Chapter 1

Problem and Its Background

Introduction

Everyone has been battling with their self in making life decisions because

choosing and deciding on something has consequences. Decision-making plays a vital

role in people’s life especially for students, when they are bound to choose their college

major. According to Adrian (2019), college is one of the pivotal moments in an

adolescent’s life. Deciding on their college major has been a daunting task, as it will

create a significant impact in their life, not only as a student, but also in their career or

life after school.

Whereas, choosing a college program has been the hardest decision that the

students can make, there are factors that influence their decision-making. Thus, this study

focuses on the factors that students acknowledge when making a decision in selecting a

college major. Passion, peers, parents’ opinion, and financial stability of the family are

some of the factors that influence their decision-making. These decision-making factors

can either help them or serve as a hindrance for them to come up with a college degree.

Moreover, it is concerning that a lot of students go through college without having any

idea of what college program they desire. Therefore, having some guidance can help

them to choose wisely on what course to select; guiding individuals to increase self-

understanding of their abilities, interest, values and goal is an important foundation of the

career development process (Lazarus and Ihuoma, 2011). Students must be confident and

1
certain in deciding their college program; uncertainty in college decisions may lead to life

confusions.

Through this study, the researchers will distinguish the essential factors to

consider in choosing a college program of the students. These factors are significant to

tackle and discuss to help them in their decision-making process and to provide enough

information not only for the students but also for other individuals that will support on

their college career. Extending them the guidance that can help them to choose the course

that suits their personalities and preferences.

Statement of the Problem

The purpose of this quantitative study is to identify the factors affecting the

decision-making in choosing college program of Grade 12 students in Saint John School

in the school year 2019-2020 to provide insights for the lower year level to think wisely

of what career they will take.

The researcher’s objectives in conducting this study are as follows:

1. To distinguish what mostly affect the students in the selection of college program.

2. To determine if the course that they will acquire is aligned to their strand in

Senior High.

3. To identify how can these factors affect the decision making of the students in

choosing their college program.

4. To measure if “bandwagon effect” influence one’s mind in choosing their course.

2
5. To discern if practicality and passion affect the students’ verdict on the path that

they will take.

Hypotheses of the Study

The hypotheses of this study are:

HO1: Their strands in Senior High School influence the course that they will pursue in

college.

HO2: Not all of the participants can go for their passion concerning the factors that

affects it.

HO3: Parental choice and financial stability of the family of the student have the most

impact.

Significance of the Study

In attaining what students consider in choosing their college program, a reliable

data results are needed to describe properly the factors that affect the decision making of

Grade 12 students. Thus, the results aim to provide help to the following:

The students will have a better idea in making their decision, and they will be

well-prepared and developed in choosing what college program they will pursue.

3
The parents will be knowledgeable on what college course their children will get

considering the factors that affect it, and they will be able to support them on the path that

they will take.

And lastly, the future researchers will benefit from this study by providing them

background information to formulate better factors that define the decision making of the

students.

Scope and Delimitation of the Study

This study focused on the factors affecting the decision making of students in

choosing their college program. This quantitative study seeks to provide an accurate data

result as it is objective in nature. The participants will consist of ninety-nine (99) Grade

12 students of Saint John School in Makapilapil, San Ildefonso, Bulacan in which the

respondents’ demographic profile is needed; it will consist of their strand in Senior High,

age and sex. In order to come up with a reliable data result, the data will be garnered

through survey questionnaires.

The researchers will be working on this study from July 15, 2019 to March 2,

2020 with the intent to give an aid not only on students but also to parents for them to

understand the factors that affect their child’s decision-making in choosing college

program.

4
Definition of Terms

Bandwagon Effect – is a psychological phenomenon in which people do

something primarily because other people are doing it, regardless of their own

beliefs, which they may ignore or override.

Career Planning – is an ongoing process that encourages individuals to explore

and gather information, which enables them to synthesize, gain competencies,

make decisions, set goals, and take action.

College Program – also known as academic program, which comprises the core,

required and elective courses leading to an undergraduate or graduate degree or

certificate.

Decision-Making – is regarded as the cognitive process resulting in the selection

of a belief or a course of action among several alternative possibilities.

Financial Stability – a condition in which the financial system is stable.

Passion – a strong feeling of enthusiasm or excitement for something or about

doing something.

Peer Pressure – is the direct influence on people by peers, or the effect on an

individual who gets encouraged to follow their peers by changing their attitudes,

values or behaviors to conform to those of the influencing group or individual.

Self-Assessment – is an individual review performed to identify elements that can

be improved or exploited to achieve certain predefined goals.

5
Chapter 2

Review of Related Literature and Studies

Review of Related Literature

Geciki (2002) defined career as an activity that a person adopts during his

educational life, wherein, it is the application of what they learned and the path they

chose to take. In accordance to that, career is the usage of the person's cognition and

capabilities, providing the command of profession, work expertise and basis of

developing and bettering business networks. Many individuals used career planning to be

updated of the opportunities and to pursue their professional objectives (Redman and

Wilkinson, 2001).

According to Carpio (2018), selecting a college course is one of the hardest

decisions for a student. It cannot be denied that most of the students rely on their parents’

decision; it happens mostly to those who are unsure of what they want to be. Parents

usually lean on traditional courses that promise a financially stable and secure job, and it

becomes a way to fulfill their unfulfilled dreams. Failing grade, shifting of course, and

risk of depression are some of the common struggles that can be experienced by students

who follow their parents’ decision. Correspondingly, Finlayson (2009) cited that Filipino

students consider the opinion of their family about their courses in college. It was then

found out on his study that the family’s decision is the most influential factor that affects

the children’s decision-making. They may not be able to express their personal desires,

but it will show respect and loyalty to their family.

