Relationship of Parental Influence on the

Choice of Vocational Track among

SBSN Grade 10 Students

A.Y. 2015-2016

A Thesis Presented to

the Faculty of the High School Department

St. Benedict School of Novaliches

In Partial Fulfillment

of the Requirement in

English 10

By:

Mikaela Sofia S. Ting

Grade – St. Lambert
Group 10

February 4, 2016
 Approval Sheet

The thesis entitled “Relationship of Parental Influence on the

Choice of Vocational Track among SBSN Grade 10 Students S.Y

2015-2016” prepared and submitted by Mikaela Sofia S. Ting in

partial fulfillment in the English subject is hereby approved.

_____________________________
Ms. Jesseca Lipata Montemor
Thesis Adviser

Panel of Examiners

APPROVED and ACCEPTED by the committee on Oral Examination

with a grade of ___________ on ___________.

____________________________
Thesis Chairperson

_______________ _______________
Panelist Panelist

Date Signed: ____________

 Acknowledgement

Words are not enough to express the heartfelt thanks to the following

persons who helped the researcher behind this study. Their time, love,

prayers and support to the researcher will always be remembered. Those

moments may have already passed, but the memory lives on forever.

To Ms. Jesseca Lipata Montemor, her thesis adviser, who always

found time to squeeze her in the hectic schedule just to give assistance.

To Mr. Allan G. Bagus, the English teacher, who always gave effort

and concern not just to his own advisees, but to all 10th grade students

regarding thesis writing.

To Mr. Mark Jayson C. Fabella, Homeroom Adviser, who believed in

the researcher that she has the capacity to do this.

To the panelists, who evaluated this work and gave contributions to

improve it.

To Mika Chyna M. Marin, Marielle C. Dela Cruz and Shanel A. Miranda,

her best friends, for helping her in times of need.

To ICP Juniors’ Choir members, especially their choirmaster Dawn

Bryan R. Viluan, who taught the researcher to find her voice again and for

their endless prayers.

 To the Household of St. Joseph, especially Kuya Arman, who will always

be her second family who helped her return to the Lord.

To Ate Leony, who gave her hope and showed her silver linings.

To her boy best friends Jann, Joem, Babs, Gab, and Adi, who always

protected her.

Of course, to her parents, Mr. Manuel Luis I. Ting and Mrs. Lina Aleida

Servando-Ting who never gave up on her, and who probably never will,

especially at the peak of this study.

Saving the best for last, to God the Almighty Father, who bestowed upon

her the blessings and capacity to finish this study. This piece of work is

humbly offered to You.

The researcher
 Dedication
All of the persons

Who made my life a

“Disney Princess Movie”,

I dedicate this to

The Walt Disney of my life, The Lord God Jesus Christ

My Genie, Dad

My Tinkerbelle, Mom

My Fairy God Mother, Ate Leony

My Olaf, Mars

My Frog Prince(ess), Michy

My Seven Dwarves, Xy, Angge, Melan, Ikay, Otoy, and

Raine

My Flounder, Fizzy

And of course,

To my Prince Charming,

(You know who you are)…

This is for you.

 Abstract

The thesis entitled “Relationship of Parental Influence on the

Choice of Vocational track among SBSN Grade 10 Students S.Y

2015 – 2016” is made by Mikaela Sofia S. Ting of Grade 10 – St.

Lambert.

Parental influence has always been significant in a child’s life.

And this study was carried out to identify if it applies to a child’s

vocation. The test was done to Saint Benedict School of Novaliches

Grade 10 students. The researcher conducted a pre-survey to select

the students who had both their parents living with them. There were

73 respondents. Each of them was given a questionnaire that was

carefully evaluated by the researcher and her adviser. However, the

result was there is no relationship between parental influence and the

seniors’ choice of vocational track

 Table of Contents

Title Page……………….…………………………………………... i

ApprovalSheet……….…………………………………………….. ii

Acknowledgement…………………………………………………. iii

Dedication…………………………………………………………... iv

Table of Contents …………………………………………………… v

Thesis Abstract ……………………………………………………… vi

Chapter 1: Introduction

1.1 Background of the Study ………………………………………. 1

1.2 Objectives of the Study ………………………………………...

1.3 Statement of the Problem ……………………………………...

1.4 Hypothesis ……………………………………………………….

1.5 Significance of the Study ………………………………………

1.6 Scopes and Limitation ………………………………………….

Chapter 2: Review of Related Literature

2.1 Parental Influence Is ……………………………………………

2.1.1 Types of Parental Influence

2.1.2 Role of Parental Influence

2.2 What is Vocational Track? ……………………………………..

2.2.1 Types of Vocational Tracks

2.3 The Relationship between Parental Influence and the

Choice of Vocational Tracks for Seniors ……………………..
Chapter 3: Research Methodology

3.1 Research Design ………………………………………………..

3.2 Subjects and Study Site ………………………………………..

3.3 Research Instrument …………………………………………...

3.4 Data Gathering Procedure ……………………………………..

3.5 Statistical Treatment of Data …………………………………..

Chapter 4: Presentation, Analysis and Interpretation of

Data
Table 1. Frequency and Percentage of the Student’s Profile …..

Analysis …………………………………………………….

