CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

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

Super’s Career Development Theory. 

In the Philippines, initiatives for career guidance started when the Philippine

government got alarmed with the growing number of unemployed college graduates and

1
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

they perceive to be low status and high status occupations or professions.

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

students of the Sisters of Mary School-Girlstown Incorporated remain undecided on such

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

be given further discussions.

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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

of the Sisters of Mary School-Girlstown Inc. to a series of straightforward questions coherent to

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

statistical treatments for further validation of results.

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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

students in their proper choice of specialization.

Theoretical Framework

4
 Proposed Course
Selection Guidance
Program

Theoretical Background Figure 1. Theoretical Framework of the Study

5
 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

determine how he makes career choice (Borchert, 2002).

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

anchored on Bandura’s self-efficacy theory (1977), which postulated a mutually influencing

relationship between people and the environment. Social cognitive career theory offers three

6
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

a variety of concepts (e.g. interests, abilities, values and environmental factors).

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

7
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

achieving his or her goal.

Statement of the Problem

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.

Specifically, this seeks to answer the following questions:

1. What is the demographic profile of the students in terms of the following:

1.1 age;

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 1.2 locality; and

1.3 parents’ educational attainment:

1.3.1 mother; and

1.3.2 father?

2. What are the students preferred courses during:

2.1 Elementary;

2.2 Junior High School; and

2.3 Senior High School?

3. What are the students’ reasons for choosing courses during:

3.1 Elementary;

3.2 Junior High School; and

3.3 Senior High School?

4. What are the factors that affect students’ course preferences during:

4.1 Elementary;

4.2 Junior High School; and

4.3 Senior High School?

5. To what extent do the identified factors affect the decision of the students in their course

preferred during:

5.1 Elementary;

5.2 Junior High School; and

5.3 Senior High School?

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

6.2 Junior High School to Senior High School?

7. Is there significant relationship between the profile and the course preferences of the

respondents in:

7.1 Elementary;

7.2 Junior High School; and

7.3 Senior High School?

8. Is there a significant relationship between the factors affecting the course preferences of the

students and their course preferred:

8.1 in Elementary;

8.2 in Junior High School; and

8.3 in Senior High School?

9. Based on the findings of the study, what course of action shall be given for a clear and

confident decision-making of the students?

Assumptions of the Study

This study assumes that:

1. The demographic profiles of the students affect their course preferences and are part of

the reasons for choosing the course;

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

during elementary, Junior High School and Senior High School.

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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;

1.2 Junior High School; and

1.3 Senior High School.

Ho2 : There is no significant relationship between the factors affecting the course preferences of

the students and their course preferred:

2.1 in Elementary;

2.2 in Junior High School; and

2.3 in Senior High School.

Significance of the study

This study will be beneficial to the following:

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-

making of the students.

11
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

course opportunities they can offer.

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

produce satisfaction, competence, and professionalism to the field.

Scope and Delimitations of the Study

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

12
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)

days after the distribution.

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

factors’ level of influence to the respondents preferred courses.

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

his or her overall pattern of self –development.

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

options available to a person.

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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.

Courseis contextually defined as the degree programs taken by students in college.

Course Preferenceis the students’ choice between courses.

Course Selectionis described as a high involvement, high risk decision-making situation. It

is a process where sequential and interdependent decisions are made concurrently.

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

exist, which affect the students’ decisions and course preferences.

Outcome Expectations are personal beliefs about the consequences or outcomes of

performing particular behavior. They include beliefs about extrinsic reward associating with

performing the target behavior, self-directed consequences, and outcomes derived from task

performance.

Parents’ Educational Attainment is defined in this study as one of the intervening

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,

14
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

required number of years or were only considered undergraduates of a particular educational

level.

Personal Goals refer to one’s intention to engage in certain activity or to generate a

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-

making of the respondents.

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

of the students, peers, teachers, friends and classmates.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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).

16
 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

footsteps (Zody, et. al., 2006).

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

position is best for them.

Related Studies

17
 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

their decision making.

According to the results in a research conducted by Fizer (2013), 22% of his

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

please them (Taylor et. al, 2004).

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

18
students are more likely choosing the major career that they think will fit their personality type

(Miyheon, 2009).

Another factor, according to the research conducted by Borchert (2002), was

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,

never to have anything to do with water again (Borchert, 2002).

On the study conducted by Borchert (2002), opportunity plays a significant role on

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

students to make the most of their abilities.

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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

students’ reasons for choosing course for each educational level.

20
 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,

Mechatronics NC II, Dressmaking NC II, Bookkeeping NC III, Computer System Servicing NC

II, and Technical Drafting NC II ) which were offered by the Technical Education Skills and

21
Development Authority (TESDA). Currently, this school is compliant to K-to-12 Curriculum of

the Department of Education.

Figure 2. The Sisters of Mary School Complex

Population and Sampling

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.

22
 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

section, resulting to a total of two-hundred sixty-three (263) respondents.

Respondents of the Study

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

elementary, junior high school and senior high school.

Table 1

Distribution of the Respondents for the Quantitative Phase Across All Sections of Grade 12

23
 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:

(1) unstructured interview guide and (2) researcher’s made instrument.

