Research Sample Qualitative

PHINMA – University of Pangasinan
Arellano Street, Dagupan City

CONSEQUENCES OF SOCIOECONOMIC STATUS ON THE PURSUIT
OF COLLEGE COURSES OF STEM-ACAD STUDENTS AT PHINMA -
UNIVERSITY OF PANGASINAN A. Y. 2022 - 2023
A Research Paper
Presented to the Faculty
Senior High School
Basic Education Department
PHINMA – University of Pangasinan
In Partial Fulfillment
of the Requirements for the Subject:
APP 006 Practical Research 2
Group 1 (UP-FA1-STEM12-09)
Leader: Tawatao, Dan Steven R.
Assistant Leader: Pagayunan, Roshan Kate M.
Members:
Castillo, Rayson T.
Estrada, Alexander .
Ferrer, Mirielle C.
Gadioma, Rube Joy M.
Macatbag, Alea Nicole C.
Mararac, Edison Andrei C.
Rentutar, Rafael Khylle B.
Rosales, Trixie Rose C.
Soriano, John Erick M.
Mr. Nelmark Soy Frianeza
Practical Research Adviser
November 2022
1
ACKNOWLEDGEMENT
Showing our acknowledgment, the researchers would like to thank
those who have contributed to completing this study.
First of all, we would like to show our utmost gratitude to our APP
006: Practical Research II subject teacher, Mr. Nelmark Soy Frianeza, for
providing us the opportunity to write and conduct this research study,
and for lending their time and helping hand during the process of writing
our research paper.
To Mr. Christian Mark Soy, our professor and adviser in APP 002:
English for Academic and Professional, for providing us the necessary
information on how to write a survey report, as well as the technicalities
and writing skills we need to properly write a research paper.
To our school principal, Mr. Jessie Ian Paragas, for allowing us to
conduct a survey questionnaire by approving the letter of request.
To our dearest respondents of Grade 12 STEM-ACADS students,
who answered the survey with honesty and sincerity, and showed us
their utmost participation in answering our online research survey. We
thank you for your participation.
To our family and friends who supported us throughout the study,
giving their love and affection during the hardest of times.
To the authors and publishers, who have provided us with credible
sources to back up and serve as the backbone of our research study.
And finally, to our Almighty God, for giving us knowledge and
wisdom regardless of the adversaries that we are dealing with. Again, we
thank you.
- The Researchers
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DEDICATION
Showing respect with high regards and appreciation to the following,
We would like to dedicate this research to matriculating students,
who, as of now, may be undermined by their inadequate knowledge
towards their socioeconomic status, as well as on how it affects their
future educational endeavors. This study will help them know the class
status they currently have in a more refined level, and understand its
effects towards their choice of course in college.
Moving forward, the researchers also dedicate this study to Sir
Nelmark Soy Frianeza, for his efforts, advice, sacrifices, guidance,
understanding and encouragement, as well as allotting his time in
helping us finish our research study.
Moreover, we would also like to dedicate this research study to
future researchers, who may want to delve and conduct a research study
ensuing our current study.
We would also like to dedicate this study to our beloved parents
who consistently supported us throughout our endeavor of finishing this
research study, both monetary and conscientiously. Furthermore, to our
friends and classmates that posed both a direct and indirect contribution
to the completion of this magnum opus.
To the greatest extent, the researchers would like to finally express
our beguiling and heartfelt sense of acknowledgement to our God
Almighty, for the creativity, strength, competence, and wisdom provided
by Him throughout our journey.
- The Researchers
3
ABSTRACT
Title: CONSEQUENCES OF SOCIOECONOMIC STATUS ON THE
PURSUIT OF COLLEGE COURSES OF STEM-ACAD STUDENTS AT
PHINMA - UNIVERSITY OF PANGASINAN A. Y. 2022 - 2023
Researchers: CASTILLO, RAYSON T., ESTRADA, ALEXANDER .,
FERRER, MIRIELLE C., GADIOMA, RUBE JOY M., MACATBAG, ALEA
NICOLE C., MARARAC, EDISON ANDREI C., PAGAYUNAN, ROSHAN
KATE M., RENTUTAR, RAFAEL KHYLLE B., ROSALES, TRIXIE ROSE
C., SORIANO, JOHN ERICK M., TAWATAO, DAN STEVEN R.
Strand: SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS
Adviser: MR. NELMARK FRIANEZA
________________________________________________________________________
The study aimed to ascertain the Consequences of Socioeconomic

Status towards the Pursuit of College Courses of Grade 12 STEM-ACADS
students from A1-12STEM-01, A1-12STEM-02, A1-12STEM-07,
A1-12STEM-12, and A1-12STEM-13 of PHINMA-University of
Pangasinan. This research study aims to determine the demographic
profile of the respondents in terms of sex, age, and section, as well as
measure the socioeconomic status through the three (3) dimensions of
socioeconomic status namely; (1) monthly family income, (2) parent’s
educational attainment, and (3) parent’s occupation and occupational
prestige. Moreover, we determined if there is a correlation present
between the dimension of socioeconomic status and the pursuit of college
courses and the educational endeavors of the respondents at
PHINMA-University of Pangasinan. In order to determine the respondents
of our research study, the researchers used a non-probability sampling
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technique known as Convenience sampling. In particular, Convenience

sampling refers to a commonly used sampling technique that concerns
the availability and convenience of the respondents. To gather the
necessary data for the research study, the data gathering method used
was survey questionnaires, and was disseminated through the selected
sections under the strand of STEM-ACAD through the Messenger App.
The statistical treatment of data used for the analysis of the

gathered data involved Frequency Count and Percentage Distribution,
Average Weighted Mean, and Pearson’s Correlation Coefficient. Upon
completion of the statistical analysis of data, the null hypothesis was
rejected. The findings of the study showed that there is a weak, but
significant small positive correlation between the Consequences of
Socioeconomic Status and Its Dimensions and the Pursuit of College
Courses and Educational Endeavors of the respondents.
Given the findings of the research study, the following was

concluded: (1) matriculation students, regardless of sex, are likewise
knowledgeable when it comes to monetary finances, (2) matriculation
students tend to experience moderate to high levels of severity of the
impacts of their socioeconomic status towards their choice of course in
college, (3) matriculation students are confident towards the dimensions
of socioeconomic status they possess, but are pressured by the
technicality and deviated interests concerning their preferred college
5
course by their parent’s occupations and educational knowledge,

achievements, and attainments. With that in mind, the conclusions
drawn were used to formulate the following recommendations. First,
matriculation students should be more aware of their family’s
socioeconomic status and be more attentive of their family’s status upon
choosing a course of study to pursue. Second, parents should strive hard
to provide the necessary sustenance for their sons and daughters, and
must be knowledgeable about their progeny’s educational competence so
as to remove the pressure they face that makes them do things that they
feel antipathy. Third, the community must implement necessary
measures and programs that may help families under low socioeconomic
status to rise from poverty, and for them to provide guidance for
students who are under a financial hardship regarding their education.
Fourth, future researchers should conduct research of the same field for
them to offer new findings that may help validate the credibility of our
research study, and remove the gaps and loopholes that can be found
within it. And finally, everyone should do the best they can to create a
congenial environment for us, our children, and for the future
generations to come.
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TABLE OF CONTENTS
ACKNOWLEDGEMENT……………………..…………………..………………..... i
DEDICATION…………………………………………………….…………………… ii
ABSTRACT………………………………………………………………..……..….. iii
TABLE OF CONTENTS…………………………………………………………..… vi
LIST OF TABLES……………………………………………………………..…… viii
LIST OF FIGURES……………………………………………………………………
ix
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Background of the Study……………………………………..…….………………
1
Statement of the Problem…………………………………………………..……….
5
Hypothesis……………………………………………………………….………....... 6
Conceptual Framework……….………………………………………………....… 7
Theoretical Framework……….…………………………………………………..…
8
Significance of the Study………………………………………………………….
13
Scope and Delimitation of the Study……………………………………………
16
Definition of Terms……………………………………………………………..…..
18
7
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literatures
On Socioeconomic Status
Foreign………………………………………………………………..………..….… 21
Local……………………………………………………………………….……….… 26
On College Courses
Foreign…………………………………………………………………………..…… 29
Local………………………………………………………………………..………… 34
Review of Related Studies
Foreign………………………………………………………………………...…….. 35
Local………………………………………………………………………………….. 40
On College Courses
Foreign………………………………………………………………………..……… 47
Local…………………………………………………………………..……………… 51
CHAPTER III: RESEARCH METHODOLOGY
Research Design……………………………………………………………..…….. 57
Locale of the Study…………………………….………………………………..….
59
Respondents of the Study……………………………………………………..….
60
Data Gathering Instrument…………………………….……………………...…
61
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Data Gathering Procedure…………………………………………….…………. 62

Statistical Treatment of Data………………………………………………..……
63
CHAPTER IV: PRESENTATION, ANALYSIS OF DATA AND
INTERPRETATION OF FINDINGS
Profile of the Respondents…………………………………………………………
67
Measure of Socioeconomic Status……………………………………………… 68
Severity of the Impact of Respondents’ Socioeconomic Status towards
their Choice of Course in
College………………………………………………………. 77
Questionnaire Proper………………………………………………………………
78
Significant Impact of the Consequences of Socioeconomic Status towards
the Pursuit of College Courses of the Respondents…………………………
83
CHAPTER V: SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS
Summary…………………………………………………………………………..… 85
Conclusions…………………………………………………………………………. 91
Recommendations………………………………………………………….……… 93
BIBLIOGRAPHY……………………………………………………………….……
95
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APPENDICES
Appendix A……………………………………………………………….…………
110
Appendix B……………………………………………………………………….…
111
Appendix C…………………………………………………………….……………
112
CURRICULUM VITAE……………………………………………………………
116
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LIST OF TABLES
Table No. Title Page
1 Frequency and Percentage Distribution of the

Profile of the Respondents in terms of Sex and 67
Age
Monthly Family Income of the Respondents 69
Highest Educational Attainment of the Fathers of 70
the Respondents
Highest Educational Attainment of the Mothers of 72
the Respondents
5 Frequency and Percentage Distribution of the 74
Occupation of the Fathers of the Respondents
Occupation of the Mothers of the Respondents 75
Severity of the Impact of the Respondents’ 77
Socioeconomic Status towards their choice of
Course in College
8 Socioeconomic Ramifications bought by Family 79
Income
9 Impacts of Parent's Educational Attainment on 80
Student’s Educational Endeavors
10 Influences of Parents’ Occupation towards the
Educational Needs of Students 82
11 Correlation between the Consequences of
Socioeconomic Status and the Pursuit of College 84
Courses of the Respondents
11
LIST OF FIGURES
Figure No. Title Page
1 The Research Paradigm 7
2.A Hedonic Scale 65
Range of Correlation with

2.B Corresponding Descriptive 66
Equivalent
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter of the research paper introduces the Background of

the Study, the Statement of the Problem, Hypothesis, Conceptual
Framework, Theoretical Framework, Significance of the Study, Scope and
Delimitations, and the Definition of Terminologies utilized by the
researchers in their study.
Background of the Study
The pinnacle of a man's worth is measured not by his methods,

but by the achievements and resources he acquires. Such ideology
applies to all of us, who, at our current time, are at the pinnacle of our
life. Over the course of our life, we gain access to certain boundaries that
enable us to function properly in our society; may it be money, food,
power, or education, it will nonetheless be a factor to our success
throughout our fugacious life. Each factor holds a significance on our
career in life, in which, the absence of a factor affects our standing in
society. Though we may be young, such things must be known in order
for us to succeed in our endeavors. As we gradually enter adulthood, our
education crucially shapes ourselves to be suited for the challenges in
our life. The type of education one experiences may be a huge factor in
their acquisition of economic resources. Every decision a young man
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makes, especially in their decision-making concerning their pursuit of

preferred college courses, defines their status in society. Education plays
a huge role in one's acquisition of a job, being the determinant factor of
hireage. Though the acquisition of jobs may seem only as a means of
earning a living, others see it as an opportunity to showcase their
standing in society, or in some cases, serve as a model for the youth to
follow (Morse & Weiss, 1955). Such factors in life hold a significant
influence on the development of socioeconomic statuses of many
families.
Socioeconomic status (SES), or more commonly known as social

class, has been widely characterized by many as the concept of social
stratification widely varied from different factors, such as social
resources, economic resources, and more (Moya & Fiske, 2017).
According to studies done in South Africa and Tanzania, researchers
concluded that there are several factors one may take into consideration
in order to assess their socioeconomic status, one factor being their
parents’ educational attainment (Aaro et al., 2009). According to the
study done by Looker and Lowe (2001), they came to the conclusion that
there were three dimensions concerned with socioeconomic status:
parents’ educational attainment, parents’ income, and parents’
occupational prestige. Over the past years, the concept of socioeconomic
status has been mostly driven by certain economic mishaps, such as the
Great Recession, which transpired from the year of 2007 and concluding
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on the year of 2009, contributing to the widening gap of the "haves”, or

the people of wealthy pecuniary, and of "have-nots", the people of poor
wealth (Pfeffer et al., 2013). The aforementioned setbacks contribute to
the visibility and exacerbation of class disparities and its repercussions
towards our socioeconomic society (Moya & Fiske, 2017). Such decline of
SES may influence the youth in accordance with their education,
particularly with their decision-making in their pursuit of college
courses.
Students, upon completion of their high school journey, are then

tasked to continue their education under highly established institutions
and universities with their course plan. Such course plans are crucial for
an individual, as argued by the findings of Stark's study (2000), where he
concluded that course planning influenced the performance of
individuals under the course they have taken. Following their developed
course plan, students then become freshmen of the said universities,
under a path paved by their decision-making concerning their pursued
college courses. College courses, as known by many, are classes that
may be a part of a program offered by educational universities and
institutions that allows individuals to be honed and educated for them to
be worthy for the acquisition of a college degree, upon completion of the
said program. College courses determine an individual's success towards
the path they walk to further their capabilities in their chosen career.
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The completion of such educational attainment becomes a major factor

in determining one's future socioeconomic status.
This study delves deeper on the detrimental consequences of

socioeconomic status and how it affects matriculation students in their
pursuit of preferred college courses. As the gap between social classes
still continues to broaden even at our current time, matriculation
students become more aware of their socioeconomic status in the society
in order to assess and properly decide what college course they are going
to pursue. Given that the concept of socioeconomic status has a
significant influence in our history, the consequences of such a concept
may have an impact towards an individual’s perception concerning
different aspects of life. For this reason, this research study aims to help
matriculation students in identifying the possible consequences of their
current SES, in order for them to decide the most appropriate college
course to choose from.
On a final note, the conclusive aim of the research study is to

promote awareness towards the consequences of the Grade 12 students’
socioeconomic status in order for them to have a decisive factor in
pursuing a college course. Thus, the researchers came to the conclusion
to conduct a study concerning the Consequences of Socioeconomic
Status on the Pursuit of College Courses of STEM-ACAD Students at
PHINMA - University of Pangasinan A. Y. 2022-2023.
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Statement of the Problem
The research study aimed to ascertain the Consequences of