Interpretation ………………………………………………

Table 2. Frequency and Percentage Vocational Track Choice ...

Analysis …………………………………………………….

Interpretation ………………………………………………

Table 3. Parental Influence and Its Relationship to Vocational

Choice ………………………………………………………………..

Analysis ……………………………………………………

Interpretation ………………………………………………

Chapter 5: Summary, Conclusion, and Recommendation

5.1 Summary of Findings …………………………………………..

5.2 Conclusion ……………………………………………………….

5.3 Recommendation ……………………………………………….

Bibliography ………………………………………………………..

Appendices …………………………………………………………

Appendix A: ………………………………………………..

Appendix B: ………………………………………………..

Appendix C: ………………………………………………..

Curriculum Vitae …………………………………………………….

 Chapter 1:

Introduction

1.1 Background of the Study

They always say a child’s first teachers are the parents. And it’s

no surprise if the adolescent takes up the same profession of the

progenitor. In the Philippines alone, the researcher can cite some

famous personalities who follow their parents footsteps in choosing

their career, e.g., lawyers Jose Sison and his son, Jopet Sison, who

are also both T.V. hosts; Senators Aquilino Pimentel and his son Koko

Pimentel; actors Jaclyn Jose and Mark Gil and their daughter Andi

Eigenmann.

The influence of parents is a big factor to a child’s career choice;

according to Guerra and Braungart-Rieker (1999). In relation to that

matter, a study was conducted in SBSN S.Y. 2015- 2016 to know

whether the seniors’ choices of vocational track are influenced by

their parents’ occupation, advices, and maybe even their aspirations.

This study also aims to prove whether or not the parents influence

their offspring’s choice of career.

Maxwell Scientific Organization (2009) describes vocational

track choices as “the developmental process and spans almost

through person’s lifetime.”

 Vocational Track is divided into four, namely the Academic

Strand, the Sports Strand, the Arts and Design Strand, and the Tech-

Voc Strand. Under the Academic Strand, there is STEM (Science,

Technology, Engineering, and Mathematics), ABM (Accounting,

Business and Management), HUMSS (Humanities and Social

Sciences), Health Allied, and General Academic for the undecided.

For the Tech-Voc, there is Home Economics, Information and

Communications Technology, Agri-Fishery Arts, and Industrial Arts.

(Fr. Onofre G. Inocencio Jr., 2014).

Poole (et. al.1991) stated that parents’ jobs and demeanor are

the vital source of the children’s identity. However, if the juvenile was

influenced by the parents in a vigorous manner in his/her early years

without even knowing what track he or she would like to pursue, it can

lead to intergenerational apathy on his or her studies (Dustmann,

2004). In addition to the study, there are objectives to be achieved

and problems to be asked and to be solved in this paper, which are

as follows.

1.2 Objectives of the Study

This study aims to determine whether there is a relationship

between parental influence and the choice of vocational track of

seniors.
 1. It also wants to find out the profiles of the respondents about

parent’s influence.

2. It also endeavors to know the choices of vocational tracks the

seniors want.

3. It also wants to know the role of parental influence on the

choice of vocational track.

1.3 Statement of the Problem

This study endeavors to find out whether there is parental

influence on the choice of vocational track among SBSN seniors. It

also wants to know:

1. What are the profile of students towards parental involvement?

2. What choices of vocational tracks do the seniors want?

3. How does parental influence act upon the choice of vocational

track?

1.4 Hypothesis

There is no significant relationship between parental influence

and the choice of vocational track among Grade 10 students.

1.5 Significance of the Study

This study aims to help all incoming Grade 11 students, who

wish to choose a vocational track that suits them; knowing that the

track they would choose is what they really want to pursue.

 For parents with Grade 10 child/ren who wants a vocational

track that is best for their offspring/s.

For school administrators, whether teachers or staff, to be

aware and prepared in handling the consequences of seniors’

vocational track choice.

For curriculum developers, to create more specific choices of

vocational track

For future researchers, to have a more brief information about

parental influence on the seniors’ choice of vocational track

1.5 Scope and Limitations

This study only includes the types of vocational tracks, the

different types of parental influence and parenting, and the

relationship of parental influence in choosing a track. This will tackle

the relationship of parental influence on the choice of vocational track

parental influence if and only if both parents are consistently present

physically in the child’s life (e.g. both parents live together with the

child and none of them are overseas or in a dormitory.) This will not

study about the application of parental influence in life and the other

sources of influences. This would only be conducted to Grade 10

students in SBSN academic year 2015-2016.

 Chapter 2

Review of Related Literature

All of the related literatures reviewed within this segment have

one aim; to verify the relationship between parental influence, and the

Grade 10 students’ vocational choice.

2.1 Parental Influence Is

In addition to what was discussed in the introduction, according

to Longa, Tan and Tan (2004), the most essential leverage to a child’s

mind are the progenitors. Moreover, Penick and Jepsen (et. al. 1992)

stated that whatever the case may be, what gives the most influence

is not the society or peers, but the parents.

2.1.1 Types of Parental Influence

According to Morin (2015), there are four types of

parenting that influence a child’s way of thinking in his/her life.

As from what has been noted, the four are as follows:

A. Authoritarian

The children have to follow their rules with no excuses. If

not, they will chastise the juvenile. This is the main reason why
a child raised by an authoritarian parent is quite independent,

hostile, and/or has low self-esteem in life and decision-making.

