UNDERSTANDING STUDENTS’ CHOICE OF SECONDARY SCHOOL &

MARKETING STRATEGIES OF JRLMHS

A Research Submitted to

Ms. Helen Grace V. Angeles, a faculty member of

Graduate School

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

General Tinio Campus, Cabanatuan City

In Partial Fulfillment of the Requirements for the Course

Statistical Methods with Course Code MT 212

Rochelle Mae L. Bautista

Christine Mae M. Mactal

Mary Ann L. Manuel

Joy B. Palit-ang

December 2019

1
 TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . 1
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Abstract . . . . . . . . . . . . . . . . . . . . . . 3
Introduction . . . . . . . . . . . . . . . . . . . . 4
Review of Related Literature of Studies. . . . . . . 5

Theoretical Framework. . . . . . . . . . . . . . . 15

Statement of the Problem . . . . . . . . . . . . . 16

Scope and Delimitation of the Study. . . . . . . . 16

Significance of the Study. . . . . . . . . . . . . 16

Definition of Terms. . . . . . . . . . . . . . . . 17

CHAPTER II: METHODS AND PROCEDURES

Research Design. . . . . . . . . . . . . . . . . . 19

Locale of the Study. . . . . . . . . . . . . . . . 20

Sample and Sampling Procedure. . . . . . . . . . . 22

Research Instrument. . . . . . . . . . . . . . . . 23

CHAPTER III: FINDINGS AND SUMMARY

Findings . . . . . . . . . . . . . . . . . . . . . 25

Conclusion . . . . . . . . . . . . . . . . . . . . 38

Reference. . . . . . . . . . . . . . . . . . . . . 40

Appendices . . . . . . . . . . . . . . . . . . . . 42

2
 Abstract

This study investigated the student’s choices and

preferences of secondary school and the relationship of the

marketing strategies employ by the JRLMHS. Participants were

64 grade 12 students of JRLMHS. Before the semestral break

this school year 2019-2020, the participants were given

questionnaires. Results revealed that future employment was

the primary motive and factors of attending secondary school

and educational exhibitions were the medium where the

students mostly get the information. Results also revealed

that the secondary school issues that students are more

concerns were the following: technology in classes and

laboratories, study system, subjects taught in the

programme, and teaching methods. Finally, the result

suggested that the JRLMHS should improve in all aspects as

students were not highly satisfied and not highly agree on

matching expectations and the authenticity of the

advertisement.

Keywords- marketing, motives, teaching issues,

administrative issues, convenience issues, satisfaction

3
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The issue of marketing is becoming more significant as a

strategic point of the institutional function in secondary

education in many contexts. With this regard, the need to

integrate marketing within an institutional function becomes

more urgent as secondary education is an emerging market.

The focus of this study was the marketing of secondary

school specifically the JRLMHS. The aim was to study the

issues regarding students’ choices and preferences of

secondary school, with regards to marketing practices and

strategies, and to examine their dynamic relationship. There

was a strong need for more research combining these two

areas.

This study examined the relationship between the

process of student choice of secondary school and marketing

strategies employed by JRLMHS. Therefore, the study

critically investigated the process of student choice of a

secondary school and the reasons behind such choice; it also

critically evaluates marketing strategies, policies and

practices to understand how a secondary school market to

4
attract prospective students. The study sought to find out

whether or not these policies were matching actual practices

while keeping in mind the student perception of such

marketing practices. Although the study was not aimed to be

prescriptive, it was intended that insights provided by this

investigation would offer a chance to share good

institutional marketing practices and policies of the

school. It was also intended that it would help prospective

students to make better informed decisions on selecting a

secondary school such as JRLMHS.

Review of Related Literature of Studies

Students’ wellbeing and learning must be maintained as

they transition from primary to secondary schools. A

student’s transition can be complicated by the social,

emotional and physiological changes that can negatively

impact on their learning. Teachers that understand how these

changes impact on their students are better placed to help

students make positive adjustments to their new school.

Understanding education transitions. Most students make many

transitions in their school lives. They do so when they:

begin early childhood education and care services, start

school change year levels within a school, transfer from one

school to another, shift from primary school to intermediate

5
school, and on to secondary school, move from secondary

school to further education, training and employment

(Ministry of Education, 2010).

When students change class within or between schools,

they must adjust to new surroundings, become familiar with

new teachers and peers, learn new ways of working, and make

sense of the rules and routines that operate in their

classes (Sanders et al, 2005). While students are navigating

the formal school environment, they are also adjusting to

the social changes that happen when changing schools and

classes.

The transition to secondary school often coincides with

important social, emotional and physiological changes in the

lives of adolescents. The National Middle School Association

(1995) identifies five key aspects occurring when

adolescents move from childhood to adulthood that are useful

to consider when thinking about the provision for students

at transitions. Young adolescent learners are curious,

motivated to achieve when challenged, and capable of

critical and complex thinking. Students have opportunities

to be curious and to have their thinking extended and

challenged.

