FACTORS THAT AFFECT GRADE 12 STUDENTS

OF PANGASINAN SCHOOL OF ARTS AND TRADES

IN PURSUING HIGHER EDUCATION

A Quantitative Research
Presented to the Faculty of Senior High School
PANGASINAN SCHOOL OF ARTS AND TRADES
Lingayen, Pangasinan

In Partial Fulfillment of the requirements in

INQUIRIES, INVESTIGATIONS AND IMMERSION

Queen Jessel R. Lomboy

Grade 12- GAS

Mira M. Castro
Research Adviser

1
 CHAPTER 1

INTRODUCTION

This chapter of the paper will present the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study and

scope and delimitation of the study. Wherein, the study identifies the reasons why grade

12 students cannot pursue college.

BACKGROUND OF THE STUDY

K-12 is an education system under the Department of Education that aims to

enhance learners’ basic skills, produce more competent citizens and prepare students for

lifelong employment. At present, the Philippines is the last country in Asia and one of only

three countries in the world with a 10-year basic education cycle. ASEAN Integration 2015

(Philippines, Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Singapore, and

Vietnam).

The K-12 program covers kindergarten and 12 years of basic education (six (6)

years of primary education, four (4) years of junior high school, and two (2) years of Senior

High School [SHS] to provide the sufficient time of mastery of concepts and skills, develop

life-long learners, and prepare graduates for tertiary education, middle level skills

development, employment and entrepreneurship. In enhancing the quality of basic

education in the Philippines. The poor quality of basic education is reflected in the low

achievement scores of Filipino students in the National Achievement Test (NAT) and

International Test. High school graduates are not adequately prepared for the world of

work (most of the basic education graduates are too young to legally enter the labor force

2
(the legal age would be 18 years old). And also, they are not adequately prepared to

pursue higher education or if they are prepared they end up of shifting courses (Don Carlo

Cavina School).

There is also a higher education in the Philippines for the students after graduating

K-12 curriculum. It is offered through various degree programs (commonly known as

courses). These are administered by the Commission on Higher Education (CHED).

In the Philippines, college is a tertiary institution that typically offers a number of

specialized courses. But each year, many of the students decide not to seek or attend

higher education after graduating high school. A number of this students have to

overcome many obstacles before deciding to attend college.

STATEMENT OF THE PROBLEM

The main objective of the study is to determine the reason why some grade 12

students cannot go to college.

Specifically, the study will answer the following questions:

1. What is the profile on the grade 12 students in terms of;

a. age

b. gender

c. interest in hobbies

d. socio-ecomic status

e. salary / income (if needed)

2. What are the reasons why Grade 12 students cannot pursue college anymore?

3
 3. Is there a significant relationship between pursuing college and the factors that

affect the students to study?

SIGNIFICANCE OF THE STUDY

The significance of the study stated the reasons behind the students why they are

not attending/ going in college. The research’s purpose was to know what are the factors

affecting the students in pursuing college. And what we can do to implement a still

successful career of the students.

The findings of the study will benefit the following:

Students: The results of the study will encourage the students to see the reasons of some

students that cannot go to college.

School Administrators: The result of the study will serve as one of curricular evaluation

and planning.

Parents: The result of the study to the parents was to realize the reasons of the students

for not attending college.

Researchers: This study will offer helpful information to researchers who will conduct the

same study.

SCOPE AND DELIMITATION

The study will focus on the respondent profile in terms of age, gender, interest in

hobbies, socio-economic status and salary/ income. It will also look into reasons why the

students are not attending in college.

4
 The respondents will be the grade 12 students in Pangasinan School of Arts and

Trades, Lingayen, Pangasinan, School Year 2019-2020 that consists of approximately

200 students.

The instruments to be used are questionnaires which will focus on the profile of the

respondents and the factors affecting them for not attending higher education.

5
 CHAPTER 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature, the conceptual

framework, research hypothesis and the definition of terms.

This chapter includes the ideas, finish thesis, and generalization or conclusions

helps in familiarizing information that are relevant and similar information that are relevant

and similar to a present study.

