Analysis On The Factors Influencing Career Choices of PDF

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Department of Education
Division of Lapu-Lapu City
Science and Technology Education Center
Senior High School Department
Basak, Lapu-Lapu City
ANALYSIS ON THE FACTORS INFLUENCING CAREER CHOICES OF
SENIOR HIGH SCHOOL STUDENTS TAKING THE ABM, HUMSS, AND STEM
STRANDS OF SCIENCE AND TECHNOLOGY EDUCATION CENTER
Researchers:
Amodia, Sharlemagne Irish
Cacho, Crystal Mary
Daan, John Edward
Genson, Debie Von
Rumbines, John Michael
Senining, Caroline
MS. RITZEL R. MONTALBAN

Quantitative Research Teacher
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ABSTRACT
The Senior High School program is a 2-year course in the Philippines intended to prepare the
students for job, entrepreneurship, and college. It has varied strands and tracks to choose from
which has similarities to the courses offered in college to ensure competence and there is enough
knowledge for productivity. According to Gherghina&Duca (2013), the training level of human
factor can contribute to the economic progress of a country and that the productivity of a person
is influenced by the education he acquired.
Even at the early stage, some students are not yet decided what profession to take in the future
resulting to mismatch in the course they have enrolled. In connection to this, the researchers
decided to conduct a study that examines the factors that affect the career choices of the students.
This study is a quantitative descriptive non-experimental correlational design. The researchers
surveyed 120 students currently enrolled in the academic strand of Senior High School program
for the academic year 2018-2019. In choosing the respondents, the study used the non-
probability stratified sampling technique. Using the Likert scale questionnaire, where 1 is
interpreted as strongly disagrees and 4 as strongly agree, the respondents were able to answer the
questionnaires that correspond to the variables of the research. The data are not normally
distributed using Kolmogorov-smirnov, instead of Pearson r, this study used non-parametric,
spearman correlation and 0.05 values in accepting or rejecting hypothesis.
In determining the correlation between the variables, the researcher used SPSS that acquires chi-
square correlation and spearman correlation. Through the chi-square correlation it was found that
the NCAE result and the current strand is positively correlated with each other. Among all the
factors, interest was the most considered factor in choosing their course and that the relationship
between the following factors; Family income and Parents’ educational attainment; Family
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income and academic capabilities; Family income and Academic opportunities; parents’
educational attainment and academic capabilities; academic capabilities and interest; interest and
academic opportunities, were found significant.
With these results, the researchers recommend that the study could be better if there are more
variables considered in the study. Qualitative study should also be employed to further
strengthen the responses.

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ACKNOWLEDGEMENT
From the start, we give gratitude to our research teacher, Ms, RitzelMontalban in which
she gives effort and willingness to teach that we are able to learn. To our team members, thank
you for your cooperation that enabled our research to be progressive. Also, through the sharing
of ideas and agreement of the team we were able to come up with the topic of Analysis of the
Factors Affecting Career Choices of Senior High School Students. We would also like to express
gratitude to our teammates who volunteered their gadgets to be used in the duration of the study.
We would also like to thank the panel who were able to give us insights and suggestions during
the proposal of the study.
In conducting the study, we thank our respondents who gave us their time and effort in
answering the questionnaires and to the school administrators who were willing in letting the
students participate in the study. We also thank our parents who supported us financially and
emotionally throughout our journey, without your support this project would not have possible.
Lastly, we thank the Almighty God for keeping us safe and giving us talents to use in this
journey.
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TABLE OF CONTENTS
ABSTRACT……………………………………………………………………………………….i
ACKNOWLEDGEMENT………………………………………………………………………ii
CHAPTER I – THE PROBLEM ANAD ITS SCOPE
INTRODUCTION
Rationale…………………………………………………………………………………..8
Review of Related Literature…………………………………………………………….12
Conceptual Framework………………………………………………………………….18
THE PROBLEM
Statement of the Problem…………………………………………………………….…..19
Hypothesis……………………………………………………………………………….22
Scope and Limitation…………………………………………………………………….23
Significance of the Study………………………………………………………………...23
RESEARCH METHODOLOGY
Research Design……………………………………………………………….………....25
Research Environment…………………………………………………………………...25
Research Participants ……………………………………………………………………26
Research Instruments…………………………………………………………………….26
Research Procedure(Gathering of Data & Statistical Treatment)……………………….28
DEFINITIONOFTERMS………………….…………………………………………...…….31
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CHAPTER II - PRESENTATION, ANALYSIS AND DESCRIPTION OF

DATA
TABLE 1 - Monthly Family Income of the Respondents ……………………………….21
TABLE 2 – Mother’s Educational Attainment……………………………..……..……..22
TABLE 3 – Father’s Educational Attainment ……………………………………..……23
TABLE 4 - Strands of the Respondents ………..……..………………….…………...…24
TABLE 5 - Preferred Strand of ABM Student…………………………………………..24
TABLE 6 – Preferred Strand of HUMSS Student……………………………………….25
TABLE 7 - Preferred Strand of STEM Students ………………...…………………..….26
TABLE 8 - NCAE Suggestion of ABM Students ……………………………..………..27
TABLE 9 - NCAE Suggestion of HUMSS Students ……………………………………28
TABLE 10 - NCAE Suggestion of STEM Students …………………………………….29
TABLE 11- Family Income of the ABM Student………………………...……………..30
TABLE 12 - Family Income of the HUMSS Students…………………………………..31
TABLE 13 - Family Income of the STEM Students ……………………………………32
TABLE 14 - Family Income of the Students of Science and Technology Education
Center…………………………………………………………………………….33
TABLE 15 - Parent’s Educational Attainment of the ABM Students …………………..34
TABLE 16 - Parent’s Educational Attainment of the HUMSS Students …………...…..35

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TABLE 17 - Parent’s Educational Attainment of the STEM Students………...………..36
TABLE 18 - Parent’s Educational Attainment of the Students of Science and
Technology Education Center……………………………………..……………..37
TABLE 19 - Academic Capability of the ABM Students………………………...……..38
TABLE 20 - Academic Capability of the HUMSS Students……………...……………..39
TABLE 21 - Academic Capability of the STEM Students ……………………….……..40
TABLE 22 - Academic Capability of the Students of Science and Technology Education
Center…………………………………………………………………...………..41
TABLE 23 - Interest of the ABM Students ……………………………………………..42
TABLE 24 - Interest of the HUMSS Students …………………………………………..43
TABLE 25 - Interest of the STEM Students …………………...………………………..44
TABLE 26 - Interest of the Students of Science and Technology Education
Center ……………………………………………………...……………………..45
TABLE 27 - Academic Opportunities of ABM Students …………………..…………..46
TABLE 28 - Academic Opportunities of HUMSS Students………………………….....47
TABLE 29 - Academic Opportunities of STEM Students ………………….…………..48
TABLE 30 - Academic Opportunities of the Students of Science and Technology
Education Center………………………………………………………..………..49
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TABLE 31 - Factors that greatly influenced the ABM Students ………………………..50
TABLE 32 - Factors that greatly influenced the HUMSS Students …………...………..51
TABLE 33 - Factors that greatly influenced the STEM Students …………..…………..52
TABLE 34 - Factors Greatly Influenced the Students of Science and Technology
Education Center…………………………………………………………..……..53
TABLE 35- Relationship between the Students’ Current Strand and Preferred
Strand………………………………………………………………………….....54
TABLE 36 - Relationship between the Students’ Current Strand and NCAE Result.…..55
TABLE 37 - Relationship between the Students’ Preferred Strand and NCAE
Result …………………………………………………………..………………..56
TABLE 38 - Relationship between family income and educational attainment………...57
TABLE 39 - Relationship between family income and academic capabilities……….....58
TABLE 40 - Relationship between family income and interest………………………....59
TABLE 41 - Relationship between family income and academic opportunity ……..…..60
TABLE 42 - Relationship between parent’s educational attainment and academic
capabilities ……………………………………………………………………....61
TABLE 43 - Relationship between parent’s educational attainment and interest……….62
TABLE 44 - Relationship between parent’s educational attainment and academic
opportunity …………………………………………………………..…………..63
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TABLE 45 - Relationship between academic capability and interest…………………...64
TABLE 46 - Relationship between academic capability and academic
opportunity …………………………………………………..…………………..65
TABLE 47 - Relationship between interest and academic opportunity………..………..66
CHAPTER III - SIGNIFICANT FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Significant Findings……………………………………………………………………...80
Conclusion …………………………………………………………………….……..93
Recommendation ……………………………………………………………………94
REFERENCES………………………………………………………….……………………...96
APPENDICES……………………………………………………………………..……………98
A. Chi-Square Correlation (SPSS)
B. Spearman Correlation (SPSS)
C. Normality of Data
D. Chronbach Alpha
E. Modified Test Questionnaire
F. Content Validity Index (CVI)
G. Transmittal Letters
H. Informed Consent
I. Parental Consent
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CHAPTER 1
PROBLEM AND ITS SCOPE
Rationale
Literacy is a driver of a nation’s economy. According to Gherghina&Duca (2013), the
training level of human factor can contribute to the economic progress of a country and that the
productivity of a person isinfluenced by the education he acquired. Due to this factor, many
countries including the Philippines have invested in their education system.
Investment in the single most important legacy, the education, opens doors for countless
opportunities that will lead the students to their further empowerment, greater success and
realization in their individual aspiration. To accelerate human capital development, President
Rodrigo Duterte in his 2nd State of the Nations Address (SONA) on the 24th of July 2018, affirms
commitment to fully implement the K-12 program by enhancing quality of and access to
education and training programs.
The K-12 program was a landmark legislation of the former president, Benigno Aquino
Jr., which covers an additional 2 years in basic education known as the Senior High School.
The 2-year course prepares the youth for three options: college, business or
entrepreneurship, or be at work ready. This curriculum has specified tracks and strands that
provide students the option to choose which they would like to enroll to enhance their abilities.
The three tracks includes: Academic; Technical Vocational Livelihood; and Sports and Arts. The
academic track includes three strands: Accountancy and Business Management (ABM);
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Humanities and Social Sciences (HUMSS); Science, Technology, Engineering, Mathematics
(STEM).
Being an adolescent is the stage where major decisions and deep concern affect the
courses of their lives. Most of these adolescents are pressured which leads them to have a severe
stress when meeting the expectations to perform and succeed.
Senior High School students need a professional and satisfactory career counseling
services as it impacted the career decisions of the every individual, Bojuwoye and Mbanjwa
(2006). This can be an indicator or measures whether they will be successful in the future or not.
At this stage, it is deemed that self- realization, role try-outs, occupational explorations in
schools, and finding the first job is the tentative step. It is at this stage when the teenagers need
advice and guidance in the proper selection of their desired career to prepare for their future
worthwhile occupations.
The concern of the educational guidance involves the maximum development and
ultimate success of the students. According to Supeer (2005) on his theory of vocational
development stated that, the students should first become aware of the need for a career. So
every graduating student needs a wise choice in decision making. Bautista (1997) stated that at
this stage, everystudent must take what is deemed to be vital and important decision in the
selection of a career which will determine his future success.
During the ninth grade or the third year in high school, a National Career Assessment
Examination is carried out to help students gauge their academic and vocational abilities. In
addition, their school performance can also help them assess their strengths and weaknesses.
Therefore, the students are expected to be able to choose what career path to take. However,
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despite the efforts of giving orientation and seminars, some students tend to confuse themselves
and consider other factors in choosing a career. In result, it inflict serious unemployment rate or
job mismatch.
According to the International Labor Organization (ILO), the global youth
unemployment rate as of 2017 is about 13.1% or about 71 million unemployed youth ages 15-to-
24 years old, many of them facing long-term unemployment. In the country Philippines, there are
about 7.94% youth unemployment rate as of 2017. In this notion, it is deemed by Alice (2017)
that education can solve youth unemployment crisis.A major benefit of education is the lower
risk of unemployment at higher educational levels, Jacob (2018).
In connection to this, the researchers would like to focus on determining the factors
influencing the career choice of the Senior High School students choosing the academic track.
As these factors may also explain as to why students chose the strand, and to gauge which factor
affected their choice greatly and gave impetus to this study.

