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Factors Affecting Decision Making in Choosing Strands among

Senior High School Students: A Cross-Sectional Study

In partial fulfillment for the course

Practical Research 2: Quantitative Research

Submitted to Mr. Joel P. Soriano

Senior High School Department
Pines City Colleges, Magsaysay Rd.,
Baguio City, 2600

Submitted by:
Fanged, Sharmaine P.
Dulinen, Wilmalyn O.
Ayasao, Jessie Chester P.
Libiternos, Jesse L.
Garcia, Phil Denver A.

May 24, 2019

 APPROVAL SHEET

May 24, 2019

This is to certify that the study entitled:

Factors Affecting Decision Making in Choosing Strands among Senior High School

Students: A Cross-Sectional Study

have satisfactorily met the required standards as partial fulfillment of the Senior High School

Program Study of Pines City Colleges as approved by the Department of Education.

This study is submitted and prepared by Fanged, Sharmaine P.; Dulinen, Wilmalyn O.; Ayasao,

Jessie Chester P.; Libiternos, Jesse L. and Garcia, Phil Denver A.

Certified by:

JOEL P. SORIANO
Adviser

Approved by:

ALLAN B. CASTRO PROF MA. JENNY F. OPPOD

Defense Panel Senior High School Coordinator

2
 ACKNOWLEDGEMENT

First of all, the researchers would like to thank the Almighty God for the blessings,

wisdom and knowledge He gave in making this study possible.

To their practical research advisers, Mr. Joel P. Soriano and Mr. Allan B. Castro for the

help, encouragements and advices.

To their beloved family for supporting and understanding them in all the odds they

encountered in conducting this study.

To their teachers for being there when they needed help and for the motivations during

the process of this study.

To their dearest friends and classmates for the support and enthusiasm in order to make

this study possible.

And last but not the least, the researchers would like to thank the people around them

who contributed to the success of their study.

The Authors/Researchers

3
 TABLE OF CONTENTS

Title page ………………………………………………………………… i

Approval Sheet …………………………………………………………. ii

Acknowledgement …………………………………………………………. iii

Table of contents ………………………………………………………… iv

Table of Figures and Tables ............................................................................ vi

Abstract …………………………………………………………………… vii

Introduction .......................................................................................... 1

Methods .......................................................................................... 3

Results and Discussion .............................................................................. 5

Characteristics of Respondents ...................................................... 5

Determining Factors for Choice of Strand .......................................... 6

Association of Indicators to Program Choice ..................................... 10

Conclusion and Recommendation ............................................................. 12

Bibliography .......................................................................................... 13

Attachments

Attachment 1. Study Matrix ................................................................... 17

Attachment 2. Research Protocol ....................................................... 25

Attachment 3. Table of Specification for Content and Criterion Validity 35

Attachment 4. Letter to Respondents and Survey Questionnaire ....... 37

Attachment 5. Reliability Testing Results ........................................... 43

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Attachment 6. Tally Sheet of Responses ........................................... 45

Attachment 7. STROBE Evaluation of Study ............................... 51

Attachment 8. Project Gantt Chart ....................................................... 55

Attachment 9. Project Budget Line Item ........................................... 56

Attachment 10. Curriculum Vitae of Investigators ............................... 57

5
 TABLE OF FIGURES AND TABLES

Table 1. Demographic Profile of Respondents ............................................ 5

Table 2. Academic Factor for Strand Choice ............................................ 6

Table 3. Personal Factor for Strand Choice ............................................ 7

Table 4. Interpersonal Factor for Strand Choice ............................................ 8

Table 5. Career Factor for Strand Choice ........................................................ 8

Table 6. Media Factor for Strand Choice ........................................................ 9

Table 7. Association of Indicators to Program Choice ................................ 10

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 ABSTRACT

Introduction: Decision making is considered important in guiding adolescents in choosing their

own careers. Based from the different literatures, there are several factors affecting
decision making including academic factors, personal factors, interpersonal factors,
career factors, and media factors. This study was conducted to determine factors affecting
decision making among senior high school students in terms of choosing their strand.

Methods: A cross-sectional study was performed including a population of 146 senior high
school students in a college in Baguio City. A 28-item survey-questionnaire, which
includes 5 academic, 11 interpersonal, 4 personal, 4 career and 5 media items, was used
for data collection with a tool reliability of 0.85 using Cronbach’s-Alpha Coefficient.
Statistical Package software for Social Science (SPSS) Version 20.0 was used to code
individual data and perform analytical tests. Descriptive analysis was done to determine
the factors rated by students to be important in choosing their strand. Chi-square test of
independence was used to determine if there were significant factors associated with the
choice of strand by respondents.

Results and Discussion: There were a total of 146 respondents including 84 Grade 11 and 42
Grade 12 STEM, and 13 Grade 11 and 7 Grade 12 HUMSS students. Among the
different factors, the most influential choice among the respondents is career factors
while the least influential choice is interpersonal factor. The four items that are
significantly associated to the choice of program of respondents include social and
communication skills and media literacy skills which are considered as factors while
making lives of other people easy and comfortable and family forced influence are
considered as non-factor.

Conclusion and Recommendation: Based from these results, it can be suggested that career
factor affects the decision making of senior high school students in choosing strand. A
larger population is recommended to verify the findings of this study and to also consider
the effect of the environment of respondents to their decision making.

Keywords: decision-making, strands, senior high school student

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8
Introduction

Decision making is considered an important life skill. It is also considered important in

guiding adolescents in choosing their own careers (Porfeli & Lee, 2012). While it is a necessity,

there are factors affecting this process. Portfeli and Lee (2012) furthered explained that interests

and values towards a certain activity are improved during childhood with the help of interaction

among family, teachers, the media and peers in which these will then have an effect to the career

interests and decisions in later adolescence.

In terms of interpersonal factor, family, friends and teachers are considered important in

influencing the student’s decision (Alexitch, Kobussen, & Stookey, 2004; Kaskaya, Calp &

Kuru, 2016) however, the results of Alika (2012) showed that parental and peer group influence

had no significant relationship on career choice specifically in engineering among adolescents.

These studies show that there is a difference in factors affecting the career decision depending on

the given career.

On the other hand, the study of Cavas et al. (2011) focused on career factors and has

considered that jobs in which students are interested and job prospects after graduation are

important factors to consider. Economic consideration is also included as a career factor as well

as outcome expectancies found by (Anbuselvan et al., 2013 & Meddour et al., 2016). Hasan et

al. (2010) also stated that salary, benefits and geographical location of career destination is

considered a factor in choosing career. This can be related to the study of Uyar, Güngörmüş, &

Kuzey, (2011) in which they stated that opportunities perceived by students affect their decision

making.

In terms of personal factor, some studies have emphasized personal interest towards a

specific career as one of the factors influencing the career decision making of students (Meddour

1
et al., 2016; Thomas, 2008; Uyar, Güngörmüş, & Kuzey, 2011). Other factors such as self-

efficacy, talents and abilities, desire to manage the world, personal contacts and experience are

also included (Meddour et al., 2016; Cavas et al., 2011; Ozcan, 2017; Anbuselvan et al., 2013)

In terms of academic factors, the studies by Gacohi, Sindabi & Chepchieng (2017) and

Raza (2016) found that provision of career information influences the career adoption of students

which is a significant factor. Similarly, academic achievements are also included in affecting the

career decision of students (Ozcan, 2017). Kaskaya, Calp & Kuru (2016) added teaching process

and some developmental characteristics as affecting factor in decision making. According to

these results, knowledge and educational influence regarding the desired career can affect the

decision making of the student.

Cakiroglu, Cavas & Ertepinar (2011) and Kaskaya, Calp & Kuru (2016) have further

found out media factors which include TV-media, internet, popular scientific magazines, books

and movies.

Based on the different literatures, there are several factors affecting decision making

including academic factors which focuses on school-based and academic activities, personal

factors which focuses on intrapersonal aspects, interpersonal factors which include family,

friends and teachers, career factors which include employment and future aspects, and media

factors which is related to media-related aspects. However, most of the literatures focused on

either college courses or future careers. There are no other studies focusing on senior high school

strands. Therefore, this study focused on the factors affecting decision making in choosing

strands among senior high school students. The findings of this study will be significant in

helping counselors in providing career information to students.

2
Methods

Study design

This research utilized a quantitative type of research with an approach of cross-sectional

study focusing on factors as independent variable affecting the strand decision making as

dependent variable of senior high school students. The study was designed to determine the

demographic data of the senior high school students, determine the factors for choice of strand of

respondents which include academic, personal, interpersonal, career and media and determine

the association between the strand choice and identified indicators. The factors were arranged

depending on the most influential reason considering the level of the independent variable as

ordinal. Senior High School strand has three main categories which includes STEM (Science,

Technology, Engineering and Mathematics), ABM (Accounting, Business and Management) and

HUMSS (Humanities and Social Sciences). Therefore, the strand decision making as dependent

variable can be classified as nominal in the level of measurements.

Population and Sampling

This research utilized population study that involved a total of 146 senior high school

students from one educational institution in Baguio City. There was no selection bias. The

association between the grade level and strand choice of students resulted to a chi-square value

of .022 which indicates that the grade level and strand choice of the respondents are independent

from each other.

Instrumentation

A 28-item survey-questionnaire was constructed as a tool to conduct survey which

measures according to the factors which includes academic factors, personal factors,

3
interpersonal factors, career factors and media factors. The tool is made up of two sections. The

first section consists of questions examining the demographic data of the respondent which

included the current grade level and strand. The second section consisted of 28 items examining

the factors that the respondents chose as influential factors in decision making on their current

strand. The first factor, academic factor consisted of 4 items, personal factor consisted of 11

items, interpersonal factor consisted of 4 items, career factor consisted of 4 items and media

factor consisted of 5 items.

Validity and Reliability of the Tool

Criterion validity was performed by item mapping of indicators towards major areas that

affect student’s choice as per literature review. This can be seen in the attachment two where it is

divided into three which includes the areas, sub-areas and the indicators. Construct and content

validity was conducted by having the questionnaire validated by the adviser and panel members

of the proposal defense.

Statistical Package for Social Science (SPSS) software version 20.0 was used for data

analysis. This can be seen in the attachment five where pilot testing of the said test resulted to a

reliability of .850 using Cronbach’s alpha measuring the internal consistency of the tool. This

shows that the test instrument used in current study is reliable and that the items allow the

prediction of strand choice among senior high school students.

Data Collection and Management

Items which were part of the questionnaire were measured on a four point Likert Scale

having “1” as strongly disagree, “2” as disagree, “3” as agree and “4” as strongly disagree. The

survey questionnaire were collected and analyzed.

4
Data Treatment

Descriptive analysis was done to determine the choice that mostly affects the

respondents. Percentage frequency distribution was used to show the comparative frequency of

the data regarding the grade level and strand choice. Mean weighted scores were collected for

comparison to determine the most and least influential factors. Chi-square test for independence

was used to determine if there were significant associations between the choices and the strand

of the respondents at the conventional 0.05 level significance. Certain scales were merged like

strongly agree and agree together and strongly disagree and disagree together to avoid 25% of

the cells less than frequency count of 5. To extract the data from the questionnaires, the

responses were coded, using number codes to make the data suitable for analysis. SPSS 20 was

used for data entry.

Results and Discussion

Characteristics of respondents

Table 1. Demographic Profile of Respondents

Program Chi-square test

Year Level HUMSS STEM
Grade 11 13 84
(8.90%) (57.53%) .022
Grade 12 7 42
(4.79%) (28.77%)

Table 1 consists of the demographic data of the respondents. The table shows that among

146 respondents, there are 8.90% grade 11 HUMSS students having a frequency of 13 and there

are 57.73% grade 11 STEM students having a frequency of 84. For the grade 12 students, there

are 4.79% taking HUMSS strand having a frequency of 7 and 28.77% taking STEM strand

5
having a frequency of 42. Based from the chi-square value of .022, there is no significant

association between the strand and year level of the respondents. This result suggests that the

strand and year level of respondents are independent from each other which means that it does

not affect the result of the study.

