to achieve their goals. Kazi and Akhlaq (2017), in
view of the foregoing, the need to equip our students with appropriate career decision skills becomes highly imperative through
general orientation, seminars into the world of work through the curriculum.
Above all discussions, the researchers have observed that most of the students are lacking of confidence in one’s abilities,
undecided and uncertain – unsure of their decisions in selecting courses in college having with them a variety of factors that affects
their choices. This prompted the researchers to conduct this study to investigate the factors that influence the students’ counselors,
parents, and universities in developing the career counseling and guidance programs for the students to facilitate them in making the
right career choice.
II. IDENTIFY, RESEARCH AND COLLECT IDEA

The choice of career is a delicate issue for students which requires caution and serious considerations –
factors affecting their choices. The kind of career the youths pursue can affect their lives in many ways. Hence,
the following studies revealed some of their factors affecting students’ decision in career selection.
Shumba and Naong (2012) found out that the family is a significant factor in determining children’s
career choice, the ability of the learner self to identify his preferred career choice, and teachers influence career
choice of their learners. These findings are consistent with the findings of other studies that have examined the
influences of each parent on the career choices of their sons or daughters and have found that mothers tend to
have more influence on the career decision and aspirations of their children than fathers.
Similarly Leppel, Williams and Waldauer (2001) revealed that parental education, family income, and
family head’s occupational status were found to be positively associated with offspring’s educational
achievement. Rababah (2016) family members and peers have an influence in the students’ choice of the major
including personal interests, gender, career opportunity and availability of jobs are some of the factors that
affect the students’ decision making in this matter.
Khoo, Ban, Neng, Hooi and Joan (2015) showed that college students and non-college students who
were involved in this study agreed that parents are the most influential or important person when choosing their
choice of college or university and course of study because parents perceive as their main source of finance and
normally seek advice from them due to the perception that parents have the relevant information or experience
with regards to higher education, and hence, parents are viewed as a credible source of advice.
In addition, Kaneez and Medha (2018) supported that parental influence have significant effect on the
career choice of their children. Al-Rfou (2013) explored that the parents have a significant influence on the
major selection, siblings and friends also consider important source to select the major, while teachers and
media are the least amongst the selected factors. Umar (2014) showed that although parents have influence on
the choice of career of their children so also other factors such as peer group, employer and relatives.
Identically, Dagang and de Mesa (2017) identified the results which point to the strong influence of
parents on their children choice of tertiary school. It is deeply rooted in the consciousness of the Filipino people
the respect for elders, hence the strong influence of parents on children decision. In a Filipino family children
are financially dependent on their parents, hence their submission to their parents decision, thus explaining the
moderate influence of others such as the peers, friends and relatives. Another factors were affordability of
tuition, followed by scholarship.
Ibrahim (2017) revealed that family members have the highest contributions in influencing students to
the profession of medical laboratory science due to the fact that family is usually who provided financial
supports to them. Eremie and Okwulehie (2018) indicated that factors such as environmental, opportunity and
personality can influence the choice of career among secondary school students. In terms of environmental
factors, it revealed that family, socioeconomic status and peer groups have significant influence of the students’
choice of career while in opportunity factors such as education and mentorship also had influence to the choice
of career as well as the personality factors such as the students’ interest, values and skills in choosing their
courses.
Hoai, Thi and Thanh (2016) in their study factors influencing students choice of accounting as a major
shows that social norm has a great influence on students choice of major including advice and orientation of
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acquaintances, friends, teachers, parents which had a significant influence on their decisions in the selection of
specific discipline. It also revealed some significant differences between average level of male and female
students through perceptions of input scores, major pressure and suitability for the people good at math, job
availability, average income and advancement opportunity.
In comparison, study of Kazi and Akhlaq (2017) an individual environment, talents, skills and academic
achievements exert an influence on career choice. Olaosebikan and Olusakin (2014) indicated that parental
influence will not have significant effect on adolescents’ career choice, and that perception of parental
occupational satisfaction will not have effect on career aspirations of adolescents based on the following
intervening variables such as sex, and type of school.
Moreover, Ming (2010) stated that college or university location can be a major factor for potential
students’ decision to apply and enroll. Some students maybe looking for a school close to their hometown or
place of work for convenience and accessibility. It is therefore concluded that location, academic programme
college reputation, educational facilities, cost, availability of financial aid, employment opportunities,
advertising are institutional factors that influence students’ college choice decision.
Malubay, Mercado and Macasaet (2015) noticed the primary factor affecting the decision of freshmen
students in taking up specified courses or programs is the economic factors that include economic stable wages
and in-demand jobs.
Uyar, Gungormus and Kuzey (2011) revealed that 12 factors affecting the decision of students including
career opportunities, interest in the subject, instructor, money, parents, enjoyment, previous experience, lifestyle
offered because of the career, challenge, prestige, usefulness in operating a business, and other students. It also
discover the top 5 reasons for choosing a major where: interest in a career associated with the major, good job
opportunities, abilities, a desire to run a business someday, and projected earnings in the related career. The
least selected reasons for choosing a major were the reputation of the major at the university, the perceived
quality of instruction, the parents’ influence, the amount and type of promotional information, and the influence