Related Literature

Local Studies

College choice is defined as “a complex, multistage process during which an

individual develops aspirations to continue formal education beyond high school, followed

later by a decision to attend a specific college, university or institution of advanced

vocational training” (Hossler, Braxton, & Coopersmith, 1989, p. 234). Since the 1970’s,

the subject of student college choice has been generating more attention. On the college

and level, there was increased competition for a decreasing number of traditional-age

students, and research in student college choice was viewed as a means of reacting

better marketing strategies (Hossler & Gallagher, 1987, p. 207).

Factors Influencing College Choice

A review of existing research yields several factors which influence the college

choice process of high school seniors. Research findings relating to these factors are

discussed subsequently in this chapter. The three phases of the Hossler and Gallagher

(1987) model-predisposition, search, choice-provide the organizing framework for the

6
research findings. Although this list is not exhaustive, the author contends that it includes

the most outstanding and relevant college choice factor, as surfaced by previous studies.

These factors, divided into four categories, are (1) Student Characteristics: academic

ability, socioeconomic status, race/ethnicity, high school environment, educational

aspirations/expectations, gender; (2) Institutional Characteristics: academic quality,

programs of study, cost and financial aid, location, social atmosphere, future job

opportunities, religious emphasis; (3) Significant Others: parents, guidance counselors,

friends; and (4) College/University Search Activities: college marketing.

Financial Stress and Well-being Among Filipino Students

According to an old review of published psychology research in the Philippines,

stress and coping has been one of the most intensively researched topics among Filipino

psychology researchers (Bernardo, 1997). But there were hardly any studies that focus

on stress experiences of Filipino students in that review, a trend that has improved

somewhat in the last decade with the publication of some studies on Filipino student’s

stress-related experiences. This observation reflects a similar trend in other parts of the

world where research on stress experienced by higher education students came relatively

late compared to stress research on other populations (Michie/ Glachan, & Bray, 2001).

As a reflection of this trend in other countries, research on stress in higher education

students has increased in the past two decades, and psychologists now have a better

understanding of the range of stressors for students (Robotham & Julain, 2006) and

factors related to student’s stress (Beiter et al., 2015). Experiencing financial stress is not

unlikely among Filipino student’s and government statistics suggest that a significant

proportion of the school- age population experience financial difficulties. Starting at the

7
basic education level, almost 20% of Filipino children who dropped out of school

mentioned insufficient financial resources as the main reason for quitting school

(Philippine Statistics Authority, 2015). Dropping out of school was most probable among

17-year olds, particularly among those from the lowest income families (Reyes, Tabuga,

Asis, & Mondez, 2015). In the college-age population, the top reason (mentioned by

37.58%) for not going to college or university was the high cost of higher education;

moreover, about 16.0% of those who opted not to pursue higher education report that

they did so in order to look for work to earn money for their families (Reyes et al., 2015).

In the current study, we hypothesized that financial stress would be negatively related to

subject well-being, or specifically, life satisfaction of Filipino students. There are currently

no published studies that show this relationship with a Filipino sample. One recent study

did not actually measure financial stress, but showed that sense of poverty was

associated with the experience of psychological distress among students (Reyes &

Yujuico, 2014).

Foreign Studies

One approach has been to study the macro-environmental variables that influence

the outflow of students from source countries. Another approach is to identify reasons of

choice at an individual level by examining the perceptions of students (Duan, 1997). The

studies on individual level focus on the influence factors have on students’ decision

making. The family influence is the major factor that determines overseas study decisions.

The opinions of family members may exert different types of influences on one’s behavior

(Bearden and Etzel, 1982). Family recommendation and opinion influence students’

8
options of their host institutions (Bourke 2000; Moogan, Baron and Harris, 1999). A study

by Shanka, Ali-Knight and Pope (2002) showed that 37% of international under-graduate

students rated parents and friends as their major sources of information for the UK and

Australia.

According to the Case of Ireland stated by McCoy and Smyth (2007) explored the

nature and implications of secondary students’ participation in paid employment in

Ireland. It examined whether engaging in part-time employment while in secondary school

has an impact on two educational-outcomes-school dropout and examination

performance. In terms of school drop-out, the study’s findings from the USA and Australia

which presented the part-time employment, particularly those involving longer hours,

leads to increasing rate of school drop-outs as working students tend to draw away from

studies because of their job. The examination results were also considered in the study

and working, and the students’ attitudes to school, working students achieve lower grades

than non-working students.