Determining factors for strand-choice

Table 2. Academic Factor for Strand Choice

Items Mean Interpretation

1. It is most related to my academic inclinations during my junior high
school (e.g. science and math for STEM; Araling Panlipunan and ESP for 2.89 Agree
HUMSS; math and economics under Araling Panlipunan for ABM).
2. It is the strand that is most related to the textbooks that I love to read in
school (e.g. science books and math books for STEM; Araling Panlipunan
2.38 Disagree
Books and Edukasyon sa Pagpapakatao books for HUMSS; math books and
Araling Panlipunan Books for ABM)
3. I was influenced to take the strand after reading the available career Agree
2.75
information resources in school.
4. I was influenced with the career counseling program of our school (e.g.
guidance office and school-to-school orientation of SHS institutions) that I 2.39 Agree
underwent during Junior High School.
Weighted Mean 2.60 Agree

Table 2 shows the means of every item under academic factor having 2.60 weighted

mean. Based from the results, academic inclination (2.89), career information resources (2.75)

and career counseling (2.39) are the top three items under academic factor.

6
Table 3. Personal Factor for Strand Choice

Items Mean Interpretation

5. It is personally the most interesting and challenging strand for me. 3.16 Agree
6. It draws me close to the field that I am passionate about. 3.23 Agree
7. It is the track that I am most confident about in terms of my
2.87 Agree
perceived self-efficacy.
8. It is aligned to my talents and abilities (e.g. math solving and
experimenting for STEM; public speaking and poetry writing for 2.80 Agree
HUMSS; math solving and good at decision making for ABM).
9. It is the best track to improve my social and communication skills. 2.99 Agree
10. It will help me improve my creativity and sense of independence
3.14 Agree
in the future.
11. It is most related in terms of my media literacy skills. 2.70 Agree
12. I want to have a first-hand experience of the strand. 2.93 Agree
13. It is the best track to fulfill my desire to lead and set an example to
3.11 Agree
other people.
14. It is related to what I want to do for my neighborhood (e.g.
contribute in curing diseases by becoming a nurse which is aligned in
the STEM strand; decrease crime rate by becoming a police officer
2.99 Agree
which is aligned in the HUMSS strand; increase the economic
capability of my neighborhood by becoming a business man which is
aligned in the ABM strand)
15. It allows me to fulfill my desire to make the lives of other people
easy and comfortable (e.g. scientific inventions for STEM; 2.38 Disagree
community services for HUMSS).
Weighted Mean 2.94 Agree

Table 3 shows the means of every item under personal factor having 2.94 weighted mean.

Based from the results, the top three items include passion towards desired field (3.23),

interesting and challenging strand (3.16) and creativity and sense of independence (3.14).

7
Table 4. Interpersonal Factor for Strand Choice

Items Mean Interpretation

16. It is the strand encouraged by my family for me to take. 1.81 Disagree
17. It is the strand forced by my family for me to take. 1.79 Disagree
18. It is the strand chosen by my friends/peers prior to Senior High
1.92 Disagree
School.
19. I was motivated by my teacher in Junior High School to take the
3.09 Agree
said strand.
Weighted Mean 2.15 Disagree

Table 4 shows the mean of every item under interpersonal factor having 2.15 weighted

mean. Based from the results, junior high school teacher influence (3.09), peer influence (1.92)

and family encouragement (1.81) are the top three items.

Table 5. Career Factor for Strand Choice

Items Mean Interpretation

20. It will help me land my desired job/position after graduation. Strongly
3.27
Agree
21. It will help me receive my desired future financial profit/earnings
Strongly
(e.g. Science professor who earns high income for STEM; Lawyer 3.26
Agree
who earns high income for HUMSS; Marketing Director for ABM)
22. It will help me enter a job full of opportunities for professional
and career development (e.g. Scientist, IT Expert, Engineer, Math
Strongly
Professor for STEM; Politician, Lawyer, Psychologist, Sociologist for 3.29
Agree
HUMSS; Bookkeeper, Accounting Clerk, Internal Auditor, Sales
Manager for ABM )
23. It will allow me to land a job in a specific place with low hazards
2.75 Agree
such as crime rate, disease transmission…
Weighted Mean 3.14 Agree

Table 5 shows the means of every item under career factor having 3.14 weighted mean.

Based from the results, the top three items include job opportunities (3.29), desired job (3.27)

and future financial earnings (3.26).

8
Table 6. Media Factor for Strand Choice

Items Mean Interpretation

24. It is related to the documentaries and movies I liked to watch in TV (e.g.
Human Rights Documentaries and Suits for HUMMS students who want to
2.65 Agree
become future lawyers, Environmental Documentaries and Grey’s Anatomy
for STEM students who want to become doctors).
25. It is the track that will allow me to enter the most prestigious careers
2.62 Agree
depicted by media.
26. It is aligned to the in-demand jobs today as shown on popular media
2.87 Agree
programs.
27. It is related to the type of print media I like to read (e.g. Discovery and
Animal Planet for STEM, Time Magazine for HUMMS, and The Economist 2.43 Disagree
for ABM Strand)
28. It is related to my activity logs in the internet (e.g. Watching SONA for
HUMMS, Virtual Laboratory Simulation for STEM, Stock Trading for ABM 2.41 Disagree
Students).
Weighted Mean 2.60 Agree

Table 6 shows the means of every item under media factor having 2.60 weighted mean.

Based from the results, in-demand jobs shown on popular media programs (2.87), documentaries

and movies influence (2.65), and prestigious career depicted by media (2.62) are the top three

items.

Based from these results, it also shows that the factor having the highest weighted mean

of 3.14 is career factor followed by personal factor having a weighted mean of 2.94. There are

two factors having the same weighted mean of 2.60 which include academic factor and media

factor followed by the latter factor having a weighted mean of 2.15 which includes interpersonal

factor. Overall, career factor is the most influential choice among the respondents having 3.14

weighted mean while the least influential is interpersonal factor having a weighted mean of 2.15.

It was mentioned by the studies of Hasan et. al. (2010) and Anbuselvan, et al. (2013) that the

resulting most influential factor which is associated with outcome expectancies is considered a

factor in influencing the career decision making of students.

9
Associated factors to specific strand

Table 7. Association of Indicators to Program Choice

Category Chi-
Items Program Non-factor Factor square
(Scale 1 and 2) (Scale 3 and 4 ) test
It is most related to my academic inclinations during my junior high school STEM 26 100 2.03
HUMSS 7 13
It is the strand that is most related to the textbooks that I love to read in STEM 56 61 0.49
school HUMSS 12 8
I was influenced to take the strand after reading the available career STEM 40 86 0.53
information resources in school. HUMSS 8 12
I was influenced with the career counseling program of our school. STEM 67 59 0.07
HUMSS 10 10
It is personally the most interesting and challenging strand for me. STEM 24 102 0.38
HUMSS 5 15
It draws me close to the field that I am passionate about. STEM 19 107 0.32
HUMSS 4 16
It is the track that I am most confident about in terms of my perceived self- STEM 39 87 0.937
efficacy. HUMSS 8 11
It is aligned to my talents and abilities. STEM 40 85 1.18
HUMSS 4 16
It is the best track to improve my social and communication skills. STEM 38 88 8.15*+
HUMSS 0 20
It will help me improve my creativity and sense of independence in the STEM 18 107 3.29
future. HUMSS 0 20
It is most related in terms of my media literacy skills. STEM 55 71 4.01*
HUMSS 4 16
I want to have a first-hand experience of the strand. STEM 34 92 0.08
HUMSS 6 14
It is the best track to fulfill my desire to lead and set an example to other STEM 27 99 3.00
people. HUMSS 1 19
It is related to what I want to do for my neighborhood. STEM 30 96 0.77
HUMSS 3 17
It allows me to fulfill my desire to make the lives of other people easy and STEM 66 60 7.48*
comfortable HUMSS 17 3
It is the strand encouraged by my family for me to take. STEM 99 27 3.01
HUMSS 19 1
It is the strand forced by my family for me to take. STEM 107 19 9.97*
HUMSS 11 9
It is the strand chosen by my friends/peers prior to Senior High School. STEM 95 31 2.09
HUMSS 12 8
I was motivated by my teacher in Junior High School to take the said STEM 33 93 1.16
strand. HUMSS 3 17
It will help me land my desired job/position after graduation. STEM 16 110 0.78
HUMSS 4 16
It will help me receive my desired future financial profit/earnings. STEM 4 122 0.65
HUMSS 0 20
It will help me enter a job full of opportunities for professional and career STEM 12 114 2.08
development. HUMSS 0 20
It will allow me to land a job in a specific place with low hazards such as STEM 43 83 0.13
crime rate, disease transmission HUMSS 6 14
It is related to the documentaries and movies I liked to watch in TV. STEM 54 72 0.44
HUMSS 7 13
It is the track that will allow me to enter the most prestigious careers STEM 56 70 0.01
depicted by media. HUMSS 9 11
It is aligned to the in-demand jobs today as shown on popular media STEM 38 88 0.78
programs. HUMSS 8 12
It is related to the type of print media I like to read. STEM 68 58 0.11
HUMSS 10 10
It is related to my activity logs in the internet. STEM 73 53 1.17
HUMSS 9 11

10
 Based from table 3, there are four items that are significantly associated to the choice of

program of respondents for Senior High School.

The first significantly associated item which includes social and communication skills

with a chi-square value of 8.15*+ is considered a factor having 108 votes from STEM and

HUMSS. The importance of communication and social skills was mentioned by the study of

Piercy and Steele (2016) and Erozkan (2013) in which they found out that social skill is relevant

in any employment related environment while communication skill is important to increase

social self-efficacy. While these studies were able to prove that social and communication skill is

one factor, this result could have been limited by the fact that for this item, there was one vote

that is zero.

The second significantly associated item which includes media literacy skills with a chi-

square value of 4.01* is considered a factor having 87 votes from STEM and HUMSS. The

importance of media literacy skills is mentioned by the study of Ham & Mudrinic (2018) in

which they found that media literacy skills is important in accessing and analyzing media content

and communicating in a variety of contexts.

The third significantly associated item which includes making lives of other people easy

and comfortable with a chi-squared value of 7.48*is considered as non-factor having 83 votes

from STEM and HUMSS which means that this item is not included in the factors that affect the

strand decision making of senior high school students. A study by Smit, C. (2017) stated that

self-understanding can enhance their ability to be attuned to their own feelings which results to

greater compassion for other. This supports the findings that making lives of other people easy

11
and comfortable as non-factor because it is not the top priority of people, instead, to first

understand one self before engaging in other people’s lives.

The fourth significantly associated item which includes family forced influence with a

chi-squared value of 9.97* is also considered as non-factor having 118 votes which means that

this item is not included as one of the factors affecting strand decision making of senior high

school students. The reason for this is supported by the study of Jages, M. et al. (2014) in which

they found that shared decision making is the lowest priority between parents and adolescents.

Conclusion and Recommendation

According to the results of the research, there are 97 grade 11 students and 49 grade 12

students while there are 20 who are taking HUMSS strand and 126 who are taking STEM strand.

In addition, there is no significant association between the grade level and choice of strand of the

respondents. On the other hand, the most influential choice among the respondents is career

factors while the least influential choice is interpersonal factor. The results also showed four

items that are significantly associated to the choice of program of respondents which includes

social and communication skills and media literacy skills which are considered as factors while

making lives of other people easy and comfortable and family forced influence are considered as

non-factor.

This study was only limited to two strand choice which are HUMSS and STEM,

therefore, the researchers recommend to include other strands such as ABM which could have an

effect to the result of the study. The researchers also recommend to have a larger population

since the study was only limited to one educational institution and to also consider the effect of

the environment to the decision making of the respondents.

