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Students' Perception on Choosing a Course

Thesis · January 2018

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 i

Students’ Perception on Choosing a Course

A Research Presented to
The Faculty of Senior High School Department
International Philippine School in Jeddah

In Partial Fulfillment
Of the Requirements for Practical Research 1

REBEKAH JASMIN ARCINAS

ABDULRAFFI BALINDONG
CARL JUSTIN GAMOS
BERNARD GRUMO

JANUARY 2018
ii
 iii

Abstract
Every year, graduating high school students are destined to decide the course

they are going to pursue. Students have to make this choice, as they have to

decide what they want to do in the future. As the course they have decided

dictates their future career, the decision would put pressure on the students.

While there are those who are confident in their decision, there are those who

are troubled. There are multiple factors that must go into the process of deciding.

To find the aforementioned factors, a questionnaire was handed to 30 students

from the institution of the International Philippine School in Jeddah. Those who

were given a questionnaire were selected randomly from a desired strata. Upon

gathering the data, it was coded and generalized to find connections and themes.

After analyzing the coded data, the researchers yielded the following factors

involved in the decision making process: passion, people, interest, financial

reasoning, potential, settings, opportunity, and demand. These are the factors

the students have considered in deciding what course to take. In finding these

factors, the researchers learned that demand and setting were among the least

frequent factors involved in deciding a career path, contradicting past studies

stating otherwise. The results of the study determined that the students were

leaning more towards taking a course due to passion and it was the most

prominent factor found to be considered in their decision, as they choose to do

what they whole-heartedly enjoy doing, having a strong feeling of excitement or

enthusiasm for their selected course. The people around them is another factor

as those people, whomever they may be, whether they are family, friends,

famous individuals, or a random stranger, they strongly influence the students

 iv

preference; personal interest is another factor as the student is attracted to a

particular course; financial reasoning there are students who would prefer a

career because of its high income; the students also believed they have the

potential to succeed in their chosen course and wish to make good by unlocking

fulfilling that potential. This research is to inform and give guidance to the

students through the activities such as career orientation and course planning in

this way the students were be able to determine the right course allotted for

them.
 v

Acknowledgement
We are filled with gratitude for the support given to us by our Practical Research

instructor, Ms. Nadine Lacsina. We are grateful for her support and for providing

insight and her expertise that greatly aided the improvement of the research. We

thank the teachers of senior high who graciously lent us their time to accommodate

conducting the research. We would also like to thank our peers spending time to

proof read our paper and for the comments that improved the paper. We are

obliged to express our appreciation for those who participated in the research,

primarily, those who cooperated in giving us the data needed to conduct the

research. For their insight in the topic.

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TABLE OF CONTENTS
Title Page 1
Approval Sheet 2
Abstract 3
Table of Contents 4
Chapter 1 5
Introduction 5
Background of the Study 6
Statement of the Problem 14
Conceptual Framework 15
Chapter 2 17
Methodology 17
Research Design 17
Participants 18
Research Instruments 18
Data Collection 19
Data Analysis 19
Chapter 3 20
Results 20
Discussion 20
Conclusion 27
Implications of Data 28
Contribution to the Field of Teaching 29
Recommendations 29
References 31
Appendices
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 1 of 30

Chapter 1

Introduction

Graduating high school students are bound to choose what course to take in

college. They face the dilemma of having to decide on future career paths. Students are

troubled in deciding whether to pursue post-secondary degree education or to enroll in

the institution they wish to study at. Some students of the 21st century are confused and

tortured by the idea of not knowing what course to take. They are bothered with the

thought of choosing a course that will dictate the path their future upholds

The process of choosing a course naturally begins at a young age (Maguire &

Lay, 1981). During childhood, children start to become aware of the works done by

adults. As years pass by, their perception develops and widens. When they reach the

adolescence stage, they finally begin to accumulate ideas on the course they want to

pursue. On the latter part of their high school years, they start finalizing the course that

they will take. However, during this process, there are still a lot of factors that affect the

perception of students. Many factors certainly affect the final decision.

