CHAPTER 1

THE PROBLEM

Introduction

Selecting a career can be considered as one of the difficult levels in making a decision. One

decent decision that a person will do can make a huge impact on his/her life. To Grade-12 students,

these could be an upsetting part of their life, especially because after the whole school year they will

proceed to college.

Some students already know what course they should take in college while some are still

thinking of it. Basage (1996,p.l) in her thesis asked, “What is it that influences children one way or

another?” this inquiry is somehow related to the researchers study, for they are going to get the

percentage of the different factors that influences or affects the student’s decision in choosing their

preferred course in college.

There are three (3) major factors that influences a student in choosing a course. The first one is

the student factor which includes the student’s personality. As what Splaver (1997) said that

“Personality plays an important role in choosing the right career.” Borchert cited in his thesis that “Some

careers demand that you have the personality to match the qualities of the occupation.” One thing to be

considered in choosing a course is the student’s interest, expertise, talents or skills, passion and

knowledge which can help them in choosing a course that suits them.

According to Splaver (1997) “It is important for you to have a good understanding of yourself,

your personality, if you are to make intelligent career plans.” Choosing a course really depends on the

students for they know more themselves, their abilities and capacities in different fields.

Family is the second factor. Most of the time, parent’s decision matters because sometimes they

are the one who decides especially when it comes to their children’s future. Bregman and Killen (1994)

1
stated that the adolescents’ values parental influence and guidance in the area of career choice and

vocational development. Also some teenagers feel the disapproval of their parents if they pursue a career

in art/drama/music as opposed to a practical high-earning occupation such as law, medicine, customer

service, public relations/communications, banking, and IT-related jobs which are on the top 10 highest

paying jobs in the Philippines this recent year 2017.

Parents have several and different reasons why they keep on leading their children to get a right,

helpful or useful courses for them. They sometimes wants their children to pursue the career they started

because they see themselves in their child. Also some parents commands their child to take a course

which is related to business for them to have more knowledge and expertise in handling such things

because they will be the future manager of their own company.

Family factor includes the financial stability or the money. “Financial stability is all about being

prepared and ready for any event that can affect personal finances. Being financially stable means that

you can face any economic situation without having to sacrifice current lifestyle.” Borchert mentioned

in his thesis that “Parents’ educational background may influence student views on whether or not to

continue their education.” Money should really be considered in terms of choosing a course because

some courses are costly such as culinary, medicine and others. Also the number of family members can

affect the student’s course to be taken in college as well as the income of their parents that is why some

students have to work to support their studies.

The last factor that affects the student’s in taking up their preferred course in college is the

school factors which are the opportunities, peers, and also the teachers.

The opportunity that awaits sometimes affects a student’s decision. According to Borchert

“opportunity may influence how students perceived their future in terms of reasonable probability of a

future in particular fields.” Also the opportunities given by the school are one of the basis in selecting a

course, like free tuition fee, scholarships and the availability of the course that they want on a particular

2
school. They are also affected by their peers because peer influence can be hard to resist—it really has

become "pressure."

Taking up a good course or career needs a lot of time to think of it deeply. These three (3) factors

serves as a guide in choosing the appropriate profession according to your capabilities. The decision will

depend on the students, whether they will listen to their parents, to the opinion of others, or their opinion

themselves.

Locale of the Study

The locale of the study is Aroroy. It was founded in 1904. It has an area of 440.3 km and consists

of 41 barangays stretching from Managa-naga to Tinago.

The locale of the study is specifically found in Aroroy National High School which was built on

January 1, 1948, 70 years ago. This school can be found in Sta. Maria Street, Barangay Ambolong.

Figure 1 is the map of Aroroy, Masbate showing Aroroy National High School, the locale of the

study.

3
 Aroroy National
High School

Figure 1. MAP OF AROROY MUNICIPALITY INDICATING THE AROROY NATIONAL

HIGH SCHOOL,

THE LOCALE OF THE STUDY

4
Theoretical Framework

Theory of Multiple Intelligences. Gardner (1999) stated in his theory that the traditional

notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes different

intelligences to account for a broader range of human potential in children and adults, these intelligences

are: a.) Linguistic Intelligence, b.) Logical-Mathematical Intelligence, c.) Spatial Intelligence, d.)

Bodily-Kinesthetic Intelligence, e.) Musical Intelligence, f.) Interpersonal Intelligence, g.) Intrapersonal

Intelligence, and h.) Naturalist Intelligence. These intelligences can help the students in enhancing their

potentials or skills which can be used as their basis in choosing a course.

Maslow’s Hierarchy of Needs. Maslow (1943,1954) stated that people are motivated to

achieve certain needs and that some needs take precedence over others. Our most basic need is for

physical survival and this will be the first thing that motivates our behavior. Students should prioritize

their needs, and this is the need to choose a course that will suit one’s interest and abilities in different

areas.

Theory of Career Selection. Krumboltz, Mitchel and Gelatt (1975) stated that there are four

(4) factors that dictate how someone choices a career, these includes special abilities or genetic

endowments, environmental conditions and events, learning experiences, and task approach skills. The

theorist stressed that someone can grow into a career as long as they are willing to expand their skills

and interest. Hand-in-hand, these factors contribute to the decision making of a person to successfully

choose the right course for him/her.

Capability Theory. Amartya Sen stated in his theory the importance of real freedoms in the

assessment of a person’s advantage. The approach emphasizes functional capabilities, these are

construed in terms of the substantive freedoms people have reason to value, instead of utility or access to

resources. Also in this theory, poverty is understood as capability-deprivation. It is noteworthy that the

emphasis is not only on how humans actually function but also on having the capability, which is a

5
practical choice. In terms of making a decision a learner has to be practical or wise and should consider

factors such as their current status in life or their financial stability. However, if a student is determined

to prursue his/her dream career although it requires a lot of money for different expenses, he /she will

find a way to support his education.

Researcher’s Theory. The three (3) factors in this research serves as a guide on students for

them to be enlightened about the course that they should take in college which best suits their

capabilities and level of intelligence.

Figure 2 is the paradigm of the theoretical framework. It represents the connection of the

theories to the researchers’ theory.

6
 THEORY OF MULTIPLE
INTELLIGENCES
(different kinds of intelligences)
MASLOW’S HIERARCHY OF
NEEDS
(satisfaction needs)
THEORY OF CAREER
SELECTION
(career guidance)
CAPABILITY THEORY
(access to resources)

RESEARCHERS’ THEORY

Figure 2. Paradigm of the Theoretical Framework

7
Conceptual Framework

The researchers conceptualized that the factors that affect in taking up the preferred courses of

Grade 12 students can be determined.