12
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Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?

accno=EJ1146674

Meddour et al. (2016). Factors affecting career choice among undergraduate students in

universitas Indonesia. International Journal of Economic Perspectives;10 (4): 630-

14
 644. Retrieved from http://web.a.ebscohost.com/ehost/detail/detail?

vid=7&sid=59f0513e-e3ba-47ec-991e-80dfc28e99ba

%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d

%3d#db=bth&AN=123533057

Ozcan, D. (2017). Career decision-making of the gifted and talented. South African

Journal of Education; 37(4): 1-8. https://doi.org/10.15700/saje.v37n4a1521

Piercy, G. & Steele, Z. (2016). The importance of social skills for the future of work. New

Zealand Journal of Human Resources Management;16 :32-42.

http://web.b.ebscohost.com

Portfeli, E. & Lee, B. (2012). Career development during childhood and adolescence. New

Direction for Youth Development; 2012(134): 11-12. DOI: 10.1002/yd.20011

Raza, I. (2016). Factors affecting adoption of educational discipline and satisfaction level

among higher education students. Journal of Education and Educational

Development; 3(1): 100-122. Retrieved from

https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1161503

Smit, C. (2017). Making self-care a priority: caring for the carer. Whitireia Nursing &

Health Journal; (24): 29-35. Retrieved from http://web.b.ebscohost.com/

Thomas, T. (2008). Factors affecting career choice in psychiatry: a survey of RANZCP

trainees. Australasian Psychiatry; 16(3): 179-182. doi:

10.1080/10398560701852008

Uyar, A., Güngörmüş, A.H., &Kuzey, C. (2011). Factors affecting students’ career choice

in accounting: the case of a Turkish university. American Journal of Business

Education; 4(10): 29-38. Retrieved from

15
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1056566

16
ATTACHMENT 1: STUDY MATRIX

Title:

Factors Affecting Decision Making in Choosing Strands among Senior High School Students: A Cross-Sectional Study

Research Objectives:

 General: To determine the factors affecting the decision making in choosing strands.
 Specific:
a) To determine the choice of strand of senior high school students.
b) To determine the factor for choice of strand of respondents which include academic, personal, interpersonal, career and
media.
c) To determine the association between the strand choice and identified indicators.
NO REFERENCE PROBLEM AND METHODS FINDINGS/ RESULTS
.
(Use APA Format)

Alexitch, L. R., Kobussen, G.
P.,&Stookey, S. (2004). High
school students' decisions to
pursue university: what do
(should) guidance counselors
and teachers tell them?
Guidance &Counselling; 19
(4):142-152. Retrieved from
http://web.a.ebscohost.com/eh
ost/detail/detail?
vid=0&sid=41e7efac-69fe-
4055-bad4-
802f8cd10026%40sdc-v-
sessmgr06&bdata=JnNpdGU9
 Study Question/s: The study stated that parents
 What are the perceptions of senior and friends were more
high school students to higher important than high school
education and the types of teachers or guidance
information that guidance counselors in influencing the
counsellors and teachers provide to student’s decision.
them about university and college?
 What are the reasons of students for
wanting to attend university or
college and the relative influence of
teachers, guidance counsellors, and
others in students' decisions to
pursue post-secondary education?
 Study Design: Quantitative Study

17
1 ZWhvc3QtbGl2ZQ%3d
%3d#db=eric&AN=EJ739565
&anchor=AN0017218589-7
Alika, H.I. (2012). Career choices in
engineering: the influence of
peers and parents implication
for counseling. College
Student Journal; 46(3): 537-
542. Retrieved from
http://web.a.ebscohost.com/eh
ost/detail/detail?
vid=0&sid=37abf65b-29ba-
2 4d84-af9d-
b32a62f06bb2%40sdc-v-
sessmgr05&bdata=JnNpdGU9
ZWhvc3QtbGl2ZQ%3d
%3d#AN=EJ996953&db=eric
3 AnbuSelvan, et al. (2013). A study
among dental students
regarding the factors
influenced dental students to
choose dentistry as career.
Journal Of Pharmacy
&Bioallied Sciences; 5(1): 36-
38. DOI:10.4103/0975-
7406.113292
 Participants: 816 Grade 10, Grade 11 and
Grade 12 Students: 402 females and 414
males
 Data Collection Method/ Procedure:
Survey Questionnaires
 Country of Study: Canada
 Study Question/s: To what extent can peer The results of the study
group and parental influence predict career showed that parental and peer
choice in engineering among secondary group influence had no
school adolescents? significant relationship on
 Study Design: Quantitative Study- career choice in engineering
Correlational Research Design among adolescents.
 Participants: 100 Students
 Data Collection Method/ Procedure:
Survey Questionnaires
 Country of Study: Nigeria
 Study Question/s: What are the factors The study found that the
influencing career choice among dental factors influencing career
college students in private dental collages in choices of the students
Tamil Nadu, India? includes outcome
 Study Design: Descriptive Study Design
expectancies, individual
 Participants: 989 Under Graduates Dental
variants such as gender,
Students
 Data Collection Method/ Procedure: personal interests, learning
Questionnaire and Interview Schedules experiences, environmental
 Country of Study: India factors and personal contacts,
however, gender and the have
18

4 Baboolal, N.S. & Hutchinson, G.A.
(2007). Factors affecting future
choice of specialty among first-
year medical students of the
university of the West Indies,
Trinidad. Medical Education;
41(1): 50-56.
doi:10.1111/j.1365-
2929.2006.02646.x
5 Cavas, B., Cakiroglu, J., Cavas, P., &
Ertepinar, H. (2011). Turkish
students’ career choices in
engineering: Experiences
from Turkey. Science
Education International;
22(4): 274-281. Retrieved
from
https://eric.ed.gov/contentdeli
very/servlet/ERICServlet?
accno=EJ962815
6 Clarke, L.S. & MacLeod, K. (2016).
Choosing to major in physics, or not:
factors affecting undergraduate
decision making. European J of
Physics Education; 7(1): 1-12. DOI:
 Study Question/s: What are the factors that
influence career choice among 1st-year
medical students?
 Study Design: Quantitative Cross-Sectional
Survey
 Participants: 170 1st-year medical students
 Data Collection Method/ Procedure:
Survey Questionnaire
 Country of Study: Trinidad
 Study Question/s:
 Which are relevant to understanding
these gender differences?
 What are the factors affecting
students’ career choices
 Study Design: Quantitative Study
 Participants: 1635 First Year Students:
1043 male and 592 female
 Data Collection Method/ Procedure:
Survey Questionnaires
 Country of Study: Turkey
 Study Question/s:
 Why students at an Atlantic
Canadian university pursue a major
in physics?
 Why other eligible students make
different choices?
19
less influence when it comes
to career choice.
The findings suggest that
although
1st-year medical students rank
the diagnosis and treatment of
disease and the ability to help
patients as the greatest
influence in choosing a
specialty, internal medicine
was the most popular chosen
career.
The study found that the
important factors to consider
are the jobs that student are
interested in; talents and
abilities that they wanted to
use and job prospects after
graduation, internet, popular
scientific magazines, books
and movies and the creativity
and independence in the jobs
in career decisions.
The study found out that the
factors influencing students’
choice of major are
Interest, recognition,
competence and performance
in physics. Among these, it
 10.20308/ejpe.95844
7 Gacohi, J.N., Sindabi, A.,
&Chepchieng, M. (2017).
Influence of career
information on choice of
degree programme among
regular and self-sponsored
students in public universities,
Kenya. Journal of Education
and Practice; 8(11): 38-47.
Retrieved from
https://eric.ed.gov/contentdeli
very/servlet/ERICServlet?
accno=EJ1139770
8 Hasan et al. (2010). Influences on
Malaysian pharmacy students'
career preferences. American
Journal of Pharmaceutical
Education; 74(9): 1-7.
Retrieved from
http://web.a.ebscohost.com/eh
ost/detail/detail?
vid=13&sid=59f0513e-e3ba-
47ec-991e-80dfc28e99ba
%40sessionmgr4008&bdata=J
 Study Design: Qualitative Case Study was found that interest was
 Participants: 14 Undergraduate Students the most important factor.
and 2 Eligible Professors
 Data Collection Method/ Procedure:
Qualitative Online Survey for students and
Semi-structured Interviews for their
professors
 Country of Study: Canada
 Study Question/s: What is the influence of The study found that the
career information on choice of degree significant factor in
programme among regular and self- influencing the choice of
sponsored students in public universities? degree programme among all
 Study Design: Quantitative Study- Ex Po the students in public
Facto (Quasi-experimental) Approach universities is the provision of
Independent Variable: Provision of career information.
adequate career information
Dependent Variable: Degree Program
 Participants: 500 first year students
 Data Collection Method/ Procedure:
Survey Questionnaire
 Country of Study: Kenya
 Study Question/s: What are the factors The study found that the
affecting the career preferences of fourth- factors rated as significant in
year bachelor of pharmacy (BPharm) selecting a career destination
students in Malaysia in the presence of a 4- were salary, benefits, and
year period of mandatory government geographical location.
service?
 Study Design: Quantitative Cross-Sectional
Study
 Participants: 314 Students: 213 from
public universities and 101 from the private
university
20
 nNpdGU9ZWhvc3QtbGl2ZQ
%3d
%3d#AN=67193306&db=a9h
9 Kaskaya, A., Calp, S., &Kuru, O.
(2016). An evaluation of
factors affecting decision
making among 4th grade
elementary school students
with low socio-economic
status. International
Electronic Journal of
Elementary Education; 9(4):
787-808. Retrieved from
https://eric.ed.gov/contentdeliv
ery/servlet/ERICServlet?
accno=EJ1146674
10 Meddour et al. (2016). Factors
affecting career choice among
undergraduate students in
universitas Indonesia.
International Journal of
Economic Perspectives;10
(4): 630-644. Retrieved from
http://web.a.ebscohost.com/eh
ost/detail/detail?
vid=7&sid=59f0513e-e3ba-
47ec-991e-80dfc28e99ba
%40sessionmgr4008&bdata=J
nNpdGU9ZWhvc3QtbGl2ZQ
%3d
 Data Collection Method/ Procedure:
Survey Questionnaires
 Country of Study: Malaysia
 Study Question/s: What are the factors that The study found that TV-
impact children's decision-making media, family- close
processes? family/friends, neighborhood,
 Study Design: Qualitative Case Study the teaching process and some
 Participants: 34 Primary School 4th-grade developmental characteristics
Students-22 Males and 12 Females and 3
have affected children’s
Teachers
 Data Collection Method/ Procedure: decision making.
12-Point Semi-Structured Interview Form
 Country of Study: Turkey
 Study Question/s: The study found that factors
 What are the factors influencing of family, self-efficacy,
career decision? personal interest and
 How they are related to the economic considerations have
multidimensional conceptualizations a great influence on the choice
of careers in the 21st century? of career.
 Study Design: Quantitative Research
 Participants: 298 Undergraduate Students
 Data Collection Method/ Procedure:
Survey Questionnaire
 Country of Study: Indonesia
21
 %3d#db=bth&AN=12353305
7
11 Ozcan, D. (2017). Career decision-
making of the gifted and
talented. South African Journal
of Education; 37(4): 1-8.
https://doi.org/10.15700/saje.v
37n4a1521
12 Portfeli, E. & Lee, B. (2012). Career
development during childhood
and adolescence. New
Direction for Youth
Development; 2012(134): 11-
12. DOI: 10.1002/yd.20011
 Study Question/s: The study found that families,
 What occupation do gifted and talented academic achievements, sense
students desire to have, and what are the of social responsibility, and
factors that affect gifted and talented desire to manage the world are
students’ career decisions?
the factors affecting the career
 What kind of counselling service
activities have gifted and talented decisions of the gifted and
students participated in about their talented students.
career decisions?
 What are gifted and talented students’
expectations from the countries that in
which they want to work?
 What does it mean for gifted and
talented students to have a good career?
 How do gifted and talented students
visualise themselves in terms of their
career 10 years later?
 Study Design: Qualitative Study
 Participants: 11 Gifted and Talented High
School Students- 6 Females and 5 Males
 Data Collection Method/ Procedure:
Semi-structured Interview
 Country of Study: Turkey
 Study Question/s: The study stated that decision
 Howcareer exploration, commitment, making is considered an
and reconsideration as three identity important life skill and is also
processes combine to yield avocational considered important in
identity? guiding adolescents in
 Study Design: N/A choosing their own careers
 Participants: N/A
 Data Collection Method/Procedure: N/A
22