6
Leong, Kao and Lee (2004) stated that aside from family related factors,

economic factors, which include the employability and availability of the job in the

future, are also considered by the students. In employability, the realistic doable manner

of being employed in a stable job affects the students’ verdict. Rothstein (2014) claimed

that financial status influences the decisions of the students in choosing their college

course in their college life because every family that has different occupation classes also

has different styles in terms of disciplining, raising, and giving the needs of their children

(Rothstein, 2014). Filipino students are focused on finding a college education that they

can afford, finish quickly and get a decent job right away. It was known that every

student aims in helping their family regarding with finances, thus, their concern is not

about finding guideposts in a career path, but peso signs that would lead them to go out of

poverty (Salazar-Clemena, 2002).

According to Gallagher (2016), young people of today are pursuing careers that

they are genuinely interested in rather than a career path they are obligated in pursuing.

Several high school students already have an idea of what they want to study, at first they

choose a career choice that they think are the most logical and later on realize it is not the

path that they want and they can be truly happy. This happening is the effect of the

reevaluation of one’s self and purpose. Pascual (2014) cited that student’s success can be

attained if the right course suited their personality, ability, and intellect serves as their

guide in selecting a course. In the means of experiencing the career suited to students by

integrating career plan with the curriculum it helps students opt on what path they will

take.

7
Iciukadmin (2017) stated that most people advise that in choosing a career, it

should be mind over passion. On this kind of thinking, many students may not listen to

this, but the statement only implies that the world is a big scary place that is full of

uncertainty. In these societies, people are taught to value money, so it’s only natural for

people to advice centered to job security and potential earnings. Malonda (2017) affirmed

that the world is a cosmic market place and you have many careers to choose from.

Choosing a college degree is a lifetime decision, students should be wary in making their

decision on what they will take in college. There are some points to consider in choosing

a college degree: dream career, market demand, and passion and skills.

Review of Related Studies

Eyo (2011) said that career choice is a decision that most human beings make. It

is a decision that should be carefully considered since it can affect the rest of a person’s

life. The process of making a choice is complex and unique for each individual

depending on the factors that affect it. Addatu et al. (2017) conducted a study that

revealed five factors affecting high school graduating students in choosing college course

such as personal interests, student's personal experience, financial factor, peer pressure

and employability. It shows that the student should identify their interest, abilities, talents

and skills. The study also advised that students should consider their happiness in the

future prior to choosing a college course. In addition, parents, school and government

considerations must be done in support to attain quality education to the youth.

According to Pabiton (2007), students should identify their interest, abilities, skills and

8
values; it implies that in choosing their course, they are already choosing what career or

occupation they want in the future. Thus, providing a chance for students to learn and

develop their skills and attitude in various occupations is a must.

Parental encouragement and support affects the college choice of the student.

Many study shows that parents play an important role throughout the college choice

process, with regard to setting expectations for their child, and taking the most positive

college plan that they see and they think that their child will benefit (Cabrera and LaNasa,

2000). The financial stability of the family affects the student’s decision in choosing a

course. It serves as a hindrance for the students to decide whether to go for what they

desire or to go what their family can afford. The study also showed that most students

motivate themselves to pursue a specific course by their trust on themselves and their

family. This trust serves as a strong foundation for them to build up their future (Martin

et al., 2010). In agreement to that, it was found out that a picture of a big family with low

educational attainment and inadequate investment became the foundation of selecting a

course, wherein they are psychologically motivated by these factors (Almerino, 2003).

Furthermore, Hashim and Embong (2015) agreed that students’ peer group is the

most potent of influence with regard to career choices. Students are easily influenced by

their peer as they rely on their friends to provide validation of their career choices. This is

applicable to those students who can't make their own decision and don't set their goals.

Splaver (2000) cited that personality plays an important role in pursuing the right

course. Students should possess a self-motivated type of personality, as to explore career

that they may like early on in their lives, and not the procrastinating type that waits till

9
they are compelled to decide. Conforming to that, Ahmed et al. (2017) hypothesized that

interest in subject have a linkage with personality type, therefore a mismatch of

personality and lack of subject interest could end up into disastrous results to student's

dissatisfaction, demotivation and lack of productivity leading to drop outs and career

failure. On the contrary, if the area of study is aligned and matched to the intrinsic factors

of the individual’s personality, it can lead to satisfaction, motivation, and commitment of

one's self in focusing and planning his career.

The study made by Garcez (2007) emphasized that increasing career development

activities can help in molding the student to have a higher self-esteem. This can result to

students being satisfied about the education they were receiving and having a deeper

commitment in succeeding their education. Mtemeri (2017) believed that career guidance

teachers highly influence the choices of careers in high school students. The teachers

should undergo vigorous training for them to proper execute information to the students

and give a decent training. Emphasizing that, career counselors should teach their clients

the significance of involving in various interesting and beneficial activities, ascertaining

their reactions, remaining alert to alternative opportunities and learning skills.

Theoretical Framework

The theory tackles about the consideration that is made by students in career

choice. According to Long (2012) the most widely used theory by career counselors is

Super’s theory of career development. Super (1980) believed that career preferences and

10
competencies change with time and experiences, and presented a concept of vocational

maturity, in which people pass through five developmental stages in their life.

