Factors Affecting Grade 10 Students in Choosing Their Preferred Tracks for Senior High

School

A Research Paper Presented to the Faculty of the High School Department

UNIVERSITY OF THE IMMACULATE CONCEPTION Bajada, Davao City

In partial fulfillment of the clustered requirements

in mathematics english and social studies

Cervera, Ma. Adriah Therese D.

Divino, Daniel Fil B.

Verjom, Syluck Joseph B.

March 2016
 Acknowledgement

We would like thank these following people in sharing their thoughts and knowledge for

us to complete the performance task which was given to all Grade 10 students. These people

helped us in making some of the chapters within our research paper:

Mr. Ronald Allan Zeta – for giving us advices and corrections about the format and

computations in our thesis.

Ms. Phoebe Ostique – for correcting our grammatical errors and in constructing some

parts of our thesis.

Ms. Sheila Bagaman – for correcting the errors in the contents of our research.

Ms. Blessica Morana – for giving us her moral support and personal advices in our

research as our class adviser.

Ma. Araceli Bello-Verjom – for sharing her knowledge about our study and for helping us

in constructing our the introduction for our chapter 1.

Mr. & Mrs. Cervera – for the financial support in completing our research papers and for

allowing us to use their house as a meeting/ working place.

 Abstract

With the changes that are needed to be faced by our country in terms of educational curriculum,

the researchers have made a move to pursue this study. In our study, we concluded four (4) major

factors which was the basis of this study, Parental Influence, Aptitude, Interests and Environmental

Factors. This study aims to find out the significant differences between the career choice factors

and the gender of our respondents. The research was conducted at the University of the

Immaculate Conception and its respondents were selected Grade 10 students, ranging from 20-23

per section. It was performed using the descriptive survey method, thus, the researchers formulated

a questionnaire based on the four (4) different indicators, with six (6) statements each. The

questionnaires were distributed in 8 sections, with 172 respondents all in all which was verified

through the Slovin’s formula. The researchers then encoded the data to be able to get the mean

scores, as well as, the p-value or the significant difference. It was then formulated by the SPSS,

and obtained a p-value of 0.144. Therefore, it was implied that there was a significant difference

between the career choices of grade 10 students with their gender. The proponents’ decision was

to accept the alternative hypothesis and reject the null hypothesis. There are diverse and several

factors which can also affect the career choice of an individual. For the improvement of further

studies, the researchers highly recommend that there should be other factors that will be looked

upon since career choice is essential in one’s future way of life.

 Table of Contents
Title Page

Acknowledgement i

Abstract ii

Table of Contents iii-iv

List of Tables

List of Figures

CHAPTER I. THE PROBLEM AND ITS SETTINGS

Introduction 1

Statement of the Problem 2

Hypothesis 3

Theoretical Framework 4

Conceptual Framework 5

Scope and Limitation of the Study 6

Definition of Terms 6

Significance of the Study 7-8

CHAPTER II. REVIEW RELATED OF LITERATURE

Review of Related Literature 9

Parental Influence 9-13

Environmental Factors 13-17

Interests 17-18

Aptitude 18-20

CHAPTER III. METHODOLOGY

Research Design 21

Research Locale 21

Research Respondents 22

Research Instruments 23
Data Gathering Procedure 23

Data Analysis 24

CHAPTER IV. RESULTS AND DISCUSSIONS

Results and Discussions 25-34

CHAPTER V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Summary 35-37

Conclusions 37-38

Recommendations 38-39

BIBLIOGRAPHY 40-43

APPENDICES 44-47

CURRICULUM VITAE 48-50

List of Tables Page

CHAPTER III

Table 1 Distribution of Respondents 22

CHAPTER IV

Table 2 Profile of the Grade 10 students in terms of section 25

Table 3 Indicator 1 (Parental Influence) 26

Table 4 Indicator 2 (Aptitude) 28

Table 5 Indicator 3 (Interests) 30

Table 6 Indicator 3 (Interests) 31

Table 6 The T-test Results 32

List of Figures Page

Figure 1 Conceptual Framework 5

Chapter 1

The Problem and Its Setting

The K-12 Program implementation started on batch 2011-2012, and the first batch of students

to go through K-12 will graduate in March 2018. The K-12 Program is found to be adequate period

for learning under basic education and its distinction requirement of professionals and non-

professionals in our country and in foreign Asian or Non-Asian countries. It offers a balanced

approach to learning that will enable children and students to acquire, know and learn more skills

in different fields of education taking up the vocational and later professional degree courses.(Ma.