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

courses during elementary, junior and senior high school.

The questionnaire consisted the following:

24
 a. Part I which contains the questions that elicit information about the profile in terms of

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

namely 5-Very Much Affected, 4-Very Affected, 3-Affected, 2-Moderately Affected

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

factor (0.80), and Environmental factor (0.70).

25
Research Procedure

The data gathering was done at the Sisters of Mary School-Girlstown, Inc., J.P. Rizal

Street, Talisay City, Cebu.

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,

namely; the Qualitative phase, and the Quantitative phase.

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

structure of clusters of themes was initiated

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.

26
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

to the student-respondents preferred courses for each educational level.

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’

educational attainment, and course preference.

27
 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.

Five-point Likert Scale

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.

28
 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

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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

29
researchers’ made instrument during the quantitative phase, the results and findings are hereby

presented and discussed as follows:

4.1 Student-Respondents’ Demographic Profile

4.1.1 Age

Table 2

Frequency and Percent Distribution of the Student-Respondents by Age

Age Frequency Percentage
19 and Above 13 4.94%
18 26 9.89%
17 101 38.40%
16 123 46.77%
Total 263 100%

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

4.94% of them aged 19 and above.

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

schools in the Philippines.

30
 4.1.2 Type of Locality

Table 3

Frequency and Percent Distribution of the Student-Respondents by Type of Locality

Type of Locality Frequency Percentage

Rural 186 71%
Urban 77 29%
Total 263 100%

Table 3 shows that 186 out of 263 or 71% of the respondents live in rural places while 77

or 29% percent of them live in urban areas.

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.

4.1.3 Parents’ Educational Attainment

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

can retard adolescents’ career development (DeRidder, 1990).

Table 4

Mother’s Educational Attainment

Educational Level Frequency Percentage

Elementary 69 26.23%
High School 126 47.91%
College 68 25.86%

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

education of their children.

Table 5

Father’s Educational Attainment

Educational Level Frequency Percentage

Elementary 85 32.32%
High School 106 40.30%
College 72 27.38%
Total 263 100%

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

terms of educational attainment.

Table 6

32
Thematic Content Analysis on Factors Influencing Students’ Course Preferences
Significant Statements
“I like holding a stick while
standing in front of the
class….”
“It’s just deep within me that
I like teaching…”
“I want to teach students like
standing in front of them…” when they see themselves
“I don’t know I just really
love teaching…”
“I also wanted to explore
everything about the
course…”
“….because as what I have
known it’s a nice profession”
“I found encouragement from
my parents and other family
members, and they told me
they’re going to support me
once I’ll be in college,
because they also wanted the children’s choice. There is
course for me…”
“I was inspired by someone
(Tita, teacher, neighbour)
who is a graduate of such
course, and I can see them
already happy and successful
in life. That prompted me to
study well and be like them
someday”
“It was because of my
brother…”
“Most of our elementary
teachers are good...”
JUNIOR HIGH SCHOOL LEVEL
Significant Statements
“It’s just my interest…”
“I want others to learn from
ELEMENTARY LEVEL
Formulated Meaning Clustered Emerging
Themes Themes
Most participants in this Influence of
level, preferred courses Cognitive Factors
based on what they think on the early
is interesting. It touchesstages of a child’s
some sort of “childhood decision
dreams” which starts
Cognitive
doing the duties on a Factors
certain course.
Family and parental Impact of Parents
support and and Families’
encouragement are Decisions
important factors to have towards Child’s
been influencing Choice
a greater tendency for a
young individual to follow
what their parents want
for them.
External influences apart Presence of
Social Factors
from family extending to Social Factors as
other people or to what is revealed by other
called ‘significant others’ people’s
also highly affect influences
students’ course
preferences during
elementary level.
Clustered Emerging
Formulated Meaning
Themes Themes
Personal interest has a Paying Attention Cognitive
strong bearing in the towards Personal Factors
33
 me that’s why I like
teaching…”
“I also love teaching…”
“… I was a bit interested..”
“I was inspired by one of our
junior high school teacher…”
; “I’ve met a professional
who had shared a lot to me
about his profession, that
made me gradually realized
that I would love to be like
him someday”
“… because of the support of
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…”
“The course is highly in
demand right now and that
would mean better chances
of getting employed so soon
after graduation”
“That’s what I commonly see being employed in a stable
in our locality…”
“…because of our training
and experiences…”
SENIOR HIGH SCHOOL LEVEL
Significant Statements
“I want to pursue Business
Ad since I wanted to be in an
office….”
“ I like tallying and listing
many debts”
“ … I’m interested with
teaching…”
“… I’m just interested with
it”
“I’m just curious about these
things…”
“I feel confident with my
decision making of Desires and
students and that Interest
eventually leads them to
certain preferences.
Majority of the student- Key roles played
respondents tend to be by Social Factors
highly influenced and through the
affected by the many Presence of the
socializing agents that Significant
surround them. Others
Social Factors
During junior high school Impact of
level, students’ starts to Environmental
consider the course’s Factors in the
employability or the Figure of Societal
Environmental
realistic feasibility of Demands
Factors
a work after schooling.
Clustered Emerging
Formulated Meaning
Themes Themes
Majority of the students- Personal Interest Cognitive
respondents’ course as a Determinant Factors
preferences are prompted of Students’
to them by their own Choice
interest even until the
Senior High School Level.
Some students build up Students’
34
 ability to do well in the
course.”
“It is where I can better
explore since it’s in line with
my talent…”
“I was just influence by a
relative and a family member
to take up the course”
“I want to teach my parents
who were not able to reach
even high school…”
“Some else has motivated me
to take up the course”
“I’m thinking of the course’s
employability if it is
economically in demand”
“ Teachers are in demand..”
“ The company where my
father is working is hiring
daughters or sons of their
workers…”
“The job offers high salary”
“ In our school I underwent
training…”
“… I had also experienced
Citizen Advancement
Training (CAT) in this
school…”
“ ..because I was once a
Bread and Pastry Production
(BPP) student…”
their career decisions Perception on
based on their academic their Personal
abilities, and other Capabilities
personal and innate
capabilities. They prefer
courses that reflect their
own skills and talents.
Family-related factors are Evidence of s
still considered by some Socializing
student-respondents even Agents Shaping
until Senior High School Students’
years. Decision
Along with students’ Significance
Social Factors
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.
Open opportunities are Special Regard
linked to play sign role on on courses’ Environmental
students’ career selection Employability Factors
knowing the fact that and Open
career will not always Opportunities
synchronized ability with
opportunities.
In this level, students Narrowing
becoming concerned with Choices with
the amount of money they good
can earn as soon as they’ll Compensation
get into the job
Through interaction of Work internships
students with the context and experiences,
of school and community, enriching
they learn about and students’
explore a career which potential career
gradually leads to their position.
career choice.
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