There are opportunities for students to participate in

decision-making that affects their life within the school.

6
 The Carnegie Council on Adolescent Development (1989)

asserts that students’ academic failure can be partially

accounted for by the mismatch between the schools

organizational structure and curriculum and the

intellectual, social, physical, and emotional needs of

adolescents. Schools should be thinking about the wellbeing

and learning needs of adolescents and responding

appropriately to the changes that are taking place for this

age group (Ministry of Education, 2010). As part of this

response to adolescent students, schools should identify

which groups of students are most at risk. Some of the

threats to students’ successful adaption to school might be

as a result of ‘normal’ adolescent change. Other threats

might be environmental. In either case, there are practices

that schools can use to pave the way for students.

Students need to make positive adjustments to their new

school and classes so that their wellbeing is maintained and

their learning is coherent and continuous. McGee et al

(2003) found that there was a strong correlation between the

extent to which students experienced difficulty following

transition and their likelihood of dropping out from

education. Other research indicates that poor transitions

impact on students’ wellbeing and on their achievement in

the future (West et al, 2008). Where students experience

7
multiple transitions because of transience, there are

identifiable negative impacts on their achievement.

Students feel that: they belong in their new school, and

are well included in school activities and programs, they

are positively connected to their peers, other students in

the school, and to their teachers, their teachers know them,

including their strengths, interests and learning needs, and

show they are interested in them, they are understood and

valued as a culturally located person, they have a sense of

purpose in being at school, they have an understanding and

commitment to their learning pathway through their schooling

and beyond, they are making progress their current learning

follows on from their previous learning (the curriculum is

connected and continuous) and is appropriately challenging

learning is interesting, relevant and is fun, their families

have been included in decisions, they are physically and

emotionally safe, they have opportunities to try new,

exciting things and/or extend their particular

skills/interests (eg, through extra-curricular activities).

Overall, the evidence from ERO’s evaluations as well as

that from wider education research suggests that leaders and

teachers in contributing and receiving schools should carry

out the following to support student transitions to

secondary school. Teachers and leaders should: ensure that

8
students experience success in their learning so they stay

engaged in education, identify vulnerable students before

their entry into the secondary school, and as they

transition between classes in a secondary school,

proactively address any likely threats to students’

wellbeing and academic progress such as putting in place

learning and pastoral care support for students, have

processes in place to monitor the wellbeing and progress of

all students, (especially vulnerable students),continue to

offer support to students throughout the year (not just in

the initial weeks)ensure that support for students is

inclusive of the appropriate specialist personnel, parents,

make plans for the sustainable wellbeing and progress for

students (including helping students to acquire the Key

Competencies of The New Zealand Curriculum, as well as

positive dispositions to school and learning)adopt a

responsive and solutions-oriented approach to working

through issues of students not adjusting to their new

school.

A school’s values, ethical orientation or culture are

fundamental to how well it welcomes and supports students.

Leaders are typically important in introducing a culture

that accepts responsibility for meeting student needs and

9
developing flexible and innovative responses to all

students’ learning and wellbeing.

In Including Students With High Needs (ERO, 2010a) ERO

noted that ethical leadership was one of three features of a

positive school culture. The most inclusive schools operated

under three key principles: having ethical standards and

leadership that built the culture of an inclusive school

having well-organized systems, effective teamwork and

constructive relationships that identified and supported the

inclusion of students with high needs using innovative and

flexible practices that managed the complex and unique

challenges related to including students with high needs.

Other ERO reports that discuss the importance of school

culture and leadership in relation to either student

transitions, or their wider social and educational needs,

includes Good Practice in Alternative Education (ERO,

2010b), and Managing Transience: Good Practice in Primary

Schools (ERO, 2007).

The school curriculum provides good opportunities to

build students’ capacities to adapt well during transitions.

For example, curriculum and teaching approaches can

incorporate opportunities for students to develop

resilience, self -management, communication skills and

strategies for dealing with challenges.

10
 Preparation by the contributing school: setting up

visits to the secondary school prior to students’ entry,

helping parents to manage the enrolment documentation so

they can enroll their children early, sharing accurate

information with the secondary school, including information

about students that might be of concern, preparing students

for a new school culture, listening to students’ concerns

about going to secondary school, encouraging students to be

positive about change and to take up new challenges. These

steps are designed to demystify secondary school and

minimize the shock students might feel when they move from a

smaller environment, where they are senior, and well known,

to a larger less personalized context. Cole (2005) suggests

that secondary schools could be more responsive to middle

years’ students by reducing the number of teachers they must

deal with and delivering a more personalized curriculum.