9
Conceptual Framework

The system approach (Input – Process – Output system) was used in the

conceptual framework of the study. As shown in Figure 1, the input consists the profile of

the respondents of Grade 12 students in Pangasinan School of Arts and Trades who

cannot pursue higher education. The process that we used are questionnaire, descriptive

survey, and quantitative research.

Input Process Output

a. Profile of the
respondents in terms
of:
-age
-gender
-interest in hobbies
-socio- ecomic status -Questionnaire Factors affecting
-salary / income Grade 12 students of
Pangasinan School of
-Descriptive Survey
Arts and Trades in
b. The reasons why
Pursuing Higher
Grade 12 students
-Quantitative Education
cannot pursue college
anymore.

c. Significant
relationship between
pursuing college and
the factors that affect
the students to study.

Figure 1.0 CONCEPTUAL PARADIGM

10
HYPOTHESIS

The following are the null hypothesis of this research:

1. Some of the 100 respondents of grade 12 students, there are only at least half or

approximately 50 graduating grade 12 students who cannot go to college.

2. It is hypothesized that over the past two years, some graduating students cannot go

to college because of their financial at home, problems at home, and problems in

school.

DEFINITION OF TERMS:

For a clearer understanding of terms used in this study, the following are defined

operationally in the context of their usage.

College/ Higher Education - It is an education beyond the secondary level.

Undergraduates - Are students of universities and colleges that are graduated from high

school and have been accepted to college, but they haven’t graduated yet.

School Learner - One who has left school usually after completing a course of study

instead of continuing on to a college or university.

Interest - One of the primary goals of college education is to help students discover true

interest and chart a life course based on interests developed and nurtured in college.

Choice - The third phase of the Hossler and Gallagher (1987) model, this is the stage

when students decide which university or college they will attend, after evaluating the

institutions in their choice set (p. 209).

11
Cost and Financial Aid - In operationalizing this concept, this study considered the

student’s rating of the importance of the following of his/her selection of a college: costs,

room and board expenses, availability of scholarships/financial aid, availability of

internship/co-op opportunities, and availability of loans.

12
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

intervention, the data collection procedure, and the plan for data analysis.

Research Design

The researcher’s employed descriptive method of research. This research method

was appropriate in this study because the researcher analyzed, examined, and

interpreted the data gathered through a questionnaire and test and arrived at

generalizations. On whether why some Grade 12 students of Pangasinan School of Arts

and Trades cannot go to college.

The Sample

The target population of the study are the Grade 12 Senior High School students

during the first semester of the academic year, 2019- 2020. These students belong to

the two different strands of the SHS program, namely: General Academic Strand (GAS),

Beauty Care Service (BCS), Information and Communication Technology (ICT), Electrical

Installation and Maintenance (EIM), Shielded Metal Art Welding (SMAW), and Automotive

Servicing.

With a population size of 275 students, the researchers will consider a sample of

100 respondents. This study evaluated the respondents if they can go to college or if can’t

pursue college education.

13
 These samples shall be randomly selected through simple random sampling with

the SHS strands being used to define groups randomly determined the samples. Simple

random sampling refers to any sampling method that has the population of N objects, the

sample consists of n objects, and if all possible samples of n objects are equally like to

occur. Simple random sampling allows us a researcher to use statistical methods to

analyze sample results.

The Instruments

The data of their study were gathered through questionnaire and to the Grade 12

students of Pangasinan School of Arts and Trades.

Data Collection Procedure

The questionnaire and test were administered to the learned personally by the

researcher to ensure that the necessary instructions and clarification were given to the

respondents and to guarantees 50% retrieval of the questionnaire.

Plan for Data Analysis

This part presents the different statistical measures that were applied in this Grade

12 students were recorded, tallied and tabulated and analyzed and interpreted base on

the formulated problems of the study.

To interpreted the data effectively, the researcher will employ the following

statistical treatment. The Percentage, Weighted Mean and Chi-Square are the tools use

to interpret data:

14
1. Percentage

This will employ to determine the frequency counts and percentage distribution of

gender related variables of the respondents.

𝐹𝐹
Formula: % = 𝑁𝑁×100

Where:

• % is the percentage

• F is the Frequency

• N is the total number of respondents

• 100 is a constant value

2. Chi-Square

It is commonly used for testing relationships between categorical variables and

used to evaluate Tests of Independence when using a cross tabulation (also known

as bivariate table). It represents the significant relationship between pursuing college

and the factors that affect the students to study.