As stated by Cook (2016) on his study, most high school students who are

anticipating on their career choices feel the stress of becoming successful and living up

to, the expectations set by them, their families, and the society. The difficulty of

selecting the career pathway is primarily high. People are torn between choosing a

course based on the salary they will earn or their passion. They worry about their

capabilities in supporting themselves in the "real world," thus choosing jobs based on a

paycheck rather than their passion.

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Many elements are part of a pupil’s selection-making process, such as majors

supplied, proximity to home, economic aid, expenses or scholarships presented,

environment, selectivity, and parental have an effect on, just to name some (Kinzie et

al., 2004). According to Litten, Sulivan, & Brodigan (1983) the graduating high school

students might have the most effective indistinct perception of future academic needs

and use. However, Greenbank and Hepworth (2008) found that the students had

“realistic rather than low aspirations” (p. 8). Moreover, although referring to younger

people (aged 15 years), Croll (2008) discovered that nearly half of those whose parents

were in manual occupations aspired professional, managerial, and technical

occupations. Thus, former New York Yankee baseball Hall of Fame catcher Yogi Berra

has been quoted as saying, “You got to be careful if you don’t know where you’re going,

because you might get there.” (1998, p. 102). Croll (2008, p. 246) citing Schneider and

Stevenson (1999) argues this is not surprising given that young people today can be

characterized as the ‘ambitious generation.’ Identifying the certain factors and

understanding what influences the students in choosing a course are the focus of this

study.

Background of the Study

“A course is a unit of teaching that typically lasts one academic term, is led by

one or more instructors (teachers or professors), and has a fixed roster of students. A

course is usually an individual subject. Students may receive a grade and academic

credit after completion of the course” (Meriam-Webster Online Dictionary, 2018).

Certain sorts of courses share a typical course number or may have a suffix, a

letter following the course number. Normal course numbers have been set up for the
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accompanying sorts of work such as extraordinary subjects, remote examinations,

some first-year workshops, inquire about venture courses, entry level positions, and

autonomous investigations. Course levels identify with the numbering framework

portrayed previously. Numerous offerings of a similar number might be recognized by

the utilization of additions A, B, and so forth. (Division of Undergrad Studies, 2016).

A course is a stepping stone for students. Choosing the right course wisely is

important in achieving academic success in college. There are variety of courses to

choose from in college and the students are responsible for their own path of study.

Following their path to take and reaching the end line of that path is a dream come true

for them. Fulfilling such dreams requires information and knowledge – information about

the requirements for reaching goals, and knowledge of one’s strengths and limitations

(Martin, 2010).

Pursuing the course that students want to take up requires critical decision-

making. For an individual to be successful, the person must possess good decision-

making skills. When choosing a course to take, the individual must acquire the

knowledge that is essential for the necessity of reaching one’s goal. It allows the

individual to make better and wiser decisions in life. But failure to make the right

decision often leads to downfall. Graduating high school students face one of the most

crucial decisions in their lives, and that is future career decision. These students face

the fact that this certain adjudication will decide their future (Martin, 2010).

During this critical stage in the life of a student, there are some factors which influences

the decision made by the student.

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One of the primary worries of a young adult is fitting in. Peer groups play an

essential part in young people’s lives, especially throughout the puberty stage (Wells,

2018). ‘Peer pressure’ refers to the impact that these groups can have on the thinking

and actions of an individual. Parents can frequently discover who their child’s peers are

by focusing on who they associate with and talk about.

Peer and parent pressure are the robust variables which affect the overall

persona of the student so as the academic achievement. Parent involvement in an

infant's early education is always determined to be positively related to a child's

academic performance (Hara & Burke, 1998). The method that if parents are in touch

with the studies of their children. It may enhance their academic overall performance.