Socioeconomic Status on the Pursuit of College Courses of STEM-ACAD
Students at PHINMA-University of Pangasinan S.Y. 2022-2023.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. Age;
a. Sex;
b. Monthly Family Income;
c. Parents’ educational attainment; and
d. Parents’ occupational prestige
2. What possible consequences STEM-ACAD students may possess in

accordance to their socioeconomic status in society?
3. Will such consequences affect their pursuit of their desired college

courses?
4. Is there a significant relationship between the consequences of

socioeconomic status and the pursuit of college courses of STEM-ACAD
students at PHINMA-University of Pangasinan S.Y. 2022-2023?
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Hypothesis
As they proceed on their journey in choosing the path to their

success, matriculation students must consider their socioeconomic
status, which plays a significant role in choosing the course they will
pursue. As Grade 12 STEM students of PHINMA - University of
Pangasinan, we are observing what are the possible consequences that
the concept of socioeconomic status holds in order for STEM-ACAD
students to have a decisive factor with regard to their decision-making on
what college course they are going to pursue.
In light of the aforementioned problems, the researchers

hypothesized that there are consequences of socioeconomic status to the
students in choosing what college course they are going to pursue.
The study has been tested at a 0.05 level of significance in its null form.
Alternative Hypothesis (H ) a
There is a significant relationship between the Consequences of

Socioeconomic Status and the Pursuit of College Courses of STEM
students at PHINMA - University of Pangasinan.
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Conceptual Framework
In order to properly disseminate the information gained by the

researchers in the study, the following conceptual framework was
applied.
Input Process Output

● Demographic
profile of students
● Demographic ● Analysis of data and the
profile of through: Consequence of the
students in Socioeconomic of the
terms of their: 1. Student on Pursuit
Questionnaires of their College
1. Age (Close-ended Course
Questions)
2. Gender
2. Statistical
3. Family and scientific
income treatment
4. Parents’
educational
attainment
5. Parents’
occupational
prestige
● Socioeconomic
status
Figure 1.0 The Research Paradigm

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Figure 1.0 is the research paradigm of the study entitled

Consequences of Socioeconomic Status on the Pursuit of College Courses
of STEM-ACAD Students at PHINMA - University of Pangasinan S.Y.
2022 – 2023. The figure was based on the IPO model, or more commonly
known as the Input, Process, and Output model. The input phase or the
knowledge requirement stage consists of the demographic profile of
students in terms of their age, gender, family income, parents’
educational attainment, parents’ occupational prestige, and
socioeconomic status. The process of the research involves the analysis
of data through close-ended questionnaires, and statistical and scientific
data treatment. It was conceptualized that the demographic profile of
students and the Consequences of Socioeconomic Status of the Students
on their Pursuit of their college course has a significant impact on the
Pursuit of College Courses of STEM-ACAD students at PHINMA -
University of Pangasinan S.Y. 2022 – 2023.
Theoretical Framework
The study utilized 2 theories and principles to elaborate the

Consequences of Socioeconomic Status on the Pursuit of College Courses
of STEM-ACAD Students at PHINMA - University of Pangasinan.
The theories to be used in this study are the Marxist Theory and
Marxian Class Theory. This will serve as the main framework for
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exploring the social class or social status of an individual or group. There

are principles that have been made under the Marxist theory to explain
and back up the hypothesis, which are Socialism and Historical
Materialism.
Marxist Theory
According to Doug Lorimer (2002), Ernest Mandel (1923-95) was

the most influential proponent of Marxist economic theory in the Western
world during the second half of the twentieth century, best known for his
masterful two-volume work Marxist Economic Theory (1962) and his
brilliant Late Capitalism (1995). In the former, he demonstrated that,
using contemporary data, it was possible to reconstruct Karl Marx's
entire economic system 100 years after the first publication of Marx's
Capital. In the latter work, Mandel explained the causes of the world
capitalist economy's 20-year "wave" of rapid growth following World War
II, demonstrating that it would soon be followed by an indeterminately
"long wave" of much slower economic growth and recurring social and
political crises in the developed capitalist countries. Late Capitalism also
provided the first comprehensive analysis of the new features of global
capitalism that emerged in the postwar period and are still with us today
— transnational corporations as the dominant form of capitalist business
organization, enormous growth in the services sector, the critical role of
state expenditure in propping up an economic system marked by
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financial instability, long-term stagnation punctuated by speculative

booms, mindless conglomeration, and mindless conglomeration.
E. Delaney and J.W. Harrington Jr. (2009) made a statement that

Marxist theory recognizes a conflict between the demands of capitalist
accumulation and the demands of social reproduction. Profit
accumulation necessitates some cost displacement outside of
capitalism's economic accounting: to parts of the natural world that have
not been valorized, to future generations, and to specific locations. This
tension is manifested geographically in capital's search for increased
profit through (1) spatial divisions of labor that use low-cost locations for
low-value-added activities, and (2) continuous redeployment to more
profitable (typically lower-cost) locations. The spatial and temporal
unevenness of economic development that results is problematic for
people and social institutions that are tied to specific places.
Marxian Class Theory
Stephen Resnick and Richard D. Wolf (1981) argued that in

contrast to what has been acknowledged, we contend that Marx provided
the foundation for a much more nuanced class analysis of social
formations. This analysis does not accord with the two-class approach
long prevalent in the Marxian tradition, nor does it accord with recent
critiques of that approach by Poulantzas, Wright, and others. Marx's
most fundamental philosophical concepts, as well as his value analysis,
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are shown to imply a distinction between what he refers to as the

fundamental classes (performers and appropriators of surplus labor) and
what we refer to as the subsumed classes (recipients of distributed
shares of the appropriated surplus labor). This differentiated class
analysis, in turn, suggests some changes in Marxian value analysis. We
examine several topics briefly (for example, the state, the household, and
capital accumulation) to demonstrate the explanatory power of our
formulation of Marx's concepts of class.
Principles of Marxist Theory
Socialism
An article written by Terence Ball and Richard Dagger (1999)

argued that Socialism is a social and economic doctrine that advocates
for public ownership or control of property and natural resources rather
than private ownership or control. Individuals, according to the socialist
viewpoint, do not live or work in isolation, but rather in collaboration
with one another. Moreover, everything that people produce is considered
as a social product in some way, and the people who contribute to the
creation of a product are entitled to have a share of it. As a result, society
as a whole should own or control property for the benefit of all its
members.
Many socialists argue that capitalism invariably results in unequal

concentrations and corruption of wealth and power in the hands of the
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few who are victorious in the free-market competition—people who then

utilize their prestige and power to strengthen their dominance in the
society. Because such people are wealthy, they have the ability to choose
where and how they live, which limits the options available to the poor.
As a result, terms like individual freedom and equality of opportunity
may be meaningful to capitalists but are meaningless to working people
who must do the capitalists' bidding in order to survive. According to
socialists, true freedom and equality necessitate social control over the
resources that underpin any society's prosperity. In their Manifesto of
the Communist Party (1848), Karl Marx and Friedrich Engels stated that
in a socialist society, "the condition for the free development of each is
the free development of all."
Historical Materialism
According to Emmanuel Wallerstein et al. (2016), Marx's theory of

historical materialism, which argued that human societies and their
cultural institutions (such as religion, law, morality, and so on) were the
result of collective economic activity, was central to his thought. Hegel's
dialectical method heavily influenced Marx's theory. While Marx agreed
with Hegel's fundamental dialectical thesis of social change, he disagreed
with the notion that abstract ideas were the driving force. Rather, Marx
turned Hegel on his head, arguing that the dialectic of change was driven
by material, economic forces—or our relationship to the natural,
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biological, and physical world. More specifically, the engine of history is

found in the internal contradictions of the material production system
(or, the things we do in order to produce what we need for survival).
Marx believed that every economic system or "mode of production"

in human history contained a contradiction that eventually led to its
demise and replacement by a more advanced stage of economic and
social life. The contradictions inherent in feudalism, such as the
requirement for monarch-ruled states to trade with other states, thereby
creating a merchant class, eventually led to the rise of capitalism. Marx,
on the other hand, saw capitalism as having its own contradictions,
particularly in the overproduction of goods. Too many goods are bound
to be produced as technology advances (i.e., bigger and faster machines)
and worker exploitation continues. According to Marx, the problem is
that overproduction causes a crisis for capitalism, which he believed
would eventually prove fatal and lead to the development of communism.
Significance of the Study
The primary objective of the research study is to primarily assess

the consequences of socioeconomic status on the pursuit of college
courses of STEM-ACAD students at PHINMA - University of Pangasinan
S.Y. 2022 - 2023.
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Furthermore, the findings of the research study will provide

beneficial information to the following individuals and sectors:
To Students. Baharudin and Luster (2002) both stated how researches

in the past have concluded that socioeconomic status significantly affects
students in copious and predominant ways. As the primary beneficiary of
the research study, the students will greatly benefit from the study as
the awareness that the study provides about the consequences of
socioeconomic status will be of great help in their pursuit of their college
courses.
To Parents. As stated by the research findings conducted by Li-Grining

(2007), the primary factor that affects the socioeconomic status of a
family is the parents. The socioeconomic status obtained by the family
are primarily composed of components that the parents of a family
possess. As argued by the aforementioned statements, parents are
unequivocally an important beneficiary of the study. The findings of this
study may benefit parents as they would gain access to knowledge
concerning their socioeconomic status, and how they can improve such
status in order for them to be able to provide a better world for their
children.
To Families. Before they enter formal education, children from various

socioeconomic backgrounds have literacy disparities. Low-income
families are less likely to have access to educational opportunities and
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resources, such as books, computers, stimulating toys, skill-building

lessons, or tutors to foster a positive learning environment for literacy
(Bradley et al., 2001; Orr, 2003). The findings in the research study may
be beneficial to families as through proper dissemination of the data
found in the research, they may acquire profound knowledge of how
socioeconomic status affects their children’s educational competency
which may help significantly on the children’s educational journey.
To Educational Institutions. According to various research studies,

academic skill development is slower for children from low socioeconomic
status homes and communities than it is for children from higher
socioeconomic status groups (Morgan et al., 2009). For instance, low
socioeconomic status during childhood is linked to subpar cognitive,
linguistic, memory, and socioemotional processing, which leads to
subpar adult health and income. Because of this, pupils' academic
progress and results are frequently significantly impacted in
low-socioeconomic status regions' school systems (Aikens & Barbarin,
2008). The study’s findings will greatly benefit educational institutions as
the data found in the study may be used as reference for recreational
activities that may remove the consequences of the socioeconomic status
gap between students, and to be able to provide an equal and proper
educational environment.
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To the Society. Low socioeconomic status and all of its ramifications,

such as decreased educational attainment, poverty, and poor health,
have an overall negative impact in our society. The distribution of
resources, health, and living standards are becoming increasingly
unequal both globally and in the Philippines. The benefit to society
comes from measures to reduce the huge gaps between socioeconomic
status in the country and other nations as well as a growing attention on
the factors that contribute to socioeconomic disparity.
To the Future Researchers. The findings of this study may serve as

baseline knowledge and information for those researchers who also
pursued the same concept, and since this research study will
demonstrate the consequences of socioeconomic status on the pursuit of
college courses, it may also serve as a starting point for the next
generation of researchers.
Scope and Delimitations
The aim of this research study was to identify the possible

consequences STEM-ACAD students may have in accordance to their
socioeconomic status and their effect on the students' pursuit of college
courses. The research study has been conducted at PHINMA - University
of Pangasinan, located at Arellano Street, Dagupan City, Pangasinan, as
the chosen respondents of the said study are located at the said locale.
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The aforementioned study has been conducted during the First Semester
of PHINMA - University of Pangasinan, starting from the month of July
2022, and concluding on the month of November 2022.
This study mainly identified the consequences and effects of

students' socioeconomic status on their academic performance as well as
their desired college courses. In this study, the researchers opted to
conduct the study with consideration to the respondents' profiles, such
as age and gender, with addition of the three dimensions of
socioeconomic status, which are family income, parents' educational
background, and parents' occupational prestige. Moreover, researchers
utilized articles, the Internet, and other online sources, along with survey
questionnaires to be distributed and limitedly conducted onsite, and
analysis to be concluded by fifty (50) respondents of Grade 12 SHS
students from PHINMA - University of Pangasinan of A.Y. 2022–2023, in
order to further examine the research study. The study's respondents
were chosen through Convenience Sampling, a type of non-probability or
non-random sampling where members of the target population that meet
certain practical criteria, such as easy accessibility, geographical
proximity, availability at a specified time, or the willingness to
participate, are included for the purpose of the study (Dörnyei, 2007), as
it was the most viable option due to the large population of Grade 12
STEM-ACADS students at PHINMA - University of Pangasinan. The
Page | 18
research findings and statistics will serve as the basis of the result of this
study.
Any variables that are not considered to be related to the

research's purpose will be factored out. For that reason, the research
study will not include the students enrolled under a different strand,
other grade levels, and other universities and academic institutions.
Definition of Terms
In order to gain a better insight of the research study, the following

words were defined for the readers’ elucidation of the study:
1.) College courses - Conceptually, this is defined as a semester unit or

quarter hour unit of instruction given at a college or university.
2.) Communism - Conceptually, it is a political ideology of Karl Marx

aimed to incite or advocate class war, where all properties are publicly
owned and people of various characteristics are paid and owed according
to their abilities and needs.
3.) Consequences - Operationally, these are defined as repercussions or

negative impacts created by a certain factor.
4.) Course plan - Operationally, this is defined as a plan used to properly

disseminate the information with regards to a certain college course.
Page | 19
5.) Economic resources - Operationally, these are the factors used in

producing goods or providing services.
6.) Economic systems - Conceptually, this is defined as the means used

by communities or governments to coordinate the distribution of
available resources, services, and goods throughout a region or nation.
7.) Exacerbation - Conceptually, it is defined as the ability to worsen, or

make something more bitter, violent, or severe.
8.) IPO Model - Operationally, it is a systematic model that represents a

system in three stages: input, process and output.
9.) Marxian value - Operationally, it is defined as the view of Marxian

economics on the concept of value.
10.) Matriculation students - Conceptually, it is defined as a student who

has been accepted for admission to a college or university, has registered
in a major and is pursuing courses toward a degree or certificate.
11.) Parents’ educational attainment - Operationally, it is defined as the

highest level of education the parents of a family has achieved over the
course of their life.
12.) Parents’ income - Operationally, this is defined as the collective and

communal income the parents of a family produces per unit of monthly
income.
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13.) Parents’ occupational prestige - Operationally, this is the reflection of

the education a person has acquired for that very occupation and the
income they receive from that occupation.
14.) Paradigm - Conceptually, this is a philosophical and theoretical

framework of a scientific school or field that guides the formulation of
hypotheses, laws, and generalizations as well as the experiments that
provide evidence for them.
15.) Socioeconomic disparity - Operationally, it is the wide gap between

people of different socioeconomic status.
16.) Socioeconomic status - Operationally, it is defined as the measured

combination of education, income and occupation of the breadwinners of
a family.
17.) STEM-ACAD students - Operationally, these are students enrolled in