during elementary were found to be recurring, like BS Education, Engineering courses,

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

nuanced as they become capable of making multi-dimensional comparisons, inferring internal

states and discerning patterns in behavior (Patriorski, 1979).

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

and scientific field courses.

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

bodies of knowledge especially regarding college courses.

4.3Students’ Reasons for Choosing Courses

4.3.1During Elementary Years

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

factors to have been found to influence career choice.

4.3.2 During Junior High School Years

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’

decision making parents particularly give a big impact (Hewitt, 2010).

4.3.3 During Senior High School Years

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

surely lead them out of poverty.

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

determinant of their course preferences.

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

and college schools in their locality.

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

making and talking about difficulties helps (Kracke, 2002).

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

financially supporting the family upon completing their education.

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

Students’ Course Preferences Identified during the Qualitative Phase

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

how they make career choices (Kerka, 2000).

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

the other hand is widen.

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

environment impact their decisions on what courses to take.

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

capabilities in companies and workplaces.

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

Preferences during Elementary Level

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

Preferences during Elementary Level

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

description is being reflected on most statement-indicators like: “I was inspired by my family or

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

statement-indicator “It is the decision of my family or relative” has a qualitative description of

‘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

work.”, with a weighted mean of 2.49.

Table 9

Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course

Preferences during Elementary Level

FACTORS WEIGHTED MEAN QUALITATIVE DESCRIPTION

Cognitive Factors 4.25 Very Much Affected
Social Factors 3.72 Very Affected
GRAND MEAN 3.99 VERY AFFECTED

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

identified factors. However, a more significant qualitative description is attributed to 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

concrete visible attributes to it.

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

surround the child (Pummel, Harwood, Lavalles, 2008).

Table 10

52
The Extent to which the Respondents Reported Cognitive Factors are Influential to their Course

Preferences during Junior High School Level

JUNIOR HIGH SCHOOL LEVEL

COGNITIVE FACTORS WEIGHTED MEAN QUALITATIVE
DESCRIPTION
1. The course sounds 4.68 Very Much Affected
highly professional and
cool by its name.
2. I love imagining 4.64 Very Much Affected
myself doing the job.
3. I just find it 4.60 Very Much Affected
interesting.
4. The course is nice and 4.63 Very Much Affected
has given me a nice
impression.
5. I’m mentally capable 4.42 Very Much Affected
of what is required in
the course.
6. The job offers high 4.29 Very Much Affected
salary.
7. I excel in subjects 3.90 Very Affected
related in the course.
8. I feel confident about 4.14 Very Affected
my ability to do well in
the course.
9. I believe that I’m 4.21 Very Much Affected
intellectually capable
with it.
10. I’m confident that I 4.16 Very Affected
will have an
outstanding
performance here.
OVERALL WEIGHTED 4.37 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

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

Preferences during Junior High School Level

JUNIOR HIGH SCHOOL LEVEL

QUALITATIVE
SOCIAL FACTORS WEIGHTED MEAN
DESCRIPTION
1. I was inspired by my 4.03 Very Affected
family or relative to
take up the course.
2. Someone else had 4.21 Very Much Affected
motivated me to take
up the 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’

occupation.” with a weighted mean of 3.37.

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

Junior High School Level.