B. Authoritative

These parents also have regulations, however they give

exemptions, as their main goal is for their child to see the

reasons behind those rules, for it is for their own good. Children

who have this type of parents are usually independent and

successful when it comes to his life.

C. Permissive

Permissive progenitors act more of a buddy than of a

parent. They have this way of thinking, which is “kids will be kids”

and let their children do whatever they want. Bringing children

up this way can be a cause for them to have a battle with studies.

Usually, they do not follow and acknowledge guidelines given.

D. Uninvolved

Being an uninvolved parent has 3 major causes, either

the parent has intellectual issues, he/she has inadequacy of

proper parenting, and lastly, the progenitor may be a single

parent, and he/she has to work, leaving the juvenile alone to

deteriorate. Mainly it is why a child does not care about his

studies, and is very much likely problematic.

2.1.2. Role of Parental Influence

Longa (et al. 2005) predicts that most progenitors believe that

they must guide their children in choosing a career. Furthermore,

Eccles and Fredrick (2002) did a study on the roles of parental

influence, and those are as follows:

A. Role Models

Parents, who involve in activities, tend to have children

who voluntarily participate in such activities.

B. Interpreters of Experience

Having much more experience, the parents’ pressure

equates to pessimistic behavior of the child.

C. Providers of Experiences

These progenitors most of the time give moral support to

the child; they do not necessarily need to do the activity the

adolescent does. The juvenile in return responds positively to

parent.

2.2 Vocational Track

In the previous research, the vocational track was defined and

enumerated. It was stated as a starting point in a person’s career

(Maxwell Scientific Organization, 2009). Choosing a track is a prime

accord done in senior high school for it is analogous to his/ her work.

Moreover, the different types of these tracks are as follows.

 2.2.1 Types of Vocational Tracks

As what has been noted in the introduction, the

researcher has mentioned the four types of vocational tracks,

which are the Academic Track, the Sports Track, the Arts and

Design Track, and the Tech-Voc Track. Fr. Inocencio Jr., (2014)

explained which tracks contain what subjects and they are as

follows. Academic Track has STEM, ABM, HUMSS, and

General Academic. Consequently, Tech-Voc, contains Home

Economics, Information and Communications Technology,

Agri-Fishery Arts, and Industrial Arts. Lastly, the Sports Track,

the Arts and Design Track

2.3 The Relationship between Parental Influence and the Choice

of Vocational Track of Seniors

In the career choice, parental influence has always been

counterfeited to compel their child/ren’s vocation (Bratcher et al.

1982). Evidently, Powell (1963) said that vocational track is akin to

the grown-ups. Parental influence belongs to the external factors that

affect vocational choices of the children, but in vocational decision

making, the first influence is always the parents, says Ohiwerei (2009).

In the same reason, Ferry (2006) mentioned that what makes the

most influence on vocational choices of adolescents is the

 progenitor’s assumptions and approach. The influence of school staff

are nothing compared to parental influence, considering the fact that

parents know less about these tracks (Creamer and Laughlin, 2005).

The parents still have tenacious influence even when the

juvenile moves away from home either for work or schooling,

especially on their marriage and career (Larson, et. al.1995), whereas

adolescents try to be more independent, but they still seek help from

their parents in terms of vocation. (Peterson et al.,1986).

However, there are times where parents take full management

over the child’s career, according to Haley et. al, (1976).

Nevertheless, there are several problems in this unit. Minchin

(1974) stated that, if there is family dysfunction, or the dismembered

family bond, it may lead to achievement ideology, or the so-called low

self-esteem. In addition, the parent/s may not like the career choice,

and will not sponsor for it. Moreover, too much pressure done to the

adolescent can lead to the refusal of the child to study. Because of

this, some progenitors decide for their child’s career, their child does

not need advices in terms of choosing a vocation.

2.4 Definition of Terms

1. Vocational Track - in this study, it talks about the strand the student

will take up in Senior High School.

2. Parental Influence - refers to the ways of the parents on how they

open up a child’s eyes to a certain topic.

3. Seniors/ Grade 10 - the target audience of the study and it is

commonly known as the 4th year students.

4. Employee - a person employed for wages or salary, especially at

a none executive level.

 Chapter 3

Research Methodology

The main objective of this thesis is to determine the relationship of

parental influence on the choice of vocational track of SBSN seniors during

the academic year 2015-2016.

There are three types of research namely, the Descriptive Research, the

Historical Research, and the Experimental Research, which in this case,

the researcher used the descriptive method. Descriptive method of

research refers to the ‘what is’. It gives information to the current status of

the phenomena. This method answers the 5W’s and 1H, or the ‘who, what,

where, when, and how’. Since this study tackles about the present choices

of vocational track, the descriptive research is the most appropriate to use.

Descriptive research includes in it the interpretation of data itself and its

evaluation. It is not just composed of gathering and tabulation of data.

Subjects and Study Site

The researcher conducted a survey at Saint Benedict School of

Novaliches located at 1037 congressional Road, Clamor Compound,

Bagumbong, Caloocan City. Done on December 4, 2014, the researcher’s

respondents were selected Grade 10 students from the five sections,

namely St. Lambert, St. Landric, St. Lawrence, St. Leander and St. Leonard.