Whereas the findings in addition highlighted that the peer pressure has terrible impact

on the instructional success of the college students. Under the figure strain, the

students feel pressured to attend the classes, shows and assignment work, to be

punctual in their assignments, to satisfy the figure expectations. The peer pressure

impacts their classmate even at the cast of bunking classes, going out with buddies at

some point of the instructional activities, finishing the others assignments and lacking

their own, rejecting the determine norm to confirm the association with corporations.

As eloquently stated by Akhtar and Aziz (2011), the female students are

dependents either on parents or on peers. A study from the Pennsylvania State

University (n.d.) indicated that the academic achievement of female students are high in

which parent pressure and peer pressure is present as compared to male students. The

study further highlighted that the parents are more concerned about the academic

achievement of students studying at Business Administration department as compared

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to the students enrolled at Economics and Computer Science department. The reason

may be the high expenditure of this department. Parents spend more on the education

of their children enrolled at this department. Thus, expect more and this causes parent

pressure and it positively affects the achievement of the student. Many research studies

showed the importance of parents’ involvement or parent pressure and its effect on

academic achievement on adolescents.

A study by Desforges and Abouchaar (2003), described parent’s involvement

with the aid of many paperwork, like parenting style, solid and cozy surroundings,

highbrow stimulation, discern baby discussion, in touch with school, participation in

faculty activities and sports. The study revealed that parent involvement has strong

high-quality effect on the child stage of attainment: the greater the parental involvement

the higher the attainment. The researchers concluded that at home, parenting has a

massive effective impact on children’s fulfillment and adjustment. It became a further

confusion that parental involvement has extra effective impact on achievement of

students in comparison to the first-rate of school.

Opdenakker and Damme (2005) carried out a research titled “Enhancing Effort

and Achievement: The Importance of Parent Involvement and Home School

Partnerships” and the findings indicated the parents’ mindset (determine stress) and

sports like education and help to the formal education of their children has a unique and

wonderful effect on attempt and success of children; even though it is weakly

associated with the socio-economic repute of parents.

The importance of the impact of parents upon their children’s choice of course is

frequently essential, even throughout gender and racial strains. In a study via Creamer
 6 of 30

& Laughlin (2005), the aforementioned have an impact of parents has been so robust as

to override the have an effect on of instructors, school, and profession counselors, who

in all likelihood recognize more about the career area in query however were no longer

and or trusted as the student‘s parents for this sort of selection.

Gardmer (n.d.) states that face-to-face communication, in as much gives an

opportunity to enhance the mental capability of a student having perplex and

multidimensional mind. In a soft background in marketing with respect to course

satisfaction, the research guarantee that many students learn from face-to-face

interaction than online itself (Scherrer, 2011). Although this learning is inconceivable, it

may be associated with a student's satisfaction in a modern technology course.

Additionally, through this, it can serve similarly like a propeller or a mechanical device

attached to a boat. Once it is inserted to the student's mind, the student enhances more

ideas (Scherrer, 2011). As demonstrated by Nemanich, Banks, and Vera (2009),

students enjoy face-to-face format more than online. The study showed that one can be

more satisfied in talking to real people despite of the technology itself. Their research

showed that talking to people gives an idea of socioemotional communication.

The challenges in efficiently effective ways of using technology delivered good

education explicitly perceived by the students through technology. They constantly

immerse themselves to new possibilities gaining a diverse amount of information

through technology, and through it advanced more and more, exceeding their limitations

thanks to technology (Carlson et al., 2008).

Optimal protocols for student faculty interaction, grading content presentation

and a minimal lack of effort makes a huge difference in the consensus of the remaining
 7 of 30

subjects to demonstrate the future (Arbaugh, Desai, Rau & Sridhar, 2010; Nguyen,

2010; Salazar, Wang, & Hallock, 2009; Schmieder, 2008).

The subsidence might be finished, but as educational cost and obligation keep

on rising, numerous students are still under outrageous strain to bring home the

accomplishments– and for a few, it's to the detriment of scholastic interests (Grasgreen,

2012).