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Review of Related Literature
Factors Influencing Career Choice
There are many majors and career paths available to students. However, factors come
into play and influence the students’ mode of decision making in choosing a career choice.
Career and employment counseling is the effective way of assisting students to have an
appropriate career choices and have a better work opportunities that are related to their values,
abilities, and interest. Nonetheless, the DepEd Secretary Jesli Lapus together with the
government set a National Career Assessment Examination (NCAE) Examination from both
public and private school students to assist the best-suited college course for them after
graduation from junior high school. The test result of NCAE is envisaged to serve as basis for
enrollment and career decision in any four or five degrees in universities and colleges as well as
two-year courses of both academic and vocational. Moreover, NCAE annual test results are
designed to minimize mismatch in career choices in relation to their skills and inclinations
among high school students. In addition, over 20,000 high school students with low-income
families who got a 98 percent in the NCAE are given a scholarship from CHED and TESDA.
The Socio-economic status (SES) of an individual is used to measure social class and
social status or the economic and social position in relation to others. It is operated as a
composite measure of the family income, education, and occupation. According to the related
study of Yambong (2017), financial status of the family is one of the factors in selecting the
strand. For practical reasons, the finding says that parents encourage courses that are not costly,
but also with stable sources of salary and income. Course of nursing, accountancy, and
engineering are mostly popular for Filipino families (Saysay,K 2011). Another factor that
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influences the career choice of the students is their parent’s educational attainment. Parent’s
educational attainment shapes a great factor of students in choosing a course. According to
Krumboltz, JD and Nicolas, CW (1990), stated their Social Learning Theory of career choice
explained on how parents educational background influence the career choices of the students.
The theory also explained that the student’s career choices are impacted by the learning he gets
from the society experiences. In the study of Hewitt J. (2010), revealed that the high school
student’s career choice can either be intrinsic or extrinsic. According to him, parent’s education
background is one of the factors that influence of the career choice of students. Students tend to
choose a career patterned from the job of their parents because they see them as their role models.
However, it reveals that parent's educational attainment does not affect at all of the student's
academic opportunities. It cannothelp in reducing financial barriers and it does not reduce the
financial concerns of the students.
Academic capability is the students’ ability to manage the school competencies thus
achieving excellent performance. Aside from the economic factors, exposing the students to
elective subjects and career related subjects that was already implemented in the Philippines
helps the students in decision making in choosing a career. According to IJSBAR (2014) that
individual’s aptitude and intellectual abilities were important. For example, being an engineer is
someone’s interest but without any knowledge about a topic or do not have an academic ability
about it then he/she will not consider as an effective engineer. An aptitude is a natural ability to
learn something after undergoing some training. Personal aptitudes and educational attainment
are two of the factors that influence people’s career choice together with their skill set, not only
the personality and interest of the students will matter. Every student has different intelligence in
different fields but it does not mean that it is the right academic path or career path to take. This
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is called a potential academic and career ending trap that was stated by UNCC (2018). It is
crucial that one chooses a career based on skills and passion.
Personal interest plays a vital role in the decision making process of every individual.
According to a research study conducted by Beggs et al., (2008), the factor “match with
interest” rated over the job characteristics, psychological and social benefits. Students choose a
career that they think will fit their interest and personality type, Mihyeon (2009). According to
studies, students who have an interest in investigating are more likely to major in science field.
Students who are artistic mostly major in arts. Students who are sociable are likely to major in
social sciences according to Porter and Umbach (2006). Students should focus on the traits that
they possesses in order to easily perceive what they want to take that is in line to their academic
choice because once the talents and skills align, it will build up a new passion. According to
Highlands Company (2017), if the work-related task will align to talents, it makes the work more
enjoyable and everyone will be capable in doing the task. Aptitudes can be physical or mental.
An analysis of any group of test scores will prove the high correlation between intelligence and
aptitude (Science Daily, 2008). Aptitude is the capability or ability that may be a reflection of
one’s favorite subject. Favorite subject is one of the factors that can affect choosing career. For
example if ones favorite is science, it is likely that one will choose a career related to science as
stated on the research of Aqeel Raza et al(2011).
The favorite subjects may reflect the interests and ability of the students, and take consideration
of the possible career aspirations they may want. Students have different strengths and
weaknesses considering their abilities in different subjects and choosing career related to the
subjects in which the student is likely to get good grades.

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Academic opportunity is another factor that students take into consideration in attaining a
goal and for future advancement. This factor is also aligned to the financial stability of the family;
particularly their socio-economic status like a family has the capacity to enroll their children
according to their children’s choice. According to Thout (1996) opportunity has shaped career
choices for students. It helps the students in perceiving what they want in the future in a
particular career field that they have chosen. Financial issues hinder the student in attaining or
pursuing their desired educations and career goals. Students tend to control their educational
budget in order to reduce their cost. According to Mahuron (2018), scholarship helps students in
achieving their goal by reducing or removing the financial barriers. Scholarships may cover the
daily expense of the students that may reduce the chances of dropping out or being distracted.
Student may even choose a better educational institution as a result of not having a financial
barrier. As stated by Mahuron (2018), scholarship reduces the financial concerns of the students
that may result for students having more time studying and learning, which results to better
grades.
Employers may chose employees who earned prestigious or merit-based scholarships.
Such scholarships are evidence that the student have an exceptional ability in the academic,
athletic or artistic realm as stated by Mahuron (2018). Scholarships benefit the student’s personal
aspects as it provides more time for the students. According to Mahuron (2018), students will be
able to maximize their experience as they may be able to experience service-learning, volunteer
opportunities and internships. Students who have opportunities will see the world in many
different ways like implementing an opportunity work program. In a dissertation by Thomas
O’Brien (1996), work bound is considered as an opportunity for high school students involved in
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the study. Their perception as they join the work bound program has changed from eager to
skeptical and suspicious, to a resume builder.
Conceptual Framework
There are various factors that can directly or indirectly influence the career preferences of
the respondents.
Inputs Process Output
Factors influencing A. Descriptive  Determine and

career choices of analysis using: enlightened
the Senior High  Frequency students,
School Students distribution parents,
 Mean guidance
 Socio-
 Percentage councillors and
economic
 Ranking curricular
profile
 Chi-square planners on
 Student’s
career choices.
profile
B. Correlation  More relevant
 Academic
 Spearman-rho curricular
Capability
offering.
 Interest Presentation Using:  Minimize labor
 Academic
Opportunity  Tables/figures
Career Choices
ABM
Mode of Decision Making HUMSS
STEM
Figure 1: Conceptual Framework