Sample and Sampling Technique

The total number of students from the Tenth Grade were 144, but the

selected respondents were gotten by a pre-survey done on September 30,

2015. The criteria used in choosing the respondents are as follows:

1. He or she must live with both parents (e.g., both are alive, not

divorced, or if they are, the child spends time with them both, none are

OFWs, etc.).

2. He or she must be in the Tenth Grade.

Section Total Number of Students Number of Respondents

St. Lambert 28 15

St. Landric 30 15

St. Lawrence 29 16

St. Leander 29 10

St. Leonard 28 17

TOTAL: 144 73

Research Instrument

The researcher used survey forms to gather data. The class numbers

and the sections of each respondent were already indicated, so it was more

convenient for the facilitator to distribute it. There was no need for the
respondents to fill in their names, for it was a sign of respect, and for

confidentiality. Part one of the questionnaire was about their parents’

occupation, and influence. It is a checklist type of test that is intended to

answer sub-problem number one. The second part was intended for the

respondent’s choice of vocational track. It is a multiple choice type of test

for sub-problem number two. Lastly, the test three talked about the parental

influence, and it’s relation to the senior’s choice of vocational track. It is also

a checklist exam of a Likert Scale that answers sub-problem number three.

All of these tests have 10 questions/ choices.

Data Gathering Procedure

Before going to a library, a referral letter was needed in order for

outsiders to be let in. The referral letter was obtained from the school’s

librarian, signed by the principal. On the 26th of May 2015, the researcher,

together with some of her co-researchers, went to LaSalle University. The

second time they went to a library was on the 25th of July, and the venue

was in Ateneo de Manila University. The researcher went there to find

related literature, and related studies for her thesis. She used OPAC

(Online Public Access Catalog) for finding the books needed to avoid

wasting time and effort.

 The researcher also used the internet for online publication sites, and

came across various journals that supports her study.

The researcher’s thesis concerns parental influence on selected

students only, so a pre-survey was conducted with only one question in

hand, which was:

“How many of you live with both of your parents?”

The thesis adviser approved of the pre-survey, and after a month or

so, the researcher made copies of the survey itself to be distributed among

the respondents.

Statistical Treatment of Data

The first and second part of the questionnaire are checklist and multiple

choice test that requires no correct answer. It is better to use Frequency

and Percentage to represent the gathered data.

ƒ
𝑃= 𝑥 100
𝑛

Wherein:

a. P= percentage

b. f= frequency
 c. n= number of respondents

Test three is all about the relationship of parental influence on the choice

of vocational track of seniors’. The researcher used Pearson R, because it

is the most convenient to use. Pearson R lets us know whether two sets of

scores are related. It shows the degree of relation.

n∑XY−(∑X)(∑Y)
Rxy =
√[𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 −(∑𝑌)2 ]

Wherein:
a. N= number of respondents

b. X= the first variable

c. Y= the second variable

d. ∑= the summation, or the total of all data

 Chapter 4

Presentation, Analysis and Interpretation of Data

In this chapter, the researcher represents the data gathered from

the survey questionnaire answered by the respondents.

Table 1. Frequency and Percentage of the Student’s Profile

Questions Frequency Percentage

1. What is the profession of your

father?

a. Businessman 20 27.39

b. Employee 21 28.76

c. Lawyer 2 2.73

d. Engineer 9 12.32

e. Instructor 4 5.48

f. Guard 1 1.37

g. Police 3 4.11

h. Designer 2 2.73

i. Accounting officer 1 1.37

j. Supervisor 2 2.73

k. Driver 1 1.37

l. None 3 4.11

m. Sales Manager 4 5.48

Total 73 100

2. What is the profession of your

mother?

a. Housewife 21 28.77

b. Employee 18 24.66

c. Businesswoman 16 21.91

d. Teacher 7 9.59
 e. Secretary 1 1.37

f. Acc. Officer 1 1.37

g. Sales Manager 3 4.11

h. Supervisor 4 5.48

i. Designer 2 2.74

Total 73 100

3. How much is your father’s

salary?

a. Below 20,000 Php 17 23.28

b. 20,000-30,000 Php 17 23.28

c. 30,000-40,000 Php 13 17.81

d. 40,000-50,000 Php 14 19.18

e. Above 50,000 Php 12 16.44

Total 73 100

4. How much is your mother’s

salary?

a. Below 20,000 Php 26 35.62

b. 20,00- 30,000 Php 21 28.77

c. 30,000- 40,000 Php 12 16.44

d. 40,000- 50,000 Php 6 8.22

e. Above 50,000 Php 8 10.95

Total 73 100

5. How many days does your

father work (days per week)?

a. 0 4 5.48

b. 1-2 6 8.22

c. 3-4 18 24.66

d. 5-6 25 34.25

e. 7 20 27.40

Total 73 100
 6. How many days does your
mother work (days per
week)?

a. 0 0 0

b. 1-2 6 8.22

c. 3-4 22 30.14

d. 5-6 17 23.29

e. 7 27 36.99

Total 73 100

7. How much time do you spend

with your father (on a daily
basis)?