The five developmental stages are: growth, exploratory, establishment,

maintenance, and disengagement stage. The study focuses on exploratory stage as it

covers the life of a person when they are in point of choosing the path that they will take.

At this stage, students undergo three career developmental tasks, such as developing and

planning their goal, focusing on achieving that goal, and applying what they have learned

from the chosen career. In addition, career choice is set-out by the students’ parental

socioeconomic level, abilities, personality traits, and the opportunities they are exposed.

In the first factor, the parents of the student have an important role in shaping their career

choice, and it lies on the financial stability of their family. The rest of the factors are

carried out by the students, as it depends on their own preference. This theory will help in

supporting the study, and is made to guide students in choosing their career. It also to

have background information to come up with a rightful decision.

Students Personality Trait

Students Ability

Career Choice
Parents Socioeconomic Level

Opportunities Students were

exposed

Figure 1: Framework of Career Development Theory

11
Conceptual Framework

The conceptual framework shows different variables that can affect the decision-

making of the students in choosing their college course. The figure 2 illustrates an

organized concept of the study, which contributes to easily comprehend the ideas. The

college course as the dependent variable as it depends on the factors that influence the

outcome of the decision made by the students. It aims to present the factors as identified

as personal and extrinsic factors. In accordance to that, the demographic profile of the

student also affects it, as it consists of the strand they take. To sum it all, the conceptual

framework is presented to illustrate how the*se ideas are connected to the study.

College Course

Factors Influencing the Decision-Making of the Students

Personal Factors: Extrinsic Factors:

1. Ability 1. Parents opinion

2. Interest 2. Financial stability

3. Peer pressure
3. Passion
4. Environment

Figure 2: Framework of the Factors Affecting the Decision-Making of the Grade 12

Students of Saint John School in Choosing College Program

Chapter III

12
Research Methodology

Research Design

The purpose of this quantitative study was to identify the factors affecting the

decision making of Grade 12 students in Saint John School in choosing their college

program. The fifty percent (50%) of the total population of the four sections of Grade 12

students was selected randomly in order to obtain a reliable data results. This study was

done to discern how the Grade 12 students choose their college program considering the

different factors that can affect in their decision-making. Furthermore, this study properly

described the factors that affect their decision making to provide a clear insight for the

lower year level to think wisely with regard to what career they will take.

Research Setting

The study was conducted at Saint John School, Makapilapil, San Ildefonso,

Bulacan. The data needed for the study was gathered through survey questionnaires

wherein the chosen respondents are the Grade 12 students of Saint John School. The site

was selected for this study due to its convenience in obtaining the target group of

students.

Participants

Considering that research is school-based, the chosen respondents were the Grade

12 students of Saint John School, Makapilapil, San Ildefonso, Bulacan from the sections

of STEM/ABM, STEM 1, GAS/ABM and GAS 2. Wherein, stratified random sampling

13
technique is applied to generate the samples for the study. In this sampling technique,

Grade 12 students are divided into subgroup, their respective sections as strata, and then

evaluating the fifty percent (50%) of the population in each section. This technique is

employed for students to have an equitable chance of being selected as samples. This is

achieved by requesting the list of the Grade 12 students from the office.

When the fifty percent (50%) of the population is obtained, they come up with 24

respondents from STEM/ABM and 25 respondents from the sections of STEM 1,

GAS/ABM and GAS 2. The total participants were 99 students - 57 males and 42 females

whose ages range from 16 to 20 years old.

Instrument

Survey questionnaire was the primary research instrument used by the researcher

as a way of data gathering. It comprised of 10 statements, and then Likert scale was used

to measure the students’ level of agreement and disagreement in each statement. The

respondents were requested to put a check on their desired answer. The statement aims to

identify the factors affecting the decision making of the Grade 12 students of Saint John

School in choosing college program.

Procedure

By the consent of the research adviser, data collection was conducted on the 18th

day of September, year 2019 from 9:15 am to 4:00 pm in Saint John School. Since it was

held during class hours, they politely asked the teachers of the Grade 12 students if they

can lend some of their time to conduct the survey. Upon ethical approval of the teachers,

the researchers informed the respondents about the purpose of the survey and their

14
personal information will be treated confidential. As the study is a quantitative research,

fifty percent of the students from the class in the four sections were pooled using the

stratified random sampling. After distributing the survey questionnaires, the chosen

respondents were given 10-15 minutes to answer the questionnaires.

Data Analysis

After gathering the data needed, the researchers used the method percentage and

frequency counts under descriptive statistics to come up with a reliable data results. The

researchers first tallied the demographic variable of each respondent and their answers in

each statement on self-concept whether they strongly agree, agree, disagree, and strongly

disagree, and then subsequently counted it. Succeeding to this, they were now able to

divide the frequency to the number of participants needed in the study and then multiply

it to base 100. This method gave an aid to the researchers to accomplish the findings on

the answers of the Grade 12 students.

Percentage Formula
part
%= x 100
whole

15
Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presented, analyzed, and interpreted all the data gathered in the

study. Presentation was done with the use of graphs. Analysis and interpretation were

done after graphical representation.

100.00%
90.00%
80.00%
70.00%
60.00% 56.57%
50.00%
40.00%
30.00% 26.26%
20.00%
10.10%
10.00% 7.07%

0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 1

Percentages of participants who answered the statement "My parents'

opinion counts in choosing my college course."

The data shows that 56.57% of the respondents agreed that their parents’ opinion

counts in choosing their college course and 7.07% of the respondents strongly agreed.

Thus, indicating that students seek for their parents' views on college courses as it

appears helpful for them to come up with their decision.