13 Raza, I. (2016). Factors affecting
adoption of educational
discipline and satisfaction
level among higher education
students. Journal of Education
and Educational
Development; 3(1): 100-122.
Retrieved from
https://eric.ed.gov/contentdeli
very/servlet/ERICServlet?
accno=EJ1161503
14 Thomas, T. (2008). Factors affecting
career choice in psychiatry: a
survey of RANZCP trainees.
Australasian Psychiatry;
16(3): 179-182. doi:
10.1080/10398560701852008
15 Uyar, A., Güngörmüş, A.H.,
&Kuzey, C. (2011). Factors
affecting students’ career
choice in accounting: the case
of a Turkish university.
 Country of Study: United States
 Study Question/s:
 Which factors (current trends,
parents, counselors, own interest)
change the minds of students
towards their educational careers?
 To what extent are male and female
students satisfied after ECC?
 Study Design: Quantitative Study
 Participants: 268 students: 145 female and
123 male students
 Data Collection Method/ Procedure:
Survey Questionnaire
 Country of Study: Pakistan
 Study Question/s:
 What are the reasons given by
trainees who choose psychiatry?
 Are they are generally satisfied with
the opportunities that psychiatry
provides?
 Study Design: Qualitative Study-Grounded
Theory Approach
 Participants: 267 Royal Australian and
New Zealand College of Psychiatrists
(RANZCP) trainees
 Data Collection Method/ Procedure:
Online Open-Ended Survey Questionnaire
 Country of Study: Australia
 Study Question/s: What are the reasons
that influence students’ career choices in
accounting?
 Study Design: Quantitative Study
23
The results of the study
showed that current and
prevailing trends, one’s own
decisions, and career
counseling excluding parental
pressure are the factors
influencing the career
adoption of students. Results
are nearly similar for both
genders, but male are more
satisfied with education career
change as compared to female
respondents.
The study found that most
trainees entered psychiatry
because of an interest in the
specialty, for more patient
contact, or for perceived
opportunities for work-life
balance.
The study found that interest
in accounting, perceived job
opportunities, and suitability
of abilities are the factors that
play a role in career choice in
American Journal of Business
Education; 4(10): 29-38.
Retrieved from
https://eric.ed.gov/contentdeli
very/servlet/ERICServlet?
accno=EJ1056566
 Participants: 179 Students accounting field.
 Data Collection Method/ Procedure:
Survey Questionnaire
 Country of Study: Turkey
24
ATTACHMENT 2: RESEARCH PROTOCOL

I-General Information
 Study Title:
Factors affecting Decision Making in Choosing Strand among Senior High School
Students: A Cross Sectional Study
 Researchers:
Fanged, Sharmaine P., Dulinen, Wilmalyn O., Ayasao, Jessie Chester P., Libiternos, Jesse
L., and Garcia, Phil Denver A
 Responsible Persons:
o Name: Joel P. Soriano (Research Adviser)
Qualifications: Bachelor of Secondary Education Major in Mathematics
Took Educational Research in Masteral
Attended Classes in Ethics of Research
Research Instructor/Adviser
o Name: Sharmaine P. Fanged (Lead Researcher)
Qualifications: Underwent intensive training in qualitative research
Senior High School Student

II-Duration of the Study:

 Study Duration: January 2019 to May 2019
 Project Gantt Chart of Major Events:

MAJOR EVENTS Jan Feb Mar Apr May

1) Pre-defense
-Literature Summary Review Sheet
-Introduction
-Methods

2) Proposal Phase
3) Protocol Preparation and Review
4) Creation and Review of Questionnaire
5) Collection and Management of Data
6) Data Treatment and Interpretation of
Results
7) Preparation of Final Paper
8) Final Defense
9) Publication
 Description of Major Events:
o Pre-defense- During this phase, the researchers collected literatures for the literature
summary review sheet. Introduction and methods were expected to be finished.
o Proposal Phase- During this phase, the researchers presented a proposal defense.

25
o Protocol Preparation and Review- During this phase, the researchers are expected to
prepare and review the protocol sheet.
o Creation and Review of Questionnaire- During this phase, the researchers are expected to
create and review the questionnaire.
o Data Treatment and Interpretation- During this phase, the researchers are expected to
conduct data treatment and interpretation of results.
o Preparation of Final Paper- During this phase, the researchers are expected to prepare the
final paper.
o Final Defense- During this phase, the researchers are expected to conduct the final defense.
o Publication- During this phase, the researchers are expected to publish the research paper.

III- Background of the Study:

Decision making is considered an important life skill. It is also considered important in

guiding adolescents in choosing their own careers (Porfeli & Lee, 2012). While it is a
necessity, there are factors affecting this process. Portfeli and Lee (2012) furthered explained
that interests and values towards a certain activity are improved during childhood with the help
of interaction among family, teachers, the media and peers in which these will then have an
effect to the career interests and decisions in later adolescence.

In terms of interpersonal factor, family, friends and teachers are considered important in
influencing the student’s decision (Alexitch, Kobussen, & Stookey, 2004; Kaskaya, Calp &
Kuru, 2016) however, the results of Alika (2012) showed that parental and peer group
influence had no significant relationship on career choice specifically in engineering among
adolescents. These studies show that there is a difference in factors affecting the career
decision depending on the given career.

On the other hand, the study of Cavas et al. (2011) focused on career factors and have
considered that jobs in which students are interested and job prospects after graduation are
important factors to consider. Economic consideration is also included as a career factor as
well as outcome expectancies found by (Anbuselvan et al., 2013 & Meddour et al., 2016).
Hasan et al. (2010) also stated that salary, benefits and geographical location of career
destination is considered a factor in choosing career. This can be related to the study of Uyar,
Güngörmüş, & Kuzey, (2011) in which they stated that opportunities perceived by students
affect their decision making.

In terms of personal factor, some studies have emphasized personal interest towards a
specific career as one of the factors influencing the career decision making of students
(Meddour et al., 2016; Thomas, 2008; Uyar, Güngörmüş, & Kuzey, 2011). Other factors such
as self-efficacy, talents and abilities, desire to manage the world, personal contacts and
experience are also included (Meddour et al., 2016; Cavas et al., 2011; Ozcan, 2017;
Anbuselvan et al., 2013)

In terms of academic factors, the studies by Gacohi, Sindabi & Chepchieng (2017) and
Raza (2016) found that provision of career information influences the career adoption of
students which is a significant factor. Similarly, academic achievements are also included in

26
 affecting the career decision of students (Ozcan, 2017). Kaskaya, Calp & Kuru (2016) added
teaching process and some developmental characteristics as affecting factor in decision
making. According to these results, knowledge and educational influence regarding the desired
career can affect the decision making of the student.
Cakiroglu, Cavas & Ertepinar (2011) and Kaskaya, Calp & Kuru (2016) have further
found out media factors which include TV-media, internet, popular scientific magazines, books
and movies.

Based on the different literatures, there are several factors affecting decision making
including academic factors which focuses on school-based and academic activities, personal
factors which focuses on intrapersonal aspects, interpersonal factors which include family,
friends and teachers, career factors which include employment and future aspects, and media
factors which is related to media-related aspects. However, most of the literatures focused on
either college courses or future careers. There are no other studies focusing on senior high
school strands. Therefore, this study focused on the factors affecting decision making in
choosing strands among senior high school students. The findings of this study will be
significant in helping counselors in providing career information to students.

IV- Goals and Objectives of the Study

 Goal/s:
To determine the factors affecting the decision making in choosing strands.
 Objectives:
1. To determine the choice of strand of senior high school students.
2. To determine the factor for choice of strand of respondents which include academic,
personal, interpersonal, career and media.
3. To determine the association between the strand choice and identified indicators.
V. Study Methods:
Design
This research will utilize a quantitative type of research with an approach of cross-
sectional study focusing on factors as independent variable affecting the strand decision
making as dependent variable of senior high school students. The study will be designed
to determine the choice of strand of senior high school students, the factor for choice of
strand of respondents which include academic, personal, interpersonal, career and media
and the association between the strand choice and identified indicators.

Participant Consultation, Research Population and Sampling Frame

Consultation will be performed through the approval of the Coordinator of Senior High
School and the Vice President for Academic Affairs who oversees the students of the
Senior High School. The respondents will be given their questionnaire and the Informed
Consent Form to which they will be oriented about the goal of the research and the
ramifications of the research methodology.

Population study will be used which involves a total of 150 senior high school students
from one educational institution in Baguio City, Philippines, for academic year 2018-
2019.

27
Inclusion, Exclusion and Withdrawal Criteria
Students to be included in the research should participate are:
1) Senior High School students currently enrolled for the S.Y. 2018-2019.
2) Students who voluntary agree to participate without any form of coercion or
compensation, and
3) Students who are mentally sound and are not in any form of physical,
psychosocial, mental or emotional disability or distress.

Students to be excluded in the research include the following:

1) Students who expressively declined to answer the survey upon reading the letter
head of the questionnaire whatever reason they may have may it be religious,
political, cultural etc.,
2) Students who are not physical, psychosocial, mental or emotional sound during
the issuance of the questionnaire to them; and
3) Respondents who require payment for participation.

Any student who may wish to withdraw during the process of responding to the survey
questionnaire may do so for any reason they have as long as they inform the student
researcher assigned to them.

Vulnerable Population
No children, pregnant women, elderly, mentally disabled will be included in the research.

Duration of Study
The study will commence upon the approval by the Research Ethics Committee of Pines
City Colleges of the Research Protocol submitted on March 2019 and will end after the
completion of the official research paper and submission of such paper to the Office of
the Senior High School Department on May 2019.

Data Collection Tool

Data will be gathered using a questionnaire consisting of the following parts:

Assessment of Factors affecting Strand Decision Making. Basing from the literatures,
there are five factors identified that has influence to the decision making of students
which includes academic factor, personal factor, interpersonal factor, career factor and
media factor.

Reliability will be used, specifically Cronbach’s alpha to measure the internal consistency
of the test items. On the other hand, criterion validity of the survey was used while
content validity and construct validity will be conducted in which an educational expert
will be validating the survey questionnaire.

Measurement of other variables. The instrument will also contain self-report items
related to the other exposure variables. These variables are year level and current strand

28
 Data Management and Analysis
The questionnaires will be administered personally by the researcher accompanied by
student researchers. The questionnaires will be distributed at the second semester of S.Y.
2018-2019. Questionnaires will be administered during regular class days and not during
major examination periods.

To extract the data from the questionnaires, the responses will be coded, using number
codes to make the data suitable for analysis. SPSS 20 will be used for data entry.

Statistical Analysis
The outcome variables are the strand decision making by respondents (Nominal) and the
exposure variable includes the factors affecting the strand decision making (Ordinal).

VI. Ethical Statement on the Safety of Subjects/Participants:

There are no major safety concerns for this research.

No major provision of medical or psychosocial support is necessary as the questionnaire is a

test which does not post potential harms to the participants. In the worst case scenario where
the student feels uncomfortable while answering the questionnaire, research representative
will withdraw the research and perform minor support role towards the student.

The research protocol will be reviewed and approved by the Research Ethics Committee of
Pines City Colleges. The review will include ethical aspects of the research.

The questionnaire will have a cover letter that provides information on the research
objectives as well as the significance and importance of the study. Participation in the study
will be voluntary and it will be explained to the students that they have the option not to
answer the questionnaire. Students are not compensated for their participation.

Complete anonymity of the research participants was observed as the participants were asked
not to write their names or any identifying marks on the questionnaires. Thus, specific
information on the questionnaires could not be used to identify respondents.

Confidentiality of the information collection during the survey is of fundamental importance;

therefore, access to the data will be limited only to the research group members to ensure
confidentiality and privacy.

There are no potential risk foreseen among respondents and the benefits, overweigh any form
of risk among respondents.

VII. Problems anticipated

There are no major problems anticipated in this research.

29
VIII. Dissemination of results and publication
The target publication for this research includes:
1) Journal of General Education
2) Journal of the Society for Judgment and Decision Making (SJDM)
3) International Journal of Management and Decision Making (IJMDM)
4) The Journal of Educational Research

IX. Disclosure of potential conflict of interest and collaboration with other researchers
There are no potential conflicts of interest for this research. The researchers won’t have any
collaboration with other researchers.

X. Financing of projects and other support

The funding of this research is self-financed.

