Understanding the Impact of Socio-Economic Status on the Post-Graduation

Plans of Senior High School Students

A Research Presented to the Faculty of

Managpi National High School

Calapan City, Oriental Mindoro

by:

PRINCESS ANGEL G. EVANGELISTA

MITCH ANGELA CLAIRE A. VILLENA

Grade 10-SSC

JUNE 20

Cherry L. Catapang

Math Teacher
 I. INTRODUCTION

This study investigates the impact of socioeconomic status on Senior High

School students' post-graduation plans, specifically how different dimensions of SES

interact to influence their choices regarding college enrollment, vocational training,

employment, or alternative pathways. SES is a multidimensional concept that

includes factors like income, parental education level, and occupational status.

Extensive research has shown that SES has a significant impact on students' post-

graduation plans, but there is still a lack of understanding of the nuanced ways in

which it affects these plans.

Previous research has found a link between socioeconomic status and

educational attainment. Higher socioeconomic backgrounds have greater access to

educational resources, leading to higher rates of college enrollment and professional

career pursuit. Lower socioeconomic backgrounds may face financial constraints

and limited access to educational resources, leading to alternative paths. More

research is needed to identify the specific mechanisms by which socioeconomic

status influences post-graduation plans.

Research has shown that students from higher socioeconomic backgrounds

have greater access to educational resources and are more likely to pursue higher

education and professional careers. However, students from lower socioeconomic

backgrounds may face limited financial resources and limited access to educational

opportunities. This study will use a mixed-methods approach to provide a

comprehensive understanding of the relationship between socioeconomic status and

post-graduation plans, providing valuable insights for policy development and

interventions.
RESEARCH QUESTIONS

1. How does socio-economic status (SES) influence the post-graduation plans of

Senior High School students?

2. What are the specific dimensions that have greatest impact on students' post-

graduation plans?

a. Income

b. Parental education level

c. Occupational status

3. Is there a significant relationship between the socioeconomic status and the

post-graduation plans of the Senior-High school students?

COLLECTION OF DATA

Research Instrument
The researchers gathered information from 35 randomly selected Senior High
School students from Managpi National High School, through a research
questionnaire with the aid of Google Forms and Messenger application. The survey
questionnaire consists 15 questions that concerns on the issue of impact of
socioeconomic status on the post-graduation plans of selected Senior High School
students.
The table below shows the questions to be answered by the 35 randomly
selected Senior High School students from Managpi National High School by
answering questions regarding their socioeconomic backgrounds and stating
whether they strongly agree, agree, disagree, strongly agree or neutral on
statements provided.

Survey Questionnaire
Understanding the Impact of Socioeconomic Status on the Post-Graduation
Plans of Senior High School Students

Name (optional): Grade and Section:

I. Directions: Tick the boxes according to your response to each question.
1. What is your current socioeconomic status?
Upper Class
Middle Class
Lower Class
2. How much is your estimated family’s monthly income?
Below P5,000
P5,000-P10,000
More than P10,000
3. What level of education did your parents finish?
Elementary Graduate
High School Graduate
College Graduate
Vocational
4. What are your parents’ current occupational status?
Both employed
Only one is employed
None is employed

II. Directions: Please indicate your level of agreement with each of the statement.
Place / mark in the box of your answer. Be guided with the given indicators below:
Strongly Agree – 5
Agree – 4
Neutral – 3
Disagree – 2
Strongly Disagree – 1
STATEMENTS STRONGLY AGREE NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
1. I think that my
socioeconomic
status has a
possible impact
to my post-
graduation
plans.
2. I think the
availability of
financial
resources of my
family will affect
my post-
graduation plans.
3. I feel that my
socioeconomic
status affects my
access to
educational
resources.
4. I believe that
my
socioeconomic
status affects my
ability to pursue
specific careers
or professions.
5. I believe that
my
socioeconomic
status affects my
likelihood of
pursuing higher
education.
6. I think students
from higher
socioeconomic
backgrounds
have more
opportunities for
career
exploration.
7. I believe that
students with
lower
 socioeconomic
status have
limited post-
graduation
options
compared to
those from higher
socioeconomic
backgrounds.
8. My SES
impact my
aspirations to
attend
college/university
.
9. Economic
factors play a
significant role in
my future career
choices.
10. SES affect
the quality of
schools that I
aspire to attend
after senior high.
11. SES cause
social barriers
and stigma that
can play a
significant role in
my post-
graduation plans.