PHINMA-University of Pangasinan under the STEM strand, without
much focus on a particular subject.
18.) Subsumed classes - Conceptually, it is defined as the process of

distributing the surplus labor value.
Page | 21
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter of the research paper presents a detailed overview of

related literature and studies gathered from various foreign and local
sources. The concepts, ideologies, theories, generalizations, and
conclusions presented in this chapter aims to fortify the study's
credibility, reliability, and accuracy.
REVIEW OF RELATED LITERATURE
Foreign
The principle of socioeconomic status has been, undoubtedly,

ubiquitous in our society for over a hundred years. As argued by
Darin-Mattsson, Fors, and Kåreholt (2017), socioeconomic status (SES),
or generally known by many as social class, has been utilized in various
ways, generally as income, education, and social class itself. It is the
measure of one’s place towards the stratified class hierarchy in society
through the measurement of various individual components, particularly
their income, education, and occupation. Moreover, the American
Psychological Association (n.d.), adduced that socioeconomic status
(SES) circumscribes not only about the income of an individual, but also
with the educational attainment, occupational prestige, and the subjective
Page | 22
perceptions of social class among different individuals. Traces of

socioeconomic status can be found in literary works mainly concerning
classes and its nature. Prominent social theory figures, such as Karl
Marx and Max Weber, both had impacts towards the conceptualization of
socioeconomic status, but the latter mainly contributed to its birth.
According to an article published by JRank (n.d.), the ideology of

socioeconomic status (SES) was first introduced in 1958, by a sociologist
named Max Weber. According to contemporary records of recorded
treatises, Max Weber conceptualized that there is a presence of inequality
between three tracks—class, status, and party. During Weber's time,
each track was understood as the preface or basis of economic power
and individual significance. Class, at that time, represented the concept
of garnered economical resources, and in some way, represented the
political clout the individual possesses. Status, on the other hand,
represented the ideologies of honor and prestige of an individual. And
party, according to Weber, represented the hierarchy the individual
belongs to, which are systematically arrayed according to the people's
occurring lifestyle, consumption patterns, and behavioral paradigm.
Though Weber's idea about socioeconomic status may seem generalized,
the theoretical underpinnings of the said status was laid out in 1970, by
a sociologist named Talcott Parsons. In order to unveil the said
underpinnings of socioeconomic status, Parsons first understood the
true nature of status as a position in a social structure, more so as a
Page | 23
constituent of society (i.e., different occupations, different positions in a

familial structure). Next, he understood that family units were a
significant key towards stratification, an arrangement of things into
different groups. Parsons, with Davis and Moore, then created the
functional theory of stratification towards classes, where they argued
that the society must evaluate positions in order for the members to both
understand and pursue the most important positions evaluated by
society; thus, the concept of socioeconomic status was conceptualized.
Unbeknownst to many, Karl Marx also had an impact towards Weber's
ideology of socioeconomic status. Marx's ideology of socioeconomic status
delved deeper on an individual's relation to a "means of production" (i.e.,
factories, owned land, etc.), while Weber's concept of socioeconomic
status focused more on an ideology of "social stratification", where
members of society are combined and arranged to clusters with
accordance to their shared characteristics.
Throughout history, socioeconomic status rose quickly to become

one of the leading factors towards the measurement of an individual's
success. As argued by Braveman et al. (2005), the presence of a standard
method in order to measure and derive an individual's socioeconomic
status is nonexistent, as the approaches made in order to measure the
status varies based on a conceptual model or design being utilized and
the data present. A report published by Berzofsky et al. (2014) showed
that there were three traditional indicators for socioeconomic status; (1)
Page | 24
the individual's income, (2) the individual's education, and (3) the
individual's occupation. According to McLaughlin et al. (2012), the gross
household income (GHI) is the most utilized measure of income in the
calculation of an individual's socioeconomic status, where instead of
calculating the income as a continuous variable, it is arranged into low,
medium, and high income categories. Education, according to Shavers
(2007), is widely regarded as a critical indicator of socioeconomic status,
as the individual's education highlights the earning potential that the
individual can attain, whereas the other two indicators only provide a
brief view of the individual's current social and economic situations. The
American Psychological Association (2007) states that occupation is a
traditional indicator of socioeconomic status due to its ability to show
and depict the individual's power, income, and their educational
attainment relevant to the social structure proposed by Weber. Moreover,
through the Registrar General's Scale, occupation can be categorized
from lowest to highest: (4) the Unemployed, (3) the Unskilled Manual
Labor, (2) the Skilled Manual Labor, and (1) Professional Labor. The
traditional socioeconomic status (SES) indicators—or the top three, can
be measured at various levels, with particular focus to the individual,
familial, and household level (National Education for Education
Statistics, 2012).
Socioeconomic status, having been prevalent for many years, has

its own flaws and consequences. In an article written by the American
Page | 25
Psychological Association (n.d.), socioeconomic status poses negative

impacts towards the lives of children, youth, and families, with particular
focus on the individual's psychological and physical health, education,
and the family's well-being. Research suggests that people of lower
socioeconomic status possessed a negative psychological health, while
people of high socioeconomic status inhabited positive psychological
factors such as optimism and positivity. Lower levels of socioeconomic
status are linked with higher levels of emotional and behavior-centered
difficulties, which includes social problems, relentless behavior, and
Attention Deficit Hyperactivity Disorder, or ADHD (Santiago et al., 2011;
Russel et al., 2016). Additionally, Molnar et al. (2008), Chen, and
Paterson (2006), stated that lower levels of socioeconomic status leads to
higher levels of aggressive behavior, hostility, and discrimination for the
youth. Concerning physical health, lower socioeconomic status may risk
individuals and families to a high infant mortality rate, due to the
incapability of the family to support or possess financial assets that
could help raise the offspring (Haider, 2014). Moreover, Levine (2011)
stated that there were links between higher obesity levels and lower
socioeconomic status due to the lack of accessible healthy food and
fitness facilities. Towards education, the presence of a lower
socioeconomic status and certain problems are associated with
decreased educational potential, as argued by Sheridan and McLaughlin
(2016). Reardon et al. (2013) stated that children under a lower
Page | 26
socioeconomic status possessed literacy and academic competency that

are significantly lower than those students of a higher socioeconomic
status. Moreover, Diemer and Ali (2009) ascertained that individuals
from a higher socioeconomic status are said to be more successful in
their career aspirations and are generally better prepared than those of
lower socioeconomic status due to their access to various resources such
as better universities, career offices, and higher experiences of education.
Concerning the family's well-being, Milteer et al. (2012) argued that
maintaining a strong relationship between the parent and their children
helps to promote healthy child development, especially for those of lower
socioeconomic status.
Local
The prevalence of social class, or more appropriately as

socioeconomic status, has been observed all over the world, attaining
influence even in our country, the Philippines, and its autochthonous
residents. According to an article written by Zoleta (2021), with
consideration of the income indicator of socioeconomic status (SES),
there are three primary social classes that exists within the Philippines;
(1) the low-income class, (2) the middle-income class, and (3) the
high-income class. According to a Family Income and Expenditure (FIE)
survey conducted by the Philippine Statistics Authority (PSA), 58.4
percent of Filipinos are under the low-income class, 40.0 percent of
Page | 27
Filipinos comprises the middle-income class, and only around 1.4

percent of the Filipinos are under the high-income class. As stated by the
Philippine Institute for Development Studies (2018), the majority of the
Filipinos that are of a low-income social standing contribute to the
population on a large margin as they commonly have larger families than
those of other social standing. Moreover, the Philippine Statistics
Authority (2021) argues that there exists seven (7) social classes within
the Philippines; (7) the poor, (6) the low-income class, (5) the lower
middle-income class, (4) the middle middle-income class, (3) the upper
middle-income class, (2) the upper-income class, and (1) the rich class.
The category of social standing that exists between the poor and
middle-income class is defined as the low-income class—where the
family is not considered as a middle-income class, but also fails to
identify as a poor-income family. In addition to the aforementioned class,
there exist three subclasses within the middle-income class; (1) the lower
middle-income class, (2) middle middle-income class, and (3) upper
middle-income class. The upper-income class, on the other hand, fails to
be recognized as the rich-class, even with their six-figure monthly
income.
According to a news article written by Domingo (2020), the

Philippines Institute for Development Studies (PIDS) created a category
in order to properly identify families of their social class with accordance
to their monthly income; the poor were categorized as having below
Page | 28
P10,957.00 monthly income, the low-income class having between

P10,957.00 to P21,914.00 monthly income, the low middle-income class
having between P21,914.00 to P43,282.00 monthly income, the
middle-income class having between P43,282.00 to P76,669.00 monthly
income, the upper middle-income class having between P76,669.00 to
P131,483.00 monthly income, the upper-income class having between
P131,483.00 to P219,140.00 monthly income, and the rich, having
P219,140.00 or above monthly income.
Unbeknownst to many, social class disparities are still prevalent

inside the Philippines, mainly because of the exacerbation of the social
stratification inside the country. According to an article written by MDE
(2016), social stratification is a categorization where people evaluate and
rank each other according to their perceived influential prestige,
monetary capabilities, and status among other people. It is a systematic
stratification and organization of social categories with the purpose of
creating a social group of people with interchangeable status and social
roles. The categories or levels within social stratification correspond to a
social class, which are groups of people that classify themselves as
having the same socioeconomic dimensions, and generally perceive
themselves as of the same rank, position, and control. Social classes in
the Philippines generally are perceivable, due to the indicators present in
each Pinoy family. An example of an indicator is the ownership of a
vehicle for family use, which implies that the family is of a high social
Page | 29
level. Concerning the education of children, sending them to the best

school is also an indicator of a high level of social standing. Based on the
aforementioned statements, social classes truly possess a detrimental
impact towards the welfare of individuals, as well as their family and
children. As argued by MDE, education, for Filipinos, is the key to their
success, which is undoubtedly the truth. The capacity to own a vehicle,
the capability to send their children to a proper school, and, in general,
to be able to provide a better life for their children through their social
standing; all of the factors in gauging one's position in the social
stratification in the country are viable for the children's educational
potential. Having a family within the middle-income class may help
support their children's endeavors, where they could provide their
financial needs in accordance with the children's choice of university and
college course to pursue. On the other hand, families within the
low-income class are incapable of supporting their children's educational
needs, and may be unable to contribute towards the children's endeavors
and their pursuit of their chosen college course. Socioeconomic status
may truly be a factor that affects an individual's path towards their
career in life, as concluded from the aforementioned statements. The
availability of educational resources may vary between different social
classes, and will ultimately shape the individual's decision-making on
what college course they are going to pursue.
Page | 30
On College Courses
Foreign
College and university courses are considered to be the building

blocks of higher education, argues BCA (2021). A variety of degree
programs, such as associate's degree, bachelor's degree, and master's
degree, are composed of various college and university courses merged
together. There is a diverse collection of various courses matriculation
students can take, such as Liberal Arts and Humanities, Mechanic and
Repair Technologies, and more. College courses are mainly designated
with a precise combination of letters and numbers. Such numbers and
letters represent the department or the program as a whole and its
position inside the sequence of college courses present in the university,
though such methodology varies from institution to institution. An
example of such methodology is the college course "AAE 200", where AAE
indicates that the said code is under the aerospace engineering program,
and the number 200 indicates the course's level. Commonly, the
complexity of the level increases proportionally to the indicated number
in the college course code. In some institutions, the level for
undergraduates are generally 100-, 200-, 300-, or 400-, while higher and
complex levels may be numbered between 500, until 999. Additionally,
students enrolled in degree programs must complete some combinations
of courses under general education. As students finish lower level
Page | 31
academic courses, they must gradually increase the number of courses

they take, as well as the level of the courses they must take. There are a
variety of college courses available for an individual to pursue, each
having their own complexity and financial requirement over the others.
When deciding between college courses, it can be beneficial to
understand the formats and levels available, as well as the institutions
that provide them. Courses at colleges and universities can be used to
earn credit toward undergraduate and graduate degrees and certificates.
Non-credit courses, such as continuing education or personal
enrichment, are also available at some colleges and universities.
Students at colleges and universities can choose from a wide range of
courses. Academic credit courses can be lecture courses, discussion
courses, or lab courses. In most lecture courses, the professor or
teaching assistant presents students with information while they take
notes. Discussion-based courses typically emphasize student
engagement as a means of learning. Knowing that college courses vary
through their requirement of acceptance and completion, the pursuit
towards a specific college course may or may not be affected by the
individual's educational and economic resources.
In most of the colleges that draw the most applications, the high
school curriculum of study is a significant factor in the evaluation of
whether a matriculation student is eligible for the said educational
institutions. A great number of educational institutions, mainly schools
Page | 32
and universities, advise their students that they must take the most
difficult course of study available at their high schools. Students may feel
intense pressure to take more Advanced Placement (AP), International
Baccalaureate (IB), and Dual Enrollment (DE) courses than they can deal
with, sometimes even more during their senior year of high school than
they will take in any one time in the elite colleges to which they refer
(Kretschmar & Farmer, 2013).
The College Board developed Advanced Placement (AP) courses,

which are offered by several high schools as an approximate "college
level" course. They are taught at a faster pace (similar to college), and
learners must be academically prepared for the rigor and pace. Every AP
course concludes with a fee-based final exam that is graded on a scale of
1 to 5. A high exam grade (3, 4, or 5) may exempt an individual from
taking an introductory course on that topic in college. A 5 in AP
Psychology, for example, could be equal to four semesters of college
Psychology 101. This can allow a student to accelerate their learning,
while also saving money by having fewer graduation requirements. The
International Baccalaureate (IB) program was developed to provide
students with a more progressive academic option. During the 11th and
12th grades, students achieve the IB Diploma by finishing a particular
series of courses in each subject. Exams are graded from 1 to 7, with 7
being the best. Students can take either diploma coursework or
individual IB classes. The diploma's "international" designation promotes
Page | 33
a global perspective. On the other hand, Dual Enrollment (DE) is

becoming more popular as students can earn transcripted college credit
at their local universities. Several high schools are also providing these
college courses within the high school barriers. Students may undergo a
wider range of college classes and gain real-world experience with what a
college class is (Peachtree College Planning, n.d.).
Several researches have also examined the consequences of family