Table 12

The Extent to which the Respondents Reported Environmental Factors are Influential to their

Course Preferences during Junior High School Level

JUNIOR HIGH SCHOOL LEVEL

ENVIRONMENTAL WEIGHTED MEAN QUALITATIVE
FACTORS DESCRIPTION
1. The job is highly in 4.27 Very Much Affected
demand right now and
it would mean better
chances.
2. The school I’m in had 3.95 Very Affected
offered me training
related to such course.
3. The course is readily 4.16 Very Affected
available in the
Universities in our
locality.
4. It is what I commonly 3.11 Affected
see in our locality.
5. I’m assured of getting 3.27 Affected

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

the Junior High School Level.

Table 13

Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course

Preferences during Junior High School Level

FACTORS WEIGHTED MEAN QUALITATIVE DESCRIPTION

Cognitive Factors 4.37 Very Much Affected
Social Factors 3.70 Very Affected
Environmental Factors 3.72 Very Affected
GRAND MEAN 3.93 VERY AFFECTED

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

which ultimately and gradually lead to their career choice.

Moreover, in the environmental factors a 3.72 overall weighted mean suggests a

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

position (Berni, 2001).

59
Table 14

The Extent to which the Respondents Reported Cognitive Factors are Influential to their Course

Preferences during Senior High School Level

SENIOR HIGH SCHOOL LEVEL

COGNITIVE FACTORS WEIGHTED MEAN QUALITATIVE
DESCRIPTION
1. The course sounds 4.58 Very Much Affected
highly professional and
cool by its name.
2. I love imagining 4.59 Very Much Affected
myself doing the job.
3. I just find it 4.52 Very Much Affected
interesting.
4. The course is nice and 4.51 Very Much Affected
has given me a nice
impression.
5. I’m thinking about 4.06 Very Affected
practicality.
6. The job offers high 4.15 Very Affected
salary.
7. I’m confident that I 3.97 Very Affected

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.

Moreover a qualitative description of ‘very affected’ is reflected on the following statement

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

my choice.”, with a weighted mean of 3.83.

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

very much influenced by cognitive factors.

Table 15

The Extent to which the Respondents Reported Social Factors are Influential to their Course

Preferences during Senior High School Level

SENIOR HIGH SCHOOL LEVEL

QUALITATIVE
SOCIAL FACTORS WEIGHTED MEAN
DESCRIPTION
1. I was inspired by my 3.99 Very Affected
family or relative to
take up the course.
2. Someone else had 4.20 Very Affected
motivated me to take
up the course.
3. I got moral support 4.08 Very Affected
from my family or
relative.
4. Someone else had 4.04 Very Affected
given me moral
support.
5. It is the decision of my 2.98 Affected
family or relative.

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

level. ‘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

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

member of the family.” with a weighted mean of 2.27.

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

level. ‘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

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

member of the family.” with a weighted mean of 2.27.

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

the Senior High School Level.

Table 17

Summary Table on the Extent to which the Identified Factors Affect the Respondents’ Course

Preferences during Senior High School Level

FACTORS WEIGHTED MEAN QUALITATIVE DESCRIPTION

Cognitive Factors 4.24 Very Much Affected
Social Factors 3.60 Very Affected
Environmental Factors 3.68 Very Affected
GRAND MEAN 3.84 VERY AFFECTED

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

what courses to take up in college (Pummel et. al., 2008).

In addition, a 3.68 overall weighted mean on environmental factors suggests a

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

had also affected students’ choice.

Table 18

Percentage of the Students’ Preferred Course by Classification

67
 Classifications of Students’ Preferred Courses
EDUCA Business Arts Education Engineering Science Total
TIONAL f % f % f % F % f % f %
LEVELS

Elementary 31 11.79 10 3.80 120 45.63 9 3.42 93 35.36 263 100

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

Table 18 shows that most student-respondents preferred Education during their

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

during elementary level constituting 3.42% of the respondents’ population.

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

3.80% or 10/263 of the total number of respondents.

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

courses constituting the 6.85% of the respondents (18/263).

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,

rewarding economically and employability of their preferred course.

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

Elementary level to Junior High School Level

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

32.31% of the respondents did not change.

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

Junior High School to Senior High School Level

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

remaining 47.98% remain unchanged.

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.

As being revealed in figures 4 and 5, there is an observable and comparable percentage

difference of the student-respondents’ changes on course preferences during elementary to junior

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

the individuals’ daily experiences.

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

students’ course preferences change.

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

educational attainment and father’s educational attainment)

b) Dependent Variable: Students’ course preferences during the elementary level

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

preferences reflected by the F-value of 1.2201 with P-value (significance F) of 0.3028.This

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

Regression Analysis on the Significant Relationship between Students’ Demographic Profile

and their Course Preferences during Elementary Level

Coefficients Standard t Stat P- Decision Interpretation

Error value
Constant 1.1929 0.2100 5.6794 0.0000
Locality 0.1313 0.1169 1.1234 0.2623 Accept Not Significant
Ho
Mother’s 0.0659 0.0815 0.8094 0.4190 Accept Not Significant
Educational Ho

73
 Attainment
Father’s 0.0452 0.0766 0.5902 0.5556 Accept Not Significant
Educational Ho
Attainment

a) Independent Variables (Predictors): Profile of the student-respondents (locality,

mother’s educational attainment and father’s educational attainment)

b) Dependent Variable: Students’ course preferences during the elementary level

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

based on each predictor at significance level of 0.05:

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

they reside, whether in urban or in rural areas.