a. Less than an hour 15 20.54

b. 1-2 10 13.69

c. 2-3 18 24.67

d. 3-4 11 15.07

e. More than 5 19 26.03

Total 73 100

8. What is the educational degree of

your mother?

a. Elementary 0 0

b. High School 10 13.70

c. College 55 75.34

d. Masters 8 10.96

e. Doctorate 0 0

Total 73 100

9. What is the educational degree of

your father?

a. Elementary 1 1.37

b. High School 9 12.33

c. College 55 75.34
 d. Masters 8 10.98

e. Doctorate 0 0

Total 73 100

10. How much time do you spend with your mother (on a daily basis)?

a. Less than an hour 8 10.96

b. 1-2 12 16.44

c. 2-3 10 13.70

d. 3-4 18 24.66

e. More than 5 25 34.25

Total 73 100

Analysis

For the Test 1 one the questionnaire, the researcher included ten

items all about the parents’ influence on the students. The first question

was about the profession of the father. It showed that 27.39 percent of

the seniors’ have fathers as Businessmen, 28.76 percent for Employee,

2.73 percent for Lawyer, 12.32 percent for Engineer, 5.48 percent for

Instructor, 1.37 percent for Guard, 4.11 percent for Designer, 2.73

percent for Accounting officer and Supervisor, 2.73 percent for Driver,

4.11 percent for Sales Manager, and 5.48 percent for those who don’t

have a job. For the mothers, 28.77 percent of them are Housewives,

24.66 percent are Employees, 21.91 percent are Businesswomen, 9.59

percent are Teachers, 1.37 percent is for Secretary and Accounting

Officer, 4.11percent for Sales Manager, 5.48 percent for Supervisors,

and 2.73 percent for Designer

 The salaries obtained by both parents were also asked. For the

fathers who earn below 20,000 Php were 23.28 percent, 20,000-30,000

Php were also 23.28 percent, 30,000-40,000 Php have 17.81 percent,

40,000-50,000 Php obtained 19.18 percent ,and lastly, those who earn

above 50,000 Php have 16.44 percent. For the mothers, those who

earn salary below 20,000 Php, including the housewives, are 35.62

percent, 20,000- 30,000 Php have 28.77 percent, 30,000- 40,000 Php

have 16.44 percent, and those who earn 40,000- 50,000 Php were 8.22

percent. Lastly, those who earn above 50,000 Php were only 10.95

percent.

The next question was about the working days. The fathers who have

zero working days were only 5.48 percent, and those who work for at

least two to three days were 8.22 percent. Only 24.66 percent of the

fathers work for three to four days, while those who work for five to six

days achieved 34.25 percent. Those who work for the whole week were

27.40 percent. Now, for their mothers, there were no mothers who didn’t

have work at all. For those who worked for only one to two days are only

percent, 32 percent for those who work for three to four days, and five to

six days have 23 percent. Those mothers who work for the whole week

got the largest percentage, which is 36 percent.

 On how much time per day does the parent spend with the child was

next. There were 21 percent of fathers who spend less than an hour with

the child, 14 percent who spend at least 1-2, 25 percent who spend no

less than 2-3 hours, 15 percent who dedicate at least 3-4 hours, and 26

percent give more than five hours for the child. The time given to them

by the mothers was asked next. 11 percent of the mothers dedicate only

less than an hour for their child. Those who spend at least one to two

hours were 16 percent, 14 percent of the mothers spend no less than

two to three hours. Mothers who spend three to four hours were 25

percent, and the largest percentage were the mothers who spend more

than five hours, which is 34 percent.

On the last question of the first test of the questionnaire, the

educational degrees of both parents were asked. Only two percent of the

fathers only finished elementary. Twelve percent of the fathers only

finished high school; for the mothers, there were only 14 percent.

Seventy five of parents have graduated from college, while 11 percent

of both parents finished their masters.

Interpretation

Parents are the “starting key” of the whole development of a

child’s vocation. (Guerra & Braungart-Rieker, 1999; Hargrove, Inman,

& Crane 2005). The more successful a parent is, the more that the
 child wants to take up a field similar to the parents’ job, thinking that

they too, shall be successful. Blustein (et.al. 1995)’s statement

agrees on this, for he said that every vocational goal has its own

standard based on the level of their relationship. And also, Clair(1996)

stated that the expectation of parents also affect the child’s choice of

career. Maybe he is to please the progenitors, or maybe it is just

forced upon him to pursue it.

Table 2. Frequency and Percentage Choice of Vocational Track

1. What is your choice of vocational Frequency Percentage

track?

a. Academic Track 56 76.71

b. Tech- Voc track 8 10.96

c. Sports Track 1 1.36

d. Arts and Design Track 3 4.11

e. Undecided 5 6.85

Total: 5 73 100

2. What track under that strand would Frequency Percentage

you choose?

a. HUMSS 6 8.22

b. STEM 35 47.95

c. ABM 14 19.18

d. ITC 5 6.85

e. Undecided 10 13.70

Health Allied 3 4.11

Total:5 73 100

Frequency Percentage

3. Why did you choose that field?

 a. My parents’ decision 4 5.48

b. My own decision 67 91.78

c. My friends will also take it up 0 0

d. It is ‘in’ or what most people 0 0

will take up

e. I am undecided 2 2.74

Total: 5 73 100

4. Why did you or your parents choose Frequency Percentage

it?