Figure 3 is the conceptual paradigm of the study. The input includes the factors that affect in

taking up preferred courses of Grade 12 students. The process includes the profile of the students, the

factors that affect most of the student’s decision, effects of these factors on the students, and the

importance in considering these factors. The output includes suggestion to better consider the factors

that affect in their decision making.

8
  Unfinished dream
of parents
 Profession of
Parents
 Family History
 Monthly income of
parents
 Status in life

School Family

Decision of
Students in
Choosing a
 Academic Ability
Course
 Peer Pressure  Ambition
 Scholarship  Interest
 Course Availability  Self-Awareness
 Quality of School  Boyfriend/
 Teachers’ Impact Girlfriend choice

Student

Figure 3. Paradigm of the Conceptual Framework

9
Statement of the Problem
This study determined the factors that affect in taking up preferred courses of G12 students at

ANHS, S.Y. 2018-2019. Specifically, it sought answers to the following questions:

1. What is the profile of the G12 students in ANHS in terms of:

a. number of family members;

b. parents’ occupation and;

c. parents’ income;

2. What are the factors that affect most of the student’s decision in taking up their preferred courses

in college and to what extent?

3. What are the effects of these factors on the student’s decision and how influential are they?

4. Why is it important to consider these factors in terms of choosing their course in college?

Assumptions

The study was conducted on the basis of the following assumptions:

1. Grade 12 students have varied profile of the number of family members, parent’s

occupation and income.

2. There are factors that affect most of the Grade 12 students in taking up their preferred course

in college.

3. There are factors which has an effect on the Grade 12 students which may or may not

influence them in their decision making.

4. This is important or not important to consider these factors in choosing the preferred course of

Grade 12 students in college.

10
Scope and Delimitation

This study focuses on determining the factors that affect the students in taking up their preferred

courses specially the G12 students of ANHS; and which of these factors have the most significant

impact on the student’s decision. Also on how it influences the students, the effects of it and the reason

why they must consider these factors.

However the study does not determine the different aspects that may discourage the students in

taking the course they want.

Significance of the Study

The researchers believed that the findings of this study contributed significantly to the following:

Future Researchers. The result of this study may be used as related study by the future researchers.

The findings may agree or contradict previous findings.

Guidance Counsellors. They will gain more knowledge in this research so that when they conduct a

career guidance they can tackle the importance of these three (3) factors that affect the students in taking

up their preferred courses.

Parents. This study will give them an idea on what factors affects their child’s decision. Also for them

to be enlightened that the decision will all be up to his/her child and they will just be there to guide

them.

School. This research can address the school to offer more opportunities to students.

Students. The different factors can help them in choosing their course to be taken in college, for it will

serve as their guide.

11
Definition of Terms

Academic Ability. It is the degree of competence in educational activities.

Factors. These are the things to be considered in making a decision regarding one’s preferred course.

The researchers identified three (3) factors; the students, family, and school.

Family. They are one of the factors that influences a student’s decision in choosing a course in college.

Financial Stability. This pertains to money or personal finances.

Peers. They are one of the factors that influences a student’s decision. Also referred to as “friends.”

School. This refers to Aroroy National High School where the researchers conduct the study.

Self-Awareness. It refers to conscious knowledge of student’s own character, motives, and desires.

Students. They are the Grade 12 students who are the main focus of this study.

12
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter confers the relevant literature review and studies as well as the synthesis-of-

the-state-of-the-art and gap bridged by the present study for productive view.

Foreign Literature

Considering the factors that affect the student’s in choosing their preferred course will be a great

help. According to Howard and Ill, whenever students are in their high school experience, they are the

center of learning. High school is a stage where a student’s knowledge becomes broader because each

day, they adapt new learnings and their interest in different things started to influence them. Howard and

Ill present a system to promote the shift from traditional content or subject-centered high school to

student-centered high schools which is called collaborative career pathways- a system of organizing the

student learning interests and aptitudes around career paths.

Gofthedsan’s Developmental Theory of Occupational Aspirations describes how people become

attracted to certain occupations. Self-concept in vocational development is the key factor to career

selection and people want jobs that are compatible to their self-image. While Koe’s need approach

emphasized that early childhood experiences play an important role in finding satisfaction in one’s

chosen field.

Holland stated that individuals are attracted to a given career by their particular personalities and

numerous variables that constitute their backgrounds. This refers to the talents of the child, their family

background as well as their interest. According to Fritz, failure to make right decision often leads to

13
downfall. Methodologically speaking, decision-making is not all fun and games, some deal with people,

others deal with future careers.

Personality and interest are not the only criteria for choosing a career. An individual’s aptitude

and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area

after undergoing some training but a layman may define aptitude as a flair for something. The context in

which people live, their personal aptitudes, and educational attainment are other things that do influence

people’s career choice. The need to discover one’s potentialities can also help a student in his/her

decision plan.

As what Seashore have said, “the way you feel about yourself influences the way others feel

about you,” which explains youth today who are forced to be like their parents, choose the course they

take in college, choose the university where they came from and pressured to deal with it.

Anne Jones stressed out that “Pursuing your dreams will always remain a possibility, with or

without money.” Moneywise (1985) pointed out that scholarship is one of the solution to someone’s

financial aid problems. A student needs to meet certain qualifications to pass it and maintain a grade,

also the work-study program can be a solution. These only proves that determination and perseverance is

the key to achieve one’s goal because if he/she is willing to do everything for the sake of the so called

future, then he/she can make it through.

Local Literature

According to Elmer (1989), career planning is life goal-setting. Without such a plan, it is like

making a journey to an unfamiliar destination without a map. He also proposed Planning Guide that will

help the students in choosing the appropriate course for them. It has steps in planning a career, goal-

setting and self-understanding. Also it reveals that guidance and counselling is intervention of

unemployment individuals and career preparedness must be initialized.

14
 Young people’s dreams and ambitions may take many forms and go through many phases and

changes that is why there are some who can’t still decide for themselves. As what Bautista (cited in

Phillips, 1968), stated that the greatest barrier among students pursuing their own career and having

command over their life is the lack of in –depth knowledge of the said career. A learner should really

search for information about the course that he/she will take to meet certain standards and to prepare

themselves.

Castillo (1963) stressed the redirection and guidance of high school youth because; it is in that

stage where skill, capacities and decisions are developed. The youth should get a thorough picture of

their aspirations and expectations. Through these a student could be able to match his/her talent on the

preferred course.