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

a) Independent Variables: Profile of the student-respondents (locality, mother’s

educational attainment and father’s educational attainment)

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

preferences as reflected by the F-value of 1.2113 with P-value (significance F) of 1.2113.This

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

Regression Analysis on the Significant Relationship between Students’ Demographic Profile

and their Course Preferences during Junior High School Level

Coefficients Standard t Stat P-value Decision Interpretation

Error
Constant 1.7952 0.2294 7.8246 0.0000
Locality 0.2271 0.1277 1.7782 0.0765 Accept Ho Not Significant
Mother’s 0.0165 0.0890 0.1859 0.8526 Accept Ho Not Significant
Educational
Attainment
Father’s 0.0163 0.0837 0.1948 0.8457 Not Significant
Educational Accept Ho
Attainment

a) Independent Variables (Predictors): Profile of the student-respondents (locality,

mother’s educational attainment and father’s educational attainment)

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

presented based on each predictor at significance level of 0.05:

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 place where they reside, whether in urban or in rural areas.

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

a) Independent Variables: Profile of the student-respondents (locality, mother’s

educational attainment and father’s educational attainment)

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

preferences as reflected by the F-value of 0.2600 with P-value (significance F) of 0.9034.This

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

study, yet accepting the null hypotheses.

Table 24

Regression Analysis on the Significant Relationship between Students’ Demographic Profile

and their Course Preferences during Senior High School Level

Coefficients Standard t Stat P- Decision Interpretation

Error value
Constant 2.2558 1.0458 2.1570 0.0319
Locality 0.1177 0.1208 0.9739 0.3310 Accept Not Significant
Ho
Mother’s 0.0096 0.0849 0.1129 0.9102 Accept Not Significant

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

a) Independent Variables (Predictors): Profile of the student-respondents (locality,

mother’s educational attainment, father’s educational attainment and age)

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

presented based on each predictor at significance level of 0.05:

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 place where they reside, whether in urban or in rural areas.

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

high school level.

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

hypothesis made by the researchers.

4.8 Significant Relationship between the Factors affecting the Course Preferences of the

students and their Preferred Course

Table 25

Chi-Square Value of the Significant Relationship Between Factors’ Influencing Students’

Course Preferences and their Preferred Courses During Elementary Level

COMPUTED
VARIABLES DECISION INTERPRETATION
VALUE (x²)
COGNITIVE FACTOR VS. 19.381 REJECT Ho SIGNIFICANT
COURSE PREFERENCE

SOCIAL FACTOR VS. 11.768 ACCEPT Ho NOT SIGNIFICANT

COURSE PREFERENCE

* df=8, tabled value (x²)=15.507 at 0.05 significance level

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

students’ course preferences during the elementary level.

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

are highly influencing students’ course preferences.

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

SOCIAL FACTOR VS. 25.512 REJECT Ho SIGNIFICANT

COURSE PREFERENCE
ENVIRONMENTAL 14.750 ACCEPT Ho NOT SIGNIFICANT
FACTOR VS. COURSE
PREFERENCE

* df=8, tabled value (x²)=15.507 at 0.05 significance level

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

acceptance of the null hypothesis.

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

understand by adolescents at an early age.

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

social influences, thus will not unleash their maximum potentials.

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

SOCIAL FACTOR VS. 9.066 ACCEPT Ho NOT SIGNIFICANT

COURSE PREFERENCE

ENVIRONMENTAL 8.689 ACCEPT Ho NOT SIGNIFICANT

FACTOR VS. COURSE
PREFERENCE

84
* 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.

Additionally, on the environmental factor with a computed value (x²) of 8.689which is

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

would then lead to the acceptance of the null hypothesis.

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

85
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

of making multi-dimensional comparisons, inferring internal states and discerning patterns in

behavior (Patriorski, 1979).

4.9 Proposed Course Selection Guidance Program

Table 28

Researchers’ Proposed Course selection guidance program

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

future success in their own careers.

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

86
 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.

87
 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

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary and findings; the conclusions arrived at based on the

findings and recommendations offered.

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

used as statistical treatments.

SUMMARY OF THE FINDINGS:

Demographic Profile of the Respondents

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.

Course Preferences of Students

The most preferred course of the student-respondents during elementary is BS Education,

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

students’ course preferences.

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

89
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

social and environmental factors.

Percentage Distribution Of The Respondents Whose Course Preference Changed And

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% .

Significant Relationship between Students’ Demographic Profile and their Course

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

their Course Preferences

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

them in the past.

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

what courses to take in college.

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

as they reach the junior and senior high school level

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

91
from their environment, the social beings and the other possible factors that may affect the

stability of their decisions.

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

high school level).

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

and social support.

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

what course to take in college.

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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

and in the future.