Students’ expectations about secondary school and their

experiences often differ. Ministry of Education research

(2010) found that some students looked forward to having

option subjects because they thought they would be

interesting and fun, but did not find this to be the case.

For example, students expected science to be full of

interesting experiments and were disappointed when their

11
programme only included theory, book learning and note

taking. Some students found that the lunchtimes they thought

would be as enjoyable as they had been at primary school

were challenging because students were uneasy about claiming

a place in the school grounds for activities with the older

students around. As part of their transition processes,

schools should explore with students the expectations they

have of their new schools, and consider how these can be

acknowledged.

An innovative class structure in the junior school

provides opportunity for teachers to work together to

provide students with an integrated curriculum. The

timetable is flexible to enable teachers to team plan and

teach. Thus maximizing opportunities to support individual

students’ learning.

According to the Youth 07 report (Adolescent Health

Research Group, 2009), school environments have been shown

to influence a range of health, emotional wellbeing, social

and academic outcomes. One of the most influential aspects

of school environments is the extent to which students feel

connected while they are at school (Jose and Pryor, 2010).

In the Youth 07 study, connectedness was defined in terms of

students feeling that they: belonged, felt included

(regardless of their ethnicity, ability, gender or sexual

12
orientation) had a contribution to make to the school were

cared for by their teachers, were accepted by their

friends,were physically and emotionally safe

In their research on social connectedness and

psychological wellbeing, Jose and Pryor (2010, p.30) found

that the degree of belongingness, being valued, and valuing

other people is predictive one year later of higher levels

of wellbeing. The researchers claim that connectedness ‘acts

as a protective factor for adolescent health and

development’. This indicates that if schools foster

connectedness through their transition processes there are

likely to be substantial benefits for students.

Relationships are the most critical factor in the

transition process. Wylie et al (2006) found that

relationships with others were a significant reason that

students felt that they settled and that they belonged at

the school. Relationships and connectedness to peers,

teachers and the school, are strongly linked to students’

motivation, engagement and attendance that in turn impact on

academic achievement and student wellbeing (Joselowsky,

2007).

In these important years, students should encounter a

curriculum that appropriately addresses their learning

needs. Teachers must have an accurate and clear

13
understanding of what each student can do, needs to learn

next, and how this new learning will be achieved. This means

teachers at contributing schools need to provide secondary

teachers with valid and reliable information that can be

used to plan programmes for students coming into their

classes.

Students are interested in learning when the curriculum

connects to their prior achievement, is relevant, and they

can learn something new and exciting (or in an exciting new

way). Experiencing a curriculum that is interesting ‘compels

learners to invest time and effort” (Gibbs and Poskitt,

2010, p. 17) and is critical for short term learning and for

developing students’ disposition to be lifelong learners.

Hattie’s meta-analysis of 327 studies indicates that

interest in learning (motivation) has a medium-high effect

size (0.48) on student achievement. Hattie notes that it is

‘highest when students are competent, have sufficient

autonomy, set worthwhile goals, get feedback, and are

affirmed by others’ (Hattie, 2009).

School choice has some major implications for students.

It allows families to opt out of their neighborhood school

in favor of a more desirable intradistrict choice. 35 states

have policies in place that allow this form of public school

14
choice. The kicker: State funds follow students, so schools

must now market themselves to ensure appropriate enrollment.

Theoretical Framework

Bearing in mind that the student choice process is a

complex series of activities, with individuals participating

and acting in it differently (Litten, 1982), five steps of

student choice could have been concluded from the studies

highlighted above. They are needs and motives, information

gathering, evaluating alternatives, decision and post-choice

evaluation (see Figure 1). A need, or motive, is initially

triggered on the part of the student. Then as the student

realizes what they want to pursue secondary education, they

search for information about potential providers. Then an

evaluation between alternatives is established. The student

then goes to enroll and ends up with an evaluation of the

experience. The following section briefly reviews each of

these step.

15
 Figure 1: Student Choice Model

Statement of the Problem

The study were underpinned by three research questions:

1. How did prospective students act and prioritize in

the secondary school decision making process?

2. What was the relationship between student factors

and motives in attending secondary school and

marketing strategies portrayed by JRLMHS?

3. How did JRLMHS market to attract new students?

Scope and Delimitation of the Study

This research work involved randomly selected senior

high school students of JRLMHS during the school year 2019-

2020.

This study will determine the student's choice of secondary

school of senior high school students of the said school. It

involves 64 grade 12 students, 24 of whom are males while 40

16
are females. This study limits to the determination of

student's choice and to the marketing strategies of JRLMHS.

Significance of the Study

The rationale behind this study comes from two main

reasoning veins. The first concern is the timeliness of this

study for the JRLMHS as it faces some issues that might

affect the enrolment.