of friends. Utilized factor analysis and determined the following seven main factors in deciding career choice:
high earnings expectations, career expectations, job experience, knowledge and ability, family environment,
social status, and education environment.
Interest in the subject, guaranteed employment, and expected earnings after graduation are the most
influential factors for college major choice (Malgwi, Howe and Burnaby, 2005; Yazici and Yazici, 2010)
Ahmed, Sharif and Ahmad (2017) which revealed that interest in subject has strong and positive
relationship while ease in grades, financial outcomes, and future job opportunities had minor impact on
students’ decision for particular field and subject. It was also stated that the career choice of the students was
also influenced by the level of their social status, financial resources, affordability and future employability.
Edwards and Quinter (2011) showed that Religion was also mentioned as one of the factors that
influenced students’ career choices. For those with religious commitment, faith plays a critical role in important
life decision such as career choice.
Okiror and Otabong (2015) revealed that students’ choices were base on their perceived availability of
career and scholarship opportunities in a given department and the grade point averages marks earned by the
student at the time selecting the options.
Sabir, Ahmad, Sharif and Ahmad (2013) revealed that students rank university reputation, interest in
subject and employment prospectus as the most important determinants, whereas, the factor of course being
easy and career guidance from schools the least important factors in choosing course.
Malgwi, Howe and Burnaby (2005) revealed that the most influential factor overall was interest in the
subject followed by the potential for career advancement and the major’s potential job opportunities. Pascual
(2014) showed that the students’ first consideration in choosing a course in college is the availability of possible
work.
Kusumawati (2013) presented one of the important factors that influenced Indonesian students’
perceptions of their university choice process was total expenses (cost). It was stated that students took into
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consideration cost and affordability which made them a rational decision by considering their social economic
factor before making a choice, which is consistent with economic models of choice.
Su, Chang, Wu and Liao (2016) showed that students’ career decision-making is most deeply affected
by “personal factor”, next are “group factor” and “career exploration factor”, and “school factor” has lowest
affecting level to them. Students of large-sized schools with taking household affairs courses who will be easily
affected by personal factor of career decision-making.
Olamide and Oluwaiye (2013) observed that while students aim at such prestigious occupations when
still in secondary school, it has not been possible for many to achieve their aims for one reason or the other.
Such reasons often include among others; poor academic performance, poor choice of subjects for the school
certificate examination, lack of financial support to pursue their education which makes it impossible for such
boys and girls to get their required training that would qualify them for the jobs of their choice.
Ferrer and Dela Cruz (2017) revealed the significant correlations of the students’ performance in
Science, Mathematics and English which were found consistent from NCAE to Grades 10 and 11 is indicative
of: (1) a proper career assessment conducted that guide the learners in choosing the academic track where they
have better aptitude or potential; (2) a sensible screening criteria set in selecting students to be admitted in the
STEM track ; and (3) an evidence of quantified judgments on the learners’ academic achievements per grade
level as a product of the design of the spiral curriculum.
Sidin, Hussin and Soon (2003) revealed the five factors, explaining 61% of the total variance were
identified. Factors were named ‘Personal’, ‘Academic Quality and Facilities’, ‘Factors’, ‘Campus’,
‘Socialization’, and ‘Financial aid and procedures. A ranking of means revealed that friends and schoolmates,
parents and relatives were some of the sources of influence on students’ college choice decision making.
Gender and ethnicity are proven not likely to affect students' college choice decision while the income of the
student's immediate family is likely to affect the college choice decision in terms of public-private institutions.
Thus, factors such as facilities, procedures and policies and entry requirements are some of the significant
factors influencing college choice.
Agarwla (2008) disclosed the means and standard deviations of the factors that influenced the career
choice of Management students in India for the total sample and by gender. Management students from India
rated their “skills, competencies, and abilities” as the most important career choice influencing factor, followed
by “education and training” and “financial rewards in this career”. In terms of gender showed that male and
female Indian management students differed in the factors they rated as the most important in influencing their
career choice. For male students rated “financial rewards in this career” as the most important factor in their
career choice decision followed by “Quality of life associated with this career” and “skills, competencies, and
abilities” while female students, “skills, competencies, and abilities” and “education and training” were the
most important factors.
Soria and Stebleton (2013) studied the relationships between students’ intrinsic and extrinsic
motivations with choosing a major, satisfaction with educational experience, and sense of belonging. Internal
extrinsic motivations positively associated with satisfaction include students’ motivation to choose a major
because the selected option allows time for other activities, prepares students for a fulfilling career, prepares
students for graduate/ professional school, and provides international opportunities. One internal extrinsic
motivation— choosing a major because it complements students’ desire to study abroad—was negatively
associated with students’ satisfaction. Additionally, students who had external extrinsic motivations for
choosing a major—because of denial of their first choice of college major, easy requirements, and parental
desires for choice of major—are negatively associated with students’ satisfaction. All internal extrinsic
motivations for selecting a major are positively related to sense of belonging, except for choosing a major
because it leads to a high paying job, which is negatively associated with students’ sense of belonging.
Therefore, students choose their course in college based on their perceive exits. Students choose their
courses in relation to how productive a course is and if it needed in the industry. High paying jobs too are also
considered as a factor in choosing courses. On the contrary, students also have a misconception bout the
professions due to lack of information – it prevents from choosing them.
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III. WRITE DOWN YOUR STUDIES AND FINDINGS