RECOMMENDATIONS

In the light of the results and findings of this study, the researchers would like to suggest

the following recommendations:

The Guidance and Activity Coordinator. Guidance and activity coordinator is

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.

To the Students. Students are recommended to participate actively to the activities

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

university is really like, by Lucy Tobin ( 2013)).

To Parents or Guardians. The involvement of guardians in the students’ decision-

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

limitations, observe and report to the counselor or authorized personnel, the special

attitudes, interest and personality traits of particular student. Moreover, they could

also assist their students to obtain information concerning opportunities in career selection

and requirements of occupation closely related to the subjects which they are teaching.

To the School Administrators. School Administrators are encouraged to implement the

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

course to take up in college.

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.

Authors Literature and Studies

Borchert (2002) Stated that every student carries the unique history of their life and this
determines how they view the world. That history created in the past by the
students’ environment, personality and opportunity will determine how
students make career choices.
Kerke (2000) Revealed that 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.

99
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

INTERVIEW GUIDE QUESTIONNAIRE

Locality: Age:

1. What course do you prefer or like to take?

2. Does this preference start from your childhood years?

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you preferred?

a.2 Why do you choose this course?

a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

b. During your Junior High School years;

b.1 What is the course you preferred?

b.2 Why do you choose this course?

b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

c. During your Junior High School years;

c.1 What is the course you preferred?

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?

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 TRANSCRIPTIONS ON STUDENTS RESPONSES

RESPONDENT 1

Locality: Rural Age: 18

1. What course do you prefer or like to take?

Response: Business Administration

2. Does this preference start from your childhood years?

Response: Dili (No)

If the answer is NO (follow-up questions)

a. During your elementary years

a.1 What is the course you prefer?

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.2 Why do you choose this course?

a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

b. During your Junior High School years;

b.1 What is the course you prefer?

Response:

b.2 Why do you choose this course?

b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

c. During your Junior High School years;

c.1 What is the course you prefer?

Response:

c.2 Why do you choose this course?

102
 c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

RESPONDENT 2

Locality: Urban Age: 16

1. What course do you prefer or like to take?

Response: Accountancy

2. Does this preference start from your childhood years?

Response: Dili (No)

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Ganahan ko mag-teacher (I wanted to become a teacher)

a.2 Why do you choose this course?

Response: Deep within me ra jud kay ganahan ra kog teaching....ganahan ko sa trabaho

sa teacher. (Teaching is an innate interest for me… I like the works being done by a teacher)

a.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

Response: wala na (none anymore)

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Education

b.2 Why do you choose this course?

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: Wala na (none anymore)

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Accountancy

c.2 Why do you choose this course?

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?

Response: Ganahan sad ko ana kay pagka-elementary nako kay naka-baligya ko og

ganahan ko magtally-tally, maglista-lista sa mga utang, sa school pud ang gi-offer sa school
pareha anang Bookkeeping. Then, dakog sweldo sad. (I also liked it because when I was in grade
school, I used to sell and list debts. Our school this time also offers training such as with that of
Bookkeeping NC III, and I am thinking it would give good comopensation.

RESPONDENT 3

Locality: Rural Age: 17

1. What course do you prefer or like to take?

Response: Education

2. Does this preference start from your childhood years?

Response: Oo (Yes)

If the answer is NO (follow-up questions)

104
 a. During your elementary years;

a.1 What is the course you prefer?

Response: Ganahan ko mag-teacher (I wanted to become a teacher)

a.2 Why do you choose this course?

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: wala na (none anymore)

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Education

b.2 Why do you choose this course?

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: Ganahan ko ba nga maka-learn ang uban nako……..ganahan jud ko og

teaching. (I wanted others to learn from me… I really love teaching).

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Education

c.2 Why do you choose this course?

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

Locality: Rural Age: 17

1. What course do you prefer or like to take?

Response: Ganahan ko mag-Army (I wanted to pursue Army)

2. Does this preference start from your childhood years?

Response: Dili (No)

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Ganahan ko mag-Doctor (I wanted to became a doctor)

a.2 Why do you choose this course?

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: wala na (None anymore)

b. During your Junior High School years;

b.1 What is the course you prefer?

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: Wala na. (None anymore)

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Ganahan ko mag-Army (I wanted to pursue Army)

c.2 Why do you choose this 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

Locality: Rural Age: 21

1. What course do you prefer or like to take?

Response: I want to pursue education in as my degree programme in college, if given a

chance.

2. Does this preference start from your childhood years?

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..

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Education

a.2 Why do you choose this course?

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: My family…..that’s my ultimate and greatest reason before….i actually didn’t

have a continuous elementary education, I have to stop and work and pursue studying
again………

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Education

b.2 Why do you choose this course?

Response: Because of our training and experiences as an Electronics

Trainee……..talking with my collegues always about what courses to take up….

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)

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Education

c.2 Why do you choose this course?

Response: Because I realize no ones gonna support me financiallyin pursuing another

course like engineering, that’s why I take up teaching…….

c.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

Response: Wala na……(None anymore)

RESPONDENT 6

Locality: Rural Age: 17

1. What course do you prefer or like to take?

Response: Information Technology

2. Does this course began from your childhood years?

Response: No

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Education

a.2 Why do you choose this course?