Based on the research and data acquired from the Cambridge Journal of

Education and the Journal of Further and Higher Education, one case-study suggested

that many students were coping with their day-to-day living costs more comfortably than

they had expected to in the first year. However, those in a difficult financial position at

the start of their period of study were likely to face greater problems in the course of

their first year. Two difficulties in particular – having missed payments at the start of the

academic program, and having to wait for the first student loan payment – were shown

to have a damaging effect on academic performance (Harding, 2011). Due to the huge

impact of financial issues to students, some are constrained not to pursue their dream

course but instead go after a course with less expenses. Others are either pressured to

be a working student to pay for their expenses or forced not to continue studying in a

university or college.

Student’s academic gain and learning performance is influenced by various

factor including sexual orientation, age, showing workforce, understudies tutoring, father

or gatekeeper social financial status, neighborhood of understudies, medium of

directions in schools, educational cost incline, day by day think about hour and

convenience as hostelries or day researcher (Tassel-Baska,1997). Considine and

 8 of 30

Zappala (2002) saw a similarity in which the parent's salary or societal position

decidedly influences the student’s test score in examination. As per Minnesota (2007),

"the advanced education execution is relying on the scholastic execution of graduate

understudies". Staffolani and Bratti, (2002), observed that the estimation of students'

past instructive results are the most critical markers of students' future accomplishment.

As the individual searches for their calling, he or she would fancy their

aspirations to pander to the needs of the environment from which they reside while also

establishing themselves in their environment (Kroll et al., 1970). In developing their

career plan, students encounter many factors that influence their decision. Two of which

are the individuals’ preference and environmental conditions, generally outside the

control of the individual. Developing their career would require them to create some sort

of balance between the aspirations they wish to fulfill for the rest of their lives and what

their surrounding allow them to accomplish as they respond to the realities of life

(Borchert, 2002). “Man’s occupation determines the kind of person he becomes since,

through his waking hours, his cognitions about himself, his wants and goal, and his

interpersonal response traits are molded” (Kroll et al., 1970). The individuals’

environment plays an important role in guiding the individual to a conclusion that is both

satisfactory and beneficial as it molds their personalities, develop their skill and career

preference. An example would be the influence of one’s parents.

As indicated by Meyer Bloomfield (1917), he stated "on the grounds that the

world is making such extreme requests upon the coming laborers, each mindful man

and lady, each instructor and reflecting guardian, is arranging approaches to fit the kids

for the life and necessities of this new century". This announcement is as yet important
 9 of 30

today, as guardians keep on giving their youngsters professional direction as they

approach adulthood. As indicated by Chance Clutter's study (2010), guardians impact a

youthful's profession decision as the parent's desires and impression of professional fit

for their kids have been observed to be the key parts in forming their vocation decisions.

This effect on youths can be powerful to the point that it supersedes the impact of the

individuals who might be more educated about the vocational field being referred to.

Thusly, if the individual is energized and feels remunerated by his or her folks, the

individual may float towards a calling that exploits his or her aptitudes.

Picking a course for school is a vital choice students need to make. It is a choice

that influences the student's future as it were. However it is as yet a seriously

troublesome decision the students need to make. In picking a course, there are a ton of

variables that one needs to consider to legitimately measure their decisions. This

exploration expects to reveal insight into the previously mentioned variables and its

impact in the decision procedure that make it troublesome for the students to choose.

The objective of this research is to identify the factors associated with choosing a

college course, as these factors are what manipulate the students’ decision. It aims to

determine what makes choosing a course challenging. The goal of this study is to

assess how students perceive college courses.