Table 1.
Level of Students’ Decision-Making and Interest
Indicators Weighted Mean Interpretation
1. I consider my desire of doing things 4.03 Strongly Agree
2. I look my ability such as knowledge and skills 4.12 Strongly Agree
3. I choose a course based on what I feel about it 4.09 Strongly Agree
4. I decide based on my preferences for instance, family background 3.84 Agree
5. I prefer things to do what I like the most 4.12 Strongly Agree
6. I expect my potential in looking for a job 3.81 Agree
7. I am focused based on my interest 3.84 Agree
8. It is my passion that helps me to pursue the course or career to take 4.03 Strongly Agree
9. I rely on my abilities 3.81 Agree
10. I depend based on self0testing 3.90 Agree
Overall Weighted Mean 3.96 Agree
Legend. Strongly Agree (4.09-5.00), Agree (3.26-4.00), Neutral (2.51-3.25), Disagree (1.76-2.50), Strongly Disagree (1.00-1.75)
N=90
Table 1 shows above the weighted mean of the level of influence in choosing courses in terms of decision-making and
interest of graduating students. For the content, the statement “I look my ability such as knowledge and skills” and “I prefer things to
do what I like” got the highest weighted mean of both 4.12 wherein, it is interpreted as strongly agree – it indicates that the learners
depend on their knowledge, skills and what they are like to the most the prefer. For the statements “I choose a course based on what I
feel about it,” “I consider my desire of doing things,” “It is my passion that helps me to pursue the course or career to take” got a
weighted mean of 4.09 for the first statement and 4.03 for the second and the third statement which interpreted as strongly agree – it
implies that the learners will consider their desire, what they feel about a course and passion to pursue in tertiary level.
For the statement “I depend based on self-testing” has a weighted mean of 3.90 and interpreted as agree – it explains that
students’ decision in choosing courses will depend on self-testing, they want to explore more. For another statement “I am focused
based on my interest,” “I decide based on my preferences for instance, family background” got a weighted mean of both 3.84 were it
interpreted as agree which means that they also based of their preferences and interest in making decision in choosing courses. For the
last statements “I expect my potential in looking for a job,” “I rely based on my abilities” have a weighted mean of 3.81 interpreted as
agree – it indicates that the graduating students make decisions based from their abilities and the potential in looking for a job. Lastly,
the overall weighted mean of the level of influence in terms of decision-making and interest is 3.96 – it signifies that graduating
students agree to explore their decision making process.
Table 2.
Level of Students’ Peer Influence
1. My peers inspire me to choose what I like to take 3.47 Agree
2. My peers encourage me to do things to achieve my goals 3.77 Agree
3. My peers’ advice to learn more about what I like to choose to do 3.60 Agree
4. My peers’ informal talk leads me of what I should plan to choose 3.41 Agree
5. I prefer to my peer group in selecting a course 3.13 Neutral
N=90
Table 2 shows the weighted mean of the level of influence in choosing courses in terms of peer influence of graduating
students. Graduating learners perceived that they agree that they are accompanied by their peers in making a decision in their courses
because their peer helps, give an advice or and encourage them to achieve their course. Overall, the graduating learners agree that they
need peers because it will help them to enhance their capacity as a person in order to have an idea and to decide easily.
Table 3.
Level of Students’ Considerations about the Institution
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1. I consider on a distance of travel from the house to school and home 3.56 Agree
2. I believe the stories of my acquaintances about the school 3.53 Agree
3. I learn the affordable tuition of the university in college institution 3.58 Agree
4. I rely on a scholarship grants 3.64 Agree
5. I look forward to fulfilling the job demands after studies, graduation or completion 3.92 Agree
6. I look for a low tuition fee in college or university 3.93 Agree
7. I consider on the location of the university 3.90 Agree
8. I am attracted the facilities and amenities in looking for a job 3.69 Agree
N=90
Table 3 shows the weighted mean of the level of influence in choosing courses in terms of considerations about the institution
of graduating students. “I look for a low tuition fee in college or university” this statement got the highest weight mean with the total
of 3.93 interpreted as agree it indicates that one of the factors in choosing courses is to look for a lot tuition fee. For the statements “I
look forward to fulfilling the job demands after studies, graduation or completion,” “I consider on the location of the university,” Ï am
attracted to facilities and amenities in looking for a job” and “I rely on a scholarship grants,” “I learn the affordable tuition of the
university in college institution” and “I consider on a distance of travel from the house to school and back” have a weighted mean of
3.92, 3.90, 3.69, 3.64, 3.58 and 3.56 respectively which means that they choose their courses based on job demands, considering their
location, the facilities amenities in looking for a job and even in scholarship grants. Overall, the graduating learners agreed that
consideration about the institutions really affects in choosing courses.
Table 4.
Level of Students’ Future Job Opportunities
1. I find the course I choose convenient in looking for a job in the future 3.97 Agree
2. I can expect for the good salary 3.93 Agree
3. I prefer for the stability status for the job 3.89 Agree
4. I favor the tenureship of the job 3.74 Agree
5. I expect the availability of the job that suits me 3.92 Agree
N=90
Table 4 shows the weighted mean of the level of influence in choosing courses in terms of future job opportunities. “I find
the course I chose convenient in looking for a job in the future” got the highest weighted mean of 3.97 and interpreted as agree – it
indicates that it depends on the convenience in looking for a job in the near future when it comes in course selection. For another
statements “I can expect for the good salary,” “I can expect the availability of the job that suits me” and “I prefer the stability status
for the job” got a weight means of 3.93, 3.92 and 3.89 respectively were interpreted as agree – it explains that the students’ decision in
choosing courses really matter of the stability status of the jobs, the availability of the jobs that suits them and they expect a good
salary. For the last statement “I favor a tenurship of the job” got the lowest weighted mean of 3.74 and interpreted as agree which
means it also affect on their decisions. Overall, the graduating students agree that they totally based on their future job opportunities in