Araceli Bello Verjom)

The number of educated is now decreasing because of the different circumstances that they

face during the days that they are trying to step up in their lives. A survey from the DepEd shows

that out of 100 students studying in elementary, only 80 of them will graduate and those 80 students

may be deducted and will become 50-60 students to go to high school. In 50 students, there might

only be 30 of them can only proceed to college and only a few of them can finish college and/or

masteral degree courses.(Ma. Araceli Bello Verjom)

The K-12 program of the government will allow students to having mastery of competence and

enable them to cope up with the lessons. The curriculum are enriched to the local needs of students

to be responsive to choose specialization that will suit their field of interests. The present curriculum

offers a more balanced

approach that students may acquire and master their life long interests and Learning skills for

livelihood income approaching 21st century. With the K-12 education also help graduated students

the skills needed in the labor market and prepare responsibilities and opportunity to be accepted

and work to the skills they acquired.(Ma. Araceli Bello Verjom)

After finishing the K-12, particularly in the senior year of schooling, graduates are awarded

certificate of competence and national certificate showing of proof allowing them to have middle
level skills and will be offered a better opportunity to be employed and later become young

entrepreneur.(Ma. Araceli Bello Verjom

Statement of the Problem

This study aims to deduce the perception of grade 10 students regarding the Senior High

School Program of the DepEd. Furthermore, the study aims to determine the plans of the grade 10

students with regard to the K to 12 academic program and their opinion about its implementation.

Specifically it answers the following questions:

1. What is the Profile of the responding grade 10 students? In terms of:

1.1. gender?

2. What are the factors affecting the students in choosing their preferred track for senior high school?

In terms of:

2.1. Parental Influence;

2.2. Environment;

2.3. Interests and

2.4. Aptitude?

3. Is there a significant difference between the factors affecting a student’s choice of senior high

school track when analyzed according to gender?

Hypothesis

Taking the variables into mind, multiple hypotheses were made. Each hypothesis tackles a

different set of variables yet very similar. Each of them shall be tested at 0.05 level of significance.

H0 : There is no significant difference between the respondents when classified according to

gender.

Theoretical Framework

DEVELOPMETNAL THEORY OF CAREER DEVELOPMENT

According to Super’s (1990) Developmental Theory of Career Development, high school

students are at the exploration stage of career development, which involves crystallizing and

specifying their occupational preferences, while also making preliminary decisions about their

career choice. The review of the literature showed the areas of a student’s life affect the plans,

decisions, and career choice they make: Gender, Parental Influence, and Peer Influence. The

study attempted to identify and differentiate to what extent these factors played varying roles in

future career choice.

Conceptual Framework

Figure 1. Conceptual Framework of the study

FACTORS TRACK CHOICE FOR

SENIOR HIGH SCHOOL

Parental Influence
Environment
Personality
Aptitude

PROFILE
 Gender
 Scope and Limitations

This study was an investigation on the factors affecting the choices of the students under K-

12 on which track they would take for senior high school. The study was only limited to the Grade

10 students of the University of the Immaculate Conception. This study mainly focused on the

factors such as the profile of the students, Parental Influence, Peer Influence, Environment,

Personality, Interests, Aptitude, and Opportunity. There may be more factors however, those would

not be within this study.

Definition of Terms

Parental Influence- this is the affect of the parents to their students in choosing their preferred

academic tracks in senior high school.

Environment- the feeling of the student in his/her surroundings which makes him/her think of

the things that he/she could help in the community.

Personality- these personality factors to be considered includes their mental abilities, special

abilities and interest if they are going to make intelligent career plans.

Aptitude- these are the factors which defines the choice of the student based on ` their own

abilities, skills, talents, and specialties.

Significance of the Study

One of the parts of direction and guiding is to make it feasible for a person to see and

investigate his or her boundless enriched alternatives. Professional direction advising, one of

the significant administrations of direction and directing is to think of vocation advancement

program which empowers direction instructors to help people to distinguish and take in the

aptitudes by which they can be more successful in getting ready for and in picking

employments, in making compelling moves and changes in accordance with work and in

dealing with their own particular vocations and vocation moves adequately.

He further added that the National Career Development Association (NCDA) in the United
 States in 1993 noted that “Helping individuals increase self-understanding of their abilities,

interests, values and goals is a vital foundation of the career development process”

Dismal to say however not very many studies are made to examine achievement of

vocation way utilized as a part of the understudies of the Philippines, even the components

that influence the profession decision of Filipino understudies. This furnishes us with

constrained data on the most proficient method to offer our understudies some assistance with

identifying the best possible vocation choices and course decision they need to seek after later

on.

Given that the Philippines can't give enough employments to maintain an informed

workforce, there are a few difficulties for profession directing in the Philippines today. Initially,

the matter of picking a vocation in the Philippines is a family issue. Filipino families immovably

trust that a training is the "immense equalizer." Approaching instruction as the "colossal

equalizer" presumes that the instruction framework depends on a meritocracy in which

capacity, diligent work, and "rough independence" can prompt achievement; this, without

underscoring the best possible profession way that will lead them to succeed.

Chapter 2
Review Related Literature

High School is an important period of time in an adolescent’s life. It is the time that students

are making decisions about their course taking and future educational and career plans. Every

students carries the unique history of their past and this determines how they view the world. In

fact, one of the tasks of high school students is to explore and plan for their post secondary career

options.

According to Super’s (1990) Developmental Theory of Career Development, high school

students are at the exploration stage of career development, which involves crystallizing and
specifying their occupational preferences, while also making preliminary decisions about their

career choice. The review of the literature showed the areas of a student’s life affect the plans,

decisions, and career choice they make: Gender, Parental Influence, and Peer Influence. The study

attempted to identify and differentiate to what extent these factors played varying roles in future

career choice.