The study aims to assist students who are still undecided and confused about

what course to partake in college. The study give the students some insights on their

perception of a course and why they find it difficult to decide, as well as showing them

the factors manipulating their decision. This newly found insight will expand their

perception of college course and narrow down the particular course they are
 10 of 30

comfortable in taking while considering their preference and factors that influence their

choice.
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Conceptual Framework

Student's
Perception

Understanding Knowledge of the Preference

subject

Choosing
a course Decision
Making
Knowledge about
the course
Factors

Difficulty
 12 of 30

Choosing a course is difficult because there is multitude of factors that affect the

students’ decision. Graduating high school students face one of the most crucial

decisions in their lives, and that is future career decision. (Martin, 2010) Not choosing

the right course could hinder their academic performance. To quote Mettoh J. Hellen

(n.d), in his paper titled, Influence of career Preference on Academic Performance and

Graduation of male students: A case study of a University in Western Region Kenya,

“Not having a strong professional identity may have a negative impact on motivation to

do well in nursing and other studies.” This implies that taking a course that isn’t desired

will result in learners performing poorly. These factors must be given enough

consideration to make a decision that satisfies the student. The students also need to

know about the course he/she will take in order to decide which course he/she will take.

For example, when it comes to an engineering course, the person should have enough

knowledge about the course, which subject it focuses, and what are the necessary

requirements, etc.

How a student perceives a course varies as their perception relies on their

academic proficiency. “Perception is the way in which something is regarded,

understood, or interpreted” (Oxford Dictionary, 2018). Their knowledge on a particular

course will give them some insight on how well they will do, shaping the way they

regard the course. One factor that affects the perception of students is preference.

Preference relates to choosing a course because preference by the definition of

Merriam Webster is, “something that is loved or wanted more than another thing”. The

student’s preference is what they are interested in. Students may view a course to be
 13 of 30

difficult or simple based on their proficiency. Although, despite if they are

knowledgeable or not, students may have the resolve to choose a particular course,

even if they view it as difficult, based on their individual preference.

 14 of 30

Statement of the Problem

Confusion with the thought on deciding the course to take is one of the hardest

decisions that students are going to encounter soon. Analyzing those factors and

understanding each one of them is the main goal of this research. In addition, the

following questions will be answered in this research.

1. What are some factors that students consider in choosing a course?

2. Why do students find it difficult to choose a course?

3. How do students choose a course?

 15 of 30

Chapter 2
Methodology
Research Design

The design of this research was qualitative research. It was utilized to pick up a

comprehension of basic reasons, suppositions, and inspirations. It gives bits of

knowledge into the issue or creates thoughts or speculations for potential quantitative

research. Qualitative research focuses on a person’s understandings. To quote Jennifer

Mason (1996), from her book entitled “Qualitative Research” – Through qualitative

research, this study can explore a wide array of dimensions of the social world,

including the texture and weave of everyday life, the understandings, experiences and

imaginings of the participants of this research. Precisely, the type of qualitative research

design to conduct the study is BQR – Basic Qualitative Research. Basic Qualitative

Research aims to acquire a top to bottom comprehension of powerful instructive

procedures (Merriam, 2013). This study aims to take a closer look into the mind of the

student to understand their perception of college course.

Participants

Given the limitations of this research, the recipients of this research were

selected from the institution, “International Philippine School in Jeddah”. Participants of

this study were from grades 10 to 12. These participants were went through stratified

sampling. They were contemplating their career path giving the required data for the

research. Stratified sampling was used in gathering data. Stratified sampling refers to a

type of sampling method. With stratified sampling, the researcher divides the population

into separate groups, called strata. Then, a probability sample (often a simple random
 16 of 30

sample) is drawn from each group. Students were randomly selected from a suitable

stratum as they fit the criteria that are set. The criteria of being whether or not they were

capable of giving sufficient answers with the questionnaires.

Research Instruments

In this study, the researchers were required to utilize different sets of materials, in

order to enhance and provide the study with additional information, facts and evidences

in order to collect more data that were of help to cover the topic that was discussed.