XI. References

(1) Alexitch, L. R., Kobussen, G. P.,&Stookey, S. (2004). High school students' decisions to
pursue university: what do (should) guidance counselors and teachers tell them? Guidance
&Counselling; 19 (4):142-152. Retrieved from
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=41e7efac-69fe-4055-bad4-
802f8cd10026%40sdc-v-sessmgr06&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=eric&AN=EJ739565&anchor=AN0017218589-7

(2) Alika, H.I. (2012). Career choices in engineering: the influence of peers and parents
implication for counseling. College Student Journal; 46(3): 537-542. Retrieved from
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=37abf65b-29ba-4d84-af9d-
b32a62f06bb2%40sdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#AN=EJ996953&db=eric

(3) AnbuSelvan, et al. (2013). A study among dental students regarding the factors influenced
dental students to choose dentistry as career. Journal Of Pharmacy &Bioallied Sciences;
5(1): 36-38. DOI:10.4103/0975-7406.113292

(4) Baboolal, N.S. & Hutchinson, G.A. (2007). Factors affecting future choice of specialty
among first-year medical students of the university of the West Indies, Trinidad. Medical
Education; 41(1): 50-56. doi:10.1111/j.1365-2929.2006.02646.x

(5) Cavas, B., Cakiroglu, J., Cavas, P., &Ertepinar, H. (2011). Turkish students’ career
choices in engineering: Experiences from Turkey. Science Education International; 22(4):
274-281. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?
accno=EJ962815
(6) Clarke, L.S. & MacLeod, K. (2016). Choosing to major in physics, or not: factors
affecting undergraduate decision making. European J of Physics Education; 7(1): 1-12.
DOI: 10.20308/ejpe.95844

30
(7) Gacohi, J.N., Sindabi, A., &Chepchieng, M. (2017). Influence of career information on
choice of degree programme among regular and self-sponsored students in public
universities, Kenya. Journal of Education and Practice; 8(11): 38-47. Retrieved from
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1139770

(8) Ham, E. & Mudrinic, I. (2018). The importance of media literacy in the 21st century
education. International Multidisciplinary Scientific Conference on Social Sciences & Arts
SGEM; 5 :871-876. DOI:10.5593/sgemsocial2018/3.5

(9) Hasan et al. (2010). Influences on Malaysian pharmacy students' career preferences.
American Journal of Pharmaceutical Education; 74(9): 1-7. Retrieved from
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(10) Kaskaya, A., Calp, S., &Kuru, O. (2016). An evaluation of factors affecting decision
making among 4th grade elementary school students with low socio-economic status.
International Electronic Journal of Elementary Education; 9(4): 787-808. Retrieved from
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1146674

(11) Meddour et al. (2016). Factors affecting career choice among undergraduate students in
universitas Indonesia. International Journal of Economic Perspectives;10 (4): 630-644.
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(12) Ozcan, D. (2017). Career decision-making of the gifted and talented. South African
Journal of Education; 37(4): 1-8. https://doi.org/10.15700/saje.v37n4a1521

(13) Piercy, G. & Steele, Z. (2016). The importance of social skills for the future of work. New
Zealand Journal of Human Resources Management;16 :32-42. http://web.b.ebscohost.com

(14) Portfeli, E. & Lee, B. (2012). Career development during childhood and adolescence. New
Direction for Youth Development; 2012(134): 11-12. DOI: 10.1002/yd.20011

(15) Raza, I. (2016). Factors affecting adoption of educational discipline and satisfaction level
among higher education students. Journal of Education and Educational Development;
3(1): 100-122. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?
accno=EJ1161503

(16) Thomas, T. (2008). Factors affecting career choice in psychiatry: a survey of RANZCP
trainees. Australasian Psychiatry; 16(3): 179-182. doi: 10.1080/10398560701852008

(17) Uyar, A., Güngörmüş, A.H., &Kuzey, C. (2011). Factors affecting students’ career choice
in accounting: the case of a Turkish university. American Journal of Business Education;

31
 4(10): 29-38. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?
accno=EJ1056566

XII. Attachment
1. Literature Matrix
2. Research Protocol
3. Table of Specification
4. Survey Questionnaire
5. Curriculum Vitae of Adviser
6. Curriculum Vitae of the Investigators

DECLARATION BY THE RESPONSIBLE PERSON:

THE RESEARCHERS HEREBY DECLARE THE RESPONSIBILITY TO ASSURE
THAT THE PROCEDURES WILL BE CONDUCTED IN ACCORDANCE WITH THE
APPROVED PROTOCOL.
THE RESEARCHERS UNDERSTAND WHAT PLAGIARISM ENTAILS AND WILL
NOT MAKE USE OF ANOTHER PERSON’S PREVIOUS WORK WITHOUT
ACKNOWLEDGEMENT OR TO SUBMIT IT AS OUR OWN.
THE RESEARCHERS UNDERSTAND THAT THE DATA COLLECTED IN THE
COURSE OF THE RESEARCH WILL BECOME THE PROPERTY OF THE SCHOOL’S
SENIOR HIGH SCHOO INSTITUTION.
THE RESEARCHERS AGREE THAT ANY AMENDMENT TO THE APPROVED
PROTOCOL NEEDS TO BE SUBMITTED TO THE ETHICS COMMITTEE FOR REVIEW
PRIOR TO DATA COLLECTION. NON-COMPLIANCE IMPLIES THAT APPROVAL
WILL BE NULL AND VOID.

32
 PROJECT BUDGET LINE

ITEMS DESCRIPTION UNIT PRICE QTY TOTAL PRICE

1) Printing of 8 page literary Php. 8.00 1 copy Php. 8.00

Literature summary review sheet
Summary
Review Sheet
2) Printing of 24 pages research Php. 24.00 3 copies Php. 72.00
Research proposal
Proposal Paper
TOTAL Php. 80.00

Source of Budget:
1) Personal Finance of Researchers

34
ATTACHMENT 3: TABLE OF SPECIFICATION FOR CONTENT AND CRITERION
VALIDITY

AREAS SUBAREAS ITEM ANALYSIS (INDICATOR)

Academic Factors Academic achievements It is most related to my academic
(Gacohi, inclinations during my junior high
Sindabi&Chepchieng, school
2017; Ozcan, 2017; Teaching Process It is the strand that is most related to
Raza, 2016; Kaskaya, the textbooks that I love to read in
Calp&Kuru, 2016) school
Provision of career information I was influenced to take the strand
after reading the available career
information resources in school.
Career counseling I chose my strand because of the
career counseling I underwent.
Personal Factors Personal Interest It is personally the most interesting
(Kaskaya, and challenging strand for me.
Calp&Kuru, 2016; It draws me close to the field that I
Ozcan, 2017; am passionate about.
AnbuSlevan et al., It is the track that I am most
2013; Baboolal& confident about in terms of my
Hutchinson, 2007; perceived self-efficacy.
Cavas, Cakiroglu, It is aligned to my talents and
Cavas&Etrepinar, abilities
2011; Clarke & Some developmental It is the best track to improve my
MacLeod, 2016; characteristics social and communication skills.
Meddour et al., 2016; It is the best track to improve my
Raza, 2016; Thomas, creativity and sense of independence
2008; Uyar, in the future.
Güngörmüş, &Kuzey, Talents and Abilities It is most related in terms of my
2011) media literacy skills.
Learning experience I want to have a first-hand
experience of the strand.
Sense of social responsibility It is the best track to fulfill my desire
to lead and set an example to other
people.
It is related to what I want to do for
my neighborhood
It allows me to fulfill my desire to
make the lives of other people easy
and comfortable
Interpersonal Factors Parents It is the strand encouraged by my
(Alexitch, family for me to take.
Kobussen&Stookey, It is the strand forced by my family
2004;Kaskaya, for me to take.

35
Calp&Kuru, 2016; Peers/Friends It is the strand chosen by my
Ozcan, 2017) friends/peers prior to Senior High
School.
Teacher I was motivated by my teacher in
Junior High School to take the said
strand.
Career Factors Outcome Expectations It will help me land my desired
(Cavas, Cakiroglu, job/position after graduation.
Cavas&Etrepinar, Economic Considerations It will help me receive my desired
2011; AnbuSlevan et future financial profit/earnings
al., 2013;;Meddour et Perceived job opportunities It will help me enter a job full of
al., 2016; Uyar, opportunities for professional and
Güngörmüş, &Kuzey, career development
2011) Geographical location It will allow me to land a job in a
specific place with low hazards such
as crime rate, disease transmission,
and pollution.
Media Factors TV-media It is related to the documentaries and
(Kaskaya, movies I liked to watch in TV
Calp&Kuru, 2016; Current and prevailing trends It is the track that will allow me to
Raza, 2016; Cavas, enter the most prestigious careers
Cakiroglu, depicted by media.
Cavas&Etrepinar, It is aligned to the in-demand jobs
2011) today as shown on popular media
programs.
Books It is related to the type of print
media I like to read
Internet It is related to my activity logs in the
internet

36
ATTACHMENT 4: LETTER TO RESPONDENTS AND SURVEY QUESTIONNAIRE

Letter to Respondents

Dear Participants:

Greetings!

You are invited to take part in a research entitled “Factors Affecting Decision Making in
Choosing Strands among Senior High School Students: A Cross-sectional Study”.
The research aims to determine the factors affecting decision making in choosing strands among
senior high school students.

In this regard, we are asking for your precious time and effort to answer all the questions
honestly in the attached survey questionnaire. Rest assured that the data gathered from you will
be kept in the highest level of confidentiality.

Your positive response in this request will be a valuable contribution for the success of the study
and will be highly appreciated.

In case you have complaint about your participation in the study, you may contact Mr. Joel P.
Soriano, our Practical Research 2 Adviser, at 09094191726.

Thank you!

Sincerely,

SHARMAINE P. FANGED WILMALYN O. DULINEN JESSIE CHESTER P. AYASAO

Lead Student Researcher Research Member Research Member

JESSE L. LIBITERNOS PHIL DENVER A. GARCIA

Research Member Research Member

Noted by:

PROF. MA. JENNY F. OPPOD MR. JOEL P. SORIANO

SHS Coordinator, Pines City Colleges Adviser

37
 Survey Questionnaire

Current Level: _____________

Strand: ___________________

Direction: Encircle the correct numeric response to each question corresponding to your answer.
Put a check mark (√) if the statement is not applicable to you. Encircle number one (1) if you
strongly disagree to the statement. Encircle number two (2) if you disagree to the statement.
Encircle number three (3) if you agree to the statement. Encircle number four (4) if you strongly
agree to the statement.

Questions 1 2 3 4
Not
Applicable (Strongly (Disagree) (Agree) (Strongly
Disagree) Agree)

Academic Factors:

I choose my strand because…

1 It is most related to my 1 2 3 4
academic inclinations during
my junior high school (e.g.
science and math for STEM;
Araling Panlipunan and ESP
for HUMSS; math and
economics under Araling
Panlipunan for ABM).

2 It is the strand that is most 1 2 3 4

related to the textbooks that I
love to read in school (e.g.
science books and math books
for STEM; Araling
Panlipunan Books and
Edukasyon sa Pagpapakatao
books for HUMSS; math
books and Araling Panlipunan
Books for ABM)

3 I was influenced to take the 1 2 3 4

strand after reading the
available career information

38
 resources in school.

4 I was influenced with the 1 2 3 4

career counseling program of
our school (e.g. guidance
office and school-to-school
orientation of SHS
institutions) that I underwent
during Junior High School.

Personal Factors:

5 It is personally the most 1 2 3 4

interesting and challenging
strand for me.

6 It draws me close to the field 1 2 3 4

that I am passionate about.

7 It is the track that I am most 1 2 3 4

confident about in terms of
my perceived self-efficacy.

8 It is aligned to my talents and 1 2 3 4

abilities (e.g. math solving
and experimenting for STEM;
public speaking and poetry
writing for HUMSS; math
solving and good at decision
making for ABM).

9 It is the best track to improve 1 2 3 4

my social and communication
skills.

10 It is the best track to improve 1 2 3 4

my creativity and sense of
independence in the future.

11 It is most related in terms of 1 2 3 4

my media literacy skills.

12 I want to have a first-hand 1 2 3 4

39
 experience of the strand.

13 It is the best track to fulfill my 1 2 3 4

desire to lead and set an
example to other people.

14 It is related to what I want to 1 2 3 4

do for my neighborhood (e.g.
contribute in curing diseases
by becoming a nurse which is
aligned in the STEM strand;
decrease crime rate by
becoming a police officer
which is aligned in the
HUMSS strand; increase the
economic capability of my
neighborhood by becoming a
business man which is aligned
in the ABM strand)

15 It allows me to fulfill my 1 2 3 4
desire to make the lives of
other people easy and
comfortable (e.g. scientific
inventions for STEM;
community services for
HUMSS; accessible shop for
ABM).