( 𝑓𝑓𝑓𝑓−𝑓𝑓𝑓𝑓)2
Formula: 𝑥𝑥 2 =∑ 𝑓𝑓𝑓𝑓

Where:

• 𝑓𝑓𝑓𝑓 is the observed frequency

• 𝑓𝑓𝑓𝑓 is the expected frequency if NO relationship existed between the

variables.

15
 CHAPTER 4

PRESENTATION OF DATA, RESULTS, AND DISCUSSION

This chapter contains the presentation of data gathered with the results generated

from statistical treatment. The analysis and interpretation of these data and the results

are also found in this chapter.

The major problem of the study was to determine the factors that affecting grade

12 students in pursuing higher education.

The school’s results were analyzed and there was a total of 100 responses.

Therefore, it is important to students for them to know what are the factors affecting them

in pursuing college and what are the possible things they will do or how they will solve it

and what is their future may be as well.

PRESENTATION OF DATA

The instrument to gather the most essential data and information in this study is

by conducting a survey questionnaire. Survey is where questions are asked and answers

are given. Conducting a survey is probably the most widely used selection too. It is the

most complex selection technique because it scopes including measuring all relevant

characteristics and clarifying all other information.

Investigation is commonly used for a variety of purposes including selection in

general problem solving. Also, research is a process of step used to collect and analyzed

information to increase our understanding of a topic or issue and formal work undertaken

16
systematically to increase the stock of knowledge. Provide a question, collect data to

answer the question, and present an answer to the questions.

According to the findings of our study in terms of gender, there are 45 of male and

55% of female students who undergo answering our questionnaire.

Gender

45
Male
Female
55

Figure 1: Gender

The figures on the next page shows the separated results of the female grade 12

students according to their section. According to the findings there are 38% of General

Academic Strand (GAS), HRT with 23%, Beauty Care Services (BCS) with 22%,

Information and Communication Technology (ICT) with 13%, Electrical Installation and

Maintenance and Shielded Metal Arc and Welding with the percentage of 2.

17
 Electrical Installation Shielded Metal Arc and
and Maintenance (EIM) Welding (SMAW)
Section
2% 2%
Information and General Academic Strand (GAS)
General Academic
Communication
Strand (GAS)
Technology (ICT) HRT
38%
13%
Beauy Care Services

Information and Communication

Technology (ICT)
Beauy Care Services Electrical Installation and Maintenance
22% (EIM)
Shielded Metal Arc and Welding
(SMAW)

HRT
23%

Figure 2: Sections of Female Grade 12 Students

The figures below separated the results of the male grade 12 students according

to their section. According to the findings there are 27% of Shielded Metal Arc and

Welding and Automotive, 24% of Electrical Installation and Maintenance, 16% of General

Academic Strand, 4% of HRT and 2% of Information and communication Technology.

Information and
Communication
HRT Technology (ICT)
Section
4% 2% Shielded Metal Arc and
General Academic Welding (SMAW)
Strand (GAS) Shielded Metal Arc and
16% Welding (SMAW) Automotive
27%

Electrical Installation and

Maintenance (EIM)

General Academic Strand (GAS)

HRT

Electrical Installation
and Maintenance
(EIM) Automotive
24% 27%

Figure 3: Sections of Male Grade 12 Students

18
 The figures on the next page separated the results of the male and female

according to their decision if they still going to continue college or not. The most active

traits are the female apart from the male who wants to continue their studies in college.

According to findings there are 34 females and 20 males who answers strongly agree

who still going to continue college. 1 male who answer strongly disagree for not continuing

college.

40
34
35

30

25
20
20

15
11 11 10
10 8

5 2 2 2
0
0
Strongly Agree Agree Maybe Disagree Strongly Disagree

Male Female

Figure 4: Male and Female for Still Going to Continue College

The figures below separated the results of the male and female according to their

decision if they think college is hard. It shows that females are the most active traits than

males in thinking that college or higher education is hard. 21 females and 17 males who

answer strongly agree while 2 males and 2 females who answer strongly disagree for

thinking college is important.