PARENTAL INFLUENCE

Parental influence has been implicated in the career choice of children (Roe 1987, Adigwe

1981, Okeke 1996, Gesinde 1986). Okeke for example also studied the relationship between

parental occupations and their children’s occupational preferences. Okeke found that 60% of the

children were willing to take after their father’s occupations (medicine) while 23% were willing to

follow their mother’s occupations (nursing). Gesinde on the other hand posits that parents influence

is much more intricate and more pervasive than is shown. Students of secondary and tertiary

institutions are often not aware of these influences and may accept the choice of their parents as

theirs. The situation owes its origin to early childhood when the child grabs his parent’s attitude

towards different vocations. A conflict therefore occurs when the child submits to his parent’s choice

while at the same time deeply resenting his submissions as he becomes aware of his loss of

independence and finds his area of interest.

(Taylor, Harris, 2004) Families, parents and guardians in particular, play a significant role

in the occupational aspirations and career goal development of their children. Without parental

approval or support, students and young adults are often reluctant to pursue—or even explore—

diverse career possibilities. Although parents acknowledge their role and attempt to support the

career development of their children, parental messages contain an underlying message of “don’t
make the same mistakes that I did.” These interactions may influence adolescents and young adults

to select specific collegiate majors or pursue particular occupations. Numerous studies (Knowles,

1998; Marjoribanks, 1997; Mau and Bikos, 2000; Smith, 1991; Wilson and Wilson, 1992) have

found that college students and young adults cite parents as an important influence on their choice

of career. Yet parents may be unaware of the influence they have on the career development and

vocational choice of their children. University career services of the University of North Carolina at

Chapel Hill (UNCChapel Hill) decided to survey parents of incoming freshmen in order to learn

more about parents’ beliefs regarding their college-age children’s career choice and the influences

on that choice.

Studies find that the family appears to play a critical role in a child’s career development

(Guerra and Braungart-Rieker, 1999; Lankard, 1995; Mickelson and Valasco, 1998; Otto, 2000;

Mau, Hitchcock and Calvert, 1998). Researchers have attempted to understand the variables that

influence students’ occupational goals (e.g. family, level of parental education, school, peers,

personality, and socioeconomic status).

There have been varying opinions and findings, however, as to which specific family

characteristics influence career aspirations. For instance, conflicting data exist regarding the

influence of socioeconomic variables. Some research (Crockett and Binghham, 2000; Mau and

Bikos, 2000; Teachman and Paasch, 1998) suggests that both parent education and income

influence career aspirations, whereas other research (Hossler and Stage, 1992; Sarigiani, Wilson,

Peterson, and Vicary, 1990; Wilson and Wilson, 1992) indicates only parent education is an

influence. Other family variables that have been shown to influence career aspirations include the

parents’ occupation (Trice, 1991) and family size (Downey, 1995; Marjoribanks, 1986; Schulenberg,
Vondracek, and Croutter, 1984; Singh, et al., 1995). The father’s occupational status is highly

correlated with his son’s occupation (Blau, 1992; Blau and Duncan, 1967; Conroy, 1997). Family

size also appears to influence adolescent career aspirations because parents with large families

tend to have less money to aid the older children in attending college, while younger children may

receive more financial assistance since the financial strain is less once the older children leave

home (Schulenberg, et al., 1984).

Yet, in other studies (Boatwright, Ching, and Parr, 1992; Mau and Bikos, 2000), each of

these family variables has also been found to be insignificant in influencing aspirations.

Nevertheless, families appear to influence, at least to some extent, career aspirations of

adolescents and young adults. If these family factors are influential in career decision making, then

it becomes difficult to explain how an impoverished student from a broken home can go on to

become a wealthy, financially successful worker. As the paradigm of research shifts, it becomes

clear that family interactions are just as important as physical descriptors.

Over the years, research has moved from examining family demographics and their

relationships to career development to examining the dynamics of family interactions. One

consistent finding in research suggests that adolescents’ own aspirations are influenced by their

parents’ aspirations or expectations for them. When adolescents perceive their parents to have

high educational expectations for them, adolescents are likely to have higher aspirations for

themselves. A 1998 Sylvan Learning Center report indicates that parents’ and childrens’ views

about career aspirations are more compatible than incompatible. Parents are influential figures with

whom, whether intentionally or unintentionally, children become aware of and get exposed to

occupations or career opportunities and implied expectations.

 Other studies have separately examined the influences of each parent on the career

choices of their sons or daughters and have found that mothers tend to have more influence on the

career decisions/aspirations of their children than fathers. For instance, Mickelson and Velasco

(1998) cited their interviews conducted with 70 young adults in 1986. They found that mothers were

the most influential and that daughters’ occupational aspirations were often similar to their mothers’

chosen professions (Mickelson and Velasco, 1998). In similar studies, students were asked items

such as, “What do you want to do with your life?” and to indicate if they agree or disagree with

statements such as “My mother (father) encouraged me to make my own decisions.” The students’

responses were similar to those of their parents. These studies also found that students wanted to

discuss career planning primarily with their mothers. Overall, research supports the influence of

parental expectations and aspirations on the career decisions and aspirations of their children.