16
100.00%

90.00%

80.00%

70.00%

60.00% 55.56%

50.00%
42.42%
40.00%

30.00%

20.00%

10.00%
1.01% 1.01%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 2

Percentages of participants who answered the statement "In choosing my

college course I will consider my passion."

Out of 99 respondents, 55.56% of them strongly agreed on considering their

passion in choosing a college course. This inferred that students already have a strong

feeling of pursuing a course that will lead them to what they want to be. In addition, both

"disagree" and "strongly disagree" got the lowest percentage with 1.01%, appearing that

there are still students who are unsure of what they want to take.

17
100.00%

90.00%

80.00%

70.00%

60.00%

50.00%

40.00% 36.36% 38.38%

30.00% 24.24%
20.00%

10.00%
1.01%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 3

Percentages of participants who answered the statement "The course that I

will take is in line with the strand that I took in Senior High."

In statement 3, 38.38% of the respondents agreed that the course they will take is

in the coverage of the strand they took in Senior High, while 1.01% strongly disagreed.

Therefore, in the new curriculum guide introduced to the students, many of them made up

their mind of pursuing a college program that lead them to the strand they took in Senior

High.

18
100.00%
90.00%
80.00%
70.00%
60.00%
50.00% 45.45%
42.42%
40.00%
30.00%
20.00%
10.00% 8.08%
3.03%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 4

Percentages of participants who answered the statement "The outcome of my

decision on what is to take is based on my friend’s decision."

Table 4 shows that 45.45% of the respondents strongly disagreed on their decision

being based on their friend’s decision, while 3.03% of them strongly agreed. This

inferred that students’ peers don’t affect them as they have come up with their own

decision, while there are still students who are influenced by the bandwagon effect,

letting others decide for them.

19
100.00%

90.00%

80.00%

70.00%

60.00%

50.00%
40.40% 38.38%
40.00%

30.00%

20.00% 16.16%

10.00% 5.05%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 5

Percentages of participants who answered the statement "Socioeconomic

status of my family affects my decision in choosing a course."

Graph 5 shows students answered "agree" with the highest percentage of 40.40%,

appearing that students consider their family’s socioeconomic status as they choose their

college program. Furthermore, 5.05% of them answered "strongly disagree", showing

that it doesn't affect their decision in picking a course.

20
100.00%

90.00%

80.00%

70.00%

60.00%
52.53%
50.00%

40.00%

30.00% 28.28%

20.00%
11.11% 8.08%
10.00%

0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 6

Percentages of participants who answered the statement "Availability of the

academic major in the nearest college institution cultivates my decision on what to

take."

Out of 99 respondents, 52.53% agreed that the availability of the academic major

in the nearest college institution cultivates their decision in choosing a college program.

This inferred that students consider the courses offered in the nearest college institution

in their area. While 8.08% answered "strongly disagree".

21
100.00%

90.00%

80.00%

70.00%
62.62%
60.00%

50.00%

40.00%
31.31%
30.00%

20.00%

10.00% 5.05%
2.05%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 7

Percentages of students who answered the statement "I consider the job

stability of the course that I will select."

The data shows that 61.62% of the respondents agree that they consider the job

stability of the course that they select and 2.02% answered "strongly disagree".

Appearing that job stability of the course affects their decision since many of the students

are in pursuit of helping their family after they graduate in college.

22
100.00%

90.00%

80.00%

70.00%

60.00%

50.00%

40.00% 39.39% 37.37%

30.00%

20.00%
13.13%
10.10%
10.00%

0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 8

Percentages of the respondents who answered the statement "The

environment that I grew up affects my preferred college course."

In statement 8, the respondents answered "agree" with the highest percentage of

39.39%. This shows that the environment they grew up cultivates their preferred college

course. On the other hand, "strongly disagree" got the lowest percentage of 10.10%,

deducing that this doesn't affect their way of choosing a college course.

23
100.00%

90.00%

80.00%

70.00%

60.00%

50.00% 47.47% 46.46%

40.00%

30.00%

20.00%

10.00%
3.03% 3.03%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 9

Percentages of respondents who answered the statement "I prefer to select a

college program that will help in shaping my ability and skills in my field of

interest."

Graph 9 shows that "strongly agree" got the highest percentage with 47.47%,

while both "disagree" and "strongly disagree" got the lowest percentage of 3.03%. Hence,

students prefer a course that can shape their ability and skills, as they want to do better in

their field of interest.

24
100.00%
90.00%
80.00%
70.00%
60.00% 57.58%
50.00%
40.00% 35.35%
30.00%
20.00%
10.00% 4.04% 3.03%
0.00%
Strongly Agree Agree Disagree Strongly Disagree

Table 10

Percentages of respondents who answered the statement "I will choose a

college major that can give me a better living in the future."

Table 10 shows that 57.58% of the respondents “strongly agreed” in choosing a

college major that can give them a better living, while both "disagree" and "strongly

disagree" got the lowest percentage. Thus, this indicates that students make their decision

by considering a course that they know can give them a better living in the future, while

others pursue a course without knowing if it can give them a better living.

25
100.00%

90.00%

80.00%

70.00%
57.58%
60.00%

50.00% 42.42%
40.00%

30.00%

20.00%

10.00%

0.00%
Male Female

Table 11

Sex of the Respondents

The graph shows the sex of the chosen participants from Grade 12 students. It is

comprised of 57.58% males and 42.42% females, completing the needed numbers of

participants.