Firstly, this research had primarily used the internet as the study's main source of

information, it was where the main points and facts about the topic has been gathered

and collected, which can be accessed through the use of laptops, phones and any other

gadgets that can access the internet. Lastly, the researchers also administered

questionnaires as the primary method of collecting data. According to Sincero (2012),

Survey Questionnaire is a data gathering method that is utilized to collect, analyze and

interpret the views of a group from a target population. These questionnaires were

handed over to the potential participants who share the same experience about the

phenomenon connected to the topic, which were altogether stored a moment after

completion in a file created via Microsoft Excel.

Data collection

Interestingly with interviews, a specialist makes inquiries specifically and orally,

this examination utilized questionnaires in gathering information. As characterized by

McLeod (2018), questionnaire is a sort of research instrument comprising of a

progression of inquiries for the drive of social occasion data from respondents.
 17 of 30

Questionnaires can be thought of as a sort of composed meeting. It gives a moderately

modest and creative method for increasing extraordinary measure of information from a

substantial example of individuals. It can be a powerful methods for estimating the

conduct, dispositions, inclinations, suppositions and, aims of moderately extensive

quantities of subjects. Along these lines of gathering information is a helpful strategy

where proficiency rates are high and respondents are co-agent which is an aid to the

research.

Data Analysis

The information this research have accumulated from the survey questionnaire

that were given to the respondents were encoded through the way toward coding.

“Coding is the process of assigning a code to something for classification or

identification” (Oxford, n.d.). The initial step is to encode all the crude information which

is called Open Coding. Open coding is the place where one peruses the information a

few times and afterward begin to make conditional names for pieces of information that

abridges the data given. It is the way toward separating, looking at, contrasting,

conceptualizing and classifying information" (Strauss and Corbin, 2008). The following

stage is axial coding where the scientist distinguishes the connections among the open

codes and orders them in one's own idea and grouping (Gallicano, 2013)
 18 of 30

Chapter 3

Results and discussions

1. Some factors that students consider in choosing a course.

The outcomes of this research are summarized on the table that is shown below.

Based on the questionnaire that the researchers collected, these are the main

factors that really influenced the students’ selection of courses. The table contained four

superordinate categories namely environment, dedication, prospective and benefits.

Table 1

Some factors that students consider in choosing a course.

Some factors that students consider in choosing a course

1. Dedication
passion
interest
2. Environment
people
academics
3. Prospective
potential
demand
4. Benefits
opportunity
financial

The dedication category encompasses passion and interest subcategories.

Passion, as presented above, has the highest related gathered data from the

questionnaire collected. Among all these factors, it has the biggest impact of driving the
 19 of 30

students’ decision of their courses. Some of the statements and answers that the

researchers have collected and grouped under the subcategory passion are the

following: student A6 mentioned that it is, “What I love to do”; student A8 mentioned

“Which makes me happy”. Students A3 and of A12 cited “Preferences”, while student

A90 stated “I want that certain course”; the student A93 specified that it is his institution

whereas student A52 mentioned that it is what she wanted when she was younger.

Environment consists of subcategories people, setting and academics. Under the

subsection people, with 16 out of 88 encoded data, secondarily influences the students’

decision. It includes family and opinion from people around them or the society. Student

B10 stated that it is from the inspiration he got from his parents. Participant A31

mentioned famous people. Some are influenced by their peers, friends, classmates like

students A29, A41, and A64 cited. The setting also affects their choice of courses.

“Exposure of influence from various sources” was stated by student A73. Some factors

from academics such as syllabus at School, teachers, SHS specialized subjects, and

course difficulties affect their decisions.

Financial stability and opportunity under the general term benefits is also one of

the factors that influence the students in pursuing the course they are going to take.

Statements such as “The income of the job I will take someday” by student A79, “The

salary I could possibly gain from the possible jobs of the course” by B87, and “Future

Luxury” by B89 proves that students consider the ability of the job to sustain or withhold

financial status.

Their capabilities and potentials are acknowledged as well. “My abilities or

capabilities, Interests” by student A18, “What I'm good at” by A7, “It grows the potential
 20 of 30

in me for the future” by A71 and student A75 mentioned, “I based it on what I think is

suitable for my skills”.