contributions and grants. Family contributions (especially parental
contributions) are often viewed as the normative way to pay for college.
Most parents in the United States assume they will bear primary
responsibility for college costs and may stretch their budgets to meet this
expectation. However, family contributions have contrasting effects on
students. Students with parental support can frequently maintain their
enrollment, but their grades may suffer because of their lack of "skin in
the game” (Bodvarsson & Walker, 2004; Hamilton, 2013).
With consideration to the aforementioned statements, previous

research indicates that funding sources can influence students both in
and out of school. However, there is a scarcity concerning the research
on college finance. As argued by Deil-Amen and Turley (2007), scholars
have yet to consider numerous outcomes, including the field of study
because the field is still in its infancy. The field of study is a significant
source. As most studies seek, stratification in higher education is
Page | 34
frequently overlooked. To forecast students' chances of enrolling in or

completing college, but not the majors they pursue, matriculation
students must make an important decision regarding their field of study.
Because it predicts not only the occupational attainment and lifetime
earnings of an individual, but it also influences matriculation students'
intellectual development by exposing them to thoughts and methods of
thinking that they will carry into adulthood.
Local
Choosing the right college course is essential for an individual’s

future. Students' career success can be best achieved if they choose the
subject that best matches their intellect, skill, and personality. By
combining a career plan with the curriculum, students may make
informed decisions about which courses to pursue in college. Although
elective courses are offered to help students decide which course to take
in college, it is also necessary to help students understand the important
considerations they must consider when choosing a course, such as the
economic value of the course they would like to take now and in the
future (Bautista et al., 2018).
Aspiration concerns the ideology of hope and ambition to achieve

something. It is important for students to have a high level of aspiration
while pursuing their college courses. As argued by Salinas (2019), the
majority of STEM students who had a very high level of aspiration and
Page | 35
high level of readiness in pursuing a college degree are mostly young

adults and females with an average monthly family income of P30,000.00
pesos or less. This concludes that the higher the aspirations or
expectations of the students, the higher their school achievement.
There are numerous factors that influence students' college course

selection. They are influenced by their parents’ advice, demands, and
financial capability. Students cope by adhering to their parents'
recommendations. Additionally, they must deal with financial
expectations by sustaining their family once they complete their
education. In January 2013, the Philippines had a 7.1 percent
unemployment rate, the highest in the countries in Southeast Asian
nations, and of which, 16.9 percent are college graduates. This is the key
reason why parents push their children to take more demanded
professions (Pascual, 2014).
REVIEW OF RELATED STUDIES
Foreign
A study conducted by Yusuf (2013) stated that because of the

presence and availability of extra learning facilities, it is widely assumed
that children from high and moderate socioeconomic class parents are
better off to be subjected to a learning environment at home. Becker and
Page | 36
Tomes (1979) support this theory by stating that it has been well
accepted that rich and well-educated parents assure their children's
future earnings by providing a pleasant learning environment, better
education, and good jobs. Contrary to popular assumption, children of
low socioeconomic status parents do not have access to extra learning
opportunities, making it difficult for them to reach the top of the
educational ladder.
While discussing their "Low-income Parents' Beliefs About Their

Role in Children's Academic Learning", Drummond and Stipek (2004)
mentioned that a few of these parents indicated that their responsibilities
were limited to meeting their children's basic and social emotional needs,
such as “providing food, clothing, emotional support, and socialization
skills”. As a result, these parents' shortsightedness toward their
obligations in their children's educational processes, as well as a lack of
funds to enhance such processes, may provide a hurdle to their
children's success. The current study is a modest analysis of the impact
of students' socioeconomic position on academic achievement in higher
secondary school. This study looked at the effects of gender and
socioeconomic class on academic achievement among Lucknow High
School students. The sample consists of 102 males and 98 females aged
15 to 19 from five higher secondary schools in Lucknow, Uttar Pradesh,
India. The socioeconomic status scale, developed by Bharadwaj (2005),
was utilized by the researchers as a means to collect data, and the total
Page | 37
mark obtained by the students in the previous class, i.e., standard X,

was utilized as a criterion for achievement. Mean (M), Standard Deviation
(S.D), Standard Error of the Mean (S.E.M), and the t-test were employed.
This study demonstrates that gender has no effect on influence science
achievement in the upper secondary school (Standard - XI) level. This
study's findings also revealed a distinction between groups with high and
low socioeconomic levels. It was discovered that socioeconomic status
influences academic achievement, and individuals with a high
socioeconomic status outperformed those with a low socioeconomic
status. Some recommendations with significant implications for both
practice and additional research were made in light of these findings.
According to the study published by Misran et al. (2012), every

year, the Ministry of Higher Education receives applications for
undergraduate programs from matriculation, STPM (Sijil Tinggi
Persekolahan Malaysia), and diploma holders via the UPU (Unit
Pengambilan Universiti) system. The applicants originate from various
family backgrounds, including the socioeconomic status (SES) of
parents. This aspect has a significant impact on the student's decision to
attend a higher educational institution (HEI).
Socioeconomic status (SES) was established as a graded social

position hierarchy that can be used to characterize a person's overall
social status or stance. According to the research study conducted by
Page | 38
Aaro et al. (2009), parents' education is an indicator of SES among

adolescents in South Africa and Tanzania. Parents who are
knowledgeable about tertiary education are more likely to provide their
children with better access to college-related information. This paper
examines the impact of socioeconomic status (SES) on matriculation
students' choices of university and undergraduate program. The study
was done at two local matriculation institutions, with 496 students
serving as responders. The findings revealed that low SES students are
more determined to pursue their studies at the postsecondary level than
high SES students. However, both low and high SES students had
similar perceptions of Universiti Kebangsaan Malaysia (UKM) and its
engineering curriculum. In terms of selecting a university and a course
program, there is no substantial difference between the two groups.
As argued by Niu's research findings (2017), evidence from

experiments suggests that family SES also affects college students'
choices regarding their education. Students from lower SES homes are
more likely than those from higher SES backgrounds to base their
college and major decisions on career objectives and to be more worried
about the employability of their major (Goyette & Mullen, 2006; Mullen,
2010). According to an argument made by Sianou-Kyrgiou (2010), a
family's SES systematically affects the academic field chosen by college
students, reinforcing their social background. There is proof that this
influence persists for a very long period.
Page | 39
It is well acknowledged that college education is less advantageous

for students from lower SES homes. As uncovered by Flores (2007) on
her research study, pupils from low-SES backgrounds typically are worse
prepared for college because learning chances for students are stratified
by family SES well before college. Despite the fact that low-SES students
stand to gain the most from attending college, they seem to do so at the
expense of their overall success in the classroom, likelihood of
graduating with a degree, and likelihood of leaving after the first year
(Engle & Tinto, 2008). Moreover, students under a low socioeconomic
status are still more likely to drop out of college even after accounting for
academic and economic reasons, demonstrating the intricacy of the
impact of family SES background (Stinebrickner & Stinebrickner, 2003).
The current study examines patterns of STEM major choice in college by
students from various family socioeconomic status (SES) backgrounds
using data from the Education Longitudinal Study of 2002. The results
of logistic regression reveal that low-income students are at a
disadvantage while pursuing STEM majors. Higher family SES
compensates for negative determinants of STEM enrolment, such as
gender and race, while also amplifying the effect of favorable predictors,
such as math preparedness. The gender and racial differences in STEM
enrollment close for students from higher SES homes, and the favorable
link between math preparation and STEM enrollment grows as family
SES rises, except for students from the lowest SES families. The
Page | 40
immigrant origin of the family has little bearing on the STEM major
chosen. The findings suggest that low-income kids may lack the
knowledge and/or abilities required to make an informed decision about
STEM enrollment in order to maximize their chances of success in
college.
Local
In the study conducted by Pagulayan et al. (2020) in all countries,

education is a fundamental and important social institution. In essence,
it serves to socialize the learners by passing along knowledge and beliefs.
In order to stimulate economic, personal, social, and education is the
main driver of change affecting the world's science, technology,
economics, and culture. Education also promotes cultural flourishing. It
is the driving force behind the advancement of reason, science, and
social change. All people, regardless of socioeconomic level, gender, or
ethnicity, should have access to it since it is essential to social progress.
Countries all around the world are investing in enhancing their
educational systems as a result of the critical role that education plays in
economic output. This action aims to reduce social inequality and
minimize the wealth and poverty disparities. According to literary
studies, students from affluent classes are more likely to enroll in college
courses and complete university education. On the other hand, pupils
Page | 41
from underprivileged classes have a higher propensity to drop out of

college as a result of rising tuition costs.
Increasing the number of students enrolling in college is one of the

main objectives of the government and HEIs (Higher Education
Institutions). Numerous initiatives have been put in place to make
education more affordable, particularly for underprivileged and
marginalized populations, including student loan programs, tuition
waivers, and scholarship programs. The assessment of students'
preparation for college, which has become a top priority in recent years,
must go hand in hand with the provision of access to higher education.
The goal of this initiative is to raise pupils' cognitive abilities and other
competences, which serve as the foundation for future employment and
college readiness. The construct of college preparedness may be
influenced by outside variables like family, school, and other
non-cognitive characteristics. Numerous studies have highlighted the
beneficial or unfavorable effects of these outside influences on pupils'
lack of college readiness.
A sociological approach can be used to examine the nuances of

college preparedness. For instance, Bourdieu sees education as a sphere
with separate but related economic and cultural capital. Economic capital
is the riches that people have obtained and can use, whereas cultural
capital is the intangible asset that increases people's domination and
Page | 42
power. While cultural capital is made up of information, skills,

educational achievement, social norms, and tastes and preferences,
economic capital is made up of income, land acquisition, savings, and
investments. Bourdieu's critical outlook highlights that social disparities
and socioeconomic inequality are legitimated by the formal schooling
system. Due to their greater merit compared to those from low-income
backgrounds, the dominating class social and economic status. His
theory contends that the interaction of economic and cultural capital,
which is reflected in the educational environment, can account for the
persistence of institutionalized and recurrent social inequality. Inequality
in education is a problem in the Philippines because of differences in
economic and cultural capital. The limited participation of pupils from
lower socioeconomic levels reflects the educational divide. Financial
strata to continue on to a college education. Given this situation,
low-income Filipinos see education as a tool for achieving social mobility.
Their pursuit of a degree is a means of acquiring greater cultural and
economic capital, which reproduces educational benefits and improved
life prospects.
Numerous reforms are required in order to address the challenges

of access and quality to postsecondary education, which is required by
the Philippines' constitution. In keeping with this, the Philippine
government has put into place the K–12 program, which ensures a
smooth transition for pupils from primary to secondary school and was
Page | 43
formalized by the Republic Act No. 10533. The K–12 curriculum strives
to reduce the number of subjects taught so that students can master
21st-century abilities through the development of competencies, lifelong
learning, and preparing senior high school (SHS) graduates for business,
work, and middle-level skill development. These K–12 program
commitments are seen as a way to improve kids' cultural and economic
capital so that they can compete on a global scale. Republic Act No.
10687, which offers free tuition and scholarship programs to
underprivileged but worthy students enrolled in state universities and
colleges, was passed in an effort to promote access to and improve the
quality of tertiary education. As more underprivileged groups in society
enroll in tertiary education, social justice is sought to be achieved.
Accordingly, given how little is known about these ideas in the

Philippine context, it is critical to investigate the significance of economic
and cultural capital to the college preparation of Filipino K–12 graduates.
Empirical research that provides baseline data is required due to the
paucity of information in this area in order to develop guidelines and
treatments that adequately provide students in basic education with the
fundamental skills, abilities, and values needed to become productive
workers. It also adds to the body of research looking at how economic
and cultural factors interact to determine whether Filipino SHS
graduates are college ready. a result, the objectives of this study were to:
1) describe the distribution of Filipino K–12 graduates in terms of a)
Page | 44
economic capital (parents' monthly income and students' weekly

allowance) and b) cultural capital (parents' highest educational
attainment and students' involvement in the community); 2) assess
respondents' college readiness; and 3) determine the relationship
between cultural capital and economic capital and college readiness of
Filipino K–12 graduates. This study, which was informed by Bourdieu's
work, looked at how the students' cultural and economic capital—which
included their parents' highest levels of education and their involvement
in the community—affected their preparation for college. Data were
gathered from 6,626 K–12 graduates enrolling in one state institution in
the Cagayan Valley Region of the Philippines as part of the study's
descriptive–correlational approach. The findings show that the
respondents' parents both earned an income below the Philippine
poverty line and completed a secondary education. They are also
unprepared for college, indicating that the skills they learned in their
foundational schooling require additional development enhancement.
Additionally, the importance of economic and cultural capital emerges as
important factors in determining how prepared Filipino Senior High
School (SHS) graduates are for college. Higher economic and cultural
capital in the family is associated with higher college preparation.
Surprisingly, the students' poor economic and cultural capital may help
to explain why they are not college ready. They typically have fewer
competences to enable them to overcome obstacles in postsecondary
Page | 45
education since they have less economic and cultural capital. As a result,
these underprivileged adolescents frequently struggle to succeed in
school and in life.
A study conducted by Alampay (2013) ascertained that for families

in the middle and upper socioeconomic class, upholding responsibilities
and expectations within the family also correlates with academic
success. Therefore, the child's academic successes are a cause for
parental pride and make up for the parent's sacrifices. However, because
of the high expectations, especially in the academic field, young Filipino
people are more susceptible to stress, anxiety, and despair. In addition,
Alampay also stated that the expectation that children fulfill family
responsibilities and tasks is another recurring motif in Filipino families.
This expectation strengthens the unit's interdependence and upholds the
concept of "utang na loob"–that is, acknowledging and reciprocating
parents’ care and sacrifices.
Moreover, many academics believe that socioeconomic status is the

most important and fundamental factor influencing academic
achievement. Researchers discovered that socioeconomic status, parental
involvement, and family size were discovered to be particularly important
family factors. Families with a high socioeconomic status are often more
successful in preparing their young children for school because they
have access to a wide range of resources to promote and support the
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development of young children. They are able to provide high-quality

care, amenities, and facilities for their young children. In the study of
Bernardo (2009) regarding "Academic Socialization by Socioeconomic
Group", students from the middle socioeconomic class group were more
likely to feel guilty about their parents' efforts than their upper
socioeconomic counterparts, maybe because the latter did not think that
their parents were making a significant sacrifice to send them to school.
According to the study of Jabar et al. (2020), parental involvement

is essential for children to have successful educational achievements.
However, the degree of parental participation varies depending on the
interaction of personal, familial, and societal factors. Based on this
premise, the objective of this paper is to examine how various
socioeconomic factors, such as monthly income, subjective assessments
of living conditions, weekly expenditures for children's education, and
participation in the Conditional Cash Transfer (CCT) Program or the
Pantawid Pamilyang Pilipino Program (4Ps), affect parental involvement. It
examines both parental participation at home and in the classroom
separately because they each require particular nuanced approaches.
This study was based on a survey of 1,638 parents from 29 public
elementary and high schools in six specifically chosen
municipalities/cities in the Philippines, the majority of whom were living
in poverty. There are four key conclusions from the poll. First, parental
participation in the home was often greater or lesser than that in the
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classroom. Second, parents in the group with comparatively higher