According to the theory of vocational development by Supeer (2005), the student should first

become aware of the need for a career. Bautista (1997) stated that at this stage, a student must take

important and vita decision in the selection of a career. Because this determines his/her own future.

Foreign Studies

Awang et al. (2017) studied the factors influencing international student’s decision in choosing

study destination abroad. They discussed the importance of understanding the motivation and the cause

of international students choosing the program and the university course of their choice as well as the

significance of communication factors that influence student’s decision.

The previous study is similar to the reseachers’ study for it is all about knowing the factors that

affect a student’s decision, however it focuses much on the place where a learner wants to continue

his/her education.

Chang et al. (2016) concentrated on the factors affecting career decision-making of junior high

school students in central Taiwan area. Based on their findings, the following conclusions were drawn:
15
1). The main factor affecting the student career decision is “personal factors”. 2). Students studying in a

school of a larger scale and enrolled in homemaking courses are most prone to the influence of

“personal factors” in educational decisions. 3). For students with parents with mid-to high educational

attainment, “family factors” are the most influential factors of student career decisions. 4). For students

enrolled in homemaking courses, “school factors” are the most prominent factors of student career

decisions. 5). For students of Junior High Schools in Taichung City and enrolled in homemaking

courses, career-exploration factors are the most significant factors of student career decisions.

The study is similar to the reseachers’ present study in a way that they also focus on the three (3)

major factors, the student factor which involves the personality, family factor, as well as the school

factors, but their study is exclusive only for junior high school learners while the present study will

focus on senior high school students.

Constantinou et al. (2011) conducted a study about factors that influence students’ choices for

undergraduate studies. They clearly stated these conclusions: 1.) Students seem to be influenced a lot by

parents. 2.) Parents persuade their children to further their studies in the higher education – for this

reason 79% of high school graduate students get a place at Universities and 1 out of 4 of them are

unemployed. 3.) The Counseling and Career Education Service in the Public Schools need

improvements – need to give more personal attention to students and advice them which course to

choose.

Past and present study both focuses on discovering the factors that influence a student in making

a decision.

Samara (2015) performed a case study about the factors influencing student’s choice of elective

science courses. The result of her study showed that students course choice is based on; the content of

the course, its relation to daily life and familiar events, grade of difficulty of the course, and to certain

degree the professor’s popularity and finally recommendations from peer students.

16
 The study is quite similar to the reseachers’ study for it is also about identifying factors that

influence a student in taking up a course, however it focuses more on the science courses.

Chatfield et al. (2013) studied the analysis of factors affecting choice of college which is a case

study from the University of Nevada, Las Vegas hotel college students. They identified 11 factors and

have found out that career support, net cost, and inspiration are the most important. Five other factors;

facilities, financial, institutional character, extra activities, family support were reported to be important

and physical environment, influencers and media were relatively less important.

The previous study identify factors that influence students’ choice to understand the differences

in college choice among in-state students, out-of-state students, and international students this is a little

bit similar to the present study because the researchers also would like to enumerate the factors that

mainly affect a student’s decision in taking up their preferred courses.

Previous studies pointed out the importance of considering different factors in making a decision.

Local Studies

Agbunag et al. (2011) stated in their study that the factors that affect students’ career are the

scholarship and subsidies offered in priority courses, social prestige of the desired career, employability

rates of the course after finishing college, social influences, cannot afford to desired course, and low

interest on low mental ability for the student to enrol the desired course.

Previous study pointed out the factors that affect a student in choosing the right career for

him/her which is similar to the present study.

From the data gathered by Junio and Liwag (2016) they concluded that it is very important to

have a comprehensible understanding of the factors that benefit and hinder the academic progress of an

individual’s education. If students realized that their physical education class promoted learning and

17
participation, they focused on the activities and evaluated their success using self-referenced sources,

such as effort and improvement.

The study focuses on improving a student’s academic learning which can be used as a tool in

choosing their career path which is the main concern of the present study.

Aguado et al. (2015) concluded that it is the personal choice of the students to enroll in maritime

program in LPU-Batangas with the support primarily from their parents, which only means that the

decision will still be all up to the students and their family will be there to provide their educational

needs.

Bacarisas et al. (2015) stated in their conclusion that in the area of Personality factors, fitting the

personality to career is the leading factor. The same goes for awareness of the family support on the area

of family factors, particular interest on the career among interest factors, and awareness of the

opportunities surrounding the chosen career among the factors regarding job opportunities.

The previous study also recommended the following; 1.) A career guidance program is to be

developed, aiming at the student’s self-awareness of their personality, interests, strengths and

weaknesses, among others. From that, the guidance counsellor can provide guidance towards orientation

and choice of Track, a precursor towards pursuing chosen careers. 2.) Career and Track course options

are to be provided to the students as early as possible so that they will not be misled with information

that they will acquire in choosing their future career. 3.) Competency-based curriculum that responds to

industry’s needs is to be implemented so that students are guided in their career choice. 4.) Information

seminar is to be developed so that the students may know essential information regarding careers, annual

incomes, personal information awareness and the like.

Bobiles (2014) stated in her study that the student’s personality must be related to the

requirements for the chosen course and it is helpful to consider the attitudes of people hold about

18
themselves when choosing a career. She also pointed out that whether the grades are high or not, the

learners can still choose the course they prefer.

The past study tackles about one’s own personality and capability which is similar to the

researchers’ current study.

The researchers believed that previous conducted studies are related and can support their

present study.

Synthesis-of-the-State-of-the-Art

A. Foreign and Local Literature

Howard and Ill focuses on high school level were students must have an idea on the courses they

will take up in college. Gofthedsan tackles the study on how people get attracted on certain occupation,

that the selection of jobs must be compatible to their self-image. Holland pointed out personalities that

influence a student while Fritz stated the importance of decision. Seashore and Anne Jones stated an

inspiring quote. Moneywise focuses on possible solutions for financial problems. Elmer focuses on

career planning and Bautista pointed out the importance of having an appropriate knowledge about the

course. Castillo states that the youth should have the proper guidance in order for them to have the

capacity to develop their decision-making skills. Supeer and Bautista tackles the need to be aware on the

vital decision on the career to take.

B. Foreign and Local Studies

Identifying the factors that affect a student’s decision in choosing a course or career were the

focus of the studies of Awang, Chang, Constantinou, Samara, Chatfield and Agbunag. Junio and Liwag

19
focuses on enhancing student’s academic learning while Aguado, Bacarisas, and Bobiles focuses well on

personality or own choice.