These expectations lay a foundation for parents’ behaviors and interactions with their children,

which then indirectly or directly influence choices they make in the future.

ENVIRONMENT

Throughout a career, an individual seeks to accommodate the surroundings with one’s

goals, while at the same period of time being assimilated into the environment, (Kroll, et al., 1970).

Career development is stabilizing or recognizing and meeting requirements of the individual while

at the same time answering to the outer forces and realities of life. Career decision factors involve

to sets of input, the self and the world of work. The individual in a career has permanently stabilized

one’s aspirations and how they have fitted into the reality of the workforce. “Man’s occupation

determines the kind of persons he becomes since, through his working hours, his cognitions about

himself, his wants and goals, and his interpersonal response traits are molded”, (Kroll et al., 1970,
p. 19). The author went on to say that much of the informal and formal knowledge provided through

the society and the environment has focused on acquisition, retention, and utilization of information

pertaining to the world. The researcher observed that both of the self and world emerge as

important factors in the constructs, that it would have attained, that it would have become the

important features in the acquisition, retention, and translation of information about one’s self, (Kroll

et al., 1970).

Environmental play a significant role in the career position. The students attains in many

ways, the environment that is spoken about here is a factor that is to nurture decisions in career

choice. Availing a better environment for a student who wants to cross gender lines while choosing

a career, skills present in males and females alike have been indicative of their vocational interests.

Grace Lalerger, in her Ph. D dissertation set out to ascertain the skill levels of girls as they applied

to interest that the girls had. The conclusion showed that there was a disappointingly low correlation

of skills to interest, (Lalerger, 1942). These kinds of studies have shown how difficult it is to break

the code of motivation that students may possess. The fact that Lalerger’s study was done on 1942

shows that gender bias and the study of it is nothing new, and may continue to be an always present

part of the career choice process. One means of prompting students to participate in the career

choice planning is a mandated to require Southern California’s San Fernando Valley, District C’s

students to submit a description of their plans for some post secondary education or training to

school officials; or atleast explain their future career paths in detail.

Under this first year trail policy, the graduates need to spell out those goals, which could

include college, trade school, the military or other options, even if they have not met the requirement

to graduate, (Cavanagh, 2002). The intent of the career explanation was to have students with low
expectations talk with counselors about option for advancing their careers in the future. However,

it has been shown that counselors cannot “Do it All”. In a chapter titled “Career counseling realities” ,

discusses what counselors can and cannot do. Counselors can draw career preferences to the

forefront, in reflecting of student’s preferences clarifying career preferences, summarizing and

encouraging student’s career preferences. Counselors should not be engaged with the evaluation

for example, telling the students what they are or are not capable of doing counselors should not

moralize or tell the students what they should do, what their motives should be, or persuade the

student to adopt a different point of view. Career counselors are ineffective if they try to dictate,

judge or decide the student’s values and finally, counselors should not make predictions that go

beyond tha capability of their training, (Weiler, 1977). For students to provide themselves with

answers to career choice questions, decision- making has become a tool to form career choice,

(Kroll et al., 1970). Cited Super’s (1990) own research, which indicates that the decision making

process concerning one’s career is not so much a function of the information amend to the

individuals, but more the process of maturity and planning. Kroll cites Clarke, Gelatt and Levine in

which they stressed that good decision- making relied upon adequate information and effective

strategies for making choice. Students can help themselves in to decide with from reality,

communication, and learning to operate autonomously are fundamental building blocks used in

effective career planning. In order to succeed in obtaining their goals, students must know what

they want and instead concentrate on meeting other people’s expectation. In doing this we end up

spending most of our time making to other people’s drums, (Weiler, 1077, p. 57).

Kroll has provided models of the decision making process, John Dewey’s Model describes

five noticeable steps: perfective state, suggestion, intellectualization, hypothesis, and then
reasoning, (Kroll et al., 1970). Another from Poyla,( cited in Kroll et al., 1970) describes four basic

areas in the decision making process: First, Understanding the problem, second, seeing how

various items of the problem are linked in order to formulate a plan, third, carrying out the plan, and

fourth is reviewing and discussing the completed solution. Brim, Glass, Lavin, and Goodman work

from different point of view utilizing a exact scientific method exploring how people make decisions.

Their decision making model includes problem identification, information acquisition, solution

production, solution evaluation, strategy selection, and actual performance with subsequent

learning and revision cited in, (Kroll et al., 1970). Tiedman and D’Haro have their process in phases:

Personal, Value, and Desires have seldom been realized without the active and conscious efforts

of the part of the students. The students must be motivated to the outcome. If the student wants to

work in the career choice, the student must know and understand the realities of that process. Only

when the student has developed awareness, can they begin to avoid deciling wit the myths within

the process as a whole. It is at the point that the student develops a practical plan of action to get

what they want from the decisions of their career choice. Most students be rather on the reality of

what is so stated, ( Weiler, 1977).