incomes demonstrated parental participation in both the home and the
classroom. However, when the topic of judgment of parents about their
living situations was taken into account, a different picture emerged.
Parents' participation at home and in school was higher among those
who felt they were extremely poor than among those who thought they
were in a better financial situation. Third, compared to parents who were
not CCT members, CCT members' involvement in their children's
education was comparatively higher. Fourth, regression analysis
pinpoints CCT membership as a parental engagement predictor. This
study finds that financial support through employment or the CCT
program may make it easier for parents to be involved in their kids'
education, particularly for those who come from families that generate
relatively high incomes and for those who come from low-income
families. This essay suggests further research into how parental
participation among parents who are poor is affected by wealth
inequality. The majority of studies examine differences in parental
participation across economic levels. However, there are differences in
parental participation levels even within a given income bracket. It would
be intriguing to learn whether differences in intra-group income can
account for and forecast changes in parental participation among
families in the lowest income quintile of the population.
On College Courses
Page | 48
Foreign
As supported by the aforementioned literature and studies,
socioeconomic status (SES) proved to possess factors that socioeconomic
status (SES) influences which directly or indirectly impacts an
individual’s pursuit of college courses. A particular example of how
socioeconomic status (SES) indirectly influences some factors that affects
the decision-making process of matriculation students is its impact
towards institutions that are integrated. A particular research study
conducted by Álvarez-Rivadulla (2022) delved deeper into how
socioeconomic status, or more appropriately as social class, impacts
integrated institutions and decision-making of students on whether they
should enroll in the said institutions. Álvarez-Rivadulla utilized a mixed
methodology in conducting his research study, as well as a social
network approach in order to properly analyze the general integration
and dissemination of students under a low socioeconomic status (SES),
as well as on how they are divided in class. Using surveys and in-depth
interviews for 61 respondents, Álvarez-Rivadulla concluded that students
under a low socioeconomic status (SES) possessed the same number of
connections they previously had in their high school days, and were not
isolated from social interactions between them and people of higher
social standing. Moreover, students under a low socioeconomic status
(SES) were not that segregated, even if the probability of them achieving
a working relationship towards people of high socioeconomic status
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(SES) were less unlikely. Moreover, his study uncovered that students
under a low socioeconomic status (SES) tend to pick courses that
students of low socioeconomic standing choose. Additionally, students
under a low socioeconomic status (SES) tend to avoid courses that people
from higher social standing choose, but still maintain their relationship
to a working level. Álvarez-Rivadulla’s study therefore concluded that
students under a low socioeconomic status (SES) tend to work more in
building relationships in an integrated institution, and students under
the middle class serves as the catalyst that enables the concept of
cross-class friendship to occur. Socioeconomic status not only directly
affects an individual’s pursuit of college courses, but also indirectly
influences it through the manipulation of another factor, which, in this
case, is the social standing of a student under a higher educational
institution. The thought of building relationships between people of
different economic classes, as well as their peers of the same social
standing, may indirectly influence the choice of students on what course
they are going to choose.
A study conducted by Kurlaender (2006) also delved deeper into
the different factors that affect Latino individual’s selection of college
institutions. Kurlaender focused on understanding the differential rates
of community college entry; (1) the socioeconomic status (SES), (2) degree
intention, (3) preceding academic attainments and preparation, and (4)
distinction between state postsecondary structures. Kurlaender stated
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that socioeconomic status (SES) is a factor affecting the college choice of

a Latino individual because they tend to be financially disadvantaged.
Due to that reason, Latino individuals tend to attend college institutions
and follow certain college courses that come with low costs and are near
their schedules around work and commitment to their families.
Kurlaender then concluded on his study that even if we control the
various factors that affect college choice and pursuit of college course,
the individuals still choose to enter low cost colleges and enter courses
that are under a low monetary requirement, therefore justifying one of
their hypotheses that socioeconomic status (SES) do have an effect
towards an individual's pursuit of higher education.
A study conducted by Meyer et al. (2021) deduced that in order to
achieve the best person-environment fit, high school students and those
who assist them in the decision-making process must consider the
complicated interplay between student-level and institution-level
elements. Ten academically gifted high school students who were
committed to attending college took part in semistructured interviews
where they ranked and described the factors that they took into account
while choosing their colleges. Six topics that participants in this
qualitative study discovered are described. These academically gifted
teenagers' college-going identities were influenced by peer pressure to
enroll at an extremely selective institution, social comparisons, and early
career exploration chances. These academically gifted high school seniors
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also valued flexible learning alternatives, questioned the relationship

between quality, cost, and prestige, and looked for opportunities for
immersion in a field when evaluating institutional characteristics.
According to the research findings of Shumba and Naong (2012),
an individual’s family is a significant factor in determining children's
career choice, the ability of the learner to identify his preferred career
choice, and teachers influence their learners' career choice. These
findings are consistent with the findings of other studies that examined
the influences of each parent on the career choices of their sons or
daughters and discovered that mothers do possess a significant influence
on their children's career decisions and aspirations than the children’s
patriarch. According to Rababah (2016), family members and peers have
an impact on the students' performance. Moreover, Ibrahim’s study
(2017) found that because families frequently supported their members
financially, they had the greatest influence on students' decisions to
pursue careers in medical laboratory science. According to the study
conducted by Eremie and Okwulehie (2018), secondary school students'
professional decisions may be influenced by environmental, opportunity,
and personality factors. Moreover, (1) family, (2) socioeconomic status,
and (3) peer groups were found to have a significant impact on students'
career decisions in terms of environmental factors, while opportunity
factors like education and mentorship and personality traits like the
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students' interests, values, and aptitudes were found to have an impact

as well.
Local
A research study conducted by Firmalino et al. (2020), concluded

that in today’s generation, a myriad of students are still ambivalent in
choosing what college courses they will pursue, mainly senior high
school (SHS) students. The process of choosing a college course is one of
the most significant decisions an individual will make in their entire life.
A great number of students are still uncertain about choosing the right
college course that they will pursue in college. The researchers of the
said study utilized a qualitative methodology and descriptive designs in
order to analyze and interpret the data gathered for the study. Utilizing a
survey questionnaire, the study’s results showed that the factors that
affect the students’ decision in choosing their college course included
academic performance, parents’ decision, financial aspect, skills, and
geographical location. Moreover, students must be aware of their
strengths and weaknesses in order to know what course they will take
up in college. The parents of the said students should also support and
guide their children in choosing the right college courses for them. This
study explains how some senior high school students (SHS) hesitate to
choose which college courses to engage in. It links to our research study
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since some students with low socioeconomic level struggle to determine

the courses that are suitable for their situation.
Moreover, the study conducted by Pascual (2014), ascertained that

there are different factors that affect students’ choice of course in college.
One of such factors mentioned in Pascual’s study is family related
factors. Students cope by following their parents’ advice, and they also
have to cope with the expectation of financially supporting the family
upon completion of their education. Studies from various Asian nations
demonstrate that parents influence their children's decision-making
about the courses they enroll in. A different study discovered that
parental participation affects Hmong / Mong adolescents' decisions about
their schooling and careers. Parents are also considered to play a
significant role in influencing the college selections of their accomplished
kids. The research discussed are pertinent to the current study because
they emphasize the significance of consulting parents for guidance and
authorization when selecting a course in college.
One of the key elements affecting Filipino students' job decisions is

respect for their families. It is acknowledged that it may not be suitable
to express likings out of loyalty and respect; rather, one may change
one's interests in order to ensure peace. Filipino youngsters aspire to do
well for the family out of respect, listen to their parents when it comes to
choosing a career or college degree, and finally make sacrifices for the
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family. It is claimed that parents typically support jobs that are minimal
but offer a reliable source of money due to practical considerations.
As ascertained by the research study conducted by Ramirez and

Dizon (2014), graduating students from senior high schools (SHS) may
not have a proper and finalized decision on what college they should
attend, as well as what degree program they should take. The purpose of
this study was to determine how interested students were in taking
college courses. To encourage students to seek college-level curriculum
and meet the challenges of more difficult courses. Some of the students
simply trusted their friends, previous teachers, and other trusted people
while making their decisions. Others might have been affected by their
environment, culture, and surroundings, as well as by their family and
friends. Most of us are aware that COVID-19 has had a significant effect
on society, particularly for individuals with low socioeconomic status.
The students’ academic performance is also impacted by this, and it also
affects their desired college courses. Due to their experience, challenges
with their personal lives, or financial issues, students’ interests in the
courses they want to take may occasionally change. High
socioeconomic-level individuals are better equipped or capable of
enrolling in college courses without concern for costs. People with low
socioeconomic status, on the other hand, were forced to select the
practical course that best suits their family's financial situation.
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Moreover, De Mesa (2012) stated that students must pour more

effort towards their studies and comply with all of the requirements each
course possesses in order to test their determination and enthusiasm. A
college degree is very important for us in this generation because a lot of
companies do not accept someone without a college diploma or degree.
Additionally, the Philippines opts to have high expectations when it
comes to work requirements. Students need to be aware of how
important it is to have the knowledge (cognitive), skills (psychomotor), and
attitudes (affective) that will be necessary for their future employment.
However, their primary areas of interest and the precise measures they
followed to become adept and knowledgeable in a certain course or
lesson go beyond just accomplishing those objectives at the end of their
college careers (Laguador, 2013).
As argued by Cruz’s and Ramirez’s research study (2016), because

of the time and effort that goes into getting a graduate degree, there are
still other faculty members who are hesitant and think twice about
enrolling in graduate school despite the perks of earning a master’s or
doctoral degree, and if they ever start, they fail to finish it. One of the
reasons why students are hesitant about pursuing their desired course is
that they think of the financial capacity of their family; on whether they
should use their family’s money for their tuition, or other things that
they need for their studies that can be used for their family’s needs. As a
result, the students are forced to stop their studies, and become
Page | 56
obligated to work in order to help their families’ financial assets. Each of

us has our own stories to narrate about graduate studies. “Okay na ako
sa ganitong posisyon”, “May ambisyon ang magtapos.”, “Gusto ko man, di
naman kaya ng budget.”, “Ang tagal naman bago mo pakinabangan yang
tinapos mo.”, “Mas maigi naman yung tapos, may assurance, malay mo.”;
such phrases clearly depict that students are struggling with integrating
their coursework and keeping up with it because of financial incapacity.
They occasionally experience pressure from both their own and their
family’s expectations, which makes it difficult for them to focus on their
academics and leaves them unsure of what to do.
In light of the aforementioned literature and studies,

socioeconomic status (SES) truly proves to have its detrimental effects
and consequences towards students' pursuit of college courses. The
three main dimensions of socioeconomic status (SES)—namely, the
family income, parents' occupation, and their education, proves to have its
own effects towards individuals' endeavors upon their chosen college
course. Additionally, previous research justifies that other factors that
affect the socioeconomic status (SES) of an individual also proves to
possess an impact towards their perception of education, as well as its
influence on the decision-making process of individuals on what college
course they are going to pursue. Socioeconomic status (SES) proved to
have its own consequences—may it be minimal or by a great margin, it
Page | 57
undeniably shapes an individual's path towards the success of their

future endeavors.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents an accurate explanation of the methodology

utilized by the researchers in order for the research study to flow
accordingly. Moreover, the chapter explains how the data and
information necessary for the research study to achieve its objectives are
collected, analyzed, and presented. This chapter aims to introduce the
Research Design, the Locale of the Study, the Respondents of the Study,
the Data Gathering Instrument, the Data Gathering Procedure, and the
Statistical Treatment of Data.
Research Design
The researchers utilized a descriptive-correlational quantitative

research design to derive the Consequences of Socioeconomic Status on
the Pursuit of College Courses of STEM Students at PHINMA - University
of Pangasinan. In consonance with the arguments of Sousa, Driessnack,
and Costa Mendes (2007), a descriptive-correlational research design aims
to ascertain and describe the variables concerned with the research
study, as well as to describe the naturally-occurring relationship between
and among the variables. A descriptive-correlational research design is,
as known by many researchers, a rough amalgam of both descriptive and
correlational research designs. A descriptive research design is one that
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seeks data in order to methodically characterize a phenomena,

circumstance, or population. More particularly, it assists in providing
answers to the research problem of what, when, where, and how
questions rather than its whys. The descriptive approach of research
allows for the investigation of the target variables using a wide range of
research techniques. Although occasionally qualitative data is employed
for descriptive purposes, it primarily uses quantitative data. It is
significant to emphasize that the researcher does not control or change
any factors when using the descriptive technique of research, in contrast
to experimental research, as the variables are just named, observed, and
measured in its place. On the other hand, a correlational research design
is a non-experimental research technique that examines the relationship
between two variables using statistical analysis. Correlational research
designs do not examine the effects of irrelevant factors on the variables
under investigation. To evaluate quantitative data and see whether there
are any patterns, trends, or insights between consumer behavior and
market variables like advertisements, discounts, and product discounts,
correlational studies are often carried out in the context of market
research (Sumit, 2021).
The research study focuses on the effects of socioeconomic status

on Grade 12 STEM-ACAD students' pursuit of college courses. The
researchers employed a descriptive-correlational research methodology as
it is well-suited to analyze the study and its gathered data, primarily for
Page | 60
the question of cause and effect of the variables. Additionally, it is

appropriate for the study because it allows the researchers to investigate
the data without changing the variables, and it helps to determine the
statistics or analytics of the investigation. It is to observe the results, or
the general consensus or opinions, of those who take part in the study's
provided questionnaires. It is significant since it will provide the
researchers with information about the viewpoints of the particular
respondents they have selected.
Locale of the Study
The study was conducted at PHINMA-University of Pangasinan.