After conducting the survey, the researchers summarize the number of

responses per questions and statements. It is shown in table below:

Number of Responses
Question Upper Class Middle Class Lower Class
1.What is your 25 9 1
current
socioeconomic
status
 Number of Responses
Question Below P5,000 P5,000-P10,000 More than P10,000
2.How much is 17 12 6
your estimated
family’s monthly
income?

No. of Responses
Question Elementary High School College Vocational
Graduate Graduate Graduate
3. What level 5 23 6 1
of education
did your
parents finish?

No. of Responses
Question Both Employed Only One is None is employed
Employed
4.What are your 4 20 11
parents’ current
occupational
status?

STATEMENTS STRONGL AGREE NEUTRA DISAGRE STRONGL

Y L E Y
AGREE DISAGREE
1. I think that my 4 28 3 0 0
socioeconomic
status has a
possible impact
to my post-
graduation
plans.
2. I think the 6 2 4 3
availability of 2
financial
resources of my
family will affect
my post-
graduation plans.
3. I feel that my 3 2 8 4 0
socioeconomic 0
status affects my
access to
educational
resources.
4. I believe that 6 1 5 6 0
my 8
socioeconomic
status affects my
ability to pursue
specific careers
or professions.
5. I believe that 6 1 8 4 1
my 6
socioeconomic
status affects my
likelihood of
pursuing higher
education.
6. I think students 10 1 6 2
from higher 7
socioeconomic
backgrounds
have more
opportunities for
career
exploration.
7. I believe that 7 1 10 3 0
students with 5
lower
socioeconomic
status have
limited post-
graduation
options
compared to
those from higher
socioeconomic
backgrounds.
8. My SES 6 1 8 2 0
impact my 9
aspirations to
attend
college/university
.
9. Economic 7 2 5 0 0
factors play a 3
significant role in
my future career
choices.
10. SES affect 4 2 7 4 0
the quality of 0
schools that I
aspire to attend
after senior high.
11. SES cause 1 2 10 3 0
social barriers 1
and stigma that
can play a
significant role in
my post-
graduation plans.

PRESENTATION OF DATA
Figure 1

Figure 2
 Figure 3

Figure 4

Figure 5
 Figure 7

Figure 8

Figure 9
Figure 10

Figure 11

Figure 12
Figure 13

Figure 14

Figure 15
Data Analysis and interpretation
This section provides analyzation of the data collected by the researchers

using a survey questionnaire. The information gathered was organized according to

the statement of the problem.

1. Influence of socio-economic status (SES) on the post-graduation plans

of Senior High School students:

The data collected provides insights into the influence of socio-economic

status (SES) on the post-graduation plans of Senior High School (SHS) students.

The findings indicate based from Figure 5 that a majority of students (80%) believe

that their socio-economic status has a possible impact on their post-graduation

plans. This suggests that students are aware of the role SES plays in shaping their

future aspirations and choices.

Furthermore, when asked about the availability of financial resources in their

families and its potential effect on their post-graduation plans, a significant portion of

students (80%) agreed or strongly agreed that it could have an impact based on

Figure 6. This highlights the perceived importance of financial resources in pursuing

their desired paths after graduation.

The data also reveals from Figure 7 that students recognize the influence of

SES on their access to educational resources, as indicated by 57.1% of respondents

agreeing that their SES affects their access to such resources. Additionally, a

majority of students (68.5%) based on Figure 8 believe that their SES affects their

ability to pursue specific careers or professions. This suggests that students are

cognizant of the potential limitations their SES may impose on their career choices.
 2. Specific dimensions that have greatest impact on students' post-

graduation plans:

a. Income

b. Parental education level

c. Occupational status

Figure 1 shows the current socioeconomic background status of Senior High

School students. 71.4 percent or 25 students come from a middle-class family.

While, 25.7 percent or 9 students comes from the lower class. Meanwhile, only 1

student comes from the upper-class family.

Figure 2 shows the estimated income of the family of SHS students. The

income dimension of SES appears to have a significant impact on students' post-

graduation plans. A majority of students (48.6%) reported that their family's

estimated monthly income falls within the range of P5,000-P10,000. This indicates

that a considerable number of students come from families with limited financial

resources, which can potentially affect their future endeavors.

Figure 3 shows the parental educational level of Senior High School students.

The educational attainment of parents also plays a role in shaping students' post-

graduation plans. A significant majority (65.7%) reported that their parents have a

high school education, while a smaller percentage (17.1%) indicated that their

parents are college graduates. This suggests that students with parents who have

achieved higher levels of education may have greater exposure to educational and

career opportunities.
 Figure 4 shows the occupational status of the parents of Senior High School

Students. The occupational status of parents is another dimension of SES that

influences students' post-graduation plans. The data shows that the majority of

students (57.1%) have parents where only one is employed, while 31.4% have no

employed parents. Only a small percentage (11.4%) have both parents employed.