Gap Bridged by the Present Study

Most of the studies focuses on the factors that affect student’s decision-making in taking up

preferred courses where it is related to the present study. However, none of these studies focuses on the

other aspects that may influence a student in choosing a course other than those stated in the researchers’

study. This is the gap bridged by the present study.

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 CHAPTER 3

METHOD AND PROCEDURES

This chapter is a presentation of the research method and procedures that was employed in the

conduct of the study. It includes further discussion of the research method, respondents, instruments, and

the statistical treatment that was used in the analysis of the obtained data.

Research Method

The method used in this study is the descriptive-survey method of research which is used to

present and interpret the collected data. The method is usually used to know more the value of the study

or its importance. According to Glass and Hopkins (1984) descriptive research involves gathering data

that describe events and then organizes, tabulates, depicts and describes the data collection. This means

that descriptive research gives information based on the obtained data.

On the other hand, the main data-gathering instrument used in this study was the questionnaire.

Interviews and observation were also conducted by the researchers. This study is descriptive in a sense

that it determined the profile of the Grade-12 students of Aroroy National High School.

Research Respondents

21
 The respondents of the study were the Grade-12 Senior High School Students of Aroroy National

High School during the school year 2018-2019.

Table 1 presents the distribution of respondents by strand, wherein the researchers used the

stratified sampling technique. As presented in the table, the researchers just chose five (5) respondents

equivalent to 20 percent in every strand (STEM, ABM, HUMSS, Arts and Design, and GAS).

Table 1

The Research Subject

Strand No. of Respondents Percentage (%)

STEM 5 20%

ABM 5 20%

HUMSS 5 20%

Arts and Design 5 20%

GAS 5 20%

TOTAL 25 100%

Research Instrument

The main instrument used in this study was the provided questionnaire of the researchers. To be

able to answer the questionnaire the respondents just put a check on the given spaces or blank,

particularly on the profile of the Grade-12 students of Aroroy National High School. The last part of the

questionnaire was been ranked by the respondents based on the importance in considering those factors.

Construction of the Questionnaire

22
 The questionnaire was created and completed by the researchers with the help of their research

teacher who guide and assist them. The instrument is divided into four (4) parts: Part one was the profile

of Grade 12 students; Part two was the factors that affect in taking up preferred course in college; Part

three was the effects of these factors on the students and; Part four was the ranking of the importance of

considering these factors in terms of choosing their course in college.

Validity of the Instrument

The questionnaire was validated by two sets of judges. The first was the students from Grade-12

Andromeda. Their suggestions, comments, and recommendations were incorporated in the first revision

of the instrument. The revised questionnaire was submitted to the second set of judge, the research

teacher of the Grade-12 STEM students. In the same way, the suggestions were applied in the second

revision and finally the instrument was assembled and produced for the dry run.

Table 2

VALIDITY OF THE INSTRUMENT

QUESTIONS MEAN RATING ADJECTIVE

RATING

1. How influential are these factors in Very Much

choosing their course in college? 3.8 Appropriate

2. How effective are these factors in Very Much

considering their course in college? 3.9 Effective

3. How adequate are these factors presented Very Much

in the research instrument? 3.7 Adequate

4. How appropriate is the rating scale used Very Much

23
 in this research? 3.6 Appropriate

Very Much

Average Mean Rating 3.75 Appropriate

Table 2 illustrates the content related evidence of the instrument. It is consist of questions asked,

the mean ratings, and adjective ratings. As shown in the table, the influence of these factors were very

much appropriate with a mean rating of 3.8; the effectiveness of these factors in considering courses

were very much effective with a mean rating of 3.9; the factors presented were very much adequate with

a mean rating of 3.7; and the format of the rating scale were very much appropriate with a mean rating

of 3.6. The average mean rating was 3.75, associated as very much appropriate.

Reliability of the Instrument. The produced copies of the questionnaire was distributed to ten

selected respondents who took the first dry run. After two weeks, the same instrument was administered

to the same respondents for the second dry run. The answers from the first and second try-outs were

correlated by the use of Spearman Rank Order Correlation Coefficient.

Table 3 shows the significance of the reliability coefficient of the instrument. It is composed of

dimensions, computed rs, and the interpretation. As indicated in the table, the dimension on the profile

of the Grade-12 students had a computed rs of 0.86; the factors that affect in taking up preferred course

in college had a computed rs of 0.89; the effects of these factors on students had a computed rs of 0.87;

the importance in considering these factors in terms of choosing a course in college had a computed rs of

0.88, and the average computed rs was 0.88, associated as “reliable”.

Table 3

RELIABILITY COEFFICIENT OF THE INSTRUMENT

DIMENSION COMPUTED Rs INTERPRETATION

24
 1. Profile of Grade-12 Students 0.86 Reliable

2. Factors that affect in taking

up preferred course in college 0.89 Reliable

3. Effects of these factors on

students 0.87 Reliable

4. Importance in considering

these factors in terms of 0.88 Reliable

choosing a course in college

Average Computed Rs 0.88 Reliable

Distribution and Retrieval of the Questionnaire

Before the distribution of the questionnaire, the researchers first asked a permit to their research

teacher to conduct the survey to the Grade-12 Senior High School students of Aroroy National High

School, school year 2018-2019. The questionnaire was distributed and was retrieved by the researchers

to their respondents from different strands.

Statistical Treatment

This study used the simple frequency count which is used to measure if how many times the

event occurs, and percentage to express the results in hundredths.

This is the formula for percentage to be used by the researcher.

R
P= x 100 where,
N

25
 P – Percentage

R- No. of Respondents

N- Total Respondents

The researchers also used the formula for weighted mean to get the average of the results.

∈ Px
MW =
∈f

where,

MW- Weighted Mean

∈ Px - Sum of the Product of Weight

f- Frequency

Ranking was also used to identify which among the factors is the most influential to students

of Aroroy National High School in taking up their preferred course in college.

Scales:

A. For factors that affect students

3.50- 4.00 = 4 Always (A)

2.50- 3.49 = 3 Often (O)

1.50- 2.49 = 2 Sometimes (S)

0.01- 1.49 = 1 Never (N)

B. For effects of the factors on students

3.50- 4.00 = 4 Very Influential (VI)

2.50- 3.49 = 3 Influential (I)

26
 1.50- 2.49 = 2 Less Influential (LI)

0.01- 1.49 = 1 Not Influential (NI)

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is on the presentation, analysis and interpretation of the data gathered from the

responses of the respondents and treated statistically. The data presentation is on the following aspects:

1. PROFILE OF GRADE 12 STUDENTS

2. FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN COLLEGE

3. EFFECTS OF THESE FACTORS ON STUDENTS

4. IMPORTANCE IN CONSIDERING THESE FACTORS IN TERMS OF CHOOSING COURSE

IN COLLEGE

I. PROFILE OF GRADE 12 STUDENTS

A. Number of Family Members

Table 1-A presents the profile of Grade-12 students in terms of the number of family members.