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Statement of the Problem
This study aims to measure the level of influence between the different factors in
selecting a career choice among the Senior High School students taking the ABM, HUMSS and
STEM strands.
Specifically, this study seeks to answer the following questions:
1. What is the students’ socio-economic profile in terms of:
1.1 Family income
1.2 Mother’s Educational Attainment
1.3 Father’s Educational attainment
2. What is the student’s profile in terms of:
2.1 Strand of the Respondents
2.2 Preferred Strand of ABM Students
2.3 Preferred Strand of HUMSS Students
2.4 Preferred Strand of STEM Students
2.5 NCAE Suggestion of ABM Students
2.6 NCAE Suggestion of HUMSS Students
2.7 NCAE Suggestion of STEM Students
3. What is the level of influence of the socio-economic profile of the students in choosing a
strand in terms of:
3.1 Family Income of the ABM Students
3.2 Family Income of the HUMSS Students
3.3 Family Income of the STEM Students

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3.4 Family Income of the Students in general
3.5 Parent’s educational attainment of the ABM Students
3.6 Parent’s educational attainment of the HUMSS Students
3.7 Parent’s educational attainment of the STEM Students
3.8 Parent’s Educational attainment of the students in general
4. What is the level of influence of the Academic Capability of the students in choosing a
strand in terms of:
4.1 Academic Capability of ABM Students
4.2 Academic Capability of HUMSS Students
4.3 Academic Capability of STEM Students
4.4 Academic Capability of Students in general
5. What is the level of influence of the Interest of the students in choosing a strand in terms
of:
5.1 Interest of the ABM Students
5.2 Interest of the HUMSS Students
5.3 Interest of the STEM Students
5.4 Interest of the Students in general
6. What is the level of influence of the Academic Opportunity of the students in choosing a
strand in terms of:
6.1 Academic Opportunity of ABM Students
6.2 Academic Opportunity of HUMSS Students
6.3 Academic Opportunity of STEM Students
6.4 Academic Opportunity of Students in general

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7. Which factor greatly influenced the student’s decision in choosing a strand in terms of:
7.1 ABM Strand
7.2 HUMSS Strand
7.3 STEM Strand
7.4 Overall Academic Track
8. Is there a significant relationship between:
8.1 Student’s current strand and preferred strand
8.2 Student’s current strand and NCAE result
8.3 Student’s preferred strand and NCAE result
9. Is there a significant relationship among the existing career choice factors:
9.1 Family income and parent’s educational attainment
9.2 Family income and academic capability
9.3 Family income and interest
9.4 Family income and academic opportunity
9.5 Parent’s educational attainment and academic capabilities
9.6 Parent’s educational attainment and interest
9.7 Parent’s educational attainment and academic opportunity
9.8 Academic capability and interest
9.9 Academic capability and academic opportunity
9.10 Interest and academic opportunity

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HYPOTHESIS
There is no significant relationship between:
Ho1: Student’s current strand
a. Preferred strand
b. NCAE result
Ho2: Student’s preferred strand and NCAE result
Ho3: Family Income
a. Parent’s educational attainment
b. Academic capability
c. Interest
d. Academic opportunity
Ho4: Parent’s educational attainment
a. Academic capability
b. Interest
c. Academic opportunity
Ho5: Academic capability
a. Interest
b. Academic opportunity
Ho6: Interest and academic opportunity

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Scope and Limitation
The study is a quantitative descriptive non-experimental (correlational) design to
determine if there is a significant relationship between thesenior high school students’ choice of
career to the students’ socio-economic, academic capability, interest and academic opportunities.
Assuming that the respondents wanted to have control over their career choice and they have
given honest answers. The researchers accommodated120 respondents each fromschools offering
ABM, HUMSS AND STEM strands specifically from Science and Technology Education Center.
Statistical tools and instruments will be used to process data.
Significance of the study
Students are the foundation of a strong nation, prompting the government to invest in
education programs that may help in addressing some of the country’s economic problems. The
K-12 program is sought to resolve economic problems such as underemployment and
unemployment. The socio-economic, academic capability, interest and academic opportunities
are the contributing factors influencing the career choices of grade 11 students. Focusing to these,
the study will benefit the following:
Students.The students will be the primary beneficiaries of the research. Through this research,
the students can begin to explore real career possibilities connected to their chosen career by
determining a dominant influencing factor.
Schools.They are the primary facilitators of career guidance programs. They can improve and
add other sectors for the betterment of their program as it is vital in choosing a career.
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Government.The government can get ideas on where to invest for other programs aside from
guidance programs along with the Department of Education. They are those who will need to see
this thoroughly as it can contribute to the economy.
Parents.The study can help them be aware of guiding their children in choosing a career.
Through this,
Teachers. Teachers are the main facilitators of education and this can help them assess the
performance of the students. The preferred strand of the students may differ from the strand they
enrolled, affecting the performance. In this case, teachers can gauge the performance of the
students.
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Research Methodology
Research Design
This study utilized the quantitative method of research employing the descriptive non-
experimental design approach. The different factors influencingthe career choice of the students;
socio-economic, academic capability,interest and academic opportunities were evaluated and
quantified. Additionally, their NCAE result, preferred strand, and current strand were evaluated
and quantified.
Since the data is not normal, the researchers used the Spearman rho correlation to
determine the relationship between the scale variables and Chi-square correlation for nominal
variables to test if there is a correlation between the different given factors and career choice of
senior high school students of Science and Technology Education Center.
Research Environment
The study will focus around Lapu-Lapu City, Cebu with 182 schools: 35 private and 147
public schools including Science and Technology Education Center. The researchers choose the
Science and Technology Education Center as the subject of study because it is one of the public
school which offers ABM, HUMSS and STEM strands. The ABM strand has two sections one in
grade 11 and 1 in grade 12; HUMSS has two sections each one for 11 and 12 and STEM hasfive
sections,three from grade 11 and two from grade 12. It is located inBasak, Lapu-Lapu City.
Moreover, the study will delve into the Senior High School students of Science and Technology
Education Center.
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Research Participants
The researchers utilize the probability method specifically the non-probability stratified
sampling technique. The respondents of the study are the Senior High Schoolstudents of Science
and Technology Education Center who are officially enrolled in the school year 2018-2019. The
researchers will be giving the questionnaires tothe 20 studentsin each strandsof both Grade 11
and 12Senior High School level which give a total of 120 students for the study.
Strand Frequency Percentage
ABM 40 33.33
HUMSS 40 33.33
STEM 40 33.33
TOTAL 120 100
Research Instruments
The researchers used a validated test questionnaire entitled Analysis on the Factors
Influencing the Career Choice of the Senior High Students taking the ABM, HUMSS and STEM
strands.The validated test questionnaire is patterned from a standardized questionnaire used in
the study of Factors Affecting High School Students’ Career Preference: A Basis for Career
Planning Program of Pascual (2014) composed of 15 questions.
The validity and reliability of the test questionnaire were validated by the licensed
psychometricians, and tested using SPSS (Statistical Package or the Social Sciences) with a
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chronbach alpha of 0.724 for socio-economic profile, 0.763 for parent’s educational attainment,
0.824 for academic capability, 0.724 for interest, and 0.706 for academic opportunities.
The questionnaire will be divided to 2 parts.
Part I will provide the socio-economic profile of the students with 2 questions.
Part II will provide the academic profile of the student’s NCAE result, preferred strand
and current strand.
Part III will be the questions related to the factors influencing career choices of
ABM, HUMSS and STEM students, namely:
Socio-economic factors with 16 questions
Academic Capability factors with 10 questions
Interest factors with 4 questions
Academic Opportunity factors with 4 questions
In which the responses will be in a form of a checklist (1)Strongly disagree, (2)
Disagree,(3) Agree, (4) Strongly Agree.
The researchers used Chi-Square analysis as statistical tool to find out if the factors
(NCAE strand/track suggestion, preferred strand and current strand) can influence the career
choice of the students in Science and Technology Education Center, Basak, Lapu-Lapu City. It
also includes the transmittal letters, parental consent of the researchers and the informed consent
for the participants. Since the data is not normal, the researchers used the Spearman rho
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correlation to determine the relationship between the scale variables, (socio-economic profile,
academic capability, interest and academic opportunity).
Research Procedure
Gathering of Data
The researchers made a 55-item questionnaire and were validated by the licensed
psychometricians. After the validation and modifications there were 34 items in the
questionnaire left. The items composed of 16 items for socioeconomic profile, 10 items for
academic capability, 4 for interest, and 4 for academic opportunity. The researchers then
provided transmittal letters to the principal for permission to conduct research and pilot testing
and to experts for the validation of research instrument. The results from the pilot testing are
encoded in the SPSS to test reliability of instrument.
The participants of the research were oriented of the research and provided an informed
consent that was signed afterwards. They were given the modified standardized questionnaire to
be answered within a maximum of 1 hour. The questionnaires were assigned codes by the
researchers for confidentiality. The results were interpreted using the Chi-Square Correlation
Analysis for nominal items and Spearman Rho Correlation Analysis for the scale items which
were the inter-variable correlation analysis. Furthermore, the researchers utilized SPSS in
performing the Chronbach Alpha check and correlation computations.
Treatment of Data
The results will be then tallied according to its classification. The data will be treated to
gather:
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Simple percentage will determine the frequency of the responses according to the degree of
effect of the factors in their career choices.
Weighted mean will determine the entire response distribution of the respondents. The
following are the parameter limits:
Parameters of Response Category and
Limit Interpretation
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
Chi-Square Correlation Analysis will determine the relationship of nominal factors to the
career choices of the students.
Spearman rho Correlation Analysis will determine the relationship between each factor to the
career choices of the students.
Furthermore, the researchers will utilize the SPSS in interpreting the data.
20
DEFINITION OF TERMS
Academic Capabilities- is the ability of the student to achieve competencies at school that
includes their understanding and performances. This includes the student’s academic
achievement and academic aptitude.
Academic Opportunities - refers to the opportunities that are related to education including
scholarships and job security.
Chi-Square Correlation- A chi square statistic is a measurement of how expectations compare
to results.
Literacy - refers to competence or knowledge in a specified area.
National Career Assessment Examination or NCAE - a test taken by high school students in
the Philippines that determines their strengths in different career fields.
Normality test-are used to determine if a data set is well-modeled by a normal distribution and
to compute how likely it is for a random variable underlying the data set to be normally
distributed.
Socio-economic status- is an economic and sociological combined total measure of a person's
work experience and of an individual's or family's economic and social position in relation to
others, based on income, education, and occupation.
Spearman Correlation - measures the strength and direction of monotonic association between
two variables.
Underemployment– a condition of being having a job that does not use their skills.
21
CHAPTER II
PRESENTATION, ANALYSIS AND DESCRIPTION OF DATA
Socio-economic profile of the students of Science and Technology Education
Center
Table 1. Monthly Family Income of the Respondents
Monthly Family Income Frequency Percentage
Php10,000 below 23 19.2
Php10,000-Php30,000 65 54.2
Php30,000 above 32 26.7
TOTAL 120 100
Based on the table 1, 23 family or 19.2% of the participants have an income
Php10, 000 and below. On the other hand 65 family or 54.2% of the participants have
an income ranging from Php10, 000 to Php30, 000. While 32 family or 26.7% of the
participants have an income Php30, 000 and above, having 120. Most of the family
have an income ranging from Php10,000 to Php30,000 54.2%, while the family that
have an income of Php10,000 and below got the least having 19.2%. This implies that
most of the respondents’ family belong to the middle class in the community
22
Table 2. Mother’s Educational Attainment
Mother’s Educational Frequency Percentage
Attainment
Elementary level 2 1.7
High School Graduate 32 26.7
High School 5 4.2
Undergraduate
College graduate 51 42.5
College Undergraduate 26 21.7
Not Stated 4 3.3
TOTAL 120 100
Table 2 shows the number of mothers who attained elementary level was 2 having
1.7%, on the other hand 32 or 26.7% of the mothers of the participants was high school
graduate, 5 or 4.2% of the mothers of the participants was high school undergraduate, 51
or 42.5% of the mothers of the participants was a college graduate, 26 or 21.7% of the
mothers of the participants was college undergraduate, and 4 or 3.3% of them were not
stated, having a total of 120. Most of them were a College graduate with 51 or 42.5% and
the least was elementary level.