choosing their courses.
Table 5.
Level of Influence in Choosing Courses associated with Statistics and Probability Subject
Variables X2 df X2 (0.05) Discussion Interpretation
Decision-making and Interest 2.77 4 9.59 Failed to reject Not Significant
Peer Influence 1.42 6 12.59 Failed to reject Not Significant
Considerations about the Institution 6.41 4 9.59 Failed to reject Not Significant
Future Job Opportunities 4.08 6 12.59 Failed to reject Not Significant
The table above with regards under Statistic and Probability shows the result of chi-square computed values in different
factors influencing students’ course selection with. For the decision-making and interest the X2 comp is 2.77; for peer influence, X2 comp =
1.42; for consideration about the institution, X2 comp = 6.41; and lastly, X2 comp = 4.08.
For decision-making and interest, the computed value is 2.77 while its critical value is 9.59 it implies that there is no
significant association between decision-making and interest and student considerations of performance in the subject Statistics and
Probability because X2(0.05) = 9.59 > X2 comp = 2.77 which means Ho is fail to reject. Wherein it implies that it does not affect of one’s
decision in choosing courses in college, Kaneez and Medha (2018) found that interest is a less impact in course selection.
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There is also no significant difference between peer influence and Statistics and Probability because the computed value
(1.42) is lesser than its critical value (12.59). Therefore, Ho is fail to reject – it means that peer influence is less impact in course
selection as support to the study of Kaneez and Medha (2018) noticed that peer influence is less affect in choosing courses.
In terms of considerations about the institution, the computed value is 6.41 while its critical value is 9.59 where it inferred
that there is no significant association between the considerations about the institution and Statistics and Probability because X2(0.05) =
9.59 > X2 comp = 6.41 therefore, Ho is fail to reject.
The computed value when it comes to future job opportunities is lesser than the critical value X2 comp = 4.08 < X2(0.05) = 12.59
it reveals that there is no significant association between future job opportunities and Statistics and Probability because the null
hypothesis is fail to reject and it supported by the study of Ahmed, Sharif and Ahmad (2017) said that future job opportunity had less
association in choosing a course in college.
Table 6.
Level of Influence in Choosing Courses associated with Physical Science Subject
Considerations about the Institution 13.65 6 12.59 Reject Significant
The table above with regards under Physical Science shows the result of chi-square computed values in different factors
influencing students’ course selection. For the decision-making and interest the X2 comp is 8.31; for peer influence, X2 comp = 6.67; for
consideration about the institution, X2 comp = 13.65; and lastly, X2 comp = 6.41
It reveals that there is no significant association between the decision-making and interest and Physical Science since the
computed value is 8.31 is lesser than its critical value which is 12.59. Therefore, Ho is fail to reject, decision-making and interest
inferred that it does not affect of one’s decision for tertiary education as supported of the study of Malubay, Mercado and Macasaet
(2015) also revealed that decision-making and interest only have less impact in choosing courses.
For peer influence, the X2 comp = 6.67 is lesser than X2(0.05) = 12.59. Therefore, Ho is fail to reject. It implies that there is no
significant difference between peer influence and Physical Science that means in choosing courses, advice from peers does not affect
on one’s decision as supported by the study of Kaneez and Medha (2018) that does not totally influence in their career decision,
The computed value of X2 (13.65) when it comes to consideration about the institution under Physical Science is greater than
2
its X (0.05) which is 12.59 wherein it explain that there is a significant association since the Ho is reject and it was a consistent studies
showed such as Shumba and Naong (2012) and Ming (2010) that institutions is the most influential among the students.
The Ho is fail to reject when it talks about future job opportunities since the computed value (3.22) is lesser than its critical
value (12.59) – it signifies that there is no significant difference between future job opportunities and Physical Science – future job
opportunities only have less impact to their decision (Ahmed, Sharif & Ahmad, 2017).
Table 7.
Level of Influence in Choosing Courses associated with English Academic for Professional Purposes Subject
Considerations about the Institution 4.35 6 12.59 Failed to reject Not Significant
The table above shows the result of chi-square computed values in different factors influencing students’ course selection
with regards under English Academic for Professional Purposes. For the decision-making and interest the X2 comp is 4.43; for peer
influence, X2 comp = 3.81; for consideration about the institution, X2 comp = 4.35; and lastly, X2 comp = 4.79.
It inferred that there is no significant association between decision-making and interest and English Academic for
Professional Purposes since the critical value is greater than its computed value (X2(0.05) = 12.59 > X2 comp = 4.43). Therefore, Ho is fail
to reject wherein it portrays that it cannot influence in making decision for higher education as supported to the study of Malubay,
Mercado and Macasaet (2015) that interest does not affect in course selection.
For peer influence, the computed value is 3.81 and the critical value given is 12.59, it is clearly explain that there is no
significant association between peer influence and English Academic for Professional Purposes – which means that it is not the
variable in making decision of one’s career for tertiary education. Thus, it has a consistent result to the study of Kaneez and Medha
(2018) supported that peer influence have the least influence in choosing courses.
The computed value is 4.35 when it comes to consideration about the institution and its critical value is 12.59. Therefore, Ho
is fail to reject which means there is no significant association between consideration about the institution and English Academic for
Professional Purposes.
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It implies that there is no significant association between future job opportunities and English Academic for Professional
Purposes because the Ho is to reject and its critical value is greater than the computed value (X2(0.05) = 12.59 > X2 comp = 4.79) and it
was also revealed on the previous study of Ahmed, Sharif and Ahmad (2017) as stated that it has less correlated in choosing courses.
IV. GET PEER REVIEWED