The PHINMA-University of Pangasinan, also known as UPANG, is a
private and non-sectarian university located at Arellano Street,
Downtown District, Dagupan City, 2400 Pangasinan, Philippines. The
researchers chose PHINMA-University of Pangasinan as the place to
conduct the study since it will provide the researchers with the necessary
information about the Consequences of Socioeconomic Status on the
Pursuit of College Courses of STEM-ACAD Students. Moreover, the
respondents of the study conducted are enrolled under the said
educational institution. The study was conducted during the First
Semester of the Academic Year 2022 - 2023.
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Respondents of the Study
In order to ascertain the Consequences of Socioeconomic Status

towards the Pursuit of College Courses of the Grade 12 STEM-ACAD
students, the researchers chose fifty (50) students to act as the
respondents of the study. The respondents of the study were chosen
specifically from sections STEM12-01, STEM12-02, STEM12-07,
STEM12-12, and STEM12-13, who are enrolled under the Senior High
School STEM (Science, Technology, Engineering, and Mathematics) strand
of PHINMA-University of Pangasinan, with discrete socioeconomic
backgrounds (i.e., unemployed, limited resources, family, lack of
financial support, etc.), to serve as respondents. Furthermore, the
respondents of the said study were chosen through Convenience
Sampling. Convenience Sampling is a common form of sampling that is
popular because it is less expensive, takes less time than other sampling
methods, and is simpler (Stratton, 2021). The researchers deemed the
chosen respondents to be the ones who were knowledgeable enough to
answer the problems posed in the present study. Moreover, to obtain the
necessary data for the research's benefit amidst the epidemic, the
researchers opted to gather data through online means in order to
assure the safety of both the respondents and the researchers of the
study.
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Data Gathering Instrument
In order to gather the necessary data to achieve the purpose and

conclusions of the research study, the instrument used by the
researchers was a close-ended online survey questionnaire. A survey
questionnaire is a data-gathering medium where it aims to provide and
give respondents a predetermined number of options from which to
choose an answer using online Google forms. The aforementioned data
gathering instrument has a question stem and a number of answer
choices. As a result, it is appropriate for quantitative research because it
makes it possible to get statistical information from our respondents.
Due to the epidemic, the survey questionnaire was created using Google
forms, and was disseminated across various respective sections through
the Messenger app.
The survey sought to ascertain the consequences of socioeconomic

status towards the pursuit of college courses of an individual. The
questions within the survey consisted of different statements with focus
on the different dimensions of socioeconomic status, as well as certain
arguments on whether such dimensions affected their pursuit of their
educational endeavors in the tertiary level, as well as their perception
towards education. Furthermore, a segment of the questionnaire
attempted to interview the respondents about their personal experiences
with regards to specific dimensions of socioeconomic status—on whether
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they classify under a low, middle, or high socioeconomic status, and how
it affected them, which the respondents had the freedom to decline to
answer.
The survey questionnaire was then distributed and answered by

the chosen respondents from the population of Grade 12 STEM-ACAD
students from PHINMA-University of Pangasinan.
With respect to the R.A. 10173, or Data Privacy Act of 2012, the
respondents' identities were kept confidential, and were used only for the
benefit of the study, and in no means the confidential information
gathered will be abused, distributed, or disseminated across the
presence of the public.
Data Gathering Procedure
Prior to the conduct of the research study, the researchers

managed to come up with the research study's title under supervision of
the research adviser—Mr. Nelmark Soy Frianeza.
The conclusion of the study was further collected using survey

questionnaires created from a software known as Google forms, which
were also used as the gathering instrument for the study, in order for the
researchers to acquire significant data for the study. The initial stage was
requesting permission for the researchers to conduct the research from
the principal, Mr. Jessie Ian DR. Paragas Jr. Next, the respondents, who
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were the Grade 12 STEM-ACAD students, were asked for their

permission to take part in the questionnaire. The respondents were then
chosen from the sections STEM12-01, STEM12-02, STEM12-07,
STEM12-12, and STEM12-13, with permission, and a minimum of fifty
(50) respondents will be required to collect necessary data. Once the
researchers were granted permission, they may begin collecting
additional data and answers for their specific study. The data and
information secured from the survey questionnaires were then organized
and tabulated for data analysis and data interpretation.
Statistical Treatment of Data
The researchers conducted a study in order to ascertain the

Consequences of Socioeconomic Status towards the Pursuit of College
Courses of Grade 12 Students of PHINMA-University of Pangasinan A.Y.
2022-2023. The data collected by the researchers were thoroughly
examined, carefully calculated, and evaluated using statistical
techniques.
In order to analyze the gathered data with accuracy, the

researchers have used Frequency Count and Percentage Distribution
statistics to identify the accumulated data from the profile of the
respondents. As frequency and percentage statistics should be used to
represent most personal information variables, the said statistic has
focused on answering specific research problem 1, which focuses on the
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demographic profile of the respondents. The said statistic was computed

using the formula:
% = F/N (100)
where:
% - percentage
N – total number of results
F – frequency
Furthermore, the researchers then utilized the Average of Weighted
Mean statistic in order to successfully tabulate the data and answer
specific research problems 2 and 3. The researchers were then able to
deduce the specific number of respondents who responded with
congeniality (agree) or cantankerousness (disagree) towards a specific
statement in the said questionnaire. The Average of Weighted Mean was
computed using the formula:
where:
AWM - Average of Weighted Mean
n - number of terms to be averaged
w - allocated weight value
í
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x - observed data values

í
∑ - summation or sum
The researchers have applied a 5-point hedonic scale in order to
assess the weighted mean. The hedonic scale interpreted how the
respondents perceived a specific statement; on whether they agree or
disagree to the statements within a certain degree of measurement.
Figure 2.A. Hedonic Scale
SCALE RANGE DESCRIPTIVE EQUIVALENT

5 4.50 - 5.00 Strongly Agree
4 3.50 - 4.49 Agree
3 2.50 - 3.49 Neutral
2 1.50 - 2.49 Disagree
1 1.00 - 1.49 Strongly Disagree
To test the hypothesis deduced by the researchers, the Pearson

Correlation statistic was applied in order to understand the relationship
between the two variables of the said study. As Pearson's correlation
focuses on analyzing the relationship between two variables, the
aforementioned statistic focused on answering specific research problem
4, which focuses on determining the correlation between consequences of
socioeconomic status towards the pursuit of the students' desired college
courses. The said statistic was computed using the formula:
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𝑁∑𝑥𝑦−(∑𝑥)(∑𝑦)
𝑟 = [ √([𝑁∑𝑥2−(∑𝑥)2][𝑁 ∑ 𝑦2−(∑𝑦)2) ]
N = Number of pairs of scores

∑ 𝑥𝑦 = Sum of the products of paired scores
∑ 𝑥 = Sum of x scores
∑ 𝑦 = Sum of y scores
∑ 𝑥 = Sum of squared x scores
2
∑ 𝑦 = Sum of squared y scores

2
Figure 2.B. Range of Correlation with Corresponding Descriptive

Equivalent
Pearson’s Correlation
Coefficient (r) Description
±1.00+ Perfect correlation
±0.91 - ±0.99 Very high positive (negative)
correlation
±0.71 - ±0.90 High positive (negative) correlation
±0.51 - ±0.70 Moderately positive (negative)
correlation
±0.31 - ±0.50 Low positive (negative) correlation
±0.01 - ±0.30 Negligible positive (negative)
correlation
0.00 No correlation
Page | 68
CHAPTER IV
PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF
FINDINGS
This chapter presents the results of the research study, as well as
the presentation and analysis of data, followed by the interpretation
which answers the research questions of the research study. Moreover,
this chapter presents the statistical analysis and tables which were used
to summarize the data collected through the distribution of the survey
questionnaires among the chosen respondents of our research study.
PROFILE OF THE RESPONDENTS

This section of the chapter presents the profile of the fifty (50) from
the sections of STEM12-01, STEM12-02, STEM12-07, STEM12-12, and
STEM12-13, in terms of their age and sex. The formula of Frequency
Count and Percentage Distribution stated in the previous chapter of our
research study was utilized to tabulate the data gathered here.
Table 1.0
Frequency and Percentage Distribution of the Profile of the
Respondents in terms of Sex and Age
(n= 50)
A. Sex Frequency (F) Percentage (%)
Male 29 58%
Female 21 42%
Total 50 100%
Page | 69
B. Age Frequency (F) Percentage (%)

15 years old and under 0 0%
16 years old 5 10%
17 years old 38 76%
18 years old and above 7 14%
Total 50 100%
Sex. The first part of the Table 1.0 shows the Frequency and
Percentage Distribution of the Profile of the Respondents in terms of Sex.
It shows that in the total of 50 responses, 58% of respondents are Male
while there are a total of 42% responses from Female respondents.
Age. The second part of Table 1.0 represents the Frequency and
Percentage Distribution of the Profile of the Respondents in terms of Age.
It shows that in the total of 50 responses, 0% of the respondents are 15
years old and under. A total of 10% are 16 years old, with most of the
respondents are 17 years old with a 76% in total. Lastly, 14% of the
respondents are 18 years old and above.
MEASURE OF SOCIOECONOMIC STATUS

This section of the chapter presents the data gathered from the
survey questionnaire that will be used in order to tabulate and conclude
the average socioeconomic status of the respondents. The formula of
Frequency Count and Percentage Distribution stated in the previous
Page | 70
chapter of our research study was also utilized to tabulate the data
gathered here.
Table 2.0
Frequency and Percentage Distribution of the Monthly Family
Income of the Respondents
(n=50)
Monthly Family Income Frequency (F) Percentage (%)
Below Php 11,000 10 20%
Php 11,000 to Php 22,000 16 32%
Php 22,000 to Php 43,000 14 28%
Php 43,000 to Php 77,000 4 8%
Above Php 77,000 6 12%
Total 50 100%
The table above presents the Frequency and Percentage
Distribution of the Monthly Family Income of the Respondents. The table
shows that ten (10) respondents possessed a family income Below Php
11,000, making up 20% of the respondents’ population. Sixteen (16) of
the respondents showed that their monthly family income amounts
between Php 11,000 to Php 22,000, making up 32% of the
respondents’ population. Moreover, fourteen (14) respondents stated that
their monthly family income amounts between Php 22,000 to Php
43,000, making up 28% of the respondents’ population. Finally, four (4)
respondents stated that their monthly family income amounts between
Php 43,000 to Php 77,000, making up 8% of the respondents’
Page | 71
population, and a frequency of six (6) respondents stated that their

monthly family income amounts Above Php 77,000, therefore making
up 12% of the respondents’ population.
Table 3.0
Frequency and Percentage Distribution of the Highest Educational
Attainment of the Fathers of the Respondents
(n=50)
Educational Attainments Frequency Percentage
(F) (%)
No schooling completed, or less than 1 0 0%
year
Nursery, kindergarten, and elementary 0 0%
(grades 1-6)
High school (grades 7-12, no degree) 1 2%
High school graduate (or equivalent) 11 22%
Some college (1-4 years, no degree) 16 32%
Associate's degree (including 9 18%
occupational or academic degrees)
Bachelor's degree 10 20%
Master's degree 3 6%
Total 50 100%
The table above showcases the Frequency and Percentage
Distribution of the Highest Educational Attainment of the Fathers of the
Respondents. According to the table, there were zero (0) respondents
whose fathers accomplished a highest educational attainment of both No
schooling completed, or less than 1 year and Nursery, kindergarten,
Page | 72
and elementary (grades 1-6), both of which amounts to 0% of the

respondents’ population. Moving forward, one (1) respondent has a father
whose highest educational attainment was High school (grades 7-12, no
degree), which amounts to only 2% of the respondents’ population.
Moreover, about eleven (11) respondents stated that their fathers
possessed a highest educational attainment of High school graduate (or
equivalent), which amounts to 22% of the respondents’ population;
sixteen (16) respondents stated that their fathers possessed a highest
educational attainment of Some college (1-4 years, no degree), which
amounts to 32% percent of the respondents’ population; nine (9)
respondents have fathers whose highest educational attainment was
Associate's degree (including occupational or academic degrees),
which amounts to 18% of the respondents’ population; ten (10)
respondents have fathers whose highest educational attainment was
Bachelor's degree, amounting to 20% of the respondents’ population;
and only three (3) respondents have fathers whose highest educational
attainment was Master's degree, amounting to around 6% of the
respondents’ population.
In conclusion, most of the fathers of the respondents possessed
educational attainments ranging from finishing high school, to having
and completing a Master’s degree.
Page | 73
Table 4.0
Frequency and Percentage Distribution of the Highest Educational
Attainment of the Mothers of the Respondents
(n=50)
Educational Attainments Frequency Percentage
(F) (%)
No schooling completed, or less than 1 0 0%
year
Nursery, kindergarten, and elementary 0 0%
(grades 1-6)
High school (grades 7-12, no degree) 6 12%
High school graduate (or equivalent) 6 12%
Some college (1-4 years, no degree) 16 32%
Associate's degree (including 7 14%
occupational or academic degrees)
Bachelor's degree 11 22%
Master's degree 4 8%
Total 50 100%
Distribution of the Highest Educational Attainment of the Mothers of the
Respondents. According to the table, there were zero (0) respondents
whose mothers accomplished a highest educational attainment of both
No schooling completed, or less than 1 year and Nursery,
kindergarten, and elementary (grades 1-6), both of which amounts to
0% of the respondents’ population. Moving forward, six (6) respondents
have mothers whose highest educational attainment was High school
Page | 74
(grades 7-12, no degree), amounting to around 12% percent of the

respondents’ population, and another six (6) respondents have mothers
whose highest educational attainment was High school graduate (or
equivalent), which also amounts to around 12% of the respondents’
population. Most of the respondents’ mothers possessed a highest
educational attainment of Some college (1-4 years, no degree), which
amounts to sixteen (16) of the respondents, making up around 32% of
the respondents’ population. Moreover, there were seven (7) respondents
whose mothers possessed a highest educational attainment of
Associate's degree (including occupational or academic degrees),
amounting to 14% of the respondents’ population; eleven (11)
respondents whose mothers possessed a highest educational attainment
of Bachelor's degree, amounting to 22% of the respondents’ population;
and four (4) respondents whose mothers possessed a highest educational
attainment of Master's degree, which amounts to around 8% of the
respondents’ population.
In conclusion, most of the mothers of the respondents possessed
educational attainments ranging from finishing high school, to having
and completing a Master’s degree.
Page | 75
Table 5.0
Frequency and Percentage Distribution of the Occupation of the
Fathers of the Respondents
(n=50)
Parent’s Occupation Frequency Percentage
(F) (%)
Managerial and Professional Specialty 15 30%
Occupations
Technical, Sales, and Administrative 0 0%
Support Occupations
Service Occupations 10 20%
Farming, Forest, and Fishing 2 4%
Occupations
Precision Production, Craft, and 0 0%
Repair Occupations
Operators, Fabricators, and Laborers 11 22%
Unemployed 12 24%
Total 50 100%
Distribution of the Occupation of the Fathers of the Respondents. In
order to properly organize the data gathered from the occupation of the
parents of the respondents, the occupation was organized through seven
(7) categories. The table presents that most of the respondents’ fathers
have occupations falling into the Managerial and Professional Specialty
Occupations, which amounts to fifteen (15) respondents and makes up
around 30% of the respondents’ population. Moreover, ten (10)
respondents have fathers whose occupations fall within the Service
Page | 76
Occupations category, which amounts to 20% of the respondents’

population; two (2) respondents have fathers whose occupations fall
within the Farming, Forest, and Fishing Occupations category, which
amounts to around 4% of the respondents’ population; eleven (11)
respondents have fathers whose occupations fall to the Operators,
Fabricators, and Laborers, which amounts to 22% of the respondents’
population; twelve (12) respondents have fathers who are Unemployed,
making up 24% of the respondents’ population; and zero (0) respondents
have fathers whose occupations fall within both Technical, Sales, and
Administrative Support Occupations and Precision Production,
Craft, and Repair Occupations, making up 0% of the respondents’
population.
Table 6.0
Frequency and Percentage Distribution of the Occupation of the
Mothers of the Respondents
(n=50)
Parent’s Occupation Frequency Percentage
(F) (%)
Managerial and Professional Specialty 14 28%
Occupations
Technical, Sales, and Administrative 1 2%
Support Occupations
Service Occupations 5 10%
Farming, Forest, and Fishing 0 0%
Occupations
Page | 77
Precision Production, Craft, and 0 0%