The results are parallel to the study by Borchert (2002) which states that in

developing their career pathway, factors such as environmental conditions and

individual’s preference are considered. It is as well similar to a study conducted by

Akhtar and Aziz (2011) that mentions the dependency of students either on friends or

their parents in deciding for their course. A study by Kroll et al. (1970) stated that

people's environmental condition assumes a vital part in managing the person to build

up their abilities, and profession which correlates to the outcome of the research

2. Students’ difficulties in choosing a course

One of the questionnaire inquiries which asked the students the question on the

off chance that they believe that the course they picked is suited for them. The coding

conducted by the researchers came up with an average of 66.67% of participants that

were confident with the course that they have preferred. Contrarily, 33.33% of students

were not certain of their decision.

Some students are indeterminate of their chosen course since they did not

pursue their passion as of what student A24 mentioned that “Medical course is not

suited for me, because I like computers”. Correspondingly, student A22 addressed, “No.

I don’t think this job is suited for me I don’t know why but this is what I chose so I have

to stick with it”, others don't feel that their future employment of their selected course is

suited for them. They chose it when they did not know what to pick and when it is too

late, there is no other viable option for them but to stay with it. Some of the students as
 21 of 30

what participant A18 cited that in the long run since the present moment, they question

their capacities so they do anything they can to be suited for it.

For students, selecting courses is a complex decision. The results of the study

were parallel to the statement of Cook (2016), pertaining to the idea that they are torn

between pursuing what they love to do or the probability of income stability it may

provide. Similar to this research is the study of Litten, Sulivan, and Brodigan (1983)

conveying that high school students can’t conceptualize their future or may have a

vague notion which makes them confused on what to do.

Some of them considered their financial capabilities. To the questionnaire inquiry

that asked the students if they are really sure about their course and participant A3 said,

“No. I worry about the financial status of my family.”

Mostly answered that they were sure enough on what they have selected. 8 out

of 20 participants under the “certain” axial coding answered plainly yes. Some of the

participants reasoned out that they were certain since it is their calling and our society

or the world itself need more of them as of what student A5 stated. There are as well 5

out of 20 students believed that their selected course suits them. Student A10

mentioned, “Yes. I think my course suits me. It's because it is what I want and I think I

can do better with my chosen course”, and student number A14 stated, “Yes. It makes

my skill sets and the jobs that it opens up pays very well”. Student A4 cited, “Yes, I think

so because the things that I usually do fits the courses I am choosing from”, proving that

they consider doing appropriate things that will fit their course.
 22 of 30

3. How students choose a course

Based in the data analysis, coding revealed that most of the students were

pursue their own decision and only some follow their parents’ decision.

Table 2
Decision - Making

Decision - Making
1. Internal
Self
2. External
Parents

On the questionnaire asking the participants if it is suited for them, 19 out of 30

students follow their own judgment in choosing their course. On the other hand only 3

out of 30 participants followed the decision made by their parents. While 6 students

followed both their own and their parents decision. Students who follow their own

decision are able to choose the course they aspire to pursue. According to an article in

Quora.com, parents ought to pick the decision since they have more "experience”, yet

as a general rule, their experiences are precise to them, and to some other time, and to

a very surprising arrangement of situations. Grasping the way that each student is one

of a kind and has their own advantages and abilities, and tolerating the way that parents

don't possess their kids, the decision ought to be taken by the child.

The results of the researchers’ questionnaire on sheet number 4 comtradicted a

study conducted by Desforges and Abouchaar (2003) because 19 out of 30 students

followed their judgement and only 3 of them shadowed their parents’ decision.
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Also, based on the results, this research opposed the study of Chance Clutter

(2010) in which he stated that parents have a strong influence on an adolescents choice

of course. But according to our research, millennials nowadays followed their own

decision and not basing on their parent’s decision.