This indicates that the employment status of parents can impact the financial stability

and support available to students in pursuing their desired paths after graduation.

Figure 5 shows the rating amount of how students think that socioeconomic

status has a possible impact to their post-graduation plans. Among 35 respondent’s

80 percent or 28 students agree that their socioeconomic status has a possible

impact to their post-graduation plans. While 11 percent or 4 students strongly agree

that their socioeconomic status has a possible impact to their post-graduation plans.

Meanwhile, only 8.6 percent or 3 students say that they are neutral whether their

socioeconomic status has a possible impact to their post-graduation plans.

Figure 6 shows the rating amount of how students think that the availability of

financial resources in their family might affect their post-graduation plans. Among 35

respondent’s 62.9 percent or 22 students agree that the availability of financial

resources in their family might affect their post-graduation plans. While 17.1 percent

or 6 students strongly agree the availability of financial resources in their family might

affect their post-graduation plans. On the other hand, 11.4 percent or 4 students

think that the availability of financial resources in their family might affect their post-

graduation plans. Meanwhile, only 8.6 percent or 3 students say that they disagree

or don’t think that the availability of financial resources in their family might affect

their post-graduation plans.

 Figure 7 shows the rating amount of how students think that their

socioeconomic status affects their access to educational resources. Among 35

respondent’s 57.1 percent or 20 students agree that their socioeconomic status

affects their access to educational resources. While 22.9 percent or 8 students are

neutral about how their socioeconomic status affects their access to educational

resources. On the other hand, 11.4 percent or 4 students disagree and don’t think

their socioeconomic status affects their access to educational resources. Meanwhile,

only 8.6 percent or 3 students say that they strongly agree that their socioeconomic

status affects their access to educational resources.

Figure 8 shows the rating amount of how students think that their

socioeconomic status affects their ability to pursue specific careers or professions.

Among 35 respondent’s 51.4 percent or 18 students agree that their socioeconomic

status affects their ability to pursue specific careers or professions. While 17.1

percent or 6 students strongly agree that their socioeconomic status affects their

ability to pursue specific careers or professions. On the other hand, 17.1 percent or 6

students disagree that their socioeconomic status affects their ability to pursue

specific careers or professions. Meanwhile, 14.3 percent or 5 students say that they

are neutral whether their socioeconomic status affects their ability to pursue specific

careers or professions.

Figure 9 shows the rating amount of how students think that their

socioeconomic status affects their likelihood of pursuing higher education. Among 35

respondent’s 45.7 percent or 16 students agree that their socioeconomic status

affects their likelihood of pursuing higher education. While 22.9 percent or 8 students

are neutral whether their socioeconomic status affects their likelihood of pursuing

higher education. On the other hand, 17.1 percent or 6 students strongly agree that
their socioeconomic status affects their likelihood of pursuing higher education.

Meanwhile, 11.4 percent or 4 students say that they disagree that their

socioeconomic status affects their likelihood of pursuing higher education. While only

2.9 percent or 1 student strongly agree that their socioeconomic status affects their

likelihood of pursuing higher education.

Figure 10 shows the rating amount of how students think that students from

higher socioeconomic backgrounds have more opportunities for career exploration.

Among 35 respondent’s 48.6 percent or 17 students agree that students from higher

socioeconomic backgrounds have more opportunities for career exploration. On the

other hand, 28.6 percent or 10 students strongly agree that students from higher

socioeconomic backgrounds have more opportunities for career exploration. While

17.1 percent or 6 students are neutral whether students from higher socioeconomic

backgrounds have more opportunities for career exploration. Meanwhile, 5.7 percent

or only 2 students say that they disagree about students from higher socioeconomic

backgrounds having more opportunities for career exploration.

Figure 11 shows the rating amount of how students think that having lower

socioeconomic status results them having limited post-graduation options compared

to higher socioeconomic backgrounds. Among 35 respondent’s 42.9 percent or 15

students think that having lower socioeconomic status results them having limited

post-graduation options compared to higher socioeconomic backgrounds. On the

other hand, 28.6 percent or 10 students are neutral whether having lower

socioeconomic status results them having limited post-graduation options compared

to higher socioeconomic backgrounds. While 20 percent or 7 students strongly agree

that having lower socioeconomic status results them having limited post-graduation

options compared to higher socioeconomic backgrounds. Meanwhile, 8.6 percent or

only 3 students say that they disagree that having lower socioeconomic status

results them having limited post-graduation options compared to higher

socioeconomic backgrounds.