19
 25
21 21
20
17 17

15

10
10 9

5
2 2
1
0
0
Strongly Agree Agree Maybe Disagree Strongly Disagree

Male Female

Figure 5: Male and Female Thinking that College is Hard

The figures below show the separated results of the male and female according to

their decision if they still need to take college or not. Female is the most active traits than

male. There are 35 females and 20 males who answer strongly agree while 1 male who

answer agree thinking they still need to take college.

40
35
35

30

25
20
20 17
15 13

10 7 7
5
1 0 0 0
0
Strongly Agree Agree Maybe Disagree Strongly Disagree

Male Female

Figure 6: Male and Female Who Still Need to Take College

20
 The figures below show the separated results of the male and female according

to their decision if they think college is important. Female is the most active traits than

male, there are 39 females and 26 males who answers strongly agree thinking college

is important and beneficial to them.

45
39
40

35

30
26
25

20
16
15 13

10

5 3 3
0 0 0 0
0
Strongly Agree Agree Maybe Disagree Strongly Disagree

Male Female

Figure 7: Male and Female Who Thinks College is Important

The figures below show the separated results of the male and female according to

their decision if they think that there is a possible that they cannot complete their study

when they take/ reach college. Female are the most active than male, there are 9 males

and 7 females who answers strongly agree while 3 males and 5 females who answer

strongly disagree.

21
 25
23

20

15
15
13

10
10 9
8
7 7
5
5
3

0
Strongly Agree Agree Maybe Disagree Strongly Disagree

Male Female

Figure 8: Male and Female Who Thinks That They Cannot Complete Their Study in

College

The figures on the next page show the results of female of what course they are

going to take in college. Most of the females want to take Education in college which is

51% of the results next is Culinary with 16%, Business with 11%, Medicine with 5%,

Accountancy, Architecture and answers Others with 4%, Law with 3% and

Communication course with 2%.

22
 Female

Accountancy, 2, 4% Others, 2, 4%

Architecture, 2, 4%
Education

Business, 6, 11%
Culinary

Law

Medicine
Communications, 1, 2%
Communications
Medicine, 3, 5% Education, 28, 51%
Business

Law, 2, 3% Architecture

Accountancy
Culinary, 9, 16%

Others

Figure 9: Course That Females Want to Take

The figures on the next page show the results of male of what course they are

going to take in college. Most of the males want to take Engineering in college which is

36% of the results, next is Maritime with 27%, Education with 20%, Business with 7%,

Architecture and Medicine with 5%, and Culinary and who answers Others with 2%.

23
 Male
Others, 1, 2%

Education, 9, 20%

Education

Culinary

Architecture
Culinary, 1, 2%
Engineering, 16, 36% Medicine
Architecture, 2, 5%
Maritime

Medicine, 2, 5% Business

Engineering

Others

Business, 3, 7% Maritime, 10, 23%

Figure 10: Course That Males Want to Take in College

The figures on the next page show the results of female of what are their reasons

for not attending college. Which is Financial problem with 21%, Work with 14%, Family

Responsibilities and Personal Reasons with 10%, Career Choice and Feeling Stress with

7%, College/ University Choice with 5% and Religion with 2%. Female grade 12 students

who are surely continue their studies in college and who don’t answer the survey

questionnaire has 24% overall.

24
 Female

Financial Problem, 17, Financial Problem

21%
No Answer, 20, 24% Family
Responsibilites
Work

Personal Reasons

College/ University
Choice
Others, 0, 0% Family Responsibilites, Religion
8, 10%
Career Choice, 6, 7% Feeling Stress

Career Choice

Others
Feeling Stress, 6, 7%
No Answer
Work, 12, 14%
Religion, 2, 2%

College/ University Personal Reasons, 8,

Choice, 4, 5% 10%

Figure 11: Reasons of Female for Not Taking College

The figures below show the results of male of what are their reasons for not

attending college. Which is Financial Problem with 32%, Family Responsibilities with

15%, Work with 14%, College/ University Choice with 8%, Religion with 7%, Personal

Reasons with 5%, Career Choice and Feeling Stress with 3%. Male grade 12 students

who are surely continue their studies in college and who don’t answer the survey

questionnaire has 13% overall.