Table 3
Choosing own course that provides high income

Choosing own course that provides high income

1. Decision
Certain
Uncertain
,

The researchers also conducted a question that asked them if they have chosen

the course because it provides high financial stability. The result was 17 out of 30

students agreed that their desired course had a high paying job salary. While 13

students disagreed that their course had high income. Student B20 stated. “Yes. It

makes my skill sets and the job pays very well”. Again stated by Cook (2016), that

people are torn between choosing courses based on income or what they are

passionate about is parallel to the researcher’s outcome.

This research also showed that one factor that affects them in choosing a course

is the suitability of that course to their set of skills and capabilities. The outcome was 19

out of 30 students were certain that their choice of course were suited for them. And 10

were unsure on the suitability of their chosen course. Student A10 stated, “Yes. I think
 24 of 30

my course suits me. It's because it is what I want and I think I can do better with my

chosen course”.

Conclusion of the Study

Every high school graduate is bound to choose a course. The course they

choose will lead them down a path, dictating their future career and possible lifestyle. As

such, they would have a difficult time choosing, because following the wrong course

could lead them to a life of dissatisfaction. Through the study, the researchers found

many factors that are involved in the decision; three notable elements being the people

that surround them and the passion and interest in the course that drives them to follow

the path; these being the most frequent factors. Others have chosen courses’ because

of financial reasons; to realize their potential; to grab hold of the opportunity; their

setting, and; to carry out demand. Students have considered these factors to follow their

own decision or simply follow their parents, while there are others that consulted their

own decision and that of their parents. While a majority of graduating students are

positive with their decision, there are still others who are uncertain. Hopefully these

findings will clear those uncertainties.

Implications of Data

Since majority of the data gathered says that the factors given are out of students

control, the implications for it would be is to suggest to the schools to give scholarships

for the students that are struggling to pay financially, while regarding for the students

that are having difficulties in deciding or is confused. The school must be aware of those

students who are financially unstable and incapable of paying tuition fees and other
 25 of 30

school resources. Another way is to inform the students regarding the courses and give

guidance through the activities such as career orientation regarding the path they will

follow and seminars in which they would understand thoroughly the course they are

going to pursue. Also, one implication can be hiring guidance counselors which are

going to help the students about understand more the importance of deciding the

course to take. This way the students will be able to determine the right course allotted

for them.

Contribution

This study which pertains to the ‘students’ perception on choosing a course’,

came up with a recreational program proposal known as ‘Course Efficiency Program’ or

simply derived as CEP. The researchers arose with this idea because it would help the

students comprehend the precise track or career pathway designated for them.

On this program, as early as junior high, the students would undergo what we

call ‘Course Efficiency Program Test’ or CEPT. Before being devoted on the specific

course or track, they must have a keen insight about the course they partially or initially

choose. The ‘Course Efficiency Program Test’ or CEPT aims to assist the learners to

further recognize what fits them most. It will contain both written and practical or

physical tests.

For the written portion, the school would provide a day for these junior high

students to undergo CEPT. This test comprises questions about their personal interests,

hobbies, passion, and opinions. It also involves situation or what-if scenarios that would

further help them visualize themselves on the future.

 26 of 30

Recommendations

There are a lot of gaps in our knowledge about our research that follows our

findings, and would benefit from further researches. In terms of parents being involve in

a student’s course can affect them in a way that they can't choose correctly about the

course that they wanted to take. Further research might compare, What if the parents

are not involved in student’s choice rather than letting their parents choose their specific

course that they will take. Further research could explore on what if scenarios that could

help this research on the involvement of the parents and on what are their perception in

the course that they will take. Teachers from IPSJ can also help students to take the

right course that they will choose by making them explore on the course that they will

take or helping them to achieve their goal. They can encourage their parents to let them

choose freely in order to make that student achieve a certain academic performance. It

can further enhance their capabilities to at its peak rather than giving them a pressure in

a way that the students feel forced.

 27 of 30

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