INTERESTS

It is important for students to have a good understanding of themselves, their personality,

if they are to make intelligent career plans. What they would like to be, and what they are like, is

determining factors in their career. The personality factors to be considered include their mental

abilities, special abilities and interest, (Slaver, 1977, p.13). Considered factors of mental abilities to

be verbal comprehension, word fluency ability, spatial ability, numerical ability, reasoning ability,

and memory. Splaver matched careers with abilities in backing up her reasoning. Students become
familiar with their personality in order to guide their career choice. A developed career plan included

evaluation of personality through self assessment, and communication with others another trait that

depended heavily on personality, according to Harris and Jones (1997).

There have been numerous career clusters, as well as career clashers that coincide with

abilities. The students should become knowledgeable in these areas while searching for career

interests. Personality has been a tough quality for parents and teachers to mold into the individual

especially if the career in question is not in agreement with student. In addition contacts are a major

job seeking method. The student’s personality must match the criteria for their chosen career.

Personality is defined as the collection or impressions in the appearance of the student’s body and

the impressions believed to have been made on others good.

APTITUDE

When choosing a career you should also take your own abilities into consideration. For

example, if you do not perform well in an academic setting, it would be best to avoid hierarchical

occupations where continuing education is essential to success. Seek a career that will maximize

your strengths and minimize your weaknesses.

Everyone has unique talents that can be used in a career of some type. For many, these talents

have been present since childhood; for others they are learned over time. Skills can be broken

down by types and matched up with specific career paths. In order to determine what career you

should choose, begin by looking at skills that can be used on the job or look at career paths that

compliment your current skills and talents.

Considering your skills and abilities and how they may fit a particular occupation comes out of one

of the earliest career development fields, Trait-Factor theories, and is still used today. These
theories recommend creating occupational profiles for specific jobs as well as identifying individual

differences, matching individuals to occupations based on these differences. You can identify

activities you enjoy and those in which you have a level of competency though a formal

assessment.

In John Holland’s Theory of Vocational Choice, he stated that people who choose to work in an

environment compatible to their personality type are more likely to be satisfied and be successful

in the future. He also identified that there are six personality types: Realistic, Investigative, Artistic,

Social, Enterprising, and Conventional. Also, there are six basic types of work environments that

come hand in hand with each personality type. The theory is based from the phrase, "Birds of the

same feather flock together.", which means that people are more likely to choose a career path in

an environment which is suitable to their personalities and to work with people who are more similar

to them. (Holland, 1985) It shows that the personality of each Grade 9 students can affect their

choice in their career. Everyone has unique talents that can be used in a career of some type. For

many, these talents have been present since childhood; for others they are learned over time. Skills

can be broken down by types and matched up with specific career paths. In order to determine

what career you should choose, begin by looking at skills that can be used on the job or look at

career paths that compliment your current skills and talents. Also, with the theory of Lent, Brown

and Hackett which is The Social Cognitive Career Theory. It states that there are influences in an

individual’s career choice which connects to self-efficacy, outcome expectations and personal goals

and on how these variables interact with other aspects of the person and his or her environment

(e.g., gender, ethnicity, social supports, and barriers.). Also with Roe (1987), Adigwe (1981), Okeke

(1996), Gesinde (1986) they had said that Parental influence has been implicated in the career
choice of children. Adding up with Gesinde (1976) statement, that gender can play a big part in

their career choice. Therefore, the abovementioned factors affect the career choice of grade 9

students.

In Lent, Brown, and Hackett’s Social Cognitive Career Theory (SCCT)

The Social Cognitive Career Theory states that there are influences in an individual’s career choice

which connects to self-efficacy, outcome expectations and personal goals. SCCT focuses on

several cognitive-person variables (e.g. self efficacy, outcome expectations, and goals), and on

how these variables interact with other aspects of the person and his or her environment (e.g.,

gender, ethnicity, social supports, and barriers.)

Chapter 3

Methodology

In this chapter the researcher discussed the methodology and the procedure engaged in the

study. The following part includes the research design used in the conduct of the study, the locale,

the participants, procedure followed and statistical tool.

Research Design

The research design used the statistical information to see if dependent variables relating to

Parental Influence, Peer Influence, environment, personality, aptitude, and personality were

significant factors influencing grade 10 students in choosing their track for senior high school. In

the grade 10 of approximately 304 students, 173 were chosen through random selection to be the

respondents. The control group consisted of subject-based students intending to graduate within

the year. Internal validity was not guaranteed, however the subjects surveyed were unaffected by

environmental qualities that may skew results. The external validity in general terms was

applicable to other seniors of similar school populations.

 Research Locale and Environment

The study was conducted in the University of the Immaculate Conception High School,

Bajada, Davao City. It has been accredited by the PAASCU as Level III. Founded on 1905 with

only primary and intermediate courses offered but later on in 1934 they opened the high school

for all. The university has all the facilities running. Utilizing every technology and books they can

for better teaching for each student. There are two, 3-storey, buildings for the High school , the

Beaterio building, formerly called Annex, and the Immaculate Heart, formerly called the Main

building, wherein the different year levels are distributed. The Beaterio building was composed of

the Grades 7, 8 and some the Grade 9 students while the Immaculate Heart had some of the

Grade 9 and all of the Grade 10. Recently in 2012, the University had implemented the K-12

program, which made this year’s batch of Grade 10 Students, the first ever batch to enter the

Senior High School Next Year.