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: wala na (none anymore)

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Civil Engineering

b.2 Why do you choose this 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).

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Information Technology

c.2 Why do you choose this course?

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?

Response: Wala na (None anymore)

110
RESPONDENT 7

Locality: Rural Age: 17

1. What course do you prefer or like to take?

Response: Architect

2. Does this course began from your childhood years?

Response: No

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Nursing

a.2 Why do you choose this course?

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: wala na (none anymore)

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Nun

b.2 Why do you choose this course?

Response: Ganahan ko mag-madre kay as gratitude to them……..og for service

sad…….na-inspired ko tungod sa ilang mga binuhatan especially sa duty nila towards the
children and serving the poor…. (I wanted to become a nun as a gratitude to them and for their
service, I admire their works of helping the children especially the poor).

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)

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Architect

c.2 Why do you choose this course?

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?

Response: Wala na (none anymore)

RESPONDENT 8

Locality: Rural Age: 16

1. What course do you prefer or like to take?

Response: Police

2. Does this course began from your childhood years?

Response: No

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Education

a.2 Why do you choose this course?

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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).

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Police

b.2 Why do you choose this course?

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

na-inspired jud ko pag-lantaw sa ila mao nang giganahan ko mag-police……

b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

Response: Wala na naman.

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Education

c.2 Why do you choose this course?

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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

Locality: Rural Age: 21

1. What course do you prefer or like to take?

Response: Education

2. Does this course began from your childhood years?

Response: Yes

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Education

a.2 Why do you choose this course?

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…………..

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Education

b.2 Why do you choose this course?

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?

Uban pa sa imong gipangsulti, unsa pa’y laing hinungdan nga naka

impluwensya sa imo sa pagpili anang kursoha?

Response: Wala na naman.

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Education

c.2 Why do you choose this course?

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

1. What course do you prefer or like to take?

Response: Chef

2. Does this course began from your childhood years?

Response: No

If the answer is NO (follow-up questions)

a. During your elementary years;

a.1 What is the course you prefer?

Response: Nursing

a.2 Why do you choose this course?

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: Wala na man.

b. During your Junior High School years;

b.1 What is the course you prefer?

Response: Education

b.2 Why do you choose this course?

Response: Tungod kay ganahan ko mutudlo og mutabang nila na i-mold as a mature

person …..

b.3 Aside from what you have mentioned, what are the other factors that
influenced you in choosing that course?

Response: Wala na naman.

c. During your Senior High School years;

c.1 What is the course you prefer?

Response: Chef

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 c.2 Why do you choose this course?

Response: Ganahan ko makabalo muluto og cake, cookies og bread…curious jud ko

aning butanga………..

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:___________________________________________

FAMILY’S MONTHLY INCOME (Estimated in thousands):_________________________

PARENT’S EDUCATIONAL ATTAINMENT

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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.

5- Strongly Agree (Is extremely affected by the factors positively)

4- Moderately Agree (Is substantially affected by the factors positively)

3- Neither Agree nor Disagree (Unaffected/ Undecided)

2- Moderately Disagree (Is substantially affected by the factors negatively)

1- Strongly Disagree (Is extremely affected by the factors negatively)

ELEMENTARY LEVEL

DIRECTIONS: Write on the space provided below your preferred course during Elementary.

COURSE PREFERENCE:______________________________________________________

FACTORS INFLUENCING THE COURSE PREFERENCE

A. COGNITIVE FACTORS 5 4 3 2 1

1. The course sounds highly professional and cool by its name.

2. I love imagining myself doing the job.

3. I just find it interesting.

4. The course is nice and has given me a nice impression.

5. I believe there’s so much to explore on the course.

6. I can see myself wearing the same uniform.

7. I excel in subjects that are related to the course.

8. I believe my intellectual capacity could cope with what is
required in the job.
9. I believe I’m capable of doing the job someday.

10. I’m thinking that taking up the course could make me rich.

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 B. SOCIAL FACTORS

1. I was inspired by my family or relative to take up the course.

2. Someone else had motivated me to take up the course.

3. I got moral support from my family or relative.

4. Someone else had given me moral support.

5. It is the decision of my family or relative.

6. Apart from my family, someone else had prompted me to
take up the course.
7. I want to help my family financially.

8. I want to help others.

9. It’s the profession of my parent/s and I would love to have
the same.
10. The job is related with my parent/s work.

JUNIOR HIGH SCHOOL LEVEL

DIRECTIONS: Write on the space provided below your preferred course during Junior High
School level.

COURSE PREFERENCE:______________________________________________________

FACTORS INFLUENCING THE COURSE PREFERENCE

A. COGNITIVE FACTORS 5 4 3 2 1

1. The course sounds highly professional and cool by its name.

2. I love imagining myself doing the job.

3. I just find it interesting.

4. The course is nice and has given me a nice impression.

5. I’m mentally capable of what is required in the course.

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 6. The job offers high salary.