a. It has high salary pay 19 26.03

b. It involves my hobbies or 44 60.27

interests

c. It has few working hours 0 0

d. It has few working days 1 1.36

e. I have no idea 9 12.33

Total: 5 73 100

5. Through whom did you hear of that Frequency Percentage

field?

a. Through my parents 20 27.40

b. Through my own research 20 27.40

c. Through my friends 5 6.85

d. Through my school 25 34.25

e. Through advertisements 3 4.11

Total:5 73 100

6. Choose the activities you enjoy Frequency Percentage

doing (choose only ONE).

a. Solving Math problems, doing 25 34.25

DIYs, reading books.

b. Doing computer-related stuff. 16 21.92

c. Singing, playing a musical 11 15.07

instrument, writing poems

d. Engaging into sports 13 17.81

 e. Neither of the four 8 10.96

Total:5 73 100

7. Who influenced you the most on Frequency Percentage

your choice of vocational track?

a. My parents 19 26.03

b. Myself 45 61.64

c. My friends 4 5.48

d. My school 5 6.85

e. Others 0 0

Total:5 73 100

8. What would you likely be after you Frequency Percentage

graduate from senior high school?

a. Businessman 6 8.22

b. Employee 6 8.22

c. Accountant 6 8.22

d. Baker 1 1.36

e. I intend to take up college 54 73.97

Total:5 73 100

9. What is the college course you Frequency Percentage

would like to take up in the near
future?

a. Accountancy 9 12.33

b. Law 7 9.60

c. Medicine 15 20.55

d. Mass Communications 5 6.85

e. Others:

Journalism 1 1.36

Architecture 2 2.74

Geology 1 1.36

Engineering 18 24.66

Education 1 1.36

Psychology 1 1.36
 Military 1 1.36

Undecided 3 4.11

Computer Science 1 1.36

Fine Arts 1 1.36

Business Management 2 2.74

Culinary Arts 1 1.36

Financial Management 1 1.36

Economics 1 1.36

Marine 1 1.36

Networking 1 1.36

Total: 20 73 100

10. Why will you take up that course? Frequency Percentage

a. My parent/s’ choice 10 13.70

b. My own choice 60 82.19

c. Most of my friends will take 3 4.11

it

d. I have no other choice 0 0

e. Others: 0 0

Total:5 73 100

For the second test in the paper, the researcher asked about the

students’ profile in their choice of vocational track. There were 77 percent

of the students who chose Academic Strand, 11 percent for those who

chose Tech-Voc Strand, One percent for those who chose the Sports

Strand, and four percent for the Art and Design Strand. However, there

were seven percent who were undecided of what Strand to choose. And

under those strands, the choice of tracks of the Grade 10 were also asked.

For HUMSS, there were eight percent, STEM got 48 percent, ABM
achieved 19 percent, ITC got only seven percent, and the undecided got 14

percent, while the Health Allied Track obtained four percent.

The next question was why they chose the field. Five percent answered

that it was because of their parents’ decision. Ninety two percent was their

own decision. And lastly, the remaining three percent answered that they

were still undecided. Related to that question, the next was about why they

chose the field. Twenty six percent answered that it was because of high

salary pay, 60 percent was because it involves their hobbies or interests.

Two percent answered that it has few working days, and the remaining 12

percent have no idea why.

The next statement asked through whom they heard of that field. Both

statements of through the parents, and through my own research achieved

27 percent. Seven percent answered through my friends, the largest

percentage which was 35 is through my school, and only four percent

answered through advertisements.

The researcher then put in the questionnaire what types of activities the

child prefers. Thirty four percent of the respondents answered solving Math

problems, doing DIYs or reading books, while 22 percent of the students

chose doing computer-related stuff, like playing computer games. However,

15 percent of the respondents picked singing, playing a musical instrument,

or writing poems. Then, 18 percent got the last choice, which is engaging

into sports. Lastly, those who chose neither of the four were just 8 percent.

Next question asked was on who influenced the child mostly on his/her

choice of vocational track. Twenty six percent answered their parents, 62

percent said it was themselves, five percent mentioned it was their friends,

and the remaining seven percent said it was their school.

Then the researcher asked on what kind of job they would want after

senior high school. Eight percent choose a businessman, the same goes

for the employee and the accountant. Two percent of the population chose

baker, and the remaining 74 percent intended to go to college. In relation

to that question, the next was about what college course they will take up.

Twelve percent of them chose Accountancy, ten percent picked law, and

21 percent intend to take up medicine. Seven percent of the population

want to take up Mass Communications. Those who chose Engineering

were 25 percent, Architecture and Business Management were three

percent. Four percent came from the undecided, and Journalism, Geology,

Education, Psychology, Military, Computer Science, Fine Arts, Culinary

Arts, Financial Management, Economics, Marine and Networking were all

only one. The last question, of course, was about why they want to take up

that course. Fourteen percent was because of their parents’ choice, 82

percent of their own choice, and four percent was because of their friends.
 Interpretation

According to Ohiwerei and Nwosu(2009), there are other influences

which affect a child’s vocational choice. Besides parental influence, it may

be because of the individual differences, or their own unique characteristics.