Secondly, as there is paucity in literature in student

choice in marketing Secondary Education, this study might

makes a contribution to this area of inquiry. This study

points out the understanding of the Secondary Education

marketing in general, and JRLMHS in particular. This study

might also suggests that the problems that secondary

education institutions are facing are due to the lack of

understanding of customers’ preferences and not reflecting

such understanding on the marketing policies and strategies.

Definition of Terms

To get a clear understanding of the key terms used in

this study, their definitions are hereby presented:

Marketing – the act or process of promoting the school

17
Motives – a reason for choosing a specific school

Teaching issues – something that people are talking or

thinking about how the teachers teach the students

Administrative issues - something that people are talking or

thinking about how the administrators and staff approach the

parents/guardians and students

Convenience issues - something that people are talking or

thinking about how convenient or comfortable students are in

the school

Satisfaction – the act of providing what is needed or

desired in the school

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 CHAPTER II

METHODS AND PROCEDURES

This chapter presents and discusses the methodology used

in the study. It presents the method used and the subjects

involved in the study. It includes the research design, the

selection of the respondents, and description of the

instruments, the procedures used in the gathering of data,

the sources and statistical treatment employed in analyzing

the data.

Research Design

The researchers used the descriptive method of

research. It is a fact finding study with adequate and

accurate interpretation. (Calderon, 2008)

The study had 64 respondents who were 1st year students

under JRLMHS. The researchers used purposive sampling as the

19
1st year students were the newly entrant given the present

situation of the school. They gave questionnaires to ensure

a more valid result before the semestral break. They also

conducted interviews to the students. Descriptive statistics

like frequency, percentage, and weighted mean were employed

in this study.

Locale of the Study

The largest secondary school in Gapan City Division in

terms of population and area. It has an average population

of more than 4000 students and 196 teaching and non-teaching

staff and an occupied 10.5 hectares. It is located at

Maharlika High Way, Bayanihan, Gapan City.

Way back in 1945, a few months after the deliberation

of the Philippines from the Japanese Imperial rule. Some

good people of Nueva Ecija headed by Mr. Dioscoro M. De Leon

encouraged the people of Gapan to have their own school.

Thus, Nueva Ecija South High School came into existence.

From its status as provincial high school, it

became a National High School through the joint efforts of

Senator Juan R. Liwag and Assemblyman Narciso Nario,

Leopoldo Diaz and others. It was named as Gapan National

High School under Batas Pambansa Blg. 143 and later on as

20
Juan R. Liwag Memorial High School in recognition to the

late Senator Juan R. Liwag.

JRLMHS, in its existence for almost 75 years, has

been the center of excellence in Science, English, and Math

in this southern part of the province. It is run by

professional, empowered, efficient, and honest human

resource, enjoying the sincere involvement and respect of

the stakeholders, upholding functional education and

producing morally upright, academically competent,

productive and globally competitive learners.

Moving on to the next level of years of service and

excellence has truly earned JRLMHS high esteem and great

respect. It has stood the greatest tests of time and in the

end has found its way to victory. Having reached another

milestone, the school has then never ceased to maintain and

even improve its already high quality education. JRLMHS

only proves to give us the best of the best. It goes on to

fulfill the ion and DepEd vision and mission to make a

difference for the development of the community and the

humanity. Through thick and thin, JRLMHS stands proud as a

strong pillar of learning and center for civic action in the

community.

21
 JRLMHS, as we all know today served not only a

nest for top achievers but also training for future leaders.

Through the voyage of small beginnings, it has transformed

into an institution of distinction and merit.

Sample and Sampling Procedure

The main sources of data were the 64 1st year Secondary

level enrolled during the school year 2019-2020. There were

229 enrolled for the said school year. With the end in view

of increasing the preciseness and representation of the

samples, simple random sampling was employed wherein the

respondents were chosen randomly to represent the students

mentioned.

To determine the sample size, the Sloven’s formula

(Altares, 2003), for sample size was used.

N
n=
1+ Ne 2

22
Where:

n= sample size

N= population size

E= desired margin error (% allowance) for non-precision

because of the use of sample instead of the population.

Research Instruments

1. Questionnaire

The researcher followed the procedure presented by

Balitayo (1999) in gathering the data.

One of the instruments used in the study was the

questionnaire. Questionnaire is the major instrument used in

descriptive survey studies to secure information from varied

and widely scattered source. It is particularly useful when

one cannot readily see personally all the people from whom

he desires responses or where there is no particular reason

to see respondents personally.

The questionnaire for respondents was divided into four

parts.

23
 Part I contains statements covering the respondents

opinions about their motives and factors for attending a

particular secondary school. The reactions of the students

were categorize into four scales patterned after that of

Likert (1969) “Most Important”, “Important”, “Less

Important”, and “No Importance”.