26
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00% 37.37%
32.32% 30.30%
30.00%
20.00%
10.00%
0.00%
STEM ABM GAS

Table 12

Academic Strand of the Respondents

Table 12 shows the academic strand of the respondents. The 37.37% of the

respondents came from the strand Science, Technology, Engineering, and Mathematics

(STEM), 32.32% came from Accountancy and Business Management (ABM), and the

remaining 30.30% came from the General Academic Strand (GAS).

27
100.00%

90.00%

80.00%

70.00%
62.63%
60.00%

50.00%

40.00%

30.00%
23.23%
20.00%
9.09%
10.00%
3.03% 2.02%
0.00%
16 years old 17 years old 18 years old 19 years old 20 years old

Table 13

Age of the Respondents

Graph 13 shows the age of the participants from Grade 12 students. Out of the 99

respondents, 62.63% of them are 17 years of age, while 2.02% as the lowest percentage

constitutes the students in 20 years of age. The 23.23% of the respondents are 18 years

old, 9.09% are 16 years old, and the remaining 3.03% are 19 years old.

28
Chapter V

Conclusions and Recommendations

Conclusions

This study explored how these factors affect the decision-making of Grade 12

students of Saint John School in choosing their college program. The researchers used

survey questionnaires to gather information in able to identify the influence of these

factors toward the students’ decision-making process.

After thoroughly analyzing the data results, researchers concluded that senior high

school students considered a wide range of factors, and those factors fall into two

categories: the personal factors and the extrinsic factors. In accordance to that, among

these factors, a college program that can give them a better living in the future highly

affects their decision in selecting a course. Followed by their passion, job stability of the

course, the one that can help them in shaping their ability and skills, and a college

program that is aligned to the strand they took in Senior High. Parents’ opinion also

influences their decision and its connection to the socioeconomic status of the family of

an individual. Aside from these factors, the environment that they grew up and

availability of the course in the nearest college institution were also considered by

students although it comes least on their considerations. On the other hand, peer influence

of the students does not have a significant impact on their decision in selecting a course.

The researchers concluded that every factor in choosing a college program plays a

vital role in the decision-making of the students. Hence, the decision still depends on the

29
students’ own insight towards choosing a college program. And every decision a student

makes set as a stepping-stone in reaching their goals.

Recommendations

The study focused on the decision-making of the graduating senior high school

students in choosing a college program. Thus, the following recommendations are made:

 Graduating Senior High School students should seek information about different

courses and have insights of their favored colleges and universities.

 Students should participate in seminars like career orientation as it can help them

in deciding their college program, and this can also help them be more

knowledgeable and be enlightened about the different programs that they can

take.

 As the new curriculum was introduced to students, the researchers recommend on

the students to do a self-assessment, to know their strengths and weaknesses and

on what field they want to be in.

 Parents’ opinion should be valued because they are the ones who are more

knowledgeable about college plans.

 Parents should build a good relationship with their child and show a strong

support on their dreams and passions because it motivates the students in pursuing

their desired course.

 Future researchers are recommended to use other tool in gathering data that is not

indicated in the study for better results and understanding.

30
Bibliography

Addatu, I. et al. (2017). Factors affecting high school graduating students in choosing

course in college. Retrieved from [Link]

Adrian, M. (2019). A general guide to choosing college majors and how much they cost.

Retrieved from [Link]

Ahmed, K.A. et al. (2016). Factors influencing students' career choices: empirical

evidence from business students. Karachi, Pakistan: IBIMA Publishing.

Almerino, J. G. (2003). Career preferences of college freshmen in the university of cebu,

lapu-lapu and mindoro: a career development program. University of San Carlos, Cebu

City: Academia.

Cabrera, A.F. and LaNasa, S.M. (2000). Understanding the college choice process. San

Francisco: Jossey-Bass Publisher.

Carpio, C. (2018). Choosing a college course: child's passion or parent's will?.

Philippines: Edukasyon.

Eyo, M.B. (2011). Gender and occupational preferences among senior high school

students in cross river state nigeria. Nigeria: ResearchGate.

Finlayson, K. (2009). Perceptions of career technical education by middle school and

high school counselors and the effect of these perceptions on student choice of career and

educational planning. Union University: UMI Dissertation Publishing.

31
Gallagher, B. (2016). When choosing a career path, should you be practical or

passionate. Whitesboro, New York: Odyssey.

Garcez, C. (2007). The effects of career goals on students. Retrieved from

httsps://[Link]/Misc/[Link]

Geciki, F. (2002). Bireysel kariyer planlama ve geliştirmede imajın rolü. İstanbul

Üniversitesi: Academia.

Hashim, H. M. and Embong, A. M. (2015). Parental and peer influences upon

accounting as a subject and accountancy as a career. Malaysia: ResearchGate.

Iciukadmin, D. (2017). The benefits of doing something you're passionate about over

money. United Kingdom: WordPress.

Lazarus, K. and Ihuoma, C. (2011). The role of guidance counselors in the career

development of adolescents and young adults with special needs. London: British Journal

Publishing Inc.

Leong, F.T.L., Kao, E.M. and Lee, S. (2004). The relationship between family dynamics

and career interests among chinese americans and european americans. Michigan State

University: Journal of Career Assessment.

Long, D. (2012). Theories and models of student development. Illinois State University:

Faculty and Staff Publications.

Malonda, J. (2017). How you should choose a college course?. Philippines: Edukasyon.