Or because of teaching influences done in the school, peer influence, and

the given knowledge about a vocational track. Unconsciously though, the

children choose a track which involves their interests and hobbies, which,

in that matter, are definitely related to their parents jobs. Their choice of

vocational track depends on their parents’ jobs, if they seem to have a

reasonable pay, then the children want to have a job like their parents too.

Table 3.Students’ Profile on the Relationship of Parental Influence

on the Choice of Vocational Track

73 X Y X² Y² XY

Total: 212 157 44944 24649 33284

n∑XY−(∑X)(∑Y) 2396448
Rxy = Rxy =
√[𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 −(∑𝑌)2 ] √[57429630170]

73(33284)−(212)(157) 2396448
Rxy = Rxy =
√[73(44944)−(212)2 [73(24649)−(157)2 ] 2396448

2429732−33284
Rxy =
√[323596−44944][1774729−24649]

209689
Rxy = Rxy =.1
√[3235968][1774729]

Decision: Reject Ho if | .1 ≥ .22 Decision: Accept Ho

Interpretation

According to Clair (1996), vocational influence originates from

parents. However, this study accepted that there is no relationship between

parental influence and the choice of vocation. Minchin’s study (1974)

agrees, for she stated that it depends upon the child if he/she wants to take

up the course related to the parents’ job. The child may be attracted to the

occupation by the amount of salary, the number of working days, or the

interests he/she beholds, but that’s where it ends. It is his/her own decision

to do so. Thus, parental influence is not mirrored in a child’s vocation.

 Chapter 5

Summary, Conclusion and Recommendations

This chapter focuses on the summary of the study. The

recommendations offered are also stated based on the study’s findings.

Summary

This study dealt with the relationship of parental influence on the choice

of vocational track of Grade 10 students. This only underwent three stages,

which are 1) research of related studies and literature, 2) pre-survey which

was intended to know the respondents, and 3) the survey itself.

Previously stated, this study has reached its conclusion that there is

actually a strong relationship between parental influence and the seniors’

choice of vocational track.

Recommendations

After undergoing all the viable procedures, in developing and validating

the instrument at the time of the study, the following recommendations are

offered:
 1. That the research instrument may be used by other allied disciplines.

2. Establish further validation of the research instrument.

3. That other researches try the research instrument on another set of

respondents to know the accuracy and validity of it.

 References

Longa, Tan, and Tan, (2005),A study on Career Preferences and

Choices of Senior High School Students from Public and Private Schools

Within Metro Manila, and Factors Including Them

Alika, (2012) Career choice in engineering: the influence of peers and

parents implication for counselling, ISSN: 0146-3934 Source Volume: 46

Source Issue: 3 Retrieved from:

http://www.ingentaconnect.com/content/prin/csj/2012/00000046/00000003

/art00008

Ohiwerei, Nwosu, (2009) Vocational Choices among Secondary School

Students: Issues and Strategies in Nigeria, ISSN: 2041-8752, Asian Journal

of Business Management 1(1): 1-5, 2009, Retrieved from:

maxwellsci.com/print/ajbm/1-5.pdf

Pitman Dictionary of English and Shorthand, 1994. London: Sir Isaac

Pitman and Sons Ltd., pp: I-18. New Era Edition.

Asian Journal of Business Management 1(1): 1-5, 2009 ISSN: 2041-

8752 © Maxwell Scientific Organization, 2009, 1F.O. Ohiwerei and 2B.O.

Nwosu 1Department of Vocational and Technical Education, Ambrose Alli

University, Ekpoma, Edo State, Nigeria 2Department of Business

Education, Ebonyi State University, Abakaliki, Ebonyi State, Nigeria.

 Alika, Henrietta Ijeoma, Magazine/Journal: COPYRIGHT 2012 Project

Innovation (Alabama) ISSN: 0146-3934, Source Issue: 3, Accession

Number: 302464017.

THE EFFECTS OF PARENTAL INFLUENCE ON THEIR CHILDREN‘S

CAREER CHOICES, Chance Clutter, B.A., Fort Hays State University,

1995.

ADEYINKA A. A. (2001) Secondary schooling and career preference of

Adolescence in the eastern and Lagos West Africa.

Developmental Sport and Exercise Psychology: A Lifespan Perspective,

Maureen R. Weiss, Parental Influence on Youth Involvement in Sports,

Jennifer A. Friedricks and Jacquelynne S. Eccles.

A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON

STUDENTS’ ULTIMATE ACADEMIC SUCCESS, MARGARET M.

GUNDERSON B.S. Trenton State College, 1977 M.Ed. Trenton State

College, 1981.

Oxford University Press 2004 Oxford Economic Papers 56 (2004), 209–

230 209 DOI: 10.1093/oep/gpf048, Parental background, secondary school

track choice, and wages, Christian Dustmann.

APPENDICES
 Appendix A: Letter for the Approval of the Survey
Questionnaires

Dear Mr. Porton,

Greetings!

I, Mikaela Sofia S. Ting, of Gr. 10 – St. Lambert in relation to my

thesis entitled “Relationship of Parental Influence on the Choice of
Vocational Track among Grade 10 SBSN Students A.Y. 2015-2016”
would like to request your permission to conduct a survey among
all Grade 9 sections on a date and time recommended by your office
and the respective class advisers.