Part II contains statements covering the respondent’s

ideas about their sources of information, teaching issues,

administrative issues, informal reputation, convenience

issues, and social issues. The reactions of the students

were categorize into four scales patterned after that of

Likert (1969) “Most Important”, “Important”, “Less

Important”, and “No Importance”. For the standard

interpretation of the following was used:

Verbal Interpretation Actual Scale

(positive items)(negative items)

Most Important 4 1

Important 3 2

Less Important 2 3

No Importance 1 4

24
 CHAPTER III

FINDINGS AND SUMMARY

NEEDS AND MOTIVES

Table 1XMOTIVES AND FACTORS FOR ATTENDING SECONDARY

SCHOOL
  Mean Interpretation Rank
Future employment 4.79 Most Important 1
Secure Future 4.68 Most Important 4
Increased Financial 6
Stability 4.47 Most Important
Social position 4.06 Important 9.5
Friends 3.65 Important 13
Educated social 11
Environment 4.15 Important
Parents decision 4.09 Important 8
Social networking 3.79 Important 12
Experience of Elementary 9.5
Life 4.06 Important
Intrinsic Interest 4.21 Most Important 7
Expanding Knowledge 4.76 Most Important 2
Ambition of Excellence 4.71 Most Important 3
Personal development 4.59 Most Important 5

25
 Table 1 shows the student motives and factors for

attending the secondary school. The following criteria are

evaluated as “Most Important” : “Future Employment which is

rank one (1) with the mean of four point seventy nine

(4.79), “Expanding Knowledge” which is rank two (2) with the

mean of four point seventy six (4.76), “Ambition of

Excellence” which is rank three (3) with the mean of four

point seventy one (4.71), “ Secure Future” which is rank

four (4) with the mean of four point sixty eight (4.68),

“Personal Development which is rank five (5) with the mean

of four point fifty nine (4.59), “ Increased Financial

Stability which is rank six (6) with the mean of four point

forty seven (4.47), and Intrinsic Interest which is rank

seven (7) with the mean of four point twenty one (4.21).

Meanwhile the following criteria are evaluated as

“Important”: “Parent’s Decision” which is rank eight (8)

with the mean of four point zero nine (4.09), “Social

Position” & “Experience of Elementary Life” rank nine point

five (9.5) with the mean of four point zero six (4.06),

“Educated Social Environment” which is rank eleven (11) with

the mean of four point fifteen (4.15), “Social Networking”

26
which is rank twelve (12) with the mean of three point

seventy nine (3.79) and lastly “Friends” which is rank 13

with the mean of three point sixty five (3.65).

The table indicates that the respondents are positive

with all the criteria mentioned but they are more particular

on Employment as they choose the secondary school. Based on

the gathered data, there were students who are already

employed and they have more interest in expanding their

knowledge, achieving excellence and also to secure their

future through promotion.

INFORMATION GATHERING

Table 2XINFORMATION SOURCES

  Mean Interpretation Rank

School Page 3.79 Important 9
Relatives 3.76 Important 10
Telephone Inquiry 3.65 Important 12
Face to Face Inquiry 4.41 Most Important 2
Current student/s
during visit 3.94 Important 7
Newspaper
Advertisements 4.29 Most Important 4.5
Street Billboards 3.71 Important 11
Brochures and Flyers 3.91 Important 8
Educational Exhibitions 4.32 Most Important 3
Friends 4.62 Most Important 1
Admission tutor visit 4.29 Most Important 4.5
Department of Secondary
Education 4.12 Important 6

27
 Table 2 shows the information sources that respondents

consider in choosing the school. The following criteria are

rated “Most Important”: “Friends” which is rank one (1)

with the mean of four point sixty two (4.62), “Face to Face

Inquiry” which is rank two (2) with the mean of four point

forty one (4.41), “Educational Exhibitions” which is rank

three (3) with the mean of four point forty one, “Newspaper

Advertisements” & “Admission tutor visit” ranked four point

five (4.5) with the mean of four point twenty nine (4.29).

The following criteria are evaluated “Important”:

“Department of Secondary Education” which is rank six (6)

with the mean of four point twelve (4.12), “Current

Student/s during visit” which is rank seven (7) with the

mean of three point ninety four (3.94), “Brochures and

Flyers” which is rank eight with the mean of three point

ninety one (3.91), “School Page” which is rank nine (9)

with the mean of three point seventy nine (3.79),

“Relatives” which is rank ten (10) with the mean of three

point seventy six (3.76), Street Billboards which is rank

eleven (11) with the mean of three point seventy one (3.71),

and Telephone Inquiry which is rank twelve (12) with the

mean of three point sixty five (3.65).

The data gathered implies that the students gather more

information about the school through their friends, Face to

28
Face Inquiry, Educational Exhibitions, Newspaper

Advertisements as well as Admission tutor Visit.