Figure 12 shows the rating amount of how students think that SES impact

their aspirations to attend college/university. Among 35 respondent’s 54.3 percent or

19 students think that SES impact their aspirations to attend college/university. On

the other hand, 22.9 percent or 8 students are neutral whether their SES impact their

aspirations to attend college/university. While 17.1 percent or 6 students strongly

agree that SES impact their aspirations to attend college/university. Meanwhile, 5.7

percent or only 2 students say that they disagree that SES impact their aspirations to

attend college/university.

Figure 13 shows the rating amount of how students think that economic

factors play a significant role in their future career choices. Among 35 respondent’s

65.7 percent or 23 students think that economic factors play a significant role in their

future career choices. On the other hand, 20 percent or 7 students strongly agree

that their economic factors play a significant role in their future career choice. While

14.3 percent or 5 students are neutral whether economic factors play a significant

role in their future career choices.

Figure 14 shows the rating amount of how students think that SES affects the

quality of school that they aspire to attend after senior high. Among 35 respondent’s

57.1 percent or 20 students think that SES affects the quality of school that they

aspire to attend after senior high. On the other hand, 20 percent or 7 students are

neutral whether their SES affects the quality of school that they aspire to attend after

senior high. While 11.4 percent or 4 students strongly agree that SES affects the
quality of school that they aspire to attend after senior high. Meanwhile, another 11.4

percent or 4 students disagree that SES affects the quality of school that they aspire

to attend after senior high.

Figure 15 shows the rating amount of how students think that SES cause

social barriers and stigma that can play a significant role in their post-graduation

plans. Among 35 respondent’s 60 percent or 21 students think that that SES cause

social barriers and stigma that can play a significant role in their post-graduation

plans. On the other hand, 28.6 percent or 10 students are neutral whether their SES

cause social barriers and stigma that can play a significant role in their post-

graduation plans. While 8.6 percent or 3 students disagree that that SES cause

social barriers and stigma that can play a significant role in their post-graduation

plans. Meanwhile, 2.8 percent or only 1 student say that they strongly agree that

SES cause social barriers and stigma that can play a significant role in their post-

graduation plans.

3. Is there a significant relationship between the socioeconomic status and the

post-graduation plans of the Senior-High school students:

Based on the data collected, there is evidence to suggest a significant relationship

between socio-economic status (SES) and the post-graduation plans of Senior High

School (SHS) students. The majority of students believe that their SES has a

possible impact on their post-graduation plans, indicating an awareness of the

influence of SES on their future aspirations and choices.

Moreover, the dimensions of SES, such as income, parental education level, and

occupational status, play significant roles in shaping students' post-graduation plans.

The income level of their families, the educational background of their parents, and
their parents' employment status all contribute to the perceived impact of SES on

their access to resources, career choices, and likelihood of pursuing higher

education.

CONCLUSION

After a thorough data gathering, interpreting, and analyzing the survey results,

the researchers conclude that most Senior High School students’ socioeconomic

status have a direct impact to their post-graduation plans. The SES affects their

future career choices and even their college/university to attend.

Some dimensions that have the greatest impact on graduation plans are

income, parental educational level and occupational status.

Their socioeconomic status has been a disadvantage for them. In instance, it

limits their access to educational resources, limits the ability to pursue specific

careers or professions and even their likelihood of pursuing higher education.

Furthermore, there is a significant relationship between the socioeconomic

status and the post-graduation plans of the Senior-High school students.

RECOMMENDATIONS

Based on the findings and conclusions following suggestions and recommendations

are as follows:

1. Students should be encouraged to apply to current and existing financial aid

and scholarship programs. These programs can provide much-needed financial

support to students from lower socioeconomic backgrounds, enabling them to

pursue higher education and achieve their career goals.

2. Both parents and students could be given an access to financial literacy

workshops, scholarship opportunities, and career guidance services. By addressing

the specific challenges faced by these students, such interventions can help bridge

the gap and enhance their post-graduation prospects.

3. The school should also strengthen its career counselling services. Ensuring

equal access to career counseling resources can empower students to make

informed decisions and pursue their desired careers.

4. The continuance of the advocacy for equitable educational resources.

Everyone should collaborate to advocate for policies and initiatives that address the

structural barriers faced by students from lower socioeconomic backgrounds.

5. Parents together with the school should also collaborate to guide the students

on their future career choices. In this way, compromising, finding alternatives and

mitigating the impact of SES on the post-graduation plans of the Senior High School

Students could be possible.

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