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VI. CONCLUSION
This study attempted to see the fundamental variable that impacts the choices of courses of the students in relation to the
different factors. The Grade 12 Senior High School Students encountered the different factors that influence in their selection of
course which includes decision-making and interest, peer influence, considerations about the institution and future job opportunities.
These factors gave an impact towards the graduating learners in selecting a course in college. But much with more importance to the
considerations about the institution. Institutional factors that influence students’ college decision includes location, educational
facilities, cost and employment opportunities.
APPENDIX
FACTORS INFLUENCING ON STUDENTS’ CHOSEN COURSES OF GRADE 12 STUDENTS
JAGOBIAO NATIONAL HIGH SCHOOL SENIOR – SENIOR HIGH SCHOOL DEPARTMENT
Personal Information
Name: Grade & Section:
Gender: Age:
Direction: Please answer the following items with honesty. The information that will be gathered by the researchers will be serve as
confidential.
Decision-Making and Interest 5 4 3 2 1
1. I consider my desire of doing things
2. I look my ability such as knowledge and skills
3. I choose a course based on what I feel about it
4. I decide based on my preferences for instance, family background
5. I prefer things to do what I like the most
6. I expect my potential in looking for a job
7. I am focused based on my interest
8. It is my passion that helps me to pursue the course or career to take
9. I rely on my abilities
10. I depend based on self0testing
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Peer Influence 5 4 3 2 1
1. My peers inspire me to choose what I like to take
2. My peers encourage me to do things to achieve my goals
3. My peers’ advice to learn more about what I like to choose to do
4. My peers’ informal talk leads me of what I should plan to choose
5. I prefer to my peer group in selecting a course
Considerations about the Institution 5 4 3 2 1