As listed in the table, out of 25 respondents of the study, five or 20 percent had 3-4 family

members, four or 16 percent had 5-6 family members, six or 24 percent had 7-8 family members, four or

16 percent had 9-10 family members, and six or 24 percent had 11 or more family members. This goes

to show that most Grade 12 students of Aroroy National High School have large families.

Table 1-A
27
 PROFILE OF GRADE-12 STUDENTS IN TERMS OF THE NUMBER OF FAMILY

MEMBERS

No. of Family Members Number Percentage

3-4 5 20%

5-6 4 16%

7-8 6 24%

9-10 4 16%

11 or more 6 24%

TOTAL 25 100%

B. Parent’s Occupation

Table 1-B lists the parent’s occupation of Grade 12 students.

As shown in the table, under self-employed; twenty one or 84 percent were mothers while

thirteen or 52 percent were fathers, under government employed; three or 12 percent were mothers while

six or 24 percent were fathers, under private employed; zero or 0 percent were mothers while two or 8

percent were fathers, and under others; one or 4 percent were mothers while four or 16 percent were

fathers. The result shows that most of the parents of Grade 12 students of Aroroy National High School

were self-employed.

Table 1-B

PROFILE OF GRADE 12 STUDENTS IN TERMS OF PARENT’S OCCUPATION

Parent’s Occupation Number Percentage

Self-Employed 21 84%

Government Employed 3 12%

28
 Mother Private Employed 0 0%

Others 1 4%

TOTAL 25 100%

Parent’s Occupation Number Percentage

Self-Employed 13 52%

Government Employed 6 24%

Father Private Employed 2 8%

Others 4 16%

TOTAL 25 100%

C. Parent’s Monthly Income

Table 1-C presents the profile of Grade 12 students in terms of the monthly income of their

parents.

As listed in the table, under the profile of Grade 12 students in terms of monthly income, out of

25 respondents of the study, nine or 36 percent had a monthly income of 500-5,000, eight or 32 percent

had a monthly income of 6,000-10,000, five or 20 percent had a monthly income of 11,000-15,000, two

or 8 percent had a monthly income of 16,000-20,000, 1 or 4 percent had a monthly income of 21,000

and above. This only shows that most of the Grade 12 students have a low monthly income, many are in

average and some have a high monthly income.

Table 1-C

PROFILE OF GRADE 12 STUDENTS IN TERMS OF THE MONTHLY INCOME OF

THEIR PARENTS

29
 Monthly Income Number Percentage

500-5,000 9 36%

6,000-10,000 8 32%

11,000-15,000 5 20%

16,000-20,000 2 8%

21,000 and above 1 4%

TOTAL 25 100%

II. FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN COLLEGE

A. Student Factors

Table 2-A lists the student factors that affect in taking up preferred course in college.

As enumerated in the table, under student factors; academic ability had a weighted mean of 3.04

interpreted as “often”, ambition had a weighted mean of 3.4 interpreted as “often,” interest had a

weighted mean of 3.56 interpreted as “always,” self-awareness had a weighted mean of 2.6 interpreted

as “sometimes,” boyfriend/girlfriend choice had a weighted mean of 1.2 interpreted as “never.” The

average weighted mean was 2.76 interpreted as “often.” The result shows that student factors can often

affect in choosing a course in college.

Table 2-A

STUDENT FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN

COLLEGE

Student Factors Weighted Mean Adjective Rating

Academic ability 3.04 Often

Ambition 3.4 Often

Interest 3.56 Always

30
 Self-awareness 2.6 Sometimes

Boyfriend/girlfriend choice 1.2 Never

AVERAGE WEIGHTED MEAN 2.76 Often

B. Family Factors

Table 2-B enumerates the family factors that affect in taking up preferred course in college.

As listed in the table, under family factors; unfinished dream of parents had a weighted mean of

2.4 interpreted as “sometimes,” profession of parents had a weighted mean of 2.32 interpreted as

“sometimes,” family history had a weighted mean of 2.12 interpreted as “sometimes,” monthly income

of parents had a weighted mean of 2.56 interpreted as “often,” status in life had a weighted mean of 2.56

interpreted as “often.” The average weighted mean was 2.39 interpreted as “sometimes.” The result

shows that family factors can sometimes affect the decision of students in choosing a course in college.

Table 2-B

FAMILY FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN

COLLEGE

Family Factors Weighted Mean Adjective Rating

Unfinished dream of parents 2.4 Sometimes

Profession of parents 2.32 Sometimes

Family history 2.12 Sometimes

Monthly income of parents 2.56 Often

Status in life 2.56 Often

AVERAGE WEIGHTED MEAN 2.39 Sometimes

31
 C. School Factors

Table 2-C presents the school factors that affect in taking up preferred course in college.

As listed in the table, under school factors; peer pressure had a weighted mean of 2.32

interpreted as “sometimes,” scholarships or free tuition fee had a weighted mean of 2.88 interpreted as

“often,” course availability had a weighted mean of 3.2 interpreted as “often,” quality of school had a

weighted mean of 3.04 interpreted as “often,” teacher’s impact had a weighted mean of 2.72 interpreted

as “often.” The average weighted mean was 2.83 interpreted as “often.” The result shows that most of

Grade 12 students were affected by school factors, in taking up preferred course in college.

Table 2-C

SCHOOL FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN

COLLEGE

School Factors Weighted Mean Adjective Rating

Peer pressure 2.32 Sometimes

Scholarships or free tuition fee 2.88 Often

Course availability 3.2 Often

Quality of school 3.04 Often

Teacher’s impact 2.72 Often

AVERAGE WEIGHTED MEAN 2.83 Often

III. EFFECTS OF THESE FACTORS ON STUDENTS

Table 3 enumerates the effects of the factors on students.