Repair Occupations
Operators, Fabricators, and Laborers 1 2%
Unemployed 29 58%
Total 50 100%
Distribution of the Occupation of the Mothers of the Respondents. In
order to properly organize the data gathered from the occupation of the
parents of the respondents, the occupation was organized through seven
(7) categories. The table presents that a number of the respondents’
mothers have occupations falling into the Managerial and Professional
Specialty Occupations, which amounts to fourteen (14) respondents
and makes up around 28% of the respondents’ population. Moreover, one
(1) respondent has a mother whose occupation fall within the Technical,
Sales, and Administrative Support Occupations category, which
amounts to 2% of the respondents’ population; five (5) respondents have
mothers whose occupations fall within the Service Occupations
category, which amounts to around 10% of the respondents’ population;
one (1) respondent has a mother whose occupation fall to the Operators,
Fabricators, and Laborers, which amounts to 2% of the respondents’
population; twenty-nine (29) respondents have mothers who are
Unemployed, making up 58% of the respondents’ population; and zero
(0) respondents have mothers whose occupations fall within both
Page | 78
Farming, Forest, and Fishing Occupations and Precision Production,

Craft, and Repair Occupations, making up 0% of the respondents’
population.
SEVERITY OF THE IMPACT OF RESPONDENTS’ SOCIOECONOMIC

STATUS TOWARDS THEIR CHOICE OF COURSE IN COLLEGE
This section of the chapter presents the severity of the
respondents’ socioeconomic status towards their pursuit of course in
college. In order to determine the data gathered, the respondents rated
the severity based on their own opinion. The formula of Frequency Count
and Percentage Distribution stated in the previous chapter of our
research study was also utilized to tabulate the data gathered here.
Table 7.0
Frequency and Percentage Distribution of the Severity of the Impact
of the Respondents’ Socioeconomic Status towards their choice of
Course in College
(n=50)
Level of Severity Frequency (F) Percentage (%)
Very High 12 24%
High 12 24%
Moderate 22 44%
Low 4 8%
Very Low 0 0%
Total 50 100%
Page | 79
The table above presents the Frequency and Percentage

Distribution of the Severity of the Impact of the Respondents’
Socioeconomic Status towards their choice of Course in College. The
table presents that a total of twelve (12) respondents stated that their
current socioeconomic status has a Very High impact towards their
choice of course in college, while twelve (12) respondents experienced a
High level of severity of the impact of their socioeconomic status towards
their choice of college. The table presented that both Very High and High
levels of severity made up 24% of the respondents’ population. Moreover,
twenty-two (22) respondents showed a Moderate level of severity, four (4)
respondents showed a Low level of severity, while there were zero (0)
respondents stating a Very Low level of severity, becoming the least
number of respondents; all of which making up 44%, 8%, and 0% of the
respondents’ population, respectively.
QUESTIONNAIRE PROPER
This section of the chapter presents the data gathered from the
survey questionnaire answered by the fifty (50) respondents according to
how their socioeconomic status affected both their life and their pursuit
of educational endeavors and preferred college courses in the tertiary
level of education. In order to analyze and interpret the data gathered on
the following parts of the questionnaire proper, the formula of Average
Weighted Mean (AWM) was utilized.
Page | 80
Table 8.0
Socioeconomic Ramifications bought by Family Income
(n=50)
INDICATOR WEIGHTED DESCRIPTIVE TRANSMUTED
STATEMENTS MEAN EQUIVALENT EQUIVALENT
1. I can pursue my 3.53 Agree High
selected college
course with my
family’s income.
0. I find myself 2.3 Disagree Low
spending my parent’s
money towards luxury
and entertainment.
0. I have enough 2.92 Neutral Neutral
money saved up to pay
for my educational fees.
0. I can afford to buy 3.42 Neutral Neutral
devices (e.g., laptops,
cellphones, etc.) with my
family’s income.
0. I can cover my 3.64 Agree High
essential expenses with
my parent’s money.
AVERAGE WEIGHTED 3.16 Neutral Neutral
MEAN
As table 8.0 illustrates, in Socioeconomic Ramifications bought by

Family Income, the data computed a transmuted equivalent of Neutral
and a descriptive equivalent of Neutral with an average weighted mean of
3.16 as the data collected with their respective weighted mean,
descriptive equivalent, and transmuted equivalent: I can pursue my
selected college courses with my family's income, 3.52, Agree, High. I find
Page | 81
myself spending my parent's money towards luxury and entertainment,

2.30, Disagree, Low. I have enough money saved up to pay for my
education fees, 2.92, Neutral, Neutral. I can afford to buy devices (e.g.,
laptops, cellphones, etc.) with my family's income, 3.42, Neutral, Neutral.
I can cover my essential expenses with my parent's money, 3.64, Agree,
High.
In conclusion, there are consequences of a family's income on our
socioeconomic status depending on what it can provide us in our living
since it is a basis for whether a family is in good or worst socioeconomic
status as the table shows that the transmuted equivalent is Neutral.
Table 9.0
Impacts of Parent's Educational Attainment on Student’s
Educational Endeavors
(n=50)
Indicator Statements Weighted Descriptive Transmute
Mean Equivalent d
Equivalent
1. I consider the opinion of
my parents towards the 3.70 Agree High
college course I want to
pursue.
2. I am pressured by the
educational achievements 2.88 Neutral Neutral
my parents have.
3. I am often given advice by
my parents on what courses
and programs I must 3.82 Agree High
undertake for my future
endeavors.
Page | 82
4. I find myself being

interested in courses that 2.52 Neutral Low
are similar to what my
parents pursued.
5. I find myself constantly
pressured by my parents to 2.88 Neutral Neutral
enroll in a college course
that I dislike.
AVERAGE WEIGHTED 3.16 Neutral High
MEAN
As shown in table 9.0, the transmuted description of the impacts
of parents’ educational attainment on students’ educational endeavors
was High, with a descriptive equivalent of Neutral and 3.16 average
weighted mean as collected by the following indicator statements with
their respective weighted mean, descriptive equivalent, and transmuted
description: I consider the opinion of my parents towards the college
course I want to pursue, 3.7, Agree, High; I am pressured by the
educational achievements my parents have, 2.88, Neutral, Neutral; I am
often given advice by my parents on what courses and programs I must
undertake for my future endeavors, 3.82, Agree, High; I find myself being
interested in courses that are similar to what my parents pursued, 2.52,
Neutral, Low; I find myself constantly pressured by my parents to enroll in
a college course that I dislike, 2.88, Neutral, Neutral.
Just like other indicator statements, the Impact of Parents’
Educational Attainment on Students’ Educational Endeavors garnered a
Page | 83
transmuted description of high. Simply said, parents’ educational

attainment affects the educational endeavors of the respondents.
Table 10.0
Influences of Parents’ Occupation towards the Educational Needs of
Students
(n=50)
INDICATOR WEIGHTED DESCRIPTIVE TRANSMUTED
STATEMENTS MEAN EQUIVALENT EQUIVALENT
1. I can choose my 3.14 Neutral Neutral
preferred college course
without taking into
consideration the
occupations my parents
have.
0. I am confident that 3.52 Agree High
my parent's occupations
can provide monetary
stability in my
educational endeavors.
0. I live in safety and 3.94 Agree High
comfort because of my
parent's occupations.
0. I find myself being 2.70 Disagree Low
interested in pursuing
one of/both of my
parent's occupations.
0. I am able to gain 3.58 Agree High
profound knowledge
concerning the
occupations my parents
have.
AVERAGE WEIGHTED 3.38 Neutral Neutral
MEAN
Page | 84
As shown on the table 10.0, the transmuted description of the

Influences of Parents’ Occupation towards the Educational Needs of
Students was Neutral with a descriptive equivalent of Neutral and 3.38
average weighted mean as collected by the following indicator statements
with their respective weighted mean, descriptive equivalent, and
transmuted description: I can choose my preferred college course without
taking into consideration the occupations my parents have, 3.14, Neutral,
Neutral; I am confident that my parent's occupations can provide
monetary stability in my educational endeavors, 3.52, Agree, High; I live
in safety and comfort because of my parent's occupations, 3.94, Agree,
High; I find myself being interested in pursuing one of/both of my parent's
occupations, 2.7, Disagree, Low; I am able to gain profound knowledge
concerning the occupations my parents have, 3.58, Agree, High.
Just like all the indicator-statements, The Influences of Parents’
Occupation towards the Educational Needs of Students gathered an
unbiased transmuted description. To express, An unbiased account of
the effects of parents' occupations on students' educational needs was
acquired.
SIGNIFICANT IMPACT OF THE CONSEQUENCES OF

SOCIOECONOMIC STATUS TOWARDS THE PURSUIT OF COLLEGE
COURSES OF THE RESPONDENTS
The table indicated below shows the correlation between the
Consequences of Socioeconomic Status towards the Pursuit of College
Page | 85
Courses of the respondents. The statistical treatment used to analyze the

gathered data was Pearson’s Correlation Coefficient. In order to know
whether to accept or reject the null hypothesis, the researchers solved for
the value of r.
Table 11.0
Correlation between the Consequences of Socioeconomic Status and
the Pursuit of College Courses of the Respondents
(n=50)
Pearson’s Correlation Coefficient
Socioeconomic Pursuit of College

Respondent Status and Its and Educational XY X2 Y2 Computed
s Dimensions (X) Endeavors of r-value
Students (Y)
1-50 166 182 60 55 70 0.15808

6 9 6
Table 11.0 presents the variables used in finding and computing

for the Pearson’s correlation value of r. As shown on the table above, the
computed value for Pearson-r is 0.15808, or 0.16. This means that there
is a non-significant small positive correlation between the Consequences
of Socioeconomic Status and Its Dimensions and the Pursuit of
College and Educational Endeavors of Students; therefore, the
researchers have rejected the null hypothesis. Although technically a
positive correlation, the relationship between the two variables is weak.
Page | 86
In conclusion, there is a small, but significant relationship between

the Consequences of Socioeconomic Status and the Pursuit of College
Courses of STEM students at PHINMA - University of Pangasinan.
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions based
on findings of the research study, and recommendations drawn from the
conclusions. For proper organization of data, the findings of the study
were ordered according to the sub-problems stated in the first chapter.
SUMMARY
The study aimed to ascertain the Consequences of Socioeconomic
Status towards the Pursuit of College Courses of Grade 12 STEM-ACADS
students from A1-12STEM-01, A1-12STEM-02, A1-12STEM-07,
A1-12STEM-12, and A1-12STEM-13. The data gathering instrument
utilized in this study is a survey questionnaire, disseminated through the
Messenger App. Moreover, the researchers used a checklist and rating
measurement scale in order to gain the most suitable data for the study.
In order to analyze the data gathered from the survey questionnaire, the
researchers used Frequency Count and Percentage Distribution, Average
Weighted Mean (AWM), and Pearson’s Correlation for hypothesis testing.
Summary of Findings
The following are the findings of the study:
Page | 87
1. On the Profile of the Respondents

a. Sex. Of the fifty (50) respondents, twenty-nine (29) of them were
male, and twenty-one (21) of them were female.
b. Age. Of the fifty (50) respondents, none of them were 15 years
old and below; five (5) of them were 16 years old, thirty-eight (38) of
them were 17 years old, and seven (7) of them were 18 years old
and above.
2. On Measure of Socioeconomic Status
a. Monthly Family Income. From the fifty (50) respondents of the
study, ten (10) of them possess a monthly family income Below 11,000,
sixteen (16) of them are between Php 11,000 to Php 22,000, fourteen
(14) of them are between Php 22,000 to Php 43,000, four (4) of them
are between Php 43,000 to Php 77,000, and six (6) of them possess a
monthly family income Above Php 77,000.
b. Parents’ Highest Educational Attainment
I. Fathers. From the fifty (50) respondents of the study, none of them
have fathers who have accomplished under No schooling
completed, or less than 1 year and Nursery, kindergarten, and
elementary (grades 1-6). One (1) of the respondents has a father
who has attained High school (grades 7-12, no degree), eleven
(11) of the respondents have fathers who have attained High
school graduate (or equivalent), sixteen (16) of the respondents’
fathers have attained Some college (1-4 years, no degree), nine
Page | 88
(9) of the respondents’ fathers have attained an Associate's degree