23
Table 3. Father’s Educational Attainment
Father’s Educational Frequency Percentage
Attainment
Elementary level 5 4.2
High School Graduate 22 18.3
High School 7 5.8
Undergraduate
College graduate 68 56.7
College Undergraduate 13 10.8
Not Stated 5 4.2
TOTAL 120 100
Table 3 shows the number of fathers who attained elementary level were 5 having
a 4.2%, on the other hand 22 or 18.3% of the fathers of the participants were high
school graduates, 7 or 5.8% of the fathers of the participants were high school
undergraduates, 68 or 56.7% of the fathers of the participants were college graduates,
13 or 10.8% of the fathers of the participants were college undergraduates, while 5 or
4.2% of them were not stated, having a total of 120. Most of them were College
graduates with 51 or 42.5% and the least was elementary level and were not stated.
24
Profile of the Students of Science and Technology Education Center
Table 4. Strands of the Respondents
Strand Frequency Percentage
ABM 40 33.33
HUMSS 40 33.33
STEM 40 33.33
TOTAL 120 100
Table 4 shows the 40 or 33.33% of the total participants taken from each the
strand of ABM, HUMSS and STEM. There were 120 participants in total.
Table 5. Preferred Strand of ABM Students
Preferred Strand of ABM Frequency Percentage
Students
ABM 22 55
HUMSS 3 7.5
STEM 14 35
Others 1 2.5
TOTAL 40 100
Table 5 reveals the preferred strand of ABM students. Based on the table, 22 or
55% of the respondents preferred ABM as their strand, 14 or 35% respondents

25
preferred STEM as their strand instead of ABM strand, 3 or 7.5 % preferred HUMSS,
and only 1 or 2.5% preferred other strand than the Academic strand. Thus, the table
shows that the students also preferred STEM than ABM.
Table 6. Preferred Strand of HUMSS Students
Preferred Strand of Frequency Percentage
HUMSS Students
ABM 2 5
HUMSS 26 65
STEM 10 25
Others 2 5
TOTAL 40 100
Table 6 displays the preferred strand of HUMSS students. Based on the table, 26
or 65% of the respondents preferred HUMSS as their strand, 10 or 25% respondents
preferred STEM as their strand instead of HUMSS strand, and 2 or 5 % preferred
ABM and other strands. Thus, the table shows that the students also preferred STEM
than HUMSS.
26
Table 7. Preferred Strand of STEM Students
Preferred Strand of Frequency Percentage
STEM Students
ABM 0 0
HUMSS 2 5
STEM 38 95
Others 0 0
TOTAL 40 100
Table 7 shows the preferred strand of STEM students. Based on the table, a large
portion of the respondents consist 38 or 95% of the respondents preferred STEM as
their strand, only 2 or 5% preferred HUMSS, and no one preferred ABM and other
strand. Thus, the table shows that the students most preferred in STEM than other
strands.
27
Table 8. NCAE Suggestion of ABM Students
NCAE Suggestion of Frequency Percentage
ABM Students
ABM 25 62.5
HUMSS 5 12.5
STEM 7 17.5
Others 3 7.5
TOTAL 40 100
Table 8 reveals the NCAE suggestion of ABM student. Based on the table, 25 or
62.5% of the respondents got an ABM in their NCAE suggestion, 7 or 17.5%
respondents got a STEM as their NCAE suggestion than ABM, 5 or 12.5 % has
HUMSS in NCAE suggestion, and only 3 or 7.5% got another strand as their NCAE
strand. Thus, the table shows that the students also preferred STEM than ABM.
28
Table 9. NCAE Suggestion of HUMSS Students
HUMSS Students
ABM 6 15
HUMSS 22 55
STEM 9 22.5
Others 3 7.5
TOTAL 40 100
Table 9 presented the NCAE suggestion of HUMMS students in which 22 or 55%
of the respondents has a result of HUMMS strand, 9 or 22.5 % resulted STEM strand, 6
or 15% resulted ABM strand and the 3 or 7.5% suggested another track.
This implies that of the most NCAE result of the HUMMS student was connected
to their strand they pursue which is HUMMS strand.

29
Table 10. NCAE Suggestion of STEM Students
STEM Students
ABM 5 12.5
HUMSS 6 15
STEM 28 28
Others 1 1
TOTAL 40 100
Table 10 presented the NCAE suggestion of STEM students in which 28 or 28%
of the respondents has a result of STEM strand, 6 or 15 % resulted HUMMS strand, 5 or
12.5% resulted ABM strand and the 1 or 1% suggested another track.
This implies that of the most NCAE result of the STEM student was connected to
their strand they pursue which is STEM strand.

30
Level of Influence Socio-economic profile of the students of Science and Technology
Education Center
Table 11. Family Income of the ABM Students
Interval Frequency Percentage Description
3.25-4.00 3 7.5 Strongly Agree
2.50-3.24 23 57.5 Agree
1.75-2.49 14 35 Disagree
1.00-1.74 0 0 Strongly Disagree
TOTAL 40 100
Table 11 shows the level of influence of family income of the ABM students to
their career decision making. Based on the table, 23 or 57.5% of the respondents
agree that the family income influence their decision making, 14 or 35 % disagree,
only 3 or 7.5% strongly agree, and no one of the respondents strongly disagree. Thus,
almost of the respondents agree that the family income influence their career
decision.
31
Table 12. Family Income of the HUMSS Students
2.50-3.24 21 52.5 Agree
1.75-2.49 11 27.5 Disagree
1.00-1.74 7 17.5 Strongly Disagree
TOTAL 40 100
Table 12 shows the level of influence of family income of the HUMSS students to
agree that the family income influence their decision making, 11 or 27.5 % disagree,
7 or 17.5% strongly disagree, and only 1 or 2.5% of the respondents strongly agree.
Thus, almost of the respondents agree that the family income influence their career
decision.
32
Table 13. Family Income of the STEM Students
3.25-4.00 0 0 Strongly Agree
2.50-3.24 27 67.5 Agree
1.75-2.49 12 30 Disagree
TOTAL 40 100
Table 13 shows the level of influence of family income of the STEM students to
agree that the family income influence their decision making, 12 or 30 % disagree,
only 1 or 2.5% strongly disagree, and no one of the respondents strongly agree. Thus,
almost of the respondents agree that the family income influence their career
decision.
33
Table 14. Family Income of the Students of Science and Technology Education
Center
2.50-3.24 71 59.2 Agree
1.75-2.49 37 30.8 Disagree
TOTAL 120 100
Table 14 reveals the level of influence of the family income of the respondents. There are
71 or 59% of the respondents agreed, 37 or 30.8 disagreed, 8 or 6.7 strongly disagreed and only 4
or 3.3% strongly agreed in terms of the influence of the family income in choosing the strand.
Majority of the students were influenced by their family income. According to the related study
of Yambong (2017), financial status of the family is one of the factors in selecting the strand of
the students.
34
Table 15. Parent’s Educational Attainment of the ABM Students
2.50-3.24 11 27.5 Agree
1.75-2.49 24 60 Disagree
TOTAL 40 100
Table 15 shows the level of influence of parent’s educational attainment of the
ABM students to their career decision making. Based on the table, 24 or 60% of the
respondents disagree that their parent’s educational attainment influence their
decision making, 11 or 27.5 % agree, 3 or 7.5% strongly disagree, and only 2 or 5%
of the respondents strongly agree. Thus, almost of the respondents disagree that their
parent’s educational attainment influences their career decision.