As shown in the table, under the effects of the factors; motivated to study hard had a weighted

mean of 3.44 interpreted as “influential,” enhancement of a student’s skills and potentials had a

32
weighted mean of 3.28 interpreted as “influential,” has interest on the chosen course had a weighted

mean of 3.4 interpreted as “influential,” appropriate course for his/her personality had a weighted mean

of 2.96 interpreted as “influential,” fulfilment of dreams had a weighted mean of 3.48 interpreted as

“influential.” The average weighted mean was 3.31 interpreted as “influential.” The result shows that the

three factors had a positive effect and is influential to most of the Grade 12 students.

Table 3

EFFFECTS OF THESE FACTORS ON STUDENTS

Effects Weighted Mean Adjective Rating

Motivated to study hard 3.44 Influential

Enhancement of a student’s skills and 3.28 Influential

potentials

Has interest on the chosen course 3.4 Influential

Appropriate course for his/her personality 2.96 Influential

Fulfilment of dreams 3.48 Influential

AVERAGE WEIGHTED MEAN 3.31 Influential

IV. RANKING OF THE IMPORTANCE IN CONSIDERING THESE FACTORS IN

TERMS OF CHOOSING COURSE IN COLLEGE

Table 4 presents the importance in considering the factors in terms of choosing course in college.

As listed in the table, under importance of factors; to be comfortable in the chosen career had a

rank of 1, to get a course that suits the learner’s capabilities had a rank of 2, to have a better decision had

a rank of 3, to guide students in choosing a course in college had a rank of 4, to be determined in

33
pursuing the chosen course had a rank of 5, to lessen parent’s burden and to be good in the chosen field

both had a rank of 6.5, for enhancement of knowledge and skills had a rank of 8, to cope up to the

lessons and other activities had a rank of 9, for practicality had a rank of 10. The result shows the order

of the importance in considering the three major factors that affect a student’s decision.

Table 4

IMPORTANCE IN CONSIDERING THESE FACTORS IN TERMS OF CHOOSING COURSE

IN COLLEGE

Number Rank
Importance of Factors

For practicality 175 10

To be good in the chosen field 145 6.5

To guide students in choosing a course in college 122 4

To get a course that suits the learner’s capabilities 113 2

To lessen parent’s burden 145 6.5

To cope up to the lessons and other activities 162 9

To be comfortable in the chosen career 112 1

To be determined in pursuing the chosen course 132 5

To have a better decision 115 3

For enhancement of knowledge and skills 154 8

34
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter is the presentation of the summary of the study, the significant findings which come

from the collected data, conclusions, and recommendations of the researchers.

Summary

This study determined the factors that affect in taking up preferred courses of G12 students at

ANHS, S.Y. 2018-2019. Specifically, it sought answers to the following questions:

5. What is the profile of the G12 students in ANHS in terms of:

d. number of family members;

e. parents’ occupation and;

f. parents’ income;

6. What are the factors that affect most of the student’s decision in taking up their preferred courses

in college and to what extent?

7. What are the effects of these factors on the student’s decision and how influential are they?

8. Why is it important to consider these factors in terms of choosing their course in college?

Findings

The findings of the study are as follows:

1. PROFILE OF GRADE 12 STUDENTS

A. Number of Family Members

35
 Out of 25 respondents of the study, five or 20 percent had 3-4 family members, four or 16

percent had 5-6 family members, six or 24 percent had 7-8 family members, four or 16 percent

had 9-10 family members, and six or 24 percent had 11 or more family members.

B. Parent’s Occupation

Under self-employed; twenty one or 84 percent were mothers while thirteen or 52 percent

were fathers, under government employed; three or 12 percent were mothers while six or 24

percent were fathers, under private employed; zero or 0 percent were mothers while two or 8

percent were fathers, and under others; one or 4 percent were mothers while four or 16 percent

were fathers.

C. Parent’s Monthly Income

Out of 25 respondents of the study, nine or 36 percent had a monthly income of 500-5,000,

eight or 32 percent had a monthly income of 6,000-10,000, five or 20 percent had a monthly

income of 11,000-15,000, two or 8 percent had a monthly income of 16,000-20,000, 1 or 4

percent had a monthly income of 21,000 and above.

2. FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN COLLEGE

A. Student Factors

Academic ability had a weighted mean of 3.04 interpreted as “often”, ambition had a

weighted mean of 3.4 interpreted as “often,” interest had a weighted mean of 3.56 interpreted as

“always,” self-awareness had a weighted mean of 2.6 interpreted as “sometimes,”

boyfriend/girlfriend choice had a weighted mean of 1.2 interpreted as “never.” The average

weighted mean was 2.76 interpreted as “often.”

36
 B. Family Factors

Unfinished dream of parents had a weighted mean of 2.4 interpreted as “sometimes,”

profession of parents had a weighted mean of 2.32 interpreted as “sometimes,” family history

had a weighted mean of 2.12 interpreted as “sometimes,” monthly income of parents had a

weighted mean of 2.56 interpreted as “often,” status in life had a weighted mean of 2.56

interpreted as “often.” The average weighted mean was 2.39 interpreted as “sometimes.”

C. School Factors

Peer pressure had a weighted mean of 2.32 interpreted as “sometimes,” scholarships or free

tuition fee had a weighted mean of 2.88 interpreted as “often,” course availability had a weighted

mean of 3.2 interpreted as “often,” quality of school had a weighted mean of 3.04 interpreted as

“often,” teacher’s impact had a weighted mean of 2.72 interpreted as “often.” The average

weighted mean was 2.83 interpreted as “often.”

3. EFFECTS OF THESE FACTORS ON STUDENTS

Motivated to study hard had a weighted mean of 3.44 interpreted as “influential,”

enhancement of a student’s skills and potentials had a weighted mean of 3.28 interpreted as

“influential,” has interest on the chosen course had a weighted mean of 3.4 interpreted as

“influential,” appropriate course for his/her personality had a weighted mean of 2.96 interpreted

as “influential,” fulfilment of dreams had a weighted mean of 3.48 interpreted as “influential.”

The average weighted mean was 3.31 interpreted as “influential.”

4. IMPORTANCE IN CONSIDERING THESE FACTORS IN TERMS OF CHOOSING

COURSE IN COLLEGE
37
 To be comfortable in the chosen career had a rank of 1, to get a course that suits the

learner’s capabilities had a rank of 2, to have a better decision had a rank of 3, to guide students

in choosing a course in college had a rank of 4, to be determined in pursuing the chosen course

had a rank of 5, to lessen parent’s burden and to be good in the chosen field both had a rank of

6.5, for enhancement of knowledge and skills had a rank of 8, to cope up to the lessons and other

activities had a rank of 9, for practicality had a rank of 10.