32
Martin, F. G. et al. (2010). The factors that affect students' decision in choosing their

college courses. Retrieved from [Link]

_Affect_Students_Decision_in_Choosing_their_College_Courses

Mtemeri, J. (2017). Factors influencing the choice of career pathways among high school

students in midlands province, zimbabwe. Retrieved from httpa://[Link]›pdf

Pabiton, C. P. (2007). Factors affecting high school senior career choices: implications

to career counseling. Philippines: In Guidance Journal.

Pascual, N. (2014). Factors affecting high school students’ career preference: a basis for

career planning program. University of Rizal System: GSSRR Publishing.

Redman, T. and Wilkinson, A. (2001).Contemporary human resources management.

New York: Financial Times.

Rothstein, R. (2014). The racial achievement gap, segregated schools, and segregated

neighborhoods – a constitutional insult. Retrieved from

[Link]

segregated-neighborhoods-a-constitutional-insult/

Salazar-Clemena, R.M. (2002). Family ties and peso signs: challenges for career

counselling in the philippines. Philippines: The Career Development Quarterly.

Splaver, S. (2000). Your personality and your career. Retrieved from

[Link]

Super, D. E. 1980. A life-span, life-space approach to career development. New York:

Journal of Vocational Behavior.

33
Appendix A

Saint John School

Makapilapil, San Ildefonso, Bulacan
S.Y. 2019-2020

Dear Respondent:

Good day! We are conducting a study entitled “Quantitative Study on Factors

Affecting the Decision Making of the Grade 12 Students of Saint John School in

Choosing College Program”, as a requirement for the subject Practical Research 2.

In this connection, we have chosen you to be one of our respondents of this study

and we hope that you can help us by allotting time answering the questions sincerely and

truthfully. Rest assured that all the data will be treated with utmost confidentiality and

will be used for academic purposes only.

Thank you for your support and cooperation. God bless!

Very truly yours,

The Researchers

Noted by:

MA. RICA BIANCA B. VILLACORTE, LPT

Research Adviser

34
Appendix B

Saint John School

Makapilapil, San Ildefonso, Bulacan
S.Y. 2019-2020

Name (optional): Sex:

Academic Strand: Age:

Directions: For each statement, kindly put a check (✔) whether you Strongly Agree,

Agree, Disagree, or Strongly Disagree.

Strongly Agree Disagree Strongly

Agree Disagree

1. My parents’ opinion counts

in choosing my college

course.

2. In choosing college

program, I will consider

my passion.

3. The course that I will take

is in line with the strand

that I took in Senior High.

35
4. The outcome of my

decision on what is to take

is based on my friends’

decision.

5. Socioeconomic status of

my family affects my

decision in choosing a

course.

6. Availability of the

academic major in the

nearest college institution

cultivates my decision on

what to take.

7. I consider the job stability

of the course that I will

select.

8. The environment I grew up

affects my prefer college

course.

9. I prefer to select a college

program that will help in

shaping my ability and

36
skills in my field of

interest.

10. I will choose a college

major that can give me a

better living in the future.

Appendix C

Coding Scheme for Demographic Variables

37
Variable Demographic Scheme

Gender 1 = Male

2 = Female

Academic Strand 1 = STEM

2 = ABM

3 = GAS

Age 1 = 16 y.o.

2 = 17 y.o.

3 = 18 y.o.

4 = 19 y.o.

5 = 20 y.o.