35
Table 16. Parent’s Educational Attainment of the HUMSS Students
2.50-3.24 19 47.5 Agree
1.75-2.49 20 50 Disagree
TOTAL 40 100
HUMSS students to their career decision making. Based on the table, 20 or 50% of
the respondents disagree that their parent’s educational attainment influence their
decision making, 19 or 47.5 % agree, only 1 or 2.5% strongly disagree, and no one of
the respondents strongly agree. Thus, half of the respondents disagree and almost half
agree that their parent’s educational attainment influences their career decision.
36
Table 17. Parent’s Educational Attainment of the STEM Students
2.50-3.24 19 47.5 Agree
1.75-2.49 15 37.5 Disagree
TOTAL 40 100
STEM students to their career decision making. Based on the table, 19 or 47.5% of
the respondents agree that their parent’s educational attainment influence their
decision making, 15 or 37.5 % disagree, 4 or 10% strongly agree, and only 2 or 5% of
the respondents strongly disagree. Thus, almost half of the respondents agree that
their parent’s educational attainment influences their career decision.

37
Table 18. Parent’s Educational Attainment of the Students of Science and
Technology Education Center
2.50-3.24 49 40.8 Agree
1.75-2.49 59 49.2 Disagree
TOTAL 120 100
Table 18 reveals the level of Parent’s Educational Attainment of the Respondents.
There are 6 or 5% are Strongly Agree, 49 or 40.8% are Agree, 59 or 49.2% are Disagree,
and 6 or 5% are Strongly Disagree. Almost half of the participants are both agreed and
disagreed. Majority of the participants are influenced by their parents educational
attainment, as stated in the study of Hewitt J. (2010), according to him, parent’s
education background is one of the factors that influence of the career choice of students.
Students tend to choose a career patterned from the job of their parents because they see
them as their role models.

38
Level of Influence the Academic Capability of the students of Science and Technology
Education Center
Table 19. Academic Capability of the ABM Students
2.50-3.24 32 80 Agree
1.75-2.49 5 12.5 Disagree
TOTAL 40 100
Table 19 shows the level of influence of academic capability of the ABM students
to their career decision making. Based on the table, 32 or 80% of the respondents
agree that their academic capability influence their decision making, 5 or 12.5 %
disagree, 2 or 5% strongly agree, and only 1 or 2.5% of the respondents strongly
disagree. Thus, almost of the respondents agree that their academic capability
influences their career decision.

39
Table 20. Academic Capability of the HUMSS Students
2.50-3.24 25 62.5 Agree
1.75-2.49 7 17.5 Disagree
TOTAL 40 100
Table 20 shows the level of influence of academic capability of the HUMSS
students to their career decision making. Based on the table, 25 or 62.5% of the
respondents agree that their academic capability influence their decision making, 7 or
17.5 % disagree, 6 or 15% strongly agree, and only 2 or 5% of the respondents
strongly disagree. Thus, almost of the respondents agree that their academic
capability influences their career decision.

40
Table 21. Academic Capability of the STEM Students
2.50-3.24 32 80 Agree
1.75-2.49 4 10 Disagree
TOTAL 40 100
Table 21 shows the level of influence of academic capability of the STEM
students to their career decision making. Based on the table, 32 or 80% of the
respondents agree that their academic capability influence their decision making, 4 or
10 % disagree and strongly agree, and no one of the respondents strongly disagree.
Thus, almost of the respondents agree that their academic capability influences their
career decision.
41
Table 22. Academic Capability of the Students of Science and Technology
Education Center
2.50-3.24 89 74.2 Agree
1.75-2.49 16 13.3 Disagree
TOTAL 120 100
Table 22 reveals the Level of Influence of the Academic Capability to the
students of Science and Technology Education Center. There are 12 or 10% who are
Strongly Agree, 89 or 74.2% are Agree, 16 or 13.3% are Disagree and 3 or 2.5% are
Strongly Disagree. The results shows that majority of the students are taking in
consideration of their academic capabilities in choosing their current strand.
According to the study of IJSBAR (2014), he mentioned that considering an
individual’s aptitude and intellectual capabilities is essential in decision making in
choosing a career.
42
Level of Influence of the student’s Interest of Science and Technology Education
Center
Table 23. Interest of the ABM Students
2.50-3.24 21 52.5 Agree
1.75-2.49 12 30 Disagree
TOTAL 40 100
Table 23 shows the level of influence of interest of the ABM students to their
career decision making. Based on the table, 21 or 52.5% of the respondents agree that
their interest influence their decision making, 12 or 30 % disagree, 5 or 12.5%
strongly agree, and only 2 or 5% of the respondents strongly disagree. Thus, almost
half of the respondents agree that their interest influences their career decision.
43
Table 24. Interest of the HUMSS Students
2.50-3.24 23 57.5 Agree
1.75-2.49 4 10 Disagree
TOTAL 40 100
Table 24 shows the level of influence of interest of the HUMSS students to their
their interest influence their decision making, 11 or 27.5 % strongly agree, 4 or 10%
disagree, and only 2 or 5% of the respondents strongly disagree. Thus, almost of the
respondents agree that their interest influences their career decision.

44
Table 25. Interest of the STEM Students
2.50-3.24 21 52.5 Agree
1.75-2.49 3 7.5 Disagree
TOTAL 40 100
Table 25 shows the level of influence of interest of the STEM students to their
their interest influence their decision making, 16 or 40 % strongly agree, 3 or 7.5%
disagree, and no one of the respondents strongly disagree. Thus, half of the
respondents agree and almost half strongly agree that their interest influences their
career decision.
45
Table 26. Interest of the Students of Science and Technology Education Center
2.50-3.24 65 54.2 Agree
1.75-2.49 19 15.8 Disagree
TOTAL 120 100
Table 26 reveals the level of Influence of the student’s Interest of Science and
Technology Education Center. There are 32 or 26.7% are Strongly Agree, 65 or 54.2%
are Agree, 19 or 15.8% are Disagree, while there are 4 or 3.3% are Strongly Disagree.
The results implies that majority of the students agree that their interest are inclined to
their chosen strand. In the study of Mihyeon (2009), he mentioned that students choose
career that they think will fit their interest and personality type. Moreover, the Highlands
Company (2017) states that if the work-related task will align to the students talent it
would make the task easier and enjoyable.

46
Level of Influence of the Academic Opportunities of the students of Science and
Technology Education Center
Table 27. Academic Opportunities of ABM Students
2.50-3.24 20 50 Agree
1.75-2.49 16 40 Disagree
TOTAL 40 100
Table 27 shows the level of influence of academic opportunities of the ABM
students to their career decision making. Based on the table, 20 or 50% of the
respondents agree that their interest influence their decision making, 16 or 40 %
disagree, 4 or 10% strongly agree, and no one of the respondents strongly disagree.
Thus, half of the respondents agree and almost half disagree that the academic
opportunities influence their career decision.

47
Table 28. Academic Opportunities of HUMSS Students
2.50-3.24 23 57.5 Agree
1.75-2.49 8 20 Disagree
TOTAL 40 100
Table 28 shows the level of influence of academic opportunities of the HUMSS
respondents agree that their interest influence their decision making, 8 or 20 %
disagree, 5 or 12.5% strongly agree, and only 4 or 10% of the respondents strongly
disagree. Thus, almost of the respondents agree that the academic opportunities
influence their career decision.

48
Table 29. Academic Opportunities of STEM Students
2.50-3.24 29 72.5 Agree
1.75-2.49 2 5 Disagree
TOTAL 40 100
Table 29 shows the level of influence of academic opportunities of the STEM
respondents agree that their interest influence their decision making, 7 or 17.5 %
strongly agree, and only 2 or 5% of the respondents disagree and strongly disagree.
Thus, almost of the respondents agree that the academic opportunities influence their
career decision.
49
Table 30. Academic Opportunities of the Students of Science and Technology
Education Center
2.50-3.24 72 60 Agree
1.75-2.49 26 21.7 Disagree
TOTAL 120 100
Table 30 reveals the level of Influence of the Academic Opportunities of the students
of Science and Technology Education Center. There are 16 or 13.3% are Strongly Agree,
72 or 60% are Agree, 26 or 21.7% are Disagree, while 6 or 5% are Strongly Disagree.
The result shows that the students also take in consideration of the possibility of having
scholarships base on their chosen strand that would make things easier for their academic
life. According to Mahuron (2018), scholarship helps students in achieving their goal by
reducing or removing the financial barriers. Most of the students agree that scholarships
reduce financial concerns that will result to better grades.