Interpersonal Factors:

16 It is the strand encouraged by 1 2 3 4

my family for me to take.

17 It is the strand forced by my 1 2 3 4

family for me to take.

18 It is the strand chosen by my 1 2 3 4

friends/peers prior to Senior
High School.

19 I was motivated by my 1 2 3 4
teacher in Junior High School

40
 to take the said strand.

Career Factors:

20 It will help me land my 1 2 3 4

desired job/position after
graduation.

21 It will help me receive my 1 2 3 4

desired future financial
profit/earnings (e.g. Science
professor who earns high
income for STEM; Lawyer
who earns high income for
HUMSS; Marketing Director
for ABM)

22 It will help me enter a job full 1 2 3 4

of opportunities for
professional and career
development (e.g. Scientist,
IT Expert, Engineer, Math
Professor for STEM;
Politician, Lawyer,
Psychologist, Sociologist for
HUMSS; Bookkeeper,
Accounting Clerk, Internal
Auditor, Sales Manager for
ABM )

23 It will allow me to land a job 1 2 3 4

in a specific place with low
hazards such as crime rate,
disease transmission, and
pollution.

Media Factors:

24 It is related to the 1 2 3 4
documentaries and movies I
liked to watch in TV (e.g.
Environmental
Documentaries and Grey’s

41
 Anatomy for STEM students
who want to become doctors;
Human Rights Documentaries
and Suits for HUMMS
students who want to become
future lawyers; The Secret
Rules of Modern Living:
Algorithms BBC
Documentaries and Gifted
who want to become future
statisticians for ABM
students).

25 It is the track that will allow 1 2 3 4

me to enter the most
prestigious careers depicted
by media.

26 It is aligned to the in-demand 1 2 3 4

jobs today as shown on
popular media programs.

27 It is related to the type of print 1 2 3 4

media I like to read (e.g.
Discovery and Animal Planet
for STEM; Time Magazine for
HUMMS; The Economist for
ABM Strand)

28 It is related to my activity logs 1 2 3 4

in the internet (e.g. Watching
SONA for HUMMS; Virtual
Laboratory Simulation for
STEM; Stock Trading for
ABM Students).

42
ATTACHMENT 5: RELIABILITY AND TESTING RESULTS

Table showing the Cronbach’s Alpha Reliability

Reliability Statistics

Cronbach’s Cronbach’s N of
Alpha Alpha Items
Based on
Standardize
d Items

.850 .854 28

Table showing the Item Validity

Item-Total Statistics
Scale Scale Corrected Squared Cronbach's
Mean if Variance if Item-Total Multiple Alpha if Item
Item Item Correlation Correlation Deleted
Deleted Deleted

Acad1 72.5000 106.783 .227 . .850

Acad2 73.0417 99.607 .584 . .839

Acad3 72.7917 101.216 .446 . .843

Acad4 73.3333 107.275 .163 . .852

Personal1 72.2917 104.563 .347 . .846

Personal2 72.3333 101.275 .496 . .842

Personal3 72.5417 102.085 .531 . .841

Personal4 72.8333 103.971 .396 . .845

Personal5 72.6667 99.188 .622 . .838

Personal6 72.3750 106.592 .295 . .848

Personal7 72.8750 96.462 .663 . .835

43
Personal8 72.5000 109.130 .122 . .851

Personal9 72.2083 98.781 .458 . .843

Personal10 72.7083 102.389 .421 . .844

Personal11 72.7083 103.955 .470 . .844

Interpersonal1 73.3333 108.319 .080 . .855

Interpersonal2 73.5833 109.906 -.015 . .861

Interpersonal3 73.6667 109.014 .051 . .856

Interpersonal4 73.4583 111.650 -.092 . .861

Career1 72.2917 104.303 .399 . .845

Career2 72.2500 104.022 .408 . .845

Career3 72.5000 103.217 .526 . .842

Career4 72.6667 104.232 .322 . .847

Media1 72.8750 105.853 .245 . .849

Media2 73.0417 101.346 .516 . .841

Media3 72.7917 100.085 .575 . .839

Media4 73.2083 99.042 .742 . .835

Media5 73.1250 93.766 .810 . .829

44
ATTACHMENT 6: TALLY SHEET OF RESPONSES

Interpersonal 17
Interpersonal 18
Interpersonal 19
Interpersonal 16
Academic 1

Academic 4

Personal 10

Personal 12
Personal 13

Personal 15
Academic 2
Academic 3

Personal 11

Personal 14
Personal 5
Personal 6

Personal 9
Personal 7
Personal 8

Career 21

Career 23
Career 20

Career 22

Media 25

Media 27
Media 24

Media 26

Media 28
1 3 3 2 2 3 2 2 2 2 3 3 2 3 3 2 2 3 2 2 3 4 3 3 3 2 3 3 3
2 3 2 2 2 2 2 2 2 2 3 2 2 2 3 3 2 1 2 2 3 4 3 2 3 2 3 2 2
3 3 2 2 2 2 2 2 2 3 3 3 3 3 3 1 1 2 2 2 3 4 3 3 2 2 2 2 2
4 4 3 2 2 4 4 3 3 2 2 1 2 2 2 2 1 1 1 3 4 5 4 1 1 2 2 3 3
5 4 3 3 4 3 4 4 2 3 4 4 4 4 3 3 3 3 3 3 3 4 3 3 3 3 3 3 4
6 3 2 2 2 4 3 3 2 4 4 2 3 3 2 2 1 1 1 3 3 4 3 2 3 2 3 2 2
7 1 1 1 1 4 1 2 1 1 3 1 1 1 1 4 4 1 4 1 3 4 4 2 3 4 4 1 1
8 3 2 3 2 2 4 2 2 2 3 3 3 2 2 2 2 2 3 2 2 4 3 3 2 2 2 2 2
9 3 3 2 4 3 3 4 3 2 3 2 1 2 3 2 1 1 3 2 4 4 3 2 1 2 2 2 2
10 4 3 3 3 3 3 3 3 4 4 3 3 4 3 1 4 3 4 2 3 4 3 3 4 3 4 3 3
11 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 2 1 2 2 3 4 2 2 3 2 2 2 2
12 3 3 3 1 2 3 2 3 2 3 2 3 2 3 3 2 1 2 1 3 4 2 3 2 3 2 3 3
13 3 2 4 2 3 2 3 3 2 2 2 2 2 2 3 3 2 1 2 3 4 3 3 1 1 1 1 3
14 4 3 3 3 3 4 3 4 4 3 4 3 4 4 4 2 1 4 3 4 4 4 3 3 3 2 4 3
15 3 3 3 3 3 4 3 3 3 3 3 3 3 3 4 2 1 3 3 4 4 3 3 3 3 3 3 3
16 3 2 2 2 2 2 2 3 2 3 2 3 2 2 2 2 2 2 2 2 3 3 3 2 2 3 2 3
17 3 2 3 2 3 2 2 2 2 2 2 3 3 1 3 2 1 2 2 3 4 3 3 3 3 3 2 2
18 3 3 3 3 3 3 2 2 3 3 2 2 3 2 3 2 2 3 2 4 4 3 3 2 2 3 2 3
19 2 3 3 2 3 3 2 3 2 3 2 2 3 3 2 2 1 3 2 2 3 3 3 3 2 3 3 2
20 3 2 4 3 4 4 3 3 2 2 2 3 3 1 4 1 1 3 3 4 4 4 1 3 4 1 1 3

45
21 3 3 2 2 4 3 3 3 2 3 2 4 3 3 1 1 1 2 2 3 4 3 2 2 2 3 3 2
22 4 3 1 3 4 3 2 2 3 3 1 2 3 3 2 1 1 1 2 2 3 3 3 3 3 2 2 2
23 3 2 3 2 3 3 2 3 2 3 2 3 2 2 3 1 1 2 2 3 4 3 2 2 2 3 2 2
24 2 1 1 2 3 2 2 3 2 3 2 3 3 2 2 2 1 2 2 2 3 2 2 3 2 2 1 1
25 2 1 3 3 2 1 3 2 3 2 3 3 3 3 2 2 1 2 2 3 4 3 3 3 2 3 2 2
26 3 2 3 2 3 2 2 2 3 3 2 3 3 2 4 4 1 1 2 4 4 3 3 3 3 3 2 1
27 3 2 3 3 4 4 2 3 3 3 2 4 3 4 4 2 1 2 3 4 4 3 3 2 4 3 2 3
28 4 3 3 1 4 4 3 1 3 3 2 2 4 4 1 1 1 1 3 4 4 3 3 1 1 1 1 1
29 3 3 3 3 3 4 4 3 4 4 4 3 4 4 1 1 1 1 3 4 4 4 4 4 4 4 3 4
30 4 4 3 1 4 4 4 2 3 4 3 3 4 2 4 1 1 1 3 4 4 4 4 2 3 2 4 4
31 3 3 4 2 3 3 3 3 4 3 3 3 3 2 4 1 1 1 2 3 4 3 3 4 1 2 3 3
32 1 3 3 1 3 2 3 3 3 3 2 3 3 3 4 4 3 1 2 2 3 3 3 1 3 3 3 3
33 3 1 3 3 2 3 3 3 3 3 2 2 3 3 2 2 1 3 2 2 3 3 3 2 2 2 2 2
34 3 3 3 3 3 4 3 3 3 2 3 4 4 4 3 2 1 2 3 4 4 4 3 2 4 4 3 3
35 3 3 2 2 3 4 4 3 4 4 4 4 4 4 3 2 1 2 3 3 4 4 3 3 3 4 3 2
36 2 4 4 4 4 4 2 1 4 4 4 4 4 4 1 1 2 1 3 4 4 4 4 4 4 4 4 4
37 3 2 3 3 3 2 2 2 3 3 3 3 3 3 4 2 1 2 3 3 4 3 3 3 3 3 2 2
38 3 2 3 3 3 3 2 2 4 3 3 3 3 4 3 2 1 2 3 3 4 3 3 4 2 2 2 2
39 3 1 2 1 3 4 2 1 3 3 2 2 2 3 1 1 1 2 4 1 2 3 2 1 1 3 1 1
40 3 4 2 2 3 3 3 3 3 3 3 2 3 2 3 4 2 2 4 4 4 4 4 4 3 4 2 4
41 4 4 2 2 4 4 4 4 4 4 3 4 3 4 2 1 1 1 4 4 4 3 3 4 2 3 4 4
42 4 3 2 2 4 4 4 3 4 4 4 4 4 3 1 1 1 1 4 4 4 4 4 3 4 4 3 2
43 4 1 2 1 4 4 4 4 4 4 2 4 4 3 2 1 1 2 3 3 4 3 2 4 3 4 3 2
44 3 2 4 3 3 3 4 1 1 4 2 3 2 3 1 1 2 2 4 3 4 4 1 3 4 4 2 3
45 3 3 3 2 3 3 3 3 4 3 3 4 3 3 1 1 2 1 3 4 4 4 3 3 3 3 3 3
46 3 3 4 3 3 3 3 3 4 3 4 3 4 3 3 3 4 2 3 3 4 3 4 3 3 4 3 3
47 3 3 2 2 4 3 3 2 4 3 4 3 4 3 2 1 2 1 3 3 4 3 1 3 2 3 2 2
48 3 2 3 4 3 4 3 4 4 3 3 4 3 1 1 1 3 4 4 4 2 4 2 2 2 2 2
49 2 2 3 1 3 4 4 3 2 2 3 3 2 2 2 1 1 1 4 4 4 3 2 2 2 2 2 1
50 3 3 3 3 4 4 3 3 3 3 2 4 3 1 2 1 1 1 4 4 4 3 2 3 2 2 2 3
51 3 3 4 3 4 4 3 3 4 4 4 3 3 4 2 1 2 1 4 4 4 4 3 3 3 4 3 3