Thank you very much in anticipation of your positive response.

Respectfully yours,

Mikaela Sofia S. Ting

The Researcher
Appendix B- Survey

Dear Respondents,

I, Mikaela Sofia S. Ting of Grade 10- St. Lambert, would like to

request your assistance in helping me collect my data for my high

school thesis regarding parental influence and the choice of

vocational track. In line with this, your honest and truthful answers

shall be kept in strict confidentiality and shall be used for academic

purposes only.

God be with us all!

Noted by:

Ms. Jesseca Lipata Montemor

Thesis Adviser

Mikaela Sofia S. Ting

The Researcher

Section:
Class No.

General Instructions:
1. Kindly follow the instructions.
2. Please answer the following honestly.
Test I. Checklist
Directions: Kindly put a check on the line before your answer.

1. What is the profession of your father?

_ Businessman _Lawyer _Others(Specify):
_Employee _Teacher _______________
2. What is the profession of your mother?
_Housewife _Businesswoman _Others(Specify):
_Employee _Teacher __________________
3. How much is your father’s salary(estimated in Php)?
_Below20,000 _30,000-40,000 _Above 50,000
_20,000-30,000 _40,000-50,000
4. How much is your mother’s salary(estimated in Php)?
_Below20,000 _30,000-40,000 _Above 50,000
_20,000-30,000 _40,000-50,000
5. How many days does your father work(days per week)?
_3 _5 _7
_4 _6
6. How many days does your mother work(days per week)?
_3 _5 _7
_4 _6
7. How much time do you spend with your father(on a daily basis)?
_Less than an hour _2-3 hours _More than five hours
_1-2 hours _3-4 hours
8. How much time do you spend with your mother(on a daily
basis)?
_Less than an hour _2-3 hours _More than five hours
_1-2 hours _3-4 hours
9. What is your father’s highest educational achievement?
_Elementary _College _ Doctorate
_High School _Masters
10. What is your mother’s highest educational achievement?
_Elementary _College _ Doctorate
_High School _Masters

Test II. Multiple Choice

Directions: Please encircle the letter before your corresponding

answer.
1. What is your choice of most(Please choose only
vocational track? ONE letter):
a. Academic a. Solving Math problems,
b. Tec-Voc doing DIYs, reading
c. Sports books.
d. Arts and Design b. Doing computer-related
e. Undecided stuff.
2. What track under that c. Singing, playing a
strand will you choose? musical instrument,
a. HUMMS writing poems
b. Stem d. Engaging into sports
c. ABM e. Neither of the four
d. ITC 7. Who influence you the
e. Others(Specify): most on your choice of
3. Why did you choose that vocational track?
field? a. My parents
a. My parents’ decision b. Myself
b. My own decision c. My friends
c. My friends will also take d. My school
it e. Others(Specify):
d. It is what most people 8. What would you likely be
take up after SHS?
e. I am undecided a. Businessman
4. Why did you or your b. Employee
parents’ choose it? c. Accountant
a. It has high salary pay d. Baker
b. It involves my hobbies e. I intend to take up
and interests college
c. It has few working hours 9. What is the college course
d. It has few working days you prefer to take up?
e. I have no idea a. Accountancy
5. Through whom did you first b. Law
hear of that field? c. Medicine
a. Through my parents d. Mas communications
b. Through my own e. Others(Specify):
research 10. Why will you take up that
c. Through my friends course?
d. Through my school a. My parent’s choice
e. Through b. My own choice
advertisements c. Most of my friends will take
6. Choose the activities you it
enjoy doing the d. I have no other choice
e. Others(Specify):
Test III. Pearson R
Directions: Put a on the line before your answer.
1. In what ways do your parents influence you (you may choose
more than one)?
They decide:
_my choice of clothing _the shows I will watch
_which school I enrol in _the internet sites I go to
_ who my friends should be _the places I can go to
_what food I will eat _others (specify):
_ my course ________________________
_the things I will buy
2. How many hours do you spend with your parents on a daily
basis?
_1 _4 _7 _ others (specify):
_2 _5 _8 __________________
_3 _6 _9
 Curriculum Vitae

Name: Mikaela Sofia S. Ting

Age: 16

Birthday: August 21, 1999

Birthplace: Manila

Email: guessimPINK@yahoo.com , kaela_sting@yahoo.com

Contact Numbers: 09298174259, 9380016

Educational Background:

Bloomridge Intergrated School (Preparatory)

Ina ng Buhay Catholic School (Grades 1, 2, 6, 7, 8)

Nyongani Integrated School (Grades 3, 4)

Saint Joseph College of Novaliches (Grade 5)

Saint Benedict School of Novaliches (Grades 9, 10)

Achievements:

Most Responsible Student (Preparatory)

Best in Religion (Grade 1)

Spelling Bee First Runner-Up (Grades 1 and 2)

Top 1(Grade 1)

Top 2 (Grade 2)

Advanced Student (Grade 7)

Other Achievements:

Trumpets Playshop Music Academy Certificate of Participation

Certificate of Recognition in the Participation of INBCS Musical Play

Weinstein Pianos 12th Voice Recital Certificate of Recognition

Voice Power Recital Certificate of Recognition

Sayaw Musika, Atbp. Recital Certificate of Recognition