50
Factor that Greatly Influenced the Students of Science and Technology
Education Center
Table 31. Factors that greatly influenced the ABM Students
FACTORS WEIGHTED DESCRIPTION RANK
MEAN
Family Income 2.73 Agree 2
Parent’s Educational 2.38 Disagree 5
Attainment
Academic Capability 2.77 Agree 1
Interest 2.55 Agree 3
Academic Opportunity 2.54 Agree 4
Table 31 shows the factors influencing the students to take the ABM strand. The
factor that greatly influenced their decision is their academic capability with a mean
of 2.77; they agree that they have taken into consideration their academic capabilities
in choosing ABM strand to enrol for senior high school. According to Pascual (2014),
it is an important factor in choosing a course along with interest because it is the
natural way of learning something. An individual should have intellectual abilities
about the chosen course but does not necessary mean that it is the right academic path
for an individual. It is rather called the potential academic and career ending trap that
was stated by UNCC (2018).

51
Table 32. Factors that greatly influenced the HUMSS Students
MEAN
Attainment
Table 32 reveals the factors that influenced their decision to take HUMSS as a
course for senior high school. Interest with a mean of 2.87, they agree that it is the
factor with the most influence they considered in taking HUMSS as a course in senior
high school. This is parallel to the study of Mihyeon (2009) that students choose
courses which they think best fits their interest and personality. According to the
Highlands Company (2017), individuals tend to think of taking a course close to their
interests to make work more enjoyable and everyone capable of doing the tasks.
52
Table 33. Factors that greatly influenced the STEM Students
MEAN
Parent’s Educational 2.64 Agree 4
Attainment
Table 33 shows the factors influencing the students to take the STEM strand.
With a mean of 3.15, students agree that they have greatly taken into consideration
their interest in choosing to enrol in the STEM strand for senior high school.
According to Science Daily (2008) aptitude may show an individual’s intelligence
related to their interests. This is supported by Aqeel Raza et. al(2011) that a student
will most likely choose a career that reflects their interests.

53
Table 34. Factors Greatly Influenced the Students of Science and Technology
Education Center
MEAN
Attainment
Table 34 shows the factors influencing the student’s decision in choosing a course
for senior high school. With a mean of 2.86, Interest is the most influencing factor
considered in choosing a course. With a mean of 2.48, the parent’s educational
attainment is the least considered factor in making decisions on the course to take for
senior high school. This is parallel to the findings of Borchert (2002) that among the
factors in considering which course to take, interest is the most influential. Based on
the open question of his study, the students would like to take a course related to
their interests or their dream professions.

54
Relationship between the Students Current Strand, Preferred strand and NCAE result
Table 35. Relationship between the Students’ Current Strand and Preferred Strand
Variables Computed p- Decision Cramer’ Qualitative Description

chi-square Value on Ho s V value Description
Current There is a
Strands Moderately significant
and 96.871 0.000 Reject Ho 0.635 high relationship
Preferred positive
Strand
Table 35 shows the relationship between the students’ current strand and their preferred
strand. The computed chi-square value is 96.871, with a p-value of 0.000 at a significance level
of 0.05; our p-value is lesser than 0.05, which means that we have sufficient evidence to reject
our null hypothesis and the two variables are positively correlated with each other with a
Cramer’s V value of 0.635. Therefore, we reject the null hypothesis; hence there is a significant
relationship between the students’ current strand and their preferred strand. The relationship of
their current and preferred strand is moderately high positive.
`The result implies that majority of the respondent chose their current strand base on their
own preferences. It is found out that their preference is the most influential thing the respondents
had considered. According to the research conducted by the Beggs et al./ (2008) that personal
interest play a vital role in deciding of what they want to pursue with the “match with interest”
factor rated over the job characteristic, psychological and social benefits. Students will make
decisions of the career they want as where they are capable of and that they think personality and
interest will be fit in their chosen course.

55
Table 36. Relationship between the Students’ Current Strand and NCAE Result
Variables Computed P- Decision Cramer’s Qualitative Description

chi-square Value on Ho V value Description
Current There is a
Strand and Moderately significant
NCAE 57.173 0.000 Reject Ho 0.488 low positive relationship
result
Table 36 shows the relationship between the students’ current strand and their NCAE
result. The computed chi-square value is 57.173, with a p-value of 0.000 at a significance level
of 0.05; our p-value is lesser than 0.05, which means that we have sufficient evidence to reject
our null hypothesis and the two variables are positively correlated with each other with a
Cramer’s V value of 0.488. Therefore, we reject the null hypothesis; hence there is a significant
relationship between the students’ current strand and their NCAE result. The relationship of their
current and NCAE result is moderately low positive.
The result reveals that most of the respondents are take in the consideration their NCAE
suggestions in choosing their current strand. The test result of NCAE is envisaged to serve as
basis for enrollment and career decision in any four or five degrees in universities and colleges as
well as two-year courses of both academic and vocational.

56
Table 37. Relationship between the Students’ Preferred Strand and NCAE Result
Variables Computed P- Decision Cramer’s Qualitative Description

chi-square Value on Ho V value Description
Preferred There is a
strand and Moderately significant
NCAE 39.774 0.000 Reject Ho 0.332 low positive relationship
result
Table 37 shows the relationship between the students’ preferred strand and their NCAE result.
The computed chi-square value is 39.774, with a p-value of 0.000 at a significance level of 0.05;
our p-value is lesser than 0.05, which means that we have sufficient evidence to reject our null
hypothesis and the two variables are positively correlated with each other with a Cramer’s V
value of 0.332. Therefore, we reject the null hypothesis; hence there is a significant relationship
between the students’ preferred strand and their NCAE result. The relationship of their preferred
strand and NCAE result is moderately low positive.
The result implies that majority of the respondents’ NCAE results matches their career
preference. Every student has different intelligence in different fields but it does not mean that it
is the right academic path or career path to take. This is called a potential academic and career
ending trap that was stated by UNCC (2018). It is crucial that one chooses a career based on
skills and passion.

57
Relationship Between the Students Family Income, Parent’s Educational Attainment,
Academic Capability, Interest and Academic Opportunity
Table 38. Relationship between family income and educational attainment
Variables Computed P-Value Decision on Description
spearmanvalue Ho
Family Income 0.415 0.000 There is a
and Parent’s significant

Reject Ho
educational relationship
attainment
Table 38 shows the computed r-value is 0.415, with a p-value of 0.000 at 0.05
significance level, our p value is lesser than 0.05, which means that we have sufficient evidence
to reject our null hypothesis. Therefore, we reject the null hypothesis, hence there is a significant
relationship between the students’ family income and parents’ educational attainment.
Both variables are under the socio-economic factor that is used to measure the social
position of the students’ family in the community. This implies that the socio-economic status
of the students’ play a huge role in the process of their decision making regarding what strand
should they take. According to Yambong (2017) the students select the strand they want to take
with the consideration of their family’s financial status for practical reasons. Moreover, a theory
proposed by Krumboltz, JD and Nicolas, CW (1990) states that the students’ career choice s are
58
impacted by the learning he or she gets from society experiences. The first people in the society
that the students are exposed to are their parent, which means that their parents’ educational
background shapes a great factor to the students’ career choice. The result of the test also
implies that students tend to choose a career patterned from the job of their parents or accept
what their parents’ suggestions regarding the career they should take because they see them as
their role models. (Hewitt J., 2010)
Table 39. Relationship between family income and academic capabilities
spearman value Ho
Family Income There is a
and Academic Reject Ho significant

0.255 0.005
capabilities relationship
significance level, our p value is lesser than 0.05, which means that we have sufficient evidence
to reject our null hypothesis. Therefore, we reject the null hypothesis; hence there is a significant
relationship between the students’ family income and academic capabilities.
This implies that the students’ family income and academic capabilities go along together
in the students’ mode of decision in choosing a career. The family income is an important subject
that helps the students decide what career they should take. Mostly the parents encourage to take
courses that are not costly (Saysay,K, 2011), but aside from that most of them suggest courses
59
which they think their children has the potential of doing good. According to IJSBAR (2014) that
individual’s aptitude and intellectual abilities were important and should be taken consideration
in choosing a career. In addition, UNCC (2018) states that the process of deciding a career to
pursue is crucial so one should choose a career based on their skills and passion.
Table 40. Relationship between family income and interest
spearman value Ho
Family Income There is no

Failed to
and Interest significant
0.107 0.247 rejectHo
relationship
significance level, our p-value is less than 0.05, which means that we do not have sufficient
evidence to reject our null hypothesis. Therefore, we accept the null hypothesis; hence there is no
significant relationship between the students’ family income and interest.
The interest of the student does not depend on his or her family income. This implies that
an individual’s passion comes naturally within himself or herself. According to Mihyeon (2009),
in choosing a career one should think what is suitable or what career fits their field of interest
and personality however in the process of developing such passion or interest, family income has
no influence at all. Family income cannot undo someone’s passion in a certain field; the result
reveals that the income of the family is not considered as a hindrance in being interested of
60
something. Furthermore, the results mean that an individual can still be passionate of a certain
thing or work without worrying about financial matters.
Table 41. Relationship between family income and academic opportunity
spearman value Ho
Family Income There is a
and Academic Reject Ho significant