46
52 3 2 3 3 2 2 3 3 2 1 3 3 3 3 2 1 2 1 3 3 4 3 3 3 2 2 2 2
53 1 3 3 1 2 3 1 1 3 3 2 2 3 3 1 1 2 1 3 3 4 3 2 4 3 4 2 1
54 4 3 1 1 3 4 4 4 3 3 3 4 4 3 2 1 3 1 4 4 4 4 4 3 4 4 2 4
55 4 1 2 1 3 4 4 4 4 3 2 4 4 3 1 1 2 1 4 3 4 3 3 4 2 4 2 2
56 1 3 1 1 3 3 2 2 3 3 2 2 1 2 1 1 2 1 2 2 3 3 1 3 3 2 2 2
57 2 1 1 2 1 1 1 2 2 3 2 3 2 2 2 2 3 1 2 2 3 2 3 3 2 2 1 1
58 3 2 3 3 4 4 3 3 3 3 3 4 3 3 3 2 2 1 4 4 4 3 3 2 3 3 2 3
59 1 3 1 1 2 3 2 2 2 2 3 3 3 3 2 3 2 2 3 3 4 3 2 2 2 2 2 2
60 3 2 3 2 2 3 2 2 3 3 2 3 3 3 3 3 2 1 3 3 4 2 3 2 3 2 2 2
61 3 2 4 2 4 3 3 3 2 4 3 4 4 3 3 2 2 1 3 3 4 3 3 3 2 3 3 2
62 2 2 2 2 2 3 2 2 2 2 2 2 2 2 3 2 3 1 2 3 4 3 3 2 2 2 2 2
63 3 3 4 4 4 5 4 2 3 3 3 4 4 4 4 1 1 1 4 4 4 4 2 4 4 4 4 4
64 3 2 4 3 3 4 2 2 3 3 2 2 3 2 3 2 3 2 2 3 4 3 3 2 2 4 3 3
65 3 3 3 3 2 4 3 3 3 3 3 2 3 3 3 1 2 2 3 3 4 3 3 2 3 2 3 3
66 4 4 4 4 4 4 3 3 4 3 3 3 4 4 3 1 1 1 4 4 4 4 3 4 3 3 3 3
67 3 2 3 1 3 3 2 2 2 3 3 3 3 3 3 2 3 2 3 3 4 3 3 2 2 2 3 2
68 3 2 1 2 2 4 3 3 3 4 2 3 3 4 4 2 1 1 3 3 4 3 3 3 3 3 3 2
69 3 3 2 3 3 3 3 4 4 4 3 2 3 3 2 1 1 1 3 3 4 3 3 2 2 3 3 2
70 3 2 2 2 3 3 2 3 3 3 3 3 3 3 2 2 2 1 3 3 4 3 1 1 1 3 2 2
71 4 1 4 4 4 4 3 2 3 1 1 2 4 4 2 2 3 3 4 3 4 4 2 4 2 3 2 2
72 4 2 2 2 3 4 4 3 4 4 2 2 3 3 3 3 2 1 4 4 4 3 2 2 2 2 3 2
73 4 3 4 4 3 3 4 4 4 4 4 3 4 3 4 4 3 1 3 4 4 3 4 3 3 4 4 3
74 2 3 3 3 4 3 3 3 4 3 3 3 3 3 3 2 2 2 3 3 4 3 3 3 3 3 3 3
75 3 3 2 3 2 3 4 4 3 3 3 4 4 3 2 2 2 3 3 3 4 3 3 3 3 2 4 3
76 2 3 3 4 3 4 3 2 3 3 2 3 4 4 3 2 2 1 4 4 4 4 4 4 4 4 3 2
77 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 1 1 4 4 4 4 4 4 2 3 4 4
78 2 2 3 3 4 4 2 2 2 2 2 2 2 2 3 3 2 1 3 2 3 3 2 2 2 2 2 2
79 1 2 3 3 1 1 2 2 2 3 2 3 2 2 2 4 2 1 3 4 4 4 2 2 4 4 2 2
80 3 2 4 4 4 3 3 3 2 3 3 4 2 3 1 1 1 2 4 3 4 4 3 3 3 2 3 2
81 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 4 3 2 4 3 3 3 2
82 3 2 3 3 3 3 3 3 3 3 3 3 3 3 2 1 2 2 4 4 4 4 3 2 3 3 4 4

47
83 1 2 4 2 2 3 3 3 2 2 2 2 2 4 2 1 2 2 3 4 4 4 2 2 3 2 2 2
84 3 2 3 3 2 3 3 3 4 3 2 3 3 3 2 3 3 3 2 3 4 3 3 2 3 3 2 3
85 4 3 4 3 4 4 4 3 4 4 3 3 4 4 2 1 2 2 4 4 4 4 4 3 4 3 2 2
86 1 1 3 1 2 3 3 4 2 2 3 2 2 2 2 2 3 2 3 3 2 1 1 1 1 1
87 4 4 2 2 4 4 4 4 3 4 4 4 4 2 2 2 2 3 4 4 4 4 1 1 1 3 1 1
88 4 2 2 2 3 5 3 4 3 4 2 2 3 3 3 2 2 3 3 3 4 4 2 3 3 4 3 3
89 2 2 2 2 2 2 2 3 2 2 2 1 2 2 1 1 2 1 2 2 3 2 2 2 2 2 2 2
90 4 3 3 3 4 4 3 4 3 4 3 4 4 4 3 3 2 2 4 4 4 4 3 3 4 4 3 3
91 3 3 3 3 3 3 3 4 3 3 3 3 3 3 2 2 2 2 3 3 4 3 3 3 3 3 3 3
92 2 2 4 4 4 3 2 3 3 3 2 4 3 4 4 2 2 3 4 4 4 4 4 2 4 4 2 2
93 1 3 4 4 3 4 3 4 1 3 4 4 4 1 1 1 3 2 3 4 4 4 4 4 2 1
94 3 1 4 1 4 2 2 1 1 3 4 4 1 1 1 4 2 1 2 4 4 4 4 1 4 4 1 4
95 3 2 4 4 4 4 3 4 2 4 4 4 4 4 4 1 1 4 4 4 4 4 4 4 4 4 4 4
96 4 3 4 2 4 4 4 4 3 3 4 3 4 4 2 2 2 3 4 4 4 4 4 4 3 4 2 3
97 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 4 3 3 2 3 3 2 2
98 4 3 3 2 4 4 4 4 2 3 2 4 3 4 4 4 2 2 4 4 4 4 3 3 4 3 2 2
99 1 2 2 2 1 1 1 1 3 3 3 2 1 1 2 4 2 1 1 4 2 1 1 1 1 1 1 1
100 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 1 2 1 4 4 4 4 4 2 4 3 4 2
101 3 4 4 3 4 3 3 4 3 3 3 4 4 3 3 3 2 2 4 4 4 1 2 2 3 4 3 2
102 3 2 4 3 4 4 3 3 3 3 2 3 3 3 4 4 2 2 4 4 4 4 2 2 3 4 3 2
103 3 2 3 3 3 3 3 3 3 1 3 3 4 4 4 2 2 4 4 4 3 3 4 1 3 3 4
104 3 2 3 3 3 3 3 3 1 3 2 2 3 3 1 1 3 3 3 3 4 3 3 3 3 3 1 1
105 3 3 3 3 4 4 3 3 3 3 3 4 4 4 3 1 1 3 3 3 4 3 2 3 2 3 3 1
106 3 2 3 2 3 3 3 3 3 4 3 3 4 4 4 2 1 1 4 4 4 4 4 3 3 4 3 3
107 1 1 3 3 4 4 4 3 3 4 2 4 4 4 3 1 1 3 4 4 4 3 1 3 2 4 2 3
108 2 2 1 2 4 4 4 3 3 3 4 3 4 4 2 2 1 1 4 4 4 3 3 3 3 3 3 3
109 1 1 1 1 1 4 1 1 3 3 4 3 3 4 3 1 1 1 3 4 4 4 2 1 2 3 1 1
110 2 2 3 1 4 4 4 4 3 3 4 1 4 4 1 1 3 4 4 3 4 4 1 1 1 1 1 1
111 4 3 2 2 2 4 3 3 2 3 2 1 2 3 1 1 1 1 4 4 4 4 3 4 4 4 2 2
112 4 1 3 4 4 3 3 1 1 1 1 1 1 3 2 3 3 3 1 2 1 1 1 1 1 1 1
113 3 2 3 2 4 3 3 2 3 3 3 3 3 4 1 1 1 2 4 3 4 4 3 2 2 3 2 2

48
114 4 3 3 3 4 2 3 4 2 4 3 3 3 3 3 1 3 3 4 3 4 4 2 4 2 4 3 4
115 4 3 2 1 4 4 4 3 4 3 4 4 4 4 3 2 1 2 4 3 4 4 3 3 4 4 4 3
116 1 1 3 3 2 4 3 3 3 3 3 3 4 4 4 4 1 3 4 4 4 4 4 3 3 4 3 1
117 3 2 3 2 3 3 2 2 2 2 2 2 3 3 2 3 2 2 2 3 4 3 3 2 2 3 3 3
118 4 4 3 3 3 3 3 3 3 4 3 3 4 3 2 1 1 2 3 3 4 4 3 3 3 4 4 3
119 4 1 3 4 4 3 3 2 3 3 3 3 2 3 2 2 2 3 3 4 4 4 3 2 3 3 2 2
120 4 3 1 1 4 3 3 4 2 3 4 4 2 3 2 2 2 1 3 3 4 3 2 2 1 1 2 1
121 3 1 1 3 3 2 1 3 3 1 4 3 3 3 1 1 1 3 3 3 4 3 3 3 3 3 3 3
122 1 3 3 2 4 4 3 3 3 3 3 4 3 3 4 3 2 3 4 4 4 4 4 3 4 3 3 2
123 4 1 3 1 4 4 3 3 1 1 1 1 1 1 2 2 3 3 3 1 2 1 1 1 1 1 1 1
124 3 2 3 2 4 3 3 2 3 3 3 3 3 4 1 1 1 2 4 3 4 4 3 2 2 3 2 2
125 3 2 4 2 3 3 3 3 3 3 3 3 3 3 1 1 1 1 2 3 3 2 2 2 2 2 2 2
126 3 2 2 2 3 3 3 3 3 3 1 1 3 3 3 1 3 1 4 4 4 3 2 3 3 3 2 2
127 2 3 3 3 4 4 4 4 4 4 4 4 4 3 1 1 2 2 3 4 4 4 4 2 4 3 3 3
128 3 2 3 1 4 3 4 3 4 4 3 3 4 4 1 1 1 1 4 4 4 4 2 4 2 2 2 2
129 1 1 1 1 1 1 2 2 4 3 3 4 4 1 1 1 1 1 1 2 3 3 2 3 1 2 2 2
130 3 2 3 1 4 3 4 3 4 4 3 3 4 4 1 1 1 1 4 4 4 4 3 4 2 2 2 2
131 4 3 4 4 4 3 4 3 4 4 4 4 4 4 2 2 3 2 3 3 4 3 3 2 3 3 3 3
132 2 1 1 1 1 1 1 2 3 3 3 3 3 1 3 1 1 3 3 2 3 3 3 3 2 3 1 2
133 3 2 4 4 3 4 3 3 4 3 3 3 3 3 3 2 2 3 3 3 4 3 3 3 3 3 3 3
134 3 4 4 3 3 4 4 3 4 4 3 4 3 4 1 1 1 4 4 3 4 4 3 4 3 2 4 4
135 3 1 4 1 2 3 1 2 3 3 2 3 3 3 2 1 3 2 1 4 4 3 4 3 2 4 3 4
136 3 3 3 4 4 4 2 3 4 4 3 4 4 3 2 1 1 2 4 3 4 3 3 3 3 2 3 3
137 3 3 3 3 4 4 3 3 4 4 3 4 3 3 2 1 1 2 3 2 3 3 3 3 3 2 2 4
138 4 2 3 3 4 4 4 3 4 4 1 2 4 3 2 2 3 2 4 4 4 4 2 2 3 3 2 2
139 2 2 2 2 3 4 3 3 4 3 3 2 3 3 1 1 4 3 4 4 4 4 3 2 2 2 2 2
140 2 2 2 2 1 3 1 3 3 3 1 1 3 3 1 1 4 3 4 4 4 4 3 1 3 3 1 1
141 3 3 2 2 3 3 3 3 4 4 2 2 4 4 2 2 3 1 4 4 4 4 4 3 3 3 2 3
142 3 3 3 3 3 3 2 3 4 3 3 2 3 2 2 1 2 1 4 4 4 3 2 2 2 3 2 2
143 1 1 1 1 3 4 4 4 4 4 4 4 4 4 2 3 4 2 4 3 4 4 3 2 2 2 3 3
144 2 1 1 1 2 1 2 1 4 4 3 2 2 3 1 1 2 3 2 2 3 3 4 3 3 3 3 3