EVALUATING ALTERNATIVES

Table 3

Teaching Issues

Overall
  Mean Interpretation Rank
Language Instruction 4.62 Most Important 6.5
Study system 4.68 Most Important 2.5
Teaching methods 4.65 Most important 4.5
High Calibre Teachers 4.50 Most Important 12
Curriculum and books 4.50 Most Important 12
Size of class 4.24 Most Important 24.5
Specialization
offered 4.35 Most Important 19
Subjects taught in
the programme 4.68 Most Important 2.5

The table shows the teaching issues consider by the

respondents in choosing the school and its rank overall in

all the issues presented. The following criteria are

29
evaluated as “Most Important”: “Study system” & “Subjects

taught in the programme” are in rank two point five (2.5)

overall with the mean of four point sixty eight, “Teaching

methods” which rank four point five (4.5) with the mean of

four point sixty five (4.65), “Language Instruction” which

ranks six point five (6.5) overall with the mean of four

point sixty two (4.62), “High Calibre Teachers” and

“Curriculum Books” are both ranked twelve (12) overall with

the mean of four point five (4.50), “Specialization offered”

which is rank nineteen (19) with the mean of four point

thirty five (4.35), and “Size of the Class” which is rank

24.5 overall with the mean of four point twenty four (4.24).

The data gathered implies that the respondents were

treating the teaching issues seriously in choosing a school

as they looked more on the “Study System & “Subjects Taught

in the programme, and also the Teaching method.

Table 4

Administrative IssuesX

Interpretation Overall
Mean Rank
School rules and Most Important
regulations 4.56 8.5
Friendly Most Important
Recruitment Team 4.21 26.5
Student-Staff Most Important
relationship 4.38 17
Individual Most Important
student support 4.47 14.5
Tuition Fees 4.32 Most Important 21 30
 The table shows the administrative issues that

respondents considered in choosing and staying in the

school. All criteria are evaluated as “Most Important” but

ranked differently. “School Rules and Regulations” which is

rank eight point five (8.5) with the mean of four point

fifty six (4.56), “Individual Student Support” which is

rank fourteen point five (14.5) with the mean of four point

forty seven (4.47),” Student-Staff Relationship” which is

rank seventeen (17) with the mean of four point thirty eight

(4.38), “Tuition fees” which is rank twenty one (21) with

the mean of four point thirty two (4.32) and lastly

“Friendly Recruitment Team which is rank twenty six point

five (26.5) with the mean of four point twenty one (4.21).

The data gathered implies that among the administrative

issues mentioned, the respondents look more on the schools

rules and regulations in choosing and staying in a school.

Table 5

Reputation

Overal
Mean Interpretation l Rank
School’s General 10
4.59 Most Important
Reputation
Age of School 4.06 Important 31

31
 Division/Regiona 15
4.47 Most Important
l Evaluation
Brandname/School 16
4.41 Most Important
name
Relationship
with other 4.62 Most Important 6.5
schools

The table shows the Informal Reputation Issues that

consider by the respondents in choosing and staying in a

school and its rank overall out of the issues presented. The

following criteria were evaluated as “Most important”:

“Division/Regional Evaluation” is rank four point five (4.5)

overall with the mean of four point sixty five (4.65),

“Relationship with other schools” which is rank six point

five (6.5) overall with the mean of four point sixty two

(4.62), “School’s General Reputation which is rank ten (10)

overall with the mean of four point fifty nine (4.59),

“Local Accreditation” is rank fifteen (15) overall with the

mean of four point forty seven (4.47),

“Brandname/Schoolname” is rank sixteen (16) overall with the

mean of four point forty one (4.41).

The criteria “Age of the school” is evaluated

“Important” with the overall rank of thirty one (31) with

the mean of four point zero six.

32
 The gathered data indicates that the respondents are

also taking seriously in a school those with

Division/Regional Evaluation or known Relationships with

other schools.

Table 6

Interpretation Overall
Convenience IssuesX
Mean Rank
Convenience of Most Important
Attending 4.47 14.5
Student Services Most Important
and Facilities 4.35 19
Accommodation Most Important
consideration 4.35 19
School Distance 4.21 Most Important 26.5
Transportation 4.24 Most Important 24.5
Infrastructure 4.50 Most Important 12
Technology in Most Important
classes and labs 4.79 1
Classroom design Most Important
and layout 4.56 8.5

33
 The table shows the convenience issues that respondents

considers in choosing and staying in a school. It also shows

the overall rank of each criteria to all those that are

presented. The following criteria are evaluated as “Most

Important”. “Technology in classes and labs” is rank one (1)

overall with the mean of four point seventy nine (4.79).