(including occupational or academic degrees), ten (10) of the
respondents’ fathers have attained a Bachelor's degree, and three
(3) of the respondents’ fathers have attained a Master's degree.
II. Mothers. From the fifty (50) respondents of the study, none of
them have mothers who have accomplished under No schooling
completed, or less than 1 year and Nursery, kindergarten, and
elementary (grades 1-6). Six (6) of the respondents’ mothers have
attained High school (grades 7-12, no degree), another six (6) of
the respondents’ mothers have attained High school graduate (or
equivalent), sixteen (16) of the respondents’ mothers have attained
Some college (1-4 years, no degree), seven (7) of the respondents’
mothers have attained an Associate's degree (including
occupational or academic degrees), eleven (11) of the
respondents’ mothers have attained a Bachelor's degree, and only
four (4) of the respondents’ mothers have attained a Master's
degree.
c. Parents’ Occupations
I. Fathers. From the fifty (50) respondents of the study, none of them
have fathers whose occupations lie under both Technical, Sales,
and Administrative Support Occupations and Precision
Production, Craft, and Repair Occupations. Fifteen (15) of the
respondents’ fathers have occupations under the Managerial and
Page | 89
Professional Specialty Occupations, ten (10) of the respondents’

fathers have occupations under Service Occupations, two (2)
respondents have fathers whose occupations lie under Farming,
Forest, and Fishing Occupations, eleven (11) respondents have
fathers whose occupations lie under Operators, Fabricators, and
Laborers, and twelve (12) respondents have fathers who are
Unemployed.
II. Mothers. From the fifty (50) respondents of the study, none of
them have mothers whose occupations lie under both Farming,
Forest, and Fishing Occupations and Precision Production,
Craft, and Repair Occupations. Fourteen (14) respondents have
mothers whose occupations lie under the Managerial and
Professional Specialty Occupations, one (1) respondent has a
mother whose occupation lies under Technical, Sales, and
Administrative Support Occupations, five (5) respondents have
mothers whose occupations lie under Service Occupations, one
(1) respondent has a mother whose occupation lies under
Operators, Fabricators, and Laborers, and twenty-nine (29) of the
respondents have mothers who are Unemployed.
3. On Socioeconomic Status and Educational Views of Students
a. Severity of the Impact of Respondents’ Socioeconomic Status
towards their Choice of Course In College
Page | 90
From the fifty (50) respondents of the study, twelve (12) of them
experiences a Very High level of severity towards the Impacts of
Respondents’ Socioeconomic Status towards their Choice of Course in
College, twelve (12) of them experiences a High level of severity,
twenty-two (22) of them experiences a Moderate level of severity, four (4)
of them experiences a Low level of severity, and none of the respondents
experiences a Very Low level of severity.
b. Socioeconomic Ramifications bought by Family Income
From the fifty (50) respondents of the study who have answered
the survey; (1) most of the respondents agreed that their family’s income
can cover the expenses necessary for their education and essential
needs, (2) most of them are neutral towards their family income’s
capacity to buy devices necessary for online learning, as well as whether
they have money saved up for their future educational needs, and (3)
majority of the respondents do not spend their family’s income towards
unnecessary expenses such as luxury and entertainment (luho).
The computed average weighted mean for the Socioeconomic
Ramifications bought by Family Income was 3.16, which has a
transmuted equivalent of Neutral.
c. Impacts of Parent's Educational Attainment on Student’s
Educational Endeavors
the survey; (1) most of the respondents consider their parent’s opinions
Page | 91
towards the college course they want to pursue, and they are given
advices by their parents on what course they should take, (2) some of the
respondents are pressured by their parents towards their educational
journey, and (3) only a selected number of the respondents are interested
towards college courses similar to what their parents pursued.
The computed average weighted mean for the Impacts of Parent's
Educational Attainment on Student’s Educational Endeavors was 3.16,
which has a transmuted equivalent of High.
d. Influences of Parents’ Occupation towards the Educational Needs
of Students
the survey; (1) most of the respondents are confident towards their
parent’s occupations, both in safety and finance, (2) most of the
respondents gain knowledge towards the occupations their parents have,
and (3) majority of the respondents are not interested in pursuing one
of/both of their parent’s occupations.
The computed average weighted mean for the Influences of Parents’
Occupation towards the Educational Needs of Students was 3.38, which
has a transmuted equivalent of Neutral.
4. On the Correlation between the Consequences of Socioeconomic
Status and the Pursuit of College Courses of the Respondents
The computed value correlation coefficient was r = 0.16. Therefore,
the researchers rejected the null hypothesis.
Page | 92
CONCLUSIONS
Based on the significant findings of the study, the following
conclusions were formulated:
1. The population of male and female students were almost the same,
but the male population of students was more than the population
of the female students. This means that both genders of students
are likewise knowledgeable towards monetary finances concerning
their family, but the male population are more likely to be
thoughtful towards their future educational endeavors concerning
their current socioeconomic status.
2. Most of the respondents of the study are knowledgeable about
their family’s socioeconomic status; they are aware of their family’s
monthly income, and are confident that it can cover the necessary
expenses for their education and essential needs; they are aware of
their parent’s educational attainments and achievements; and they
are aware of the occupations their parents possess. Moreover, most
of the respondents experience moderate to high levels of severity of
the impacts of their socioeconomic status towards their choice of
course in college. This means that the socioeconomic status of an
individual does possess an impact on their choice of course in
college.
3. Most of the respondents are confident about their family income,
and how it can cover the necessary expenses for their education
Page | 93
and survival; they are also aware that it is the culmination of their
parents’ income; therefore, most of the respondents do not waste
money over entertainment and luxury. Moreover, most of the
respondents consider their parent’s educational attainments,
knowledge, and achievements towards what college course they are
going to pursue; most of them consider the opinions of their
parents, which, in return, pressures them into blindly choosing a
path dictated and influenced by their parents. Finally, most of the
respondents are confident towards their parent’s occupations; they
are confident that their parents’ occupations can provide them
financial stability and a safe environment to live. Moreover, most of
them gain knowledge about their parents’ occupations, which may
be caused by uneven intervals of parental teaching towards their
children about their education. However, the majority of the
students do not want to pursue their parents’ occupations, which
may be due to differentiated ambitions, or other external factors
such as money, talent, or peer pressure.
4. There is a correlation, although weak, but positive correlation
between the socioeconomic status of students and their pursuit of
college courses. This means that the socioeconomic status of an
individual plays a small, yet important role towards maintaining
both the personal and educational sobriety of students. Their
Page | 94
parents’ educational attainments, incomes, and occupations play a

significant role on their journey in life.
RECOMMENDATIONS
Based on the conclusions, the following recommendations were
laid out:
1. The researchers recommend matriculation students to be more
aware towards their family’s socioeconomic status and be more
attentive of their family’s status when choosing a college course to
pursue.
2. The researchers recommend to the parents that they must strive
hard to provide the necessities for their children, who are about to
go to college. They must also understand the educational
competence of their progeny, and must not overestimate their
abilities, as it pressures them to do the things they dislike.
3. The researchers recommend the community to implement
necessary programs that may help families under low
socioeconomic status to rise from poverty, and to provide guidance
for students who are under a financial hardship regarding their
education.
4. The researchers recommend future researchers to conduct the
same study for them to offer new findings, to improve the study’s
findings in another setting, and for others to follow and conduct
Page | 95
similar studies of the same field which may help and benefit the
students and people of the future generations.
Page | 96
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APPENDIX A
LETTER TO THE PRINCIPAL
PHINMA-University of Pangasinan
S.Y. 2022-2023
Jessie Ian DR. Paragas
Principal, High School Department
PHINMA University of Pangasinan
Sir:
Greetings!
May we request permission from your good office to allow us to
conduct the survey-questionnaire to the Grade 12 STEM-ACAD students,
particularly from sections STEM12-01, STEM12-02, STEM12-07,
STEM12-12, and STEM12-14, as the respondents of our study. The data
to be gathered will be used in our research entitled “CONSEQUENCES
OF SOCIOECONOMIC STATUS ON THE PURSUIT OF COLLEGE
COURSES OF STEM-ACAD STUDENTS AT PHINMA - UNIVERSITY OF
PANGASINAN A.Y. 2022-2023”, in partial fulfillment of the
requirements for the subject Practical Research II (APP 006).
Your favorable response in the above request will truly help us in
the completion of our research work.
Thank you very much, and God bless.
Sincerely,
CASTILLO, Rayson T. PAGAYUNAN, Roshan Kate M.
ESTRADA, Alexander . RENTUTAR, Rafael Khylle B.
FERRER, Mirielle C. ROSALES, Trixie Rose C.
GADIOMA, Rube Joy M. SORIANO, John Erick M.
MACATBAG, Alea Nicole C. TAWATAO, Dan Steven R.
MARARAC, Edison Andrei C.
Noted:
Nelmark S. Frianeza
Research Adviser
Approved by:
Jessie Ian DR. Paragas
Principal, High School Department
Page | 112
APPENDIX B
LETTER TO THE RESPONDENTS
PHINMA University of Pangasinan
S.Y. 2022-2023
Dear Respondents,
Greetings!
We are presently undertaking a study entitled “CONSEQUENCES OF
SOCIOECONOMIC STATUS ON THE PURSUIT OF COLLEGE COURSES OF
STEM-ACAD STUDENTS AT PHINMA - UNIVERSITY OF PANGASINAN A. Y.
2022 - 2023”, as a requirement for the subject Practical Research II (APP 006).
In this connection, we are asking for your support and cooperation by
answering the survey questionnaire with utmost honesty. Rest assured that
whatever information you can give will be considered confidential.
Your active participation will be highly appreciated.
Sincerely,
CASTILLO, Rayson T. PAGAYUNAN, Roshan Kate M.

ESTRADA, Alexander . RENTUTAR, Rafael Khylle B.
FERRER, Mirielle C. ROSALES, Trixie Rose C.
GADIOMA, Rube Joy M. SORIANO, John Erick M.
MACATBAG, Alea Nicole C. TAWATAO, Dan Steven R.
MARARAC, Edison Andrei C.
Noted by:
Nelmark S. Frianeza
Research Adviser
Page | 113
APPENDIX C
QUESTIONNAIRE
CONSEQUENCES OF SOCIOECONOMIC STATUS ON THE PURSUIT OF
COLLEGE COURSES OF STEM-ACAD STUDENTS AT PHINMA - UNIVERSITY
OF PANGASINAN A. Y. 2022 - 2023
Part I.
Directions: Kindly fill out the following details very carefully and with utmost
honesty.
A. Profile of the Respondents
Name (optional): ____________________________
Please put a (✔) on the space provided corresponding to your choice.
Age:
□ 15 years old and under
□ 16 years old
□ 17 years old
□ 18 years old and above
Sex:
□ Male
□ Female
Please put a check (✓) to the number that suits your opinion. Rate from
1 to 5, with 5 as the highest and 1 as the lowest. How severe is the
impact of your socioeconomic status towards your choice of course in
college?
___ 1 ___ 2 ___3 ___4 ___5
B. Measure of Socioeconomic Status
Monthly Family Income:
□ Below Php 11,000
□ Php 11,000 to Php 22,000
□ Php 22,000 to Php 43,000
□ Php 43,000 to Php 77,000
□ Above Php 77,000
Parent’s Highest Educational Attainment:
a. Father
□ No schooling completed, or less than 1 year
Page | 114
□ Nursery, kindergarten, and elementary (grades 1-6)

□ High school (grades 7-12, no degree)
□ High school graduate (or equivalent)
□ Some college (1-4 years, no degree)
□ Associate's degree (including occupational or academic degrees)
□ Bachelor's degree
□ Master's degree
b. Mother
□ No schooling completed, or less than 1 year
□ Nursery, kindergarten, and elementary (grades 1-6)
□ High school (grades 7-12, no degree)
□ High school graduate (or equivalent)
□ Some college (1-4 years, no degree)
□ Associate's degree (including occupational or academic degrees)
□ Bachelor's degree
□ Master's degree
Parent’s Occupations (specify one occupation):

a. Father’s Occupation: ________________________________________
(leave blank if impertinent)
b. Mother’s Occupation: ________________________________________
(leave blank if impertinent)
Part II. Likert Scale

Directions: For each statement, kindly put (✔) in the space provided.
Strongly Disagree Disagree Neutral Agree Strongly Agree
(1) (2) (3) (4) (5)
A. Socioeconomic Ramifications bought by Family (1 (2 (3 (4 (5

Income ) ) ) ) )
Page | 115
1. I can pursue my selected college course with my

family’s income.
0. I find myself spending my parent’s money towards
luxury and entertainment.
0. I have enough money saved up to pay for my
educational fees.
0. I can afford to buy devices (e.g., laptops,
cellphones, etc.) with my family’s income.
0. I can cover my essential expenses with my
parent’s money.
B. Impacts of Parent's Educational Attainment on (1 (2 (3 (4 (5

Student’s Educational Endeavors ) ) ) ) )
1. I consider the opinion of my parents towards the
college course I want to pursue.
0. I am pressured by the educational achievements
my parents have.
0. I am often given advice by my parents on what
courses and programs I must undertake for my future
endeavors.
0. I find myself being interested in courses that are
similar to what my parents pursued.
0. I find myself constantly pressured by my parents
to enroll in a college course that I dislike.
C. Influences of Parents’ Occupation towards the (1 (2 (3 (4 (5

Educational Needs of Students ) ) ) ) )
1. I can choose my preferred college course without
taking into consideration the occupations my
parents have.
0. I am confident that my parent's occupations can
provide monetary stability in my educational
endeavors.
Page | 116
0. I live in safety and comfort because of my parent's

occupations.
0. I find myself being interested in pursuing one
of/both of my parent's occupations.
0. I am able to gain profound knowledge concerning
the occupations my parents have.
Page | 117
CURRICULUM VITAE
Name:
Address:
Birthday:
Contact No.:
Email:
.
EDUCATIONAL BACKGROUND
Secondary School (Senior High):
Secondary School (Junior High):
Elementary School:
Name:
Address:
Birthday:
Contact No.:
Email:
EDUCATIONAL BACKGROUND
Secondary School (Senior High):
Secondary School (Junior High):
Elementary School:

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PHINMA – University of Pangasinan

Arellano Street, Dagupan City

The study aimed to ascertain the Consequences of Socioeconomic

technique known as Convenience sampling. In particular, Convenience

The statistical treatment of data used for the analysis of the

Given the findings of the research study, the following was

course by their parent’s occupations and educational knowledge,

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Data Gathering Procedure…………………………………………….…………. 62

Table No. Title Page

1 Frequency and Percentage Distribution of the

1 The Research Paradigm 7

2.A Hedonic Scale 65

Range of Correlation with

This chapter of the research paper introduces the Background of

Background of the Study

The pinnacle of a man's worth is measured not by his methods,

makes, especially in their decision-making concerning their pursuit of

Socioeconomic status (SES), or more commonly known as social

on the year of 2009, contributing to the widening gap of the "haves”, or

Students, upon completion of their high school journey, are then

The completion of such educational attainment becomes a major factor

This study delves deeper on the detrimental consequences of

On a final note, the conclusive aim of the research study is to

Statement of the Problem

The research study aimed to ascertain the Consequences of

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

2. What possible consequences STEM-ACAD students may possess in

3. Will such consequences affect their pursuit of their desired college

4. Is there a significant relationship between the consequences of

As they proceed on their journey in choosing the path to their

In light of the aforementioned problems, the researchers

There is a significant relationship between the Consequences of

In order to properly disseminate the information gained by the

Input Process Output

Figure 1.0 The Research Paradigm

Figure 1.0 is the research paradigm of the study entitled

The study utilized 2 theories and principles to elaborate the

exploring the social class or social status of an individual or group. There

According to Doug Lorimer (2002), Ernest Mandel (1923-95) was

financial instability, long-term stagnation punctuated by speculative

E. Delaney and J.W. Harrington Jr. (2009) made a statement that

Marxian Class Theory

Stephen Resnick and Richard D. Wolf (1981) argued that in

are shown to imply a distinction between what he refers to as the

Principles of Marxist Theory

An article written by Terence Ball and Richard Dagger (1999)

Many socialists argue that capitalism invariably results in unequal

few who are victorious in the free-market competition—people who then

According to Emmanuel Wallerstein et al. (2016), Marx's theory of

biological, and physical world. More specifically, the engine of history is

Marx believed that every economic system or "mode of production"

Significance of the Study

The primary objective of the research study is to primarily assess

Furthermore, the findings of the research study will provide

To Students. Baharudin and Luster (2002) both stated how researches

To Parents. As stated by the research findings conducted by Li-Grining

16.) Socioeconomic status - Operationally, it is defined as the measured