Appendix D

Coded Raw Data Matrix for Demographic Variables

38
Participants Gender Academic Age

Strand

P1 2 2 3

P2 2 2 2

P3 2 2 2

P4 2 1 2

P5 2 2 2

P6 2 2 2

P7 2 1 2

P8 2 2 2

P9 2 1 3

P10 2 1 2

P11 2 2 2

P12 2 2 3

P13 2 2 2

P14 1 1 2

P15 1 1 1

P16 1 1 1

P17 1 1 1

P18 1 1 2

P19 1 2 3

P20 1 2 2

P21 1 1 3

P22 1 2 3

P23 1 1 2

P24 1 1 3

P25 1 1 2

P26 1 39 2 2

P27 1 2 2
Appendix E

Coding Scheme for the Items on Self-Concept

Variable Coding Scheme

Rating of Items 1 = Strongly Agree

2 = Agree

3 = Disagree

4 = Strongly Disagree

40
Appendix F

Coding Matrix on the Items on Self-Concept Inventory

Items

Participant I1 I2 I3 I4 I5 I6 I7 I8 I9 I10

P1 2 1 2 2 2 3 1 2 1 1

P2 4 1 1 4 4 3 3 3 1 1

P3 2 2 1 4 1 2 2 3 1 1

P4 2 2 1 4 2 2 2 3 1 1

P5 2 1 2 4 1 2 2 2 1 1

P6 2 2 2 4 2 2 1 1 1 2

P7 2 2 3 4 1 1 2 3 3 1

P8 2 1 1 2 1 1 1 1 2 1

P9 3 1 2 2 1 2 2 4 1 2

P10 2 1 1 3 2 2 2 3 1 1

P11 2 2 2 3 2 2 2 3 2 2

P12 2 2 2 3 3 3 2 3 2 1

P13 2 2 2 4 2 3 2 3 2 1

P14 2 1 1 4 2 2 2 3 1 1

P15 2 1 1 3 2 3 1 3 1 1

P16 1 1 1 3 1 2 1 2 1 1

P17 2 1 2 3 2 2 1 2 1 1

P18 2 1 1 4 3 3 1 2 2 1

41
P19 2 2 1 4 2 2 2 4 2 1

P20 1 2 1 3 1 2 2 2 1 1

P21 3 1 1 4 3 2 1 4 1 1

P22 1 1 1 2 1 2 1 2 1 1

P23 4 1 2 3 2 2 2 3 1 1

P24 2 1 3 4 4 4 1 4 1 1

P25 3 2 3 3 3 2 2 3 4 4

P26 4 1 3 4 2 4 1 4 2 1

P27 2 1 2 4 3 2 2 2 2 2

P28 3 2 3 4 2 3 2 3 2 2

P29 3 2 2 4 3 3 2 3 2 1

P30 3 2 2 3 3 2 3 2 2 2

P31 3 2 3 3 3 3 2 3 3 2

P32 2 2 3 4 3 4 2 2 1 2

P33 2 2 1 3 2 2 1 3 2 1

P34 2 1 2 3 3 2 2 3 2 2

P35 3 1 1 3 3 3 1 4 1 1

P36 3 2 2 3 3 3 2 3 4 2

P37 2 1 2 3 3 3 2 3 1 2

P38 2 3 3 3 3 3 2 2 2 2

P39 1 2 3 4 3 4 2 4 1 2

P40 3 1 4 4 4 4 2 4 2 2

P41 2 1 3 4 4 4 1 3 1 1

P42 2 2 2 3 3 2 2 3 1 1

42
P43 2 2 3 3 2 2 2 1 2 2

P44 2 2 3 3 2 2 2 2 2 2

P45 4 2 1 3 3 1 4 1 2 4

P46 3 1 3 4 3 3 2 2 1 1

P47 4 1 1 4 3 2 2 3 1 1

P48 2 1 3 3 2 3 2 3 1 1

P49 4 1 1 3 3 1 2 1 1 1

P50 2 2 2 4 3 4 2 3 1 1

P51 1 1 2 4 2 2 2 2 1 1

P52 2 1 2 3 3 1 1 1 2 1

P53 3 1 2 4 2 3 2 3 1 2

P54 4 1 3 4 3 3 1 3 2 1

P55 2 1 1 3 3 2 2 2 1 1

P56 2 2 3 3 2 2 2 3 2 2

P57 2 2 2 3 2 2 2 2 2 2

P58 2 2 3 3 2 3 2 2 2 2

P59 2 2 2 3 3 2 2 3 3 3

P60 4 1 1 4 3 1 1 1 1 1

P61 3 2 1 4 2 2 2 2 2 1

P62 2 1 1 4 3 3 2 3 1 2

P63 2 1 1 3 1 2 1 2 1 1

P64 2 1 2 4 1 1 1 4 2 1

P65 4 1 1 4 2 3 1 3 2 1

P66 2 1 1 4 1 2 1 1 1 1

43
P67 2 1 1 4 3 3 1 3 1 1

P68 2 1 2 4 2 2 1 3 1 1

P69 4 1 3 4 1 2 2 1 1 2

P70 3 1 1 4 2 2 1 2 1 1

P71 2 1 1 4 1 3 2 2 2 2

P72 2 1 1 4 4 2 2 2 2 1

P73 3 2 2 3 3 2 2 3 2 2

P74 3 1 2 4 2 3 2 3 1 1

P75 3 2 2 3 2 4 3 2 2 4

P76 2 1 1 3 3 2 2 2 2 1

P77 3 1 2 4 2 2 3 2 2 1

P78 3 2 1 3 1 3 4 1 1 2

P79 3 2 2 3 3 2 2 2 2 2

P80 2 2 2 1 1 1 1 1 1 1

P81 2 2 3 2 3 2 2 2 2 2

P82 2 2 3 2 2 3 2 2 2 2

P83 2 1 3 4 2 1 1 2 1 1

P84 2 2 2 3 2 2 2 2 2 2

P85 3 1 2 4 2 2 1 3 1 1

P86 1 1 1 1 1 1 1 1 2 2

P87 3 1 2 3 3 3 2 2 1 2

P88 2 1 1 4 3 2 2 3 1 1

P89 3 2 1 2 2 2 2 2 2 2

P90 2 1 3 3 2 2 2 2 2 1

44
P91 2 1 3 4 2 2 1 1 2 2

P92 3 2 2 3 2 2 3 2 1 1

P93 2 2 3 3 3 2 2 2 2 1

P94 2 1 2 3 2 3 2 2 2 2

P95 2 1 2 4 3 3 1 4 4 3

P96 2 2 2 3 3 2 1 2 2 1

P97 3 2 2 2 2 2 2 2 2 3

P98 1 4 1 1 3 1 2 3 2 3

P99 3 2 1 3 2 2 2 2 2 2

Appendix G

Time Table

Date Activity

45
July 05, 2019 Choosing a Topic/Problem

July 08, 2019 Writing of Research Title

July 20, 2019 Submission of Chapter I (draft)

July 22, 2019 Submission of Chapter I (revised)

July 30, 2019 Submission of Chapter II (draft)

August 06, 2019 Submission of Chapter II (revised)

August 13, 2019 Submission of Conceptual Framework and Theoretical

Framework

August 29, 2019 Celebration of Buwan ng Wika

September 04, 2019 Submission of Survey Questionnaire

September 09, 2019 Submission of Letter of Consent

September 10, 2019 Approval of Survey Questionnaire

September 18, 2019 – Conducting of Survey

September 30, 2019

September 24, 2019 – School Intramurals

September 26, 2019

October 07, 2019 Submission of Chapter III

October 28, 2019 – Semestral Break

November 03, 2019

November 22, 2019 Coding Scheme and Data Matrix

November 26, 2019 Frequency and Percentages

December 03, 2019 Submission of Chapter IV

December 11, 2019 Submission of Chapter V

December 12, 2019 Submission of Data Analysis

46
December 19, 2019 – Holiday Break

January 05, 2020

January 14, 2020 Submission of Introduction and Definition of Terms

January 17, 2020 Submission of Abstract and Acknowledgment

January 21, 2020 Submission of References, Time Table, Budget

Requirements, and Curriculum Vitae

January 22, 2020 – Bulak Festival

January 23, 2020

January 24, 2020 Submission of Full Paper (soft copy)