49
145 4 3 3 3 4 4 3 4 3 4 3 3 3 3 3 1 3 3 4 3 4 4 2 4 2 4 3 4
146 3 3 2 2 3 3 3 3 4 3 4 3 4 3 2 2 3 3 3 3 4 3 2 3 3 3 3 2

50
ATTACHMENT 7: STROBE EVALUATION OF STUDY

STROBE Statement—checklist of items that should be included in reports of cross-sectional

studies

Reported on
Item
No Recommendation Page No.
Title and abstract 1 (a) Indicate the study’s design with a
vi
commonly used term in the title or the abstract

(b) Provide in the abstract an informative and

balanced summary of what was done and what vi
was found

Introduction
Background/rationale 2 Explain the scientific background and rationale
Page 1
for the investigation being reported

Objectives 3 State specific objectives, including any

Page 2
prespecified hypotheses

Methods
Study design 4 Present key elements of study design early in
Page 3
the paper

Setting 5 Describe the setting, locations, and relevant

dates, including periods of recruitment, Page 3
exposure, follow-up, and data collection

Participants 6 (a) Give the eligibility criteria, and the sources Attachment
and methods of selection of participants. 2
Page 26
Variables 7 Clearly define all outcomes, exposures,
predictors, potential confounders, and effect
Page 3
modifiers. Give diagnostic criteria, if
applicable

Data sources/ 8* For each variable of interest, give sources of

measurement data and details of methods of assessment
(measurement). Describe comparability of Page 5
assessment methods if there is more than one
group

51
Bias 9 Describe any efforts to address potential
Page 3
sources of bias

Study size 10 Explain how the study size was arrived at Page 3

Quantitative variables 11 Explain how quantitative variables were

handled in the analyses. If applicable, describe Page 3
which groupings were chosen and why

Statistical methods 12 (a) Describe all statistical methods, including

Page 5
those used to control for confounding

(b) Describe any methods used to examine

Page 5
subgroups and interactions

(c) Explain how missing data were addressed N/A

(d) If applicable, describe analytical methods

Page 3
taking account of sampling strategy

(e) Describe any sensitivity analyses Page 3

Results
Participants 13* (a) Report numbers of individuals at each stage
of study—eg numbers potentially eligible,
examined for eligibility, confirmed eligible, Page 6
included in the study, completing follow-up,
and analysed

(b) Give reasons for non-participation at each

Page 3
stage

(c) Consider use of a flow diagram N/A

Descriptive data 14* (a) Give characteristics of study participants

(eg demographic, clinical, social) and
Page 5
information on exposures and potential
confounders

(b) Indicate number of participants with

N/A
missing data for each variable of interest

Outcome data 15* Report numbers of outcome events or

N/A
summary measures
Main results 16 (a) Give unadjusted estimates and, if Page 6

52
 applicable, confounder-adjusted estimates and
their precision (eg, 95% confidence interval).
Make clear which confounders were adjusted
for and why they were included

(b) Report category boundaries when N/A

continuous variables were categorized

(c) If relevant, consider translating estimates of

relative risk into absolute risk for a meaningful N/A
time period

Other analyses 17 Report other analyses done—eg analyses of N/A

subgroups and interactions, and sensitivity
analyses

Discussion
Key results 18 Summarize key results with reference to study
12
objectives

Limitations 19 Discuss limitations of the study, taking into

account sources of potential bias or
12
imprecision. Discuss both direction and
magnitude of any potential bias

Interpretation 20 Give a cautious overall interpretation of results

considering objectives, limitations, multiplicity
12
of analyses, results from similar studies, and
other relevant evidence

Generalisability 21 Discuss the generalisability (external validity)

12
of the study results

Other information
Funding 22 Give the source of funding and the role of the Attachment
funders for the present study and, if applicable, 2
for the original study on which the present
article is based Page 29

53
*Give information separately for cases and controls in case-control studies and, if applicable, for
exposed and unexposed groups in cohort and cross-sectional studies.

Note: An Explanation and Elaboration article discusses each checklist item and gives
methodological background and published examples of transparent reporting. The STROBE
checklist is best used in conjunction with this article (freely available on the Web sites of PLoS
Medicine at http://www.plosmedicine.org/, Annals of Internal Medicine at
http://www.annals.org/, and Epidemiology at http://www.epidem.com/). Information on the
STROBE Initiative is available at www.strobe-statement.org.

54
ATTACHMENT 8: PROJECT GANTT CHART

MAJOR EVENTS Jan Feb Mar Apr May

1) Pre-defense
-Literature Summary Review Sheet
-Introduction
-Methods
2) Proposal Phase
3) Protocol Preparation and Review
4) Creation and Review of Questionnaire
5) Collection and Management of Data
6) Data Treatment and Interpretation of
Results
7) Preparation of Final Paper
8) Final Defense
9) Publication
o Pre-defense- During this phase, the researchers collected literatures for the literature summary review sheet. Introduction and
methods were expected to be finished.
o Proposal Phase- During this phase, the researchers presented a proposal defense.
o Protocol Preparation and Review- During this phase, the researchers are expected to prepare and review the protocol sheet.
o Creation and Review of Questionnaire- During this phase, the researchers are expected to create and review the questionnaire.
o Data Treatment and Interpretation- During this phase, the researchers are expected to conduct data treatment and interpretation
of results.
o Preparation of Final Paper- During this phase, the researchers are expected to prepare the final paper.
o Final Defense- During this phase, the researchers are expected to conduct the final defense.
o Publication- During this phase, the researchers are expected to publish the research paper.

55
ATTACHMENT 9: PROJECT BUDGET LINE ITEM

ITEMS DESCRIPTION UNIT PRICE QTY TOTAL PRICE

1) Printing of 9 page study matrix Php. 9.00 1 copy Php. 9.00

Study Matrix
2) Printing of 27 pages research Php. 27.00 3 copies Php. 81.00
Research proposal
Proposal Paper
3) Printing of 9 pages research Php. 9.00 1 copy Php. 9.00
Research protocol
Protocol
4) Printing of 4 pages survey Php. 4.00 180 Php. 720.00
Survey questionnaire
Questionnaires
5) Printing of Final 44 pages final research Php. 60.00 3 copies Php. 180.00
Research Paper paper

6) Printing for 61 pages research Php. 90.00 6 copies Php. 540.00

Book Bounding paper

TOTAL Php. 1,548.00

Source of Budget:
1. Personal Finance of Researchers

56
ATTACHMENT 10: CURRICULUM VITAE OF INVESTIGATORS

FANGED, SARMAINE PADCAYAN

Address: #57 East Quirino Hill, Baguio City 2600, CAR Philippines
Phone Number: 661-0671
Cellphone Number: 09128625959
E-mail:sharryfanged@gmail.com

OBJECTIVE
This document serves as a proof that the person mentioned above is fully capable to conduct research.

PERSONAL INFORMATION
Gender: Female
Birthdate: August 11, 2000
Nationality: Filipino
Marital Status: Single

EDUCATION AND ACADEMIC BACKGROUND

2005-2012 BUYAGAN ELEMENTARY SCHOOL
Buyagan, La Trinidad, Benguet
Graduated First Honorable Mention, Athlete of the Year and Journalist of the Year

2012-2017 BENGUET NATIONAL HIGH SCHOOL-MAIN

Stockfarm, Wangal, La Trinidad, Benguet
Graduated with Honors and Conduct Award

2018-Present PINES CITY COLLEGES

Magsaysay Avenue, Baguio City
Currently taking HUMSS strand

CHARACTER REFERENCES

JOEL P. SORIANO
Practical Research Adviser
joelpagarsoriano@gmail.com| 0909 419 1726

57
DULINEN, WILMALYN OMMAS
Address: Palmaville, Swamp, La Trinidad 2601, CAR Philippines
Cellphone Number: 09281334714
E-mail: lynamwilommas02@gmail.com

OBJECTIVE
This document serves as a proof that the person mentioned above is fully capable to conduct research.

PERSONAL INFORMATION
Gender: Female
Birthdate: February 10, 2000
Nationality: Filipino
Marital Status: Single

EDUCATION AND ACADEMIC BACKGROUND

2005-2012 CAYAPAS ELEMENTARY SCHOOL
Baculongan Sur, Buguias, Benguet
Graduated Athlete of the Year and Girl Scout of the Year

2012-2017 BAGUIO CITY NATIONAL HIGH SCHOOL

General Luna Road, Baguio City
Graduated Junior High Secondary Education

2018-Present PINES CITY COLLEGES

Magsaysay Avenue, Baguio City
Currently taking HUMSS strand

CHARACTER REFERENCES

JOEL P. SORIANO
Practical Research Adviser
joelpagarsoriano@gmail.com| 0909 419 1726

58
LIBITERNOS, JESSE LEDDA
Address: Happy Homes, Campo Sioco, Baguio City 2600, CAR, Philippines
Cellphone Number: 09056422111
E-mail: jesse420libiternos@gmail.com

OBJECTIVE
This document serves as a proof that the person mentioned above is fully capable to conduct research.

PERSONAL INFORMATION
Gender: Male
Birthdate: November 15, 1999
Nationality: Filipino
Marital Status: Single

EDUCATION AND ACADEMIC BACKGROUND

2004-2011 MANUEL ROXAS ELEMENTARY SCHOOL
Barangay Santo Rosario, Baguio City
Graduated Elementary Education

2011-2017 BAGUIO PATRIOTIC HIGH SCHOOL

Harrison Road, Baguio City
Graduated Secondary Education

2018-Present PINES CITY COLLEGES

Magsaysay Avenue, Baguio City
Currently taking HUMSS strand

CHARACTER REFERENCES

JOEL P. SORIANO
Practical Research Adviser
joelpagarsoriano@gmail.com| 0909 419 1726

59
GARCIA, PHIL DENVER ALVIZ
Address: #25 Dizon Subdivision Maya Street, Baguio City 2600, CAR Philippines
Cellphone Number: 09993292544
E-mail:yasuozedakali123@gmail.com

OBJECTIVE
This document serves as a proof that the person mentioned above is fully capable to conduct research.

PERSONAL INFORMATION
Gender: Male
Birthdate: April 15, 2001
Nationality: Filipino
Marital Status: Single

EDUCATION AND ACADEMIC BACKGROUND

2005-2012 PIAS ELEMENTRAY SCHOOL
Pias, Porac, Pampanga
Graduated Elementary Education

2012-2016 BAGUIO CITY ACADEMY COLLEGES

#410 Magsaysay, Baguio City
Graduated Secondary Education

2018-Present PINES CITY COLLEGES

Magsaysay Avenue, Baguio City
Currently taking HUMSS strand

CHARACTER REFERENCES

JOEL P. SORIANO
Practical Research Adviser
joelpagarsoriano@gmail.com| 0909 419 1726

60
AYASAO, JESSIE CHESTER PAQUITO
Address: #038, Km. 4, Pico, La Trinidad, Benguet 2601, CAR Philippines
Cellphone Number: 09199678982
E-mail: jcayasao00@gmail.com

OBJECTIVE
This document serves as a proof that the person mentioned above is fully capable to conduct research.

PERSONAL INFORMATION
Gender: Male
Birthdate: December 22, 2001
Nationality: Filipino
Marital Status: Single

EDUCATION AND ACADEMIC BACKGROUND

2006-2014 IMMACULATE HEART OF MARY ELEMENTARY SCHOOL
Km. 4, Pico, La Trinidad, Benguet
Graduated Elementary Education

2014-2018 SAN JOSE HIGH SCHOOL

Poblacion, La Trinidad, Benguet
Graduated Secondary Education

2018-Present PINES CITY COLLEGES

Magsaysay Avenue, Baguio City
Currently taking HUMSS strand

CHARACTER REFERENCES

JOEL P. SORIANO
Practical Research Adviser
joelpagarsoriano@gmail.com| 0909 419 1726

61