0.222 0.015
opportunities relationship
significance level, our p-value is greater than 0.05, which means that we have sufficient evidence
relationship between the students’ family income and academic opportunities.
One of the essential factors that the students’ consider is the family income, which affects
their motivation of getting academic opportunities. It was said that most of the parents encourage
their children to take courses that are practical and courses that are aligned with their financial
capacity. According to Thout (1996) opportunity has shaped career choices for students. It helps
the students in perceiving what they want in the future in a particular career field that they have
chosen which they think their family income can sustain. As stated by Mahuron (2018),
scholarship helps students in achieving their goal by reducing or removing the financial barriers.
61
This implies that most of the students base their decision in choosing a career with the hold in
mind if that career can give much opportunity for them in the future.
Table 42. Relationship between parent’s educational attainment and academic capabilities
spearman value Ho
Parent’s There is no
educational significant
Failed to reject
attainment and relationship
0.096 0.295 Ho
Academic
capabilities
significant relationship between parent’s educational attainment and academic capabilities.
Udoh and Sanni (2012) investigated the influence of parental background variables on the career
choice of secondary school student in Nigeria. Their findings implied that the parent’s
educational attainment exerts a significant influence on career choices of secondary school
students. However, these observations are contracted those of Roach (2010). According from the
study she conducted, it shows that the highest level parental of education did not have an impact
towards the career selection; this implies that a high educational attainment did not necessarily
62
influence. Thus, this could be due to a higher independence of the students compared to the
lower years. They have less attention to social influence and tend to follow of what they want to
do and achieve.
Table 43. Relationship between parent’s educational attainment and interest
spearman value Ho
educational Failed to reject significant

0.114 0.214
attainment and Ho relationship
Interest
significant relationship between the students’ parent’s educational attainment and interest.
This implies that both variables are not dependent to each other yet these two plays a big
role in what the student’s wants to attain in their career journey. According to the theory of
Krumboltz and Nicolas (1990) that parent’s educational attainment influence the decision
making of the students in choosing their career which means that they consider of what they’ve
learn from the social experience as they was first exposed by their parents which they considered
as their role model. However, students tend to follow their decisions in choosing a course based
63
on their interest on a particular matter. According to the research conducted by the Beggs et al./
(2008) that personal interest play a vital role in deciding of what they want to pursue with the
“match with interest” factor rated over the job characteristic, psychological and social benefits.
Students will make decisions of the career they want as where they are capable of and that they
think personality and interest will be fit in their chosen course. Due to higher independence of
the students they have less attention to social influence and tend to follow what they want to do
and achieve. (Roach,2010)
Table 44. Relationship between parent’s educational attainment and academic opportunity
spearman value Ho
educational significant
Failed to reject
attainment and relationship
Ho
0.310 0.001
Academic
Opportunities
Table 44 shows the computed r-value is 0.310 , with a p-value of 0.001 at 0.05
significance level, our p value is less than 0.05, which means that we do not have sufficient
evidence to reject our null hypothesis. Therefore, we accept the null hypothesis; hence, there is
no significant relationship between the parents’ educational attainment and student's academic
opportunities.
64
This implies that parent's educational attainment and academic opportunities has no
relationship in the decision making of a student. According to Thout (1996) opportunity has
shaped career choices for students. It helps the students in perceiving what they want in the
future in a particular career field that they have chosen. Hags-Vaughn (2004) also examine about
the parents educational level that influence the decisions of the students in choosing a career and
it resulted that the parental education appears to have an effect on the academic and social
developments of the students. Financial issues hinder the student in attaining or pursuing their
desired educations and career goals. Students tend to control their educational budget in order to
reduce their cost. However, it reveals that parent's educational attainment does not affect entirely
all of the student's academic opportunities. It cannothelp in reducing financial barriers and it does
not reduce the financial concerns of the students.
Table 45. Relationship between academic capability and interest
spearman value Ho
Academic There is a
Capability and Reject Ho significant

0.275 0.002
Interest relationship
65
evidence to reject our null hypothesis. Therefore, we accept the null hypothesis; hence, there is
no significant relationship between the students’ academic capability and interest.
This implies that the academic capabilities do not affect the interests of the students, but
both has an impact on the decision making of the students regarding their preferred career. The
academic capabilities are the students’ ability to manage school competencies that has excellent
outcomes, which greatly influence the personal interest. (Beggs et al.,2008) However, being
good at something does not directly mean that person really is passionate about that thing. We
cannot conclude immediately because there are a lot of circumstances where in a person tend to
do a task he or she is asked to since he or she is good at it but the passion in doing the task is not
present. According to Porter and Umbach (2006), students should focus on the traits that they
possesses in order to easily perceive what they want to take that is in line to their academic
choice because once the talents and skills align, it will build up a new passion.
Table 46. Relationship between academic capability and academic opportunity
spearman value Ho
Academic There is no
Capability and Failed to reject significant

0.070 0.450
Academic Ho relationship
Opportunity
66
significance level, our p-value is greater than 0.05, which means that we do not have sufficient
significant relationship between the students’ academic capability and academic opportunity.
The result shows that the students’ academic capability has no influence with the
academic opportunities. Being able to handle school works with excellence does not affect
students’ willingness to seek for academic opportunities. According to Thomas O’Brien (1996),
joining work bound programs has changed students from being eager to suspicious due to the
exposure given by this kind of academic opportunity; this implies that academic opportunity
mainly affects the students’ characteristics rather than his or her capabilities or skills.
Table 47. Relationship between interest and academic opportunity
spearman value Ho
Interest and There is a
Academic Reject Ho significant

0.326 0.000
Opportunity relationship
significance level, our p-value is greater than 0.05, which means that we have sufficient evidence
relationship between the students’ interest and academic opportunity.

67
The implication of the result is that the interest of the students motivates their willingness
of seeking academic opportunity in terms of choosing a career. An academic opportunity is an
essential subject that includes scholarships, which will maximize students’ experiences.
(Mahuron, 2018) It will also let students to see the world in a different perspective that will result
to bloom a new field of interest for them which might be new factor to be considered in choosing
the right career in the future.