Respondents

The respondents were chosen through Statistical Random Selection. All the 8 sections

from Grade 10 will be the focus of the study. This was because they were the first batch to have

the K-12 program. Another reason to this is because they will be taking up their first year in senior

high school next year, which would also make them the first to enter grade 11. In senior high

school, they need to choose a track to study. With this thought in mind, they were chosen as the

respondent.

Table 1. Distribution of Respondents.

SECTIONS No. of Students No. of Respondents Percentage

ST. ANNE 41 23 13%

ST. LORENZO 36 20 12%

ST. MONICA 39 23 13%

ST. AUGUSTINE 36 20 12%

 ST. THOMAS 36 20 12%

ST. THERESE 38 21 12%

ST. JUDE 39 23 13%

ST. ANTHONY 39 23 13%

TOTAL 304 173 100%

Research Instrument

A poll was made by the specialists. The scientists utilized the elucidating review system to

accumulate information and break down the data and will appropriate it to every segment in the

Grade 10 understudies. Related inquiries were utilized as a part of request to get the data

required for the study. The survey had three sections which had 6 questions for every component

specifically: identity, aptitude and parental impact. The respondents were requested that rate their

response to the announcement as indicated by how it influenced their vocation decision.

Data Gathering Procedure

1.Ask for approval. The researchers asked for approval from their respective teachers who

are in charge of the thesis. It was to know whether or not the study will be accepted. They

checked if there were further corrections and revisions to be made before the conducting of

research.

2.Make questionnaire. When the study was approved, the researchers started working on

their questionnaire basing their questions on the theories they’ve found. The researchers used

related questions to be able to achieve the respective goal of their study.

3.Distributing. After the questionnaire has been made, the researchers distributed the

questionnaire to each section in the Grade9 level. The number of students chosen in each class

was retrieved using statistical random sampling method.

4.Analyze data. The researchers collected the questionnaire distributed

from the Grade 9 respondents. Each questionnaire was checked by the researchers and
have the data gathered. Also, they analyzed the results and had the answers.

Data Analysis

The researchers used the mean scores of the results of the questionnaires, answered by the

grade 10 students, to identify the factors being researched. They also used t-Test in order to track

wether there is a significant difference between the factors affecting a student’s choice of senior

high school track when analyzed according to year level .

CHAPTER 4

Results and Discussions

This chapter presents the findings of the study, along with the interpretations and

discussion on the implications of findings.

The Profile of the Students in terms of Gender

Table 2 below shows the frequency and percentage of the gender of the respondents

coming from the Grade 10 level of the University of the Immaculate Conception.

Table 2. Profile of the Grade 10 Students in terms of Gender

Gender Frequency Percentage

Male 88 75.58

Female 84 74.42

Total 172 100

The table 2 above presented the profile of the students in terms of gender, the total number of

male and female respondents and the percentage.

Discussion:

The table above shows that there are a total of 172 grade 10 students who will be chosen
as respondents in the survey that was recently conducted. The highest frequency is 88 or 75.58%

which are the males and the lowest frequency is 84 or 74.42% are the females.

Factor Affecting the Students in Choosing their Preferred Track in terms of Parental Influence.

The table 3 below entails the results of the survey on indicator 1 which is the Parental

Influence.

Table 3. Factor affecting the Students in Choosing their Preferred track in terms of
Parental Influence

Parental Influence Mean Qualitative Description

1. My parents expect me to succeed in a business. 3.80 High
2. My parents chose my track. 2.45 Moderate
3. My parents want me to take up a certain course. 3.33 Moderate
4. My parents always give an advice in decisions I 4.26 High
make.
5. I always try to make my parents proud of me. 4.35 High
6. I want to follow my parents work. 2.85 Moderate
Total 3.51 High

The 3rd table entails the results of the first indicator under the Parental Influence. There are 6

statements under the first indicator. The statement with the highest mean is statement number five:

“I always try to make my parents proud of me.” has a mean score of 4.35 and described as High.

On the other hand, the statement with the lowest mean score is number two which states that: “My

parents chose my track.” has a mean score of 2.45 and described as moderate. Parental influence

as an indicator gained an overall mean of 3.51 and describe as high.

Discussion:

Reflected on the chapter 2 on this study, Hashim et al; (2015) as adolescents are

invariably impressionable, their decisions could be very much influenced by their parents. Parental
effects on the educational pursuit and attainment of an individual is highly supported and validated

in many studies, namely by the study conducted by who found that parental guidance exerts effects

on the learning achievement of an adolescent, particularly the socio-economic status of parents.

Most of the parent influences their children for choosing their care path in the future. In other words

adolescents want to ensure that the track they chose in the future would suit to their personality,

ability and intellect to be successful.

Factor Affecting the Students in Choosing their Preferred Track in terms of Aptitude

The table 4 below entails the results of the survey on indicator 2 which is the Aptitude

Table 4. Factor Affecting the Students in Choosing their Preferred track in terms Aptitude

Aptitude Mean Qualitative Description

1. I based my choice on my NCAE 2.62 Moderate
result.

2. I based my choice in alignment on 3.95 High

my skills.
3. I chose my track based on the 3.95 High
subject in which I excel most.