January 27, 2020 Submission of Table of Contents

January 27, 2020 Proofreading

Submission of Final Paper in Hard Bound

Appendix H

Budget Requirements

Printing Fees Php

47
Chapter I Php 24.00

Chapter II Php 45.00

Chapter III Php 12.00

Chapter IV Php 65.00

Chapter V Php 9.00

Abstract and Acknowledgment Php 6.00

Appendix A and B Php 15.00

Appendix C and D Php 60.00

Full Paper Php

Photocopy of Survey Questionnaires Php 240.00

Hardbound Php 250.00

Total Expenses Php

Curriculum Vitae

Personal Data

Name: Heidilyn S. Baturiano

48
Address: Poblacion, San Ildefonso, Bulacan
Birthday: May 21, 2001
Age: 18
Gender: Female
Citizenship: Filipino
Father:
Mother: Winnie S. Baturiano
Contact Number: 09056354736

Educational Background:
Senior High School: Academic Track (Science, Technology, Engineering, and
Mathematics)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Bulacan Agricultural State College- Laboratory High School
Pinaod, San Ildefonso, Bulacan
2014 - 2018
Primary School: San Ildefonso Elementary School
San Ildefonso,Bulacan
2014

Personal Data

Name: Jenny Rose B. Dela Paz

Address: Bubulong Malaki, San Ildefonso, Bulacan

49
Birthday: February 12, 2003

Age: 17

Gender: Female

Citizenship: Filipino

Father: Rodelio P. Dela Paz

Mother: Ma. Jennie B. Dela Paz

Contact Number: 09169866449

Educational Background:

Senior High School: Academic Track (Science, Technology, Engineering, and

Mathematics)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Saint John School
2014 - 2018
Primary School: Bubulong Malaki Elementary School
Bubulong Malaki, San Ildefonso, Bulacan
2014

Personal Data

Name: Andrea Mosh E. Mempin

Address: Bliss Malipampang, San Ildefonso, Bulacan
Birthday: January 15, 2001
50
Age: 18
Gender: Female
Citizenship: Filipino
Father: Epifanio L. Mempin
Mother: Sonia E. Mempin
Contact Number: 09676250437

Educational Background:
Senior High School: Academic Track (Accountancy,
Business and Management)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Saint John School
2014 - 2018
Primary School: Lord of Lord's Ministry School
Casa Royale Sapang Putol, San Ildefonso, Bulacan
2014

Personal Data

Name: Khatelyn Anne DC. Nieto

Address: Sapang Putik, San Ildefonso, Bulacan
51
Birthday: July 08, 2001
Age: 18
Gender: Female
Citizenship: Filipino
Father: Roman B. Nieto Jr.
Mother: Catherine DC. Nieto
Contact Number: 09454230406

Educational Background:
Senior High School: Academic Track (Accountancy, Business and Management)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Saint John School
2014 - 2018
Primary School: Sapang Putik Elemtary School
Sapang Putik, San Ildefonso, Bulacan
2014

Personal Data

Name: Jonas B. Punzalan

Address: Barangca, Candaba, Pampanga

52
Birthday: June 17, 2001
Age: 18
Gender: Male
Citizenship: Filipino
Father: Joseph D.P Punzalan
Mother: Jocelyn B. Punzalan
Contact Number: 09275228680

Educational Background:
Senior High School: Academic Track (Science,Technology,Engineering, and
Mathematics)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Saint John School
2014 - 2018
Primary School: Saint John School
Sampaguita St. San Juan, San Ildefonso,Bulacan
2014

Personal Data

Name: James Bryan V. Santos

Address: Pulong Tamo, San Ildefonso, Bulacan

53
Birthday: January 09, 2002
Age: 17
Gender: Male
Citizenship: Filipino
Father: Bernardo C. Santos
Mother: Matilde V. Santos
Contact Number: 09750952926

Educational Background:
Senior High School: Academic Track (Science, Technology, Engineering and
Mathematics)
Saint John School
Makapilapil, San Ildefonso, Bulacan
2019 - Present
Junior High School: Saint John School
2014 - 2018
Primary School: Pulong Tamo Elementary School
Pulong Tamo, San Ildefonso, Bulacan
2014

LETTER OF CERTIFICATION

54
This is to certify that the research paper entitled Quantitative Study on Factors

Affecting the Decision Making of the Grade 12 Students of Saint John School in

Choosing College Program, in partial fulfilment of the requirement for the subject

Practical Research 2, has been edited and proofread based on the standard rules, syntax,

and composition of the English Language.

The project is prepared and submitted by the following students:

Heidilyn S. Baturiano Khatelyn Anne D.C. Nieto

Jenny Rose B. Dela Paz Jonas B. Punzalan

Andrea Mosh [Link] James Bryan V. Santos

Patricia Jeanne S. Mendoza, LPT

English Teacher
St. Theresa’s College
09363236148
patriciajeannemendoza@[Link]

Documentation

55
While doing the survey:

56