CONCLUSIONS

The following conclusions were inferred from the findings of the study:

1. The Grade 12 students of Aroroy National High School have diverse profile in terms of the

number of family members, parents’ occupation and parents’ income.

2. Student and school factors can “often” affect the decision of Grade 12 students, while family

factors can “sometimes” alter their preferred course in college.

3. The factors had a positive effect on the students and are proved to be “influential.”

4. The factors plays an important role in choosing a course in college.

RECOMMENDATIONS

1. The Grade 12 students should reflect on their status in life.

2. The Grade 12 students should enrol on the school that offers the strand that suits their preferred

course in college.

3. The Grade 12 students should take all these factors as an advantage and key or guide to succeed

in their chosen career.

38
 4. The Grade 12 students should consider all these factors for them to be comfortable in their

chosen career.

Suggested Topic for Further Study:

“Factors that Affect Grade 10 Students in Choosing a Strand in line with their Course in College”

39
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43
 APPENDIX A

PERMIT TO CONDUCT THE STUDY

Aroroy National High School

Senior High School
Aroroy, Masbate

October 10, 2018

MARIA SHIELA C. MAGLENTE
MT-I/SHS/Research Adviser
Aroroy National High School
Senior High School
Aroroy, Masbate

Madam:

May the undersigned has the honor to request for approval by your office to conduct a study

entitled “FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSES OF G12 STUDENTS

AT AROROY NATIONAL HIGH SCHOOL.”

This study will determine the profile of Grade 12 students, the factors that affect in taking up

preferred course in college, the effects of the factors on students and the ranking of the importance in

considering the factors.

Hoping for your approval and consideration on this regard.

Very truly yours,

LAYE RHOAN B. ATACADOR

HANNAH M. CABALLERO
SEAN LESTER V. CURIMAO
RONAME A. MINGOY
44
 DYNA ROSE P. RUBIA
MARK ANTHONY J. VIAGEDOR
Researchers

Approved:

MARIA SHIELA C. MAGLENTE

MT-I/SHS/Research Adviser

45
 APPENDIX B

QUESTIONNAIRE-CHECKLIST

Name:

Section:

Direction: In order to answer the questions, kindly put a check on the given spaces. On some numbers,

you can check as many as you can.

I. PROFILE OF GRADE 12 STUDENTS

a. How many are you in the family?

____ 3-4 ____ 7-8 ____ 11 or more

____ 5-6 ____ 9-10

b. What is your parent’s occupation?

Self-Employed Government Private

Employed Employed Others

Mother

Father

c. How much is your parent’s monthly income?

____ 500-5000 ____ 11000-15000 ____ 21000 and above

____ 6000-10000 ____ 16000-20000

II. FACTORS THAT AFFECT IN TAKING UP PREFERRED COURSE IN COLLEGE

Be guided by the scale as follows:

46
3.50- 4.00 = 4 Always (A)

2.50- 3.49 = 3 Often (O)

1.50- 2.49 = 2 Sometimes (S)

0.01- 1.49 = 1 Never (N)

A. STUDENT FACTORS

STUDENT FACTORS A O S N

4 3 2 1

Academic ability

Ambition

Interest

Self- awareness

Boyfriend/ girlfriend choice

B. FAMILY FACTORS

FAMILY FACTORS A O S N

4 3 2 1

Unfinished dream of parents

Profession of parents

Family history

Monthly income of parents

Status in life

47
 C. SCHOOL FACTORS

SCHOOL FACTORS A O S N

4 3 2 1

Peer pressure

Scholarships or free tuition fee

Course availability

Quality of school

Teacher’s impact

III. EFFECTS OF THESE FACTORS ON STUDENTS

Be guided by the scale as follows:

3.50- 4.00 = 4 Very Influential (VI)

2.50- 3.49 = 3 Influential (I)

1.50- 2.49 = 2 Less Influential (LI)

0.01- 1.49 = 1 Not Influential (NI)

Effects VI I LI NI

4 3 2 1

Motivated to study hard

Enhancement of a student’s skills and

potentials

Has interest on the chosen course

48
 Appropriate course for his/her personality

Fulfilment of dreams

IV. RANK THE IMPORTANCE IN CONSIDERING THESE FACTORS IN TERMS OF

CHOOSING YOUR COURSE IN COLLEGE

____ For practicality

____ To be good in the chosen field

____ To guide students in choosing a course in college

____ To get a course that suits the learner’s capabilities

____ To lessen parent’s burden

____ To cope up to the lessons and other activities

____ To be comfortable in the chosen career

____ To be determined in pursuing the chosen course

____ To have a better decision

____ For enhancement of knowledge and skills

49
 APPENDIX C

COMPUTATION ON THE PERCENTAGE OF THE PROFILE OF GRADE 12 STUDENTS IN

TERMS OF FAMILY MEMBERS

I. Profile of Grade 12 Students

a. How many are you in the family?