25
 Male

Financial Problem
No Answer, 8, 13%

Family Responsibilites
Career Choice, 2, 3%
Financial Problem, 19,
32% Work

Feeling Stress, 2, 3%
Personal Reasons

College/ University
Religion, 4, 7% Choice
Religion

Feeling Stress
College/ University
Choice, 5, 8% Career Choice

No Answer
Personal Reasons, 3, 5%
Family Responsibilites,
9, 15%

Work, 8, 14%

Figure 12: Reasons of Male for Not Attending College

26
RE-CONCEPTUALIZED FRAMEWORK

Input Process Output

a. Profile of the
respondents in terms
of:
-age
-gender
-interest in hobbies
-socio- ecomic status -Questionnaire Factors affecting
-salary / income Grade 12 students of
Pangasinan School of
-Descriptive Survey
Arts and Trades in
b. The reasons why
Pursuing Higher
Grade 12 students
-Quantitative Education
cannot pursue college
anymore.

c. Significant
relationship between
pursuing college and
the factors that affect
the students to study.

27
 Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, and conclusions of the study. The

recommendation forwarded based on this result produced are also found in this chapter.

Summary

This study seeks to further understand what helps grade 12 students about on the

reasons affecting them in pursuing college education. The researcher pursuant

implemented a survey design to collect the necessary data. In this research seeks the

factors affecting grade 12 students in taking higher education after they are graduated. It

does not seek to influence or manipulate either variable.

Findings

The findings will enlighten the grade 12 students and also their parents and

teachers knowing their reasons either for not continuing or continuing college education.

Male regards to still going to continue their studies in college are lower than female.

Somehow, male students have a higher number who does responded for not taking or

going to continue college.

Most of the respondents are female (55) and male (45) are least.

Conclusions

The researcher needed a descriptive method design for conducting this kind of

research. The factors that affecting the grade 12 students are based on their own decision

28
or the own decision of their parents. The most higher number of reasons why they cannot

continue their college education is the financial problem.

The selected random of a student that contains a particular question if this grade

12 students will continue their higher education after they are graduated from SHS that

were answered in a several choices such as: Strongly Agree, Agree, Maybe, Disagree,

and Strongly Disagree that should be follow to answered in our questionnaire.

Recommendations

The researchers recommend to the future researchers to conduct a study about

factors affecting the grade 12 students in pursuing higher education.

29
Websites References

www.k12philippines.com

www.en.m.wikipedia.org.com. Higher Education on the Philippines

www.researchgate.net, www.acedemia.edu .Factors Influencing Student’s Choice for a

Senior High School Academic Track

www.doncarlocavinaschool.com What is K-12 Program?

https://www.academia.edu Factors Affecting Students’ Decision in Choosing their College

Courses

https://www.utm.edu Factors Affecting Career Choices of College Students

https://www.researchgate.net Factors Influencing on grade 12 Students Chosen Courses

https://scholarship.shu.edu Factors that Influence Students’ Desire to Attend Higher

Education

30
 APPENDIX A

QUESTIONNAIRE FOR THE STUDENTS

“FACTORS THAT AFFECT GRADE 12 STUDENTS OF PANGASINAN SCHOOL OF

ARTS AND TRADES IN PURSUING HIGHER EDUCATION”

I. PROFILE OF THE STUDENT- RESPONDENTS

Instructions: Please respond to the following with the information being asked. Put a

check (/) on the line that matches to your answer.

Name:(optional) ________________________________________________________

Age: ___ years old Gender: ___Male ___Female

Grade 12:

___GAS ___AUTOMOTIVE ___ICT ___BCS ___SMAW ___EIM ___HRT

Disagree

Disagree
Strongly

Strongly
Maybe
Agree

Agree

1. I still going to college

2. I think college is hard

3. I still need to take college

4. I think college is important

5. It is possible that I cannot complete

or finish my study when I reach

college.

31
If your answer is “Yes”, what would you take in college (course)?

___Accountancy ___Communications ___Education ___Medicine

___Architecture ___Computer Science ___Engineering ___Music

___Aviation ___Culinary ___Law ___Psychology

___Business ___Economics ___Maritime ___Others

If your answer is “No”, what are your reason on why you didn’t go to college anymore?

___financial problem ___religion ___Others

___family responsibilities ___college/university choice

___work ___career choice

___personal reasons ___feeling stress

32