1. I consider on a distance of travel from the house to school and home
2. I believe the stories of my acquaintances about the school
3. I learn the affordable tuition of the university in college institution
4. I rely on a scholarship grants
Future Job Opportunities 5 4 3 2 1

1. I find the course I choose convenient in looking for a job in
the future
2. I can expect for the good salary
3. I prefer for the stability status for the job
4. I favor the tenureship of the job
5. I expect the availability of the job that suits me
ACKNOWLEDGMENT
We thank the people who contributed to our study for their full support and guidance.
Dr. Jerald C. Moneva, the subject teacher, who guided, directed and encouraged us to continue the study, for the supported
and trusted so that this study becomes possible and suggested useful ideas for the improvement of this study;
Dr. Richard F. Ruelan, the class adviser, who gave his support and guidance to motivate the researchers to finish their
study;
Mrs. Arilina Yap Amante, the principal of Jagobiao National High School to allowed the researchers to conduct a survey
formally to the respectful respondents;
Mrs. Mavel S. Orge, the registrar, who helped and gave full support to the researchers;
The Respondents, the fellow students in Jagobiao National High School – Grade 12 Senior High School – who gave their
valuable time and cooperations to answer our survey questionnaire diligently;
The Parents of the Researchers, who gave their full understanding, love and unconditional support, especially in terms of
financial assistance for the completion of this research;
Above all, the God Almighty, who continuously provided us the strength, guidance, knowledge and patience for all
sacrifices.
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AUTHORS
First Author – JV Jane G. Ouano, Grade 12 Senior High School Student taking Accountancy, Business and Management (ABM).
ouanojv@gmail.com
Second Author – John Fritz L. Dela Torre, Grade 12 Senior High School Student taking Accountancy, Business and Management
(ABM). johnfritzdelatorre@gmail.com
Third Author – Wenaly I. Japitan, , Grade 12 Senior High School Student taking Accountancy, Business and Management (ABM).
Ylahnew2000@gmail.com
Correspondence Author – Jerald C. Moneva, Teacher. Jeraldmoneva5@gmail.com
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FACTORS INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN

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Jerald Cano-og Moneva

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FACTORS INFLUENCING ON GRADE 12

* Department, Institute Name

II. IDENTIFY, RESEARCH AND COLLECT IDEA

III. WRITE DOWN YOUR STUDIES AND FINDINGS

Indicators Weighted Mean Interpretation

IV. GET PEER REVIEWED

V. IMPROVEMENT AS PER REVIEWER COMMENTS

Considerations about the Institution 5 4 3 2 1

Future Job Opportunities 5 4 3 2 1

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