7. I excel in subjects related in the course.

8. I feel confident about my ability to do well in the course.

9. I believe that I’m intellectually capable with it.

10. I’m confident that I will have an outstanding performance
here.
B. SOCIAL FACTORS

1. I was inspired by my family or relative to take up the course.

2. Someone else had motivated me to take up the course.

3. I got moral support from my family or relative.

4. Someone else had given me moral support.

5. It is the decision of my family or relative.

6. Apart from my family, someone else had prompt me to take
up the course.
7. I got financial support from my family.

8. I got financial support from someone else.

9. I’m thinking about my parents’ occupation.

10. I’m expected to follow my parents’ footsteps.

C. ENVIRONMENTAL FACTORS

1. The job is highly in demand right now and it would mean

better chances.
2. The school I’m in had offered me training related to such
course.
3. The course is readily available in the Universities in our
locality.
4. It is what I commonly see in our locality.

5. I’m assured of getting employed so soon after I graduate.

6. I had a work experience related to the course.

7. I’m limited to such preference by the kind of industry we
have in our locality.

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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.

SENIOR HIGH SCHOOL LEVEL

DIRECTIONS: Write on the space provided below your preferred course during Senior High
School Level.

COURSE PREFERENCE:______________________________________________________

FACTORS INFLUENCING THE COURSE PREFERENCE

A. COGNITIVE FACTORS 5 4 3 2 1

1. The course sounds highly professional and cool by its name.

2. I love imagining myself doing the job.

3. I just find it interesting.

4. The course is nice and has given me a nice impression.

5. I’m thinking about practicality.

6. The job offers high salary.

7. I’m confident that I will have an outstanding performance
here.
8. I’m mentally capable of what is required in the course.

9. I feel confident about my ability to do well in the course.

10. I believe that I’m intellectually satisfied with it.

B. SOCIAL FACTORS 5 4 3 2 1

1. I was inspired by my family or relative to take up the course.

2. Someone else had motivated me to take up the course.

3. I got moral support from my family or relative.

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 4. Someone else had given me moral support.

5. It is the decision of my family or relative.

6. Apart from my family, someone else had prompted me to
take up the course.
7. Most of my family and relatives are in line with such course.

8. I got financial support from my family.

9. I got financial support from someone else.

10. I’m considering the expenses of the other member of the
family.
C. ENVIRONMENTAL FACTORS 5 4 3 2 1

1. The job is highly in demand right now and it would mean

better c1hances.
2. The school I’m in had offered me training related to such
course.
3. The course is readily available in the Universities in our
locality.
4. I had a work experience related to the course.
5. I’m limited to such preference by the kind of industry we have
in our locality.
6. I feel the prospect of landing a job near in my residency.
7. Many schools and Universities near in our locality offering the
course.
8. I see many offices and companies offering job opportunities
related to the course.
9. I’m assured of getting employed so soon after I graduate in
that course.
10. I’ am limited to a career choice by what is schooling in my
area.

THANK YOU VERY MUCH!!!

APPENDIX C

LETTER TO THE ADVISER

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 Sisters of Mary School-Girlstown, Incorporated
J.P. Rizal Street, Talisay City, Cebu

June 07, 2016

MS. JOSEPHINE CAVALIDA

T.V.E Teacher

Sisters of Mary School-Girlstown, Inc.

J.P. Rizal St., Talisay City, Cebu 6045

Miss:

Let us serve the Lord with joy!

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

for your guidance and wisdom as our adviser on this research.

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We are hoping for your affirmative response.

Thank you and God Bless!

Respectfully yours,

JANINE CABALLES

Grade 12-A Representative

Noted by:

MR. EMERSON PETEROS

Practical Research II Teacher

MRS. BELINDA A. BARON

III Teacher

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Approved by:

MISS JOSEPHINE CAVALIDA

T.V.E Teacher

LETTER TO THE SCHOOL PRINCIPAL

Sisters of Mary School-Girlstown, Incorporated

J.P. Rizal Street, Talisay City, Cebu

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June 10, 2016

SR. LARESA N. MORASA, SM

School Principal

Sisters of Mary School-Girlstown, Inc.

J.P. Rizal St., Talisay City, Cebu 6045

Sister:

Let us serve the Lord with joy!

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

project in Practical Research II and Inquiry, Immersion and Investigation Subjects.

We are hoping for your affirmative response.

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Thank you very much Sister!

Respectfully yours,

Aragao, Lean

Caballes, Janine

Felecia. Paz Vien

Loquias, Jean Kenneth

Nacion, Estefanie

Silab, Sharmaine Jade

Maghanoy,Sarah Jemima

Noted by:

MR. EMERSON PETEROS

Practical Research II Teacher

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MRS. BELINDA A. BARON

III Teacher

Approved by:

SR. LARESA N. MORASA, SM

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

science by an identified Grade 7 student of the Sisters of Mary School-Girlsown, Inc.: A

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

officer of the school.

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

certificate as one of the authors of a research entitled as “ Aversion to Mathematics of a Senior

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

their research won as the Best Case Study.

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

Department and a Dance Master of the SMS-Girlstown Dancestroupe club.

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

Research. Felecia has also joined competitions inside and

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

Qualitative Research. Felecia has also joined competitions inside and

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

yellow belter member of Taekwondo Group.

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