4. I am good in the track I chose. 3.62 High

5. The track i chose is easy for me. 3.46 Moderate
6. I based my choice on how high my 3.51 High
IQ/creativity is.
Total 3.52 High

The 4th table entails the results of the second indicator, Aptitude. There are 6 statements under

the second indicator. The statement with the highest mean is statement number two and three with

the same mean score, It states that in an Aptitude would be my parents chose my track and my
parents want me to take up a certain course has a mean score of 3.95 and described as High. On

the other hand, the statement with the lowest mean score is number one which states that my

parents want me to succeed in the business, has a mean score of 2.62 and described as Moderate.

With the overall total of mean is 3.52 and described as High.

Discusion:

The students applied intra-individually to determine what tasks a given individual is more

skilled at performing. Inter-individual aptitude differences are typically not very significant due to IQ

differences. According to Gladwell and Colvin (2008), often it is difficult to set apart an outstanding

performance merely because of talent or simply because of hard training.

Factor Affecting the Students in Choosing their Preferred Track in terms of Interests

The table 5 below entails the results of the survey on indicator 3 which is the Interests of the
students.

Table 5. Factor Affecting the Students in Choosing their Preferred track in terms of
Interest

Interests Mean Qualitative Description

1. I want to excel on the track I chose. 4.62 Very High
2. I like the track I chose. 4.24 High
3. I enjoy my track. 4.08 High
4. I think my track is good for me. 4.15 High
5. I chose my track because I idolize this 3.99 High
kind of work.
6. My habits were somehow related to 3.72 High
my track.
Total 4.13 High

The 5th table entails the results of the third indicator under the Interest. There are 6 statements
under the third indicator. The statement with the highest mean is statement number one which

states that in an Interest would be my parents expect me to succeed in a business, has a mean

score of 4.62 and described as very high. On the other hand, the statement with the lowest mean

score is number six which states that I want to follow my parents work, has a mean score of 3.72

and described as high. With an overall total mean of 4.13 and described as High.

Discusion:

The study also stated that relevant interest has given to the students an upper hand in building

a career choice. An interest of a student choose the career that suits them can be done by

integrating career plan with the curriculum so that students can make good decisions in what course

to take in their future life

Factor Affecting the Students in Choosing their Preferred Track in terms of Environmental

Factor

The table 6 below entails the results of the survey on indicator 4 which is the Environmental factor

Table 6. Factor Affecting the Students in Choosing their Preferred Track in terms of
Environmental Factor

Environmental Factor Mean Qualitative Description

1. The career I want can help the 4.20 High
community.
2. I want to help someone in his/her job. 3.96 High
3. The career I chose can help in solving 3.70 High
some environmental problems.
4. I think someone will benefit on the 4.22 High
track I want.
5. The career i want can improve our 4.20 High
economy.
6. My career has a great contribution in the 4.24 High
society.
 Total 4.09 High

The 6th table entails the results of the second indicator under the Environmental Factor. There

are 6 statements under the fourth indicator. The statement with the highest mean is statement

number six which states that in an Environmental Factor should want, has a mea my parents work,

has a mean score of 4.24 and described as High. On the other hand, the statement with the

lowest mean score is number three which states that my parents want me to take up a certain

course, has a mean score of 3.70 and described as High. With an overall total of mean is 4.09 and

described as High.

Discussion

The students attains in many ways, the environment that is spoken about here is a factor that

is to nurture decisions in career choice. Availing a better environment for a student who wants to

cross gender lines while choosing a career, skills present in males and females alike have been

indicative of their vocational interests.

The table 7 below shows the difference between the factors affecting the Grade

10 students in choosing their preferred tracks for senior high school according to gender.

Table 7. Determining the significant difference of the factors affecting the Grade 10

students in choosing their preferred tracks for senior high school between the male and

female.

Gender Mean Std. Deviation P-Value Decision

Male 3.7477 .46087 .144 Reject H 0

Female 3.8462 .41957

 Table 7 above presented the comparison between the mean score of the male which is 3.7477

between the mean score of the female which is 3.8462. The female have higher mean than of the

male and both mean scores are under the description of fair. The table also presented the standard

deviation for both male and female which are .46087 and.41957, respectively. The p-value which

is -1.465 is also indicated above, is used in determining the decision. Since the p-value is greater

than 0.05,then there is significant difference between the factors affecting female grade 10 students

and male grade 10 students in their preferred track on senior high school. Thus, the decision is to

reject Ho and accept HA.

Discussion

A Grade 10 varies greatly in track choice readiness, in their tendency to anticipate choices which

they will have to make in their exploration of alternatives, and in their tendency to acquire relevant

information. This suggests that educators need relevant data on these characteristics when

planning curriculum; researchers need them in evaluating programmes and counselors need them

as a means of assessing their characteristics as a preliminary to education counseling.