“Classroom design and layout” is rank eight point five (8.5)

with the mean of four point fifty six (4.56),

“Infrastructure” is rank twelve (12) with the mean of four

point five (4.5), “Convenience of attending” is rank

fourteen point five (14.5) with the mean of four point forty

seven (4.47), “Student Services & Facilities” &

“Accommodation” consideration are both ranked nineteenth

(19) with the mean of four point thirty five (4.35),

“Transportation” is rank twenty four point five (24.5) with

the mean of four point twenty four (4.24) and lastly “School

Distance” is rank twenty six point five (26.5) with the mean

of four point twenty four (4.24).

The data gathered implies that the main consideration

of the respondents in choosing & staying in the school is

the Technology in classes and laboratories which is evident

by being the rank one (1) overall of all the issues

mentioned in evaluating alternatives.

34
 Table 7

Social IssuesX

Interpretation Overall
Mean Rank
Total Number of Important
Students 4.03 32
Active Student Most Important
Organization 4.29 22
Student socio-
4.18 Important 30
economic background
School social Most Important
environment 4.26 23
My friends 3.79 Important 33

The table shows the Social issues that the respondents

considered in choosing and staying in a school. The

following criteria are evaluated as “Most Important”:

“Active Student Organization” is ranked twenty two (22) with

the mean of four point twenty nine (4.29), “School Social

Environment” is rank twenty three (23) with the mean of four

point twenty six (4.26).

Meanwhile, the following criteria are rated as

“Important”: “Student socio-economic background” is rank

thirty (30) with the mean of four point eighteen (4.18),

“Total Number of Students” is rank thirty two (32) with the

mean of four point zero three (4.03), and lastly “My

friends” is rank thirty three (33) with the mean of three

point seventy nine (3.79).

35
 The data gathered implies that the Social issues are the

least Important to the respondents. It is evident as the

ranking of the criteria mentioned were on the bottom part of

the issues presented.

POST PURCHASE EVALUATION

Table 8XPOST CHOICE REFLECTIONS

  Mean Interpretation
School Matched my Agree
expectations 4.00
Satisfied with Highly Agree
educational services 4.26
Advertisement is Agree
genuine 4.00

36
 The tables shows the post choice reflections of the

respondent about JRLMHS. “Satisfied with Educational

Services” was evaluated as “Highly Agree” with a mean of

four point twenty six (4.26), while the “Advertisement is

genuine” & “School matched my expectations” were both rated

as “Agree” with the mean of both four (4.00).

The data gathered shows that the respondents are

reflecting positively to the criteria presented. But it is

also evident that there are still rooms for improvement to

match the expectations of the students and to be satisfy

more in JRLMHS services.

Table 9XF Test for Differences between Student's Motives &

Post Reflection

Data
Level of Significance 0.05
Larger-Variance Sample  
Sample Size 64
54.6009424
Sample Variance 6
Smaller-Variance Sample  
Sample Size 14
31.2582417
Sample Variance 6

37
 Intermediate Calculations
F Test Statistic 1.7468

Population 1 Sample
Degrees of Freedom 63
Population 2 Sample
Degrees of Freedom 13
    Calculations Area
F.DIST.RT 0.133
Two-Tail Test   value 3
Upper Critical Value 2.7146
p-Value 0.2665
Do not reject the null
hypothesis  

The table shows the significant relationship of the

student motives and factors in attending the secondary

school and the marketing strategies portrayed by the JRLMHS

as the post reflection process in consumer decision making

with the use of the PH Stat. As the F value of 0.1333 is

less than the p-value of 0.2665, it means that on the

average of 90% of the students perceive JRLMHS as a good

provider of their motives of attending to a secondary

school.

The findings show that JRLMHS and its own degree

program are entrusted by the students in giving quality

learning education.

Conclusion

38
 The findings of the current study identified the major

factors considered by students when making choices to study

in a secondary school. This will enable the institutions to

make good use of limited funds in attracting students. The

findings of this study will also contribute towards the

knowledge on what to prioritize in creating marketing plan

for JRLMHS.

The results of this study recognizes the critical role

played by JRLMHS as a secondary school in improving access

to secondary education by offering opportunities otherwise

unavailable at public institutions. These results will also

be useful to the local government of Gapan City which face

financial and resource constraints to fund and expand public

schools. DepEd can therefore, encourage the growth of public

secondary education as a meaningful and viable way to

improve access and provide secondary education opportunities

to potential students.

The study also highlights the importance of marketing

and promotional activities in aiding the prospective

students to make a choice of public secondary learning

institution since preferences for attending the selected

institution are rooted in both the social and the marketing

environment. The study, therefore, recommends that JRLMHS

should strengthen and sharpen their marketing and

39
promotional strategies so as to reach out to as many people

as possible.

The study concludes that there are several factors that

influence student choice to enroll in a public institution.