3-4 5-6

R R
P= x 100 P= x 100
N N

5 4
P= x 100 P= x 100
25 25

P = 20% P = 16%

7-8 9-10

R R
P= x 100 P= x 100
N N

6 4
P= x 100 P= x 100
25 25

P = 24% P = 16%

11 or more

R
P= x 100
N

6
P= x 100
25

P = 24%

50
 APPENDIX D

COMPUTATION ON THE PERCENTAGE OF THE PROFILE OF GRADE 12 STUDENTS IN

TERMS OF THEIR PARENT’S OCCUPATION

Mother

Self-Employed Government Employed

R R
P= x 100 P= x 100
N N

21 3
P= x 100 P= x 100
25 25

P = 84% P = 12%
Private Employed Others
R R
P= x 100 P= x 100
N N

0 1
P= x 100 P= x 100
25 25

P = 0% P = 4%
Father

Self-Employed Government Employed

R R
P= x 100 P= x 100
N N

13 6
P= x 100 P= x 100
25 25

P = 52% P = 24%
Private Employed Others

R R
P= x 100 P= x 100
N N

2 4
P= x 100 P= x 100
25 25

P = 8% 51 P = 16%
 APPENDIX E

COMPUTATION ON THE PERCENTAGE OF THE PROFILE OF GRADE 12 STUDENTS IN

TERMS OF PARENT’S MONTHLY INCOME

500-5,000 6,000-10,000

R R
P= x 100 P= x 100
N N

9 8
P= x 100 P= x 100
25 25

P = 36% P = 32%

11,000-15,000 16,000-20,000

R R
P= x 100 P= x 100
N N

5 2
P= x 100 P= x 100
25 25

P = 20% P = 8%

21,000 and above

R
P= x 100
N

1
P= x 100
25

P = 4%

52
 APPENDIX F

COMPUTATION ON THE WEIGHTED MEANS OF THE STUDENT FACTORS THAT

AFFECTS THE PREFERRED COURSE IN COLLEGE OF GRADE 12 STUDENTS

Academic ability

∈ Px
MW =
∈f

4 (7)+3(12)+ 2(6)+1(0)
MW =
25

76
MW = 25

MW = 3.04 Often

Ambition

∈ Px
MW =
∈f

4 (14)+3(8)+2(2)+1(1)
MW =
25

85
MW =
25

MW = 3.4 Often

Interest

∈ Px
MW =
∈f

53
 4 (17)+3(5)+2(3)+1(0)
MW =
25
89
MW = 25

MW = 3.56 Always

Self-Awareness

∈ Px
MW =
∈f

4 (7)+3(12)+ 2(6)+1(0)
MW =
25

76
MW = 25

MW = 3.04 Sometimes

Boyfriend/ Girlfriend choice

∈ Px
MW =
∈f

4 (1)+3 (0)+ 2(2)+1 (22)

MW =
25

30
MW = 25

MW = 1.2 Never

54
 APENDIX G
COMPUTATION ON THE WEIGHTED MEANS OF THE FAMILY FACTORS THAT

AFFECTS THE PREFERRED COURSE IN COLLEGE OF GRADE 12 STUDENTS

Unfinished dream of parents

∈ Px
MW =
∈f

4 (6)+3(5)+2(7)+1(7)
MW =
25

60
MW = 25

MW = 2.4 Sometimes

Profession of parents

∈ Px
MW =
∈f

4 (4 )+3 (7)+2(7)+1(7)
MW =
25

58
MW =
25

MW = 2.32 Sometimes

Family history

∈ Px
MW =
∈f 55
 4 (4 )+3 (4)+2 (8)+1 (9)
MW =
25

53
MW =
25

MW = 2.12 Sometimes

Monthly income of parents

∈ Px
MW =
∈f

4 (5)+ 3(7)+2(10)+1(3)
MW =
25

64
MW = 25

MW = 2.56 Often

Status in life

∈ Px
MW =
∈f

4 (5)+ 3(7)+2(10)+1(3)
MW =
25

64
MW =
25

MW = 2.56 Often

56
 APPENDIX H
COMPUTATION ON THE WEIGHTED MEANS OF THE SCHOOL FACTORS THAT

AFFECTS THE PREFERRED COURSE IN COLLEGE OF GRADE 12 STUDENTS

Peer pressure

∈ Px
MW =
∈f

4 (2)+3 (7)+2(13)+ 1(3)

MW =
25

58
MW = 25

MW = 2.32 Sometimes

Scholarships or free tuition fee

∈ Px
MW =
∈f

4 (8)+3(10)+2(3)+1(4 )
MW =
25

72
MW =
25

MW = 2.88 Often

Course availability

∈ Px
MW =
∈f

4 (12)+3 (7)+ 2(5)+ 1(6)

MW =
25

57
 80
MW =
25

MW = 3.2 Often

Quality of school

∈ Px
MW =
∈f

4 (10)+ 3(7)+2(7)+1(6)
MW =
25

76
MW =
25

MW = 3.04 Often

Teacher’s impact

∈ Px
MW =
∈f

4 (5)+ 3(9)+2(10)+1(1)
MW =
25

68
MW =
25

MW = 2.72 Often

58
 APPENDIX I

COMPUTATION ON THE WEIGHTED MEANS OF THE EFFECTS OF THE FACTORS ON

STUDENTS

Motivated to study hard

∈ Px
MW =
∈f

4 (13)+ 3(10)+ 2(2)+1 (0)

MW =
25

86
MW =
25

MW = 3.44 Influential

Enhancement of a student’s skills and potentials

∈ Px
MW =
∈f

4 (11)+3(10)+2(4)+ 1(0)
MW =
25

82
MW =
25

MW = 3.28 Influential

Has interest on the chosen course

∈ Px
MW =
∈f

59
 4 (15)+ 3(5)+ 2(5)+ 1(0)
MW =
25

85
MW =
25

MW = 3.4 Influential

Appropriate course for his/her personality

∈ Px
MW =
∈f

4 (7)+3(12)+ 2(4 )+1(2)

MW =
25

74
MW =
25

MW = 2.96 Influential

Fulfilment of dreams

∈ Px
MW =
∈f

4 (15)+ 3(7)+2(3)+1(0)
MW =
25

87
MW =
25

MW = 3.48 Influential

60
 APPENDIX J

RANKING OF THE IMPORTANCE OF CONSIDERING THE FACTORS IN TERMS OF

CHOOSING A COURSE IN COLLEGE

Importance
in TOTALRANK
Considering Tallied Data
these Factors

For

practicality 6+9+9+2+9+4+10+10+9+5+10+8+8+10+9+7+3+10+10+3+9+2+3+7+3 175 10

To be good

in the 9+8+2+1+5+7+7+5+1+4+9+2+9+9+2+10+7+6+4+1+10+3+9+6+9 145 6.5

chosen field

To guide

students in

choosing a
7+3+8+10+1+6+6+2+2+3+4+4+3+8+1+3+5+7+7+2+7+6+8+1+8 122 4
course in

college

To get a

course that

suits the
8+2+3+3+4+8+5+4+3+2+1+9+4+3+8+9+6+3+6+4+1+5+4+2+6 113 2
learner’s

capabilities

To lessen

61
 parent’s

burden 2+10+10+7+10+1+4+6+8+7+7+7+1+5+10+5+10+2+9+6+6+1+1+9+1 145 6.5

To cope up

to the 5+7+7+5+6+5+9+7+7+1+2+6+10+7+3+8+9+9+8+8+2+9+6+10+6 162 9

lessons and

other

activities

To be

comfortable
1+4+4+4+8+3+3+1+5+6+8+4+7+4+5+1+1+1+3+7+5+10+7+3+7 112 1
in the

chosen

career

To be

determined

in pursuing
4+5+5+6+7+10+2+8+4+8+5+3+2+6+4+2+2+4+2+9+3+7+10+4+10 132 5
the chosen

course

To have a

better 3+1+1+8+3+9+8+9+6+10+3+5+6+1+7+4+3+5+1+5+4+4+2+5+2 115 3

decision

For

enhancement
10+6+6+9+2+2+1+3+10+9+6+10+5+2+6+6+4+8+5+10+8+8+5+8+5 154 8
of

knowledge
62
and skills

63