Chapter 5

Summary, Conclusions, and Recommendations

This chapter presents the summary of the findings in this research along with the

conclusions made by the proponents and some recommendations for those who want to conduct
a similar study.

Summary

With the changes that are needed to be faced by our country in terms of educational

curriculum, the researchers have made a move to pursue this study. During the final two years of

high school of the K to 12 program, the students would be called senior high school students.

During this span of time the students would be separated by their tracks. For each track, they would

have different skills to specialize and lessons to learn. These tracks emulate almost the same way

of learning as it is for college. As the current grade 10 students are the first batch to be entering the

senior high school, there is no one with experience in which they could rely on for their choice of

track. The conducted study aims to determine the factors of the choice of grade 10 students in

choosing their preferred tracks on senior high school. For this purpose, the study would be able to

help the grade 10 students in choosing their track for senior high school as well as help future

counseling services in terms of giving advices to students.

The researchers administered a survey using the questionnaires they made, and validated

by their project advisers. These survey questionnaires were what paved the way to achieving the

results of this study. The researchers went to every classrooms of the grade 10 students of the

University of the Immaculate Conception to conduct their survey with 172 respondents. Each

questionnaire had 4 indicators with 6 statements each. The four indicators were Parental Influence,

Interests, Aptitude, and Environmental Factors. The respondents only had to rate each statement

from 1 to 5. With the use of the T-test method, with 0.05 margin of error, the researchers were able

to determine the demographic profile of the respondents of grade 10 students in terms of gender.
 With the processes used in this research, the following were found in the study:

1. The research had a total of 172 respondents. Among those respondents 88,

or 51%, of them were males while 84, or 49%, of them were females.

2. In Parental Influence, the total mean is 3.51 and had descriptive equivalent of

high ,In the environmental factor ,the mean is 4.09 and had a descriptive

equivalent of high ,In the Personality ,the total mean is 4.13 with a descriptive

equivalent of high and the aptitude,the total mean is 3.52 and had a descriptive

equivalent of high.

3. Among all indicators, the third indicator, Interests, was able to get the largest

mean score.

4. The profile of the respondents were compared and was then judged that there

was a significant difference between them.

Conclusion

On the basis of the foregoing findings, the following conclusions were drawn:

1. The Factor affecting the students in choosing their preferred track in terms of

Parental influence, Aptitude, Interests, and Environmental Factors all had a

descriptive equivalent of High. This shows that the influence of parents, the

aptitude of the students, their interests, and factors that are from their

surroundings all play a big role in the student’s choice for their preferred track

in senior high school.

 2. Among the indicators, the greatest, factor is the interests of the students. This

is then followed by environmental factors. Next is their aptitude and then the

influence of their parents.

Finally, it has been concluded that there is a significant difference between the mean scores

of the male students and female in terms of their choice for a track in senior high school. The

p-value garnered from the data is 0.144, thus, the researchers rejected the null hypothesis. The

researches then conclude that there is a significant difference between the choices of senior

high school track given the following factors: Parental Influence, Aptitude, Interests, and

Environmental Factors.

Recommendation

Based on the findings and the conclusions drawn from this research, the proponents offer

these recommendations for the following:

1. Students

1.1. The choice of a track should be considered with many other

factors, not just those from the study.

1.2. When choosing a track in senior high school, students should also

consider the relationship of their track and the career they want in

life.

1.3. The career plan for students must be made in a continuous

manner and should start from an earlier grade level. This is in

 order to help the students to thoroughly identify the track suited

for them

2. Parents

2.1. Parents should also be included in the career program

development of students so that they themselves could

understand and help the students choose the best track suited for

their child.

2.2. Parents should be very understanding and considerate to be able

to give proper guidance to their children when the time comes for

them to choose their track.

3. Teachers

3.1. The educators should provide a quality education that will prepare

the students to face adequately the challenges as they grow and

take the mantle of leadership in the future.

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 Appendices

Name:____________________________ Yr & Section:____________________

Gender: Male: Female:

Legend:
5 - highly agree 4 - agree 3 -neutral 2 - disagree 1 -
highly disagree

PARENTAL INFLUENCE RATE

1. My parents expect me to succeed in a business.
2. My parents chose my track.
3. My parents want me to take up a certain course.
4. My parents always give an advice in decisions I make.
5. I always try to make my parents proud of me.
6. I want to follow my parents work.
TOTAL

APTITUDE RATE
1. I based my choice on my NCAE result.
2. I based my choice in alignment on my skills.
3. I chose my track based on the subject in which I excel most.
4. I am good in the track I chose.
5. The track i chose is easy for me.
6. I based my choice on how high my IQ/creativity is.
TOTAL

INTERESTS RATE
1. I want to excel on the track I chose.
2. I like the track I chose.
3. I enjoy my track.
4. I think my track is good for me.
5. I chose my track because I idolize this kind of work.
6. My habits were somehow related to my track.
TOTAL

ENVIRONMENTAL FACTORS RATE

1. The career I want can help the community.
2. I want to help someone in his/her job.
3. The career I chose can help in solving some environmental problems.
4. I think someone will benefit on the track I want.
5. The career i want can improve our economy.
6. My career has a great contribution in the society.
TOTAL