It is the researchers’ consideration that the objective of

this study that was set out to identify and rank the

underlying reasons for students’ choices of public

institutions was successfully achieved. However, although

the study revealed some critical factors considered by

existing students when choosing a public institution, these

factors and their ranking order may be useful to all public

secondary learning institution, and thus may be interpreted

in that context. Future research is needed that can build on

these findings especially in the contexts of Gapan City,

generally.

References

Al-Fattal A. (2010). Understanding Student Choice of

University in Syrian Private Education. University of Leeds

Cubillo, J.M., Sanchez, J., & Cervino, J. (2006).

International Students’ Decision-making process.

International Journal of Educational Management.

40
Foskett, N., Maringe, F., & Roberts, D. (2006). Changing fee

regimes and their impact on student attitude to higher

education. Higher Education Academy UK.

Galbraith, K. (2003). Towards quality private higher

education in Central and Eastern Europe. Higher Education in

Europe.

Garma, R. & Moy, T.Y. (2003). University selection: a

comparison of Australian and Malaysian students’ pre-choice

behavior.

Garwe, E.C. (2013). Quality assurance challenges and

opportunities faced by private Universities in Zimbabwe.

Journal of Case Studies in Education.

Gregorutti, G. (2011). Commercialization of Higher Education

in Latin America: The case of Mexico. Comparative and

International Higher Education.

Gupta, A. (2008). International trends and private higher

education in India. International Journal of Education

Management.

41
Gutman, J. & Miaoulis, G. (2003). Communicating a quality

position in service delivery: An application in higher

education. Managing Service Quality.

Hossler, D. & Gallagher, K. (1987). Studying college choice:

A three- phase model and the implication for policy makers.

College and University.

Litten, L. (1980). Marketing Higher Education: Benefits and

Risk for the American Academic System. Ohio State University

Press Journal of Higher Education.

42
APPENDICES

43
 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City

UNDERSTANDING STUDENTS’ CHOICE OF SECONDARY SCHOOL

& MARKETING STRATEGIES OF JRLMHS

Dear Respondent:
This survey aims to understand the students’ choice
of Secondary School.
Please read & understand carefully each of the
statement below and tick the appropriate box.

Use the following codes and ratings. Thank you.

I. MOTIVES AND FACTORS FOR ATTENDING SECONDARY SCHOOL
4- Most Important; 3-Important; 2-Less Important; 1-
No importance
4 3 2 1
CAREER & SECURITY
Future employment
Secure Future
Increased Financial Stability
SOCIAL MOTIVES
Social position
Friends
Educated social Environment
Parents decision
Social networking
Experience of Elementary Life
PERSONAL MOTIVES
Intrinsic Interest
Expanding Knowledge
Ambition of Excellence
Personal development

44
II. INFORMATION SOURCES
4- Most Important; 3-Important; 2-Less Important; 1-
No importance
INFORMATION SOURCES 4 3 2 1
Friends
Relatives
Telephone Enquiry
Face to Face Inquiry
Current student/s during visit
Newspaper Advertisements
Street Billboards
Brochures and Flyers
Educational Exhibitions
School Page
Admission tutor visit
Department of Secondary Education

III. A. TEACHING ISSUES

4- Most Important; 3-Important; 2-Less Important; 1-
No importance
TEACHING ISSUES 4 3 2 1
Language Instruction
Study system
Teaching methods
High Calibre Teachers
Curriculum and books
Size of class
Specialization offered
Subjects taught in the programme

III. B. ADMINISTRATIVE ISSUES

4- Most Important; 3-Important; 2-Less Important; 1-
No importance
4 3 2 1
School rules and regulations
Friendly Recruitment Team
Student-Staff relationship
Individual student support
Tuition Fees

45
 III. C. INFORMAL REPUTATION
4- Most Important; 3-Important; 2-Less Important; 1-
No importance
4 3 2 1
School’s General Reputation
Age of School
Division/Regional Evaluation
International Accreditation
Brandname/School name
Relationship with other Schools

III. D. CONVENIENCE ISSUES

4- Most Important; 3-Important; 2-Less Important; 1-
No importance
4 3 2 1
Convenience of Attending
Student Services and Facilities
Accommodation consideration
School Distance
Transportation
Infrastructure
Technology in classes and labs
Classroom design and layout

III. E. SOCIAL ISSUES

4- Most Important; 3-Important; 2-Less Important; 1-
No importance
4 3 2 1
Total Number of Students
Active Student Organization
Student socio-economic background
School social environment
My friends

46
IV. POST-CHOICE REFLECTIONS
4- Highly Agree; 3-Agree; 2-Less Agree; 1-Not Agree

4 3 2 1
School Matched my expectations
Satisfied with educational services
Advertisement was genuine

THANK YOU!

47