68
CHAPTER III
SIGNIFICANT FINDINGS, CONCLUSION, AND RECOMMENDATION
SIGNIFICANT FINDINGS
This part of the study deals with the summary of the major findings, conclusions drawn
on the bases of the findings and recommendations which are assumed to be useful to further
enhance career guidance programs and training programs of the senior high school students of
Science and Technology Education Center who are taking the academic track: ABM, HUMSS
and STEM.
PROFILE OF THE STUDENTS OF SCIENCE AND TECHNOLOGY EDUCATION
CENTER
Senior High School students of Science and Technology Education Center who are taking
the respective academic track of ABM, HUMSS and STEM are the respondents of the study,
which we will identify if there is a correlation based on their career choice, current strand and
NCAE result.
SOCIO-ECONOMIC PROFILE OF STUDENTS OF SCIENCE AND
TECHNOLOGY EDUCATION CENTER
This includes the Family income of the student respondents ranging from Php10,000 and
below, Php10,000 to Php30,000 and Php30,000 and above, which serve as a factor in
determining the relationship and influence of which to the student’s choice of career. This study
also includes the educational attainment of both parents with levels of elementary level, high
69
school undergraduate, high school graduate, college undergraduate, and college graduate, which
will determine if there is a relationship or influence to the student’s choice of career.
LEVEL OF INFLUENCE OF THE SOCIO-ECONOMIC PROFILE OF THE
STUDENTS IN CHOOSING A STRAND
The level of influence of the family income to the ABM, HUMSS AND STEM students has
a result in percentage stating that majority of the student’s agree that their choice of career were
influence by their family income. According to the related study of Yambong (2017), financial
status of the family is one of the factors in selecting the strand of the students.
The level of influence in terms of the students’ parent’s educational attainment in different
strands varies. Both the ABM and HUMSS students disagree of the thought that the educational
attainment of their parents influences their decision-making. However, the STEM students
agree that the educational attainment of their parents influences their career choice. According
to Roach (2010), the highest parental of education did not have impact towards the career
selection of the students. This implies that educational attainment of the parents did not
necessarily influence. In contrast, the result also implies that students tend to choose a career
patterned from the job of their parents or accept what their parents’ suggestions regarding the
career they should take because they see them as their role models. (Hewitt J., 2010)
LEVEL OF INFLUENCE OF THE ACADEMIC CAPABILITY OF THE STUDENTS
IN CHOOSING A STRAND
The level of influence of the Academic Capability of the students taking the ABM, HUMSS
and STEM in choosing a strand or career choice shows a result in percentage that is interpreted
that majority of the students take into consideration their academic capability in terms of;
70
academic opportunity and academic aptitude in choosing their current strand. According to the
study of IJSBAR (2014), he mentioned that considering an individual’s aptitude and intellectual
capabilities is essential in decision making in choosing a career.
LEVEL OF INFLUENCE OF THE INTEREST OF THE STUDENTS IN CHOOSING
A STRAND
The level of influence of the interest of the students in the ABM, HUMMS and STEM has a
result in percentage implying that majority of the students agree that their interest are inclined to
their chosen strand. The interests of the students were determined in terms of their favourite
subject and academic goals. In the study of Mihyeon (2009), he mentioned that students choose
career that they think will fit their interest and personality type. Moreover, the Highlands
Company (2017) states that if the work-related task will align to the students talent it would
make the task easier and enjoyable.
LEVEL OF INFLUENCE OF THE ACADEMIC OPPORTUNITY OF THE
STUDENTS IN CHOOSING A STRAND
The students in different strands agree that the Academic Opportunity has influenced their
career decision. The results shows that students has taken into consideration the possibility of
having scholarships and accessibility to education provider in choosing their strand as it would
help them to have an easier academic life. According to Mahuron (2018), scholarship helps
students in achieving their goal by reducing or removing the financial barriers. Most of the
students agree that scholarships reduce financial concerns that will result to better grades.
FACTOR THAT GREATLY INFLUENCED THE STUDENT’S DECISION IN
CHOOSING A STRAND
71
The factor that greatly influenced the ABM students is the academic capability. ABM
students agree that they have taken into consideration their academic achievement and aptitude
in choosing the ABM strand. According to Pascual (2014), it is an important factor in choosing a
course along with interest because it is the natural way of learning something. An individual
should have intellectual abilities about the chosen courseIt was also revealed the factor that
greatly influenced both the HUMSS and STEM students was the interest. Students agree that
having a favourite subject and an educational goal indeed influences their career choice. This is
parallel to the study of Mihyeon (2009) that students choose courses which they think best fits
their interest and personality.
THE CORRELATION BETWEEN THE STUDENT’S CURRENT STRAND AND
PREFERRED STRAND
The student’s current strand and preferred strand was verified by using chi-square product of
cramer’s V value correlation to test if there is a significant relationship of the ABM, HUMSS,
and STEM student’s current strand and preferred strand. As the result, we have sufficient
evidence to reject our null hypothesis and the two variables are positively correlated with each
other. Thus, the relationship of their current and preferred strand is moderately high positive.
THE CORRELATION BETWEEN THE STUDENT’S CURRENT STRAND AND
NCAE RESULT
The student’s current strand and NCAE result was verified by using chi-square product of
Cramer’s V value correlation to test if there is a significant relationship of the ABM, HUMSS,
and STEM student’s current strand and NCAE result. It was revealed that we have sufficient
72
other. Thus, the relationship of their current strand and NCAE result is moderately low positive.
THE CORRELATION BETWEEN THE STUDENT’S PREFERRED STRAND AND
NCAE RESULT
The student’s preferred strand and NCAE result was verified by using chi-square product of
Cramer’s V value correlation to test if there is a significant relationship of the ABM, HUMSS,
and STEM student’s preferred strand and NCAE result. It was revealed that we have sufficient
other. Thus, the relationship of their preferred starnd and NCAE result is moderately low positive.
THE RELATIONSHIP BETWEEN FAMILY INCOME AND PARENT’S
EDUCATIONAL ATTAINMENT
Using the spearman correlation coefficient method, it was shown that there is a significant
relationship with the family income and parent’s educational attainment of the student’s choice
of career. This implies that the socio-economic status of the students’ play a huge role in the
process of their decision making regarding what strand should they take. According to
Yambong (2017) the students select the strand they want to take with the consideration of their
family’s financial status for practical reasons. Moreover, a theory proposed by Krumboltz, JD
and Nicolas, CW (1990) states that the students’ career choice s are impacted by the learning he
or she gets from society experiences. The first people in the society that the students are
exposed to are their parent, which means that their parents’ educational background shapes a
great factor to the students’ career choice. The result of the test also implies that students tend to
choose a career patterned from the job of their parents or accept what their parents’ suggestions
73
regarding the career they should take because they see them as their role models. (Hewitt J.,
2010)
THE RELATIONSHIP BETWEEN FAMILY INCOME AND ACADEMIC
CAPABILITIES
The relationship between the family income and academic capability is verified using the
spearman correlation coefficient method. The result revealed that there is a significant
relationship between the students’ family income and academic capabilities. This implies that the
students’ family income and academic capabilities go along together in the students’ mode of
decision in choosing a career. The family income is an important subject that helps the students
decide what career they should take. Mostly the parents encourage to take courses that are not
costly (Saysay,K, 2011), but aside from that most of them suggest courses which they think their
children has the potential of doing good.
THE RELATIONSHIP BETWEEN FAMILY INCOME AND INTEREST
The result is verified using the spearman correlation coefficient method between the
relationship of the family income and interest of the students. it shows that there is no significant
relationship between the students’ family income and interest. The interest of the student does
not depend on his or her family income. This implies that an individual’s passion comes
naturally within himself or herself. According to Mihyeon (2009), in choosing a career one
should think what is suitable or what career fits their field of interest and personality however in
the process of developing such passion or interest, family income has no influence at all. Family
income cannot undo someone’s passion in a certain field; the result reveals that the income of the
family is not considered as a hindrance in being interested of something.

74
THE RELATIONSHIP BETWEEN FAMILY INCOME AND ACADEMIC
OPPORTUNITY
The same method was used in verifying the relationship between the family income and
academic opportunity of the students. As a result, there is a significant relationship between the
students’ family income and academic opportunities. One of the essential factors that the
students’ consider is the family income, which affects their motivation of getting academic
opportunities. It was said that most of the parents encourage their children to take courses that
are practical and courses that are aligned with their financial capacity. According to Thout
(1996) opportunity has shaped career choices for students. It helps the students in perceiving
what they want in the future in a particular career field that they have chosen which they think
their family income can sustain. As stated by Mahuron (2018), scholarship helps students in
achieving their goal by reducing or removing the financial barriers. This implies that most of the
students base their decision in choosing a career with the hold in mind if that career can give
much opportunity for them in the future.
THE RELATIONSHIP BETWEEN PARENT’S EDUCATIONAL ATTAINMENT
AND ACADEMIC CAPABILITIES
Spearman correlation coefficient method was used to verify the relationship between the parent’s
educational attainment and academic capabilities of the students. The result shows that there is
no significant relationship between parent’s educational attainment and academic capabilities.
Individual’s aptitude and intellectual abilities are important for a student to be able to identify his
preferred and chosen strand, as stated by IJSBAR (2014). However, these observations are
contracted those of Roach (2010). According from the study she conducted, it shows that the
75
highest level parental of education did not have an impact towards the career selection; this
implies that a high educational attainment did not necessarily influence. Thus, this could be due
to a higher independence of the students compared to the lower years. They have less attention to
social influence and tend to follow of what they want to do and achieve.
AND INTEREST
Using the same method, the spearman correlation coefficient, the result shows that there
is no significant relationship between the students’ parent’s educational attainment and interest.
This implies that both variables are not dependent to each other yet these two plays a big role in
what the student’s wants to attain in their career journey. According to the theory of Krumboltz
and Nicolas (1990) that parent’s educational attainment influence the decision making of the
students in choosing their career which means that they consider of what they’ve learn from the
social experience as they was first exposed by their parents which they considered as their role
model. However, students tend to follow their decisions in choosing a course based on their
interest on a particular matter. According to the research conducted by the Beggs et al./ (2008)
that personal interest play a vital role in deciding of what they want to pursue with the “match
with interest” factor rated over the job characteristic, psychological and social benefits. Students
will make decisions of the career they want as where they are capable of and that they think
personality and interest will be fit in their chosen course.

76
AND ACADEMIC OPPORTUNITY
It also shows that there is a significant relationship between the parents’ educational
attainment and student's academic opportunities. This implies that parent's educational
attainment and academic opportunities has no relationship in the decision making of a student.
According to Thout (1996) opportunity has shaped career choices for students. It helps the
students in perceiving what they want in the future in a particular career field that they have
chosen. Hags-Vaughn (2004) also examine about the parents educational level that influence the
decisions of the students in choosing a career and it resulted that the parental education appears
to have an effect on the academic and social developments of the students. Financial issues
hinder the student in attaining or pursuing their desired educations and career goals. Students
tend to control their educational budget in order to reduce their cost. However, it reveals that
parent's educational attainment does not affect entirely all of the student's academic opportunities.
It cannothelp in reducing financial barriers and it does not reduce the financial concerns of the
students.
THE RELATIONSHIP BETWEEN ACADEMIC CAPABILITY AND INTEREST
Spearman correlation coefficient method was used to verify the relationship between the
academic capability and interest of the students. As shown, there is a significant relationship
between the students’ academic capability and interest. This implies that the academic
capabilities affect the interests of the students, which both has an impact on the decision making
of the students regarding their preferred career. The academic capabilities are the students’
ability to manage school competencies that has excellent outcomes, which greatly influence the
77
personal interest. (Beggs et al.,2008) It was mentioned by UNCC (2018), that academic
capabilities also includes the students’ passion and skills, which means that if you are passionate
in a certain field that you are greatly interested with it. According to Porter and Umbach (2006),
students should focus on the traits that they possesses in order to easily perceive what they want
to take that is in line to their academic choice because once the talents and skills align, it will
build up a new passion.
THE RELATIONSHIP BETWEEN ACADEMIC CAPABILITY AND ACADEMIC
OPPORTUNITY
The relationship between the academic capability and academic opportunity of the
students was verified using the spearman correlation coefficient method. The result shows that
there is no significant relationship between the students’ academic capability and academic
opportunity. The result shows that the students’ academic capability has no influence with the
academic opportunities. Being able to handle school works with excellence does not affect
students’ willingness to seek for academic opportunities. According to Thomas O’Brien (1996),
joining work bound programs has changed students from being eager to suspicious due to the
exposure given by this kind of academic opportunity; this implies that academic opportunity
mainly affects the students’ characteristics rather than his or her capabilities or skills.
THE RELATIONSHIP BETWEEN INTEREST AND ACADEMIC OPPORTUNITY
Using the same method of correlation, it was revealed that there is a significant
relationship between the students’ interest and academic opportunity. The implication of the
result is that the interest of the students motivates their willingness of seeking academic
opportunity in terms of choosing a career. An academic opportunity is an essential subject that

78
includes scholarships, which will maximize students’ experiences. (Mahuron, 2018) It will also
let students to see the world in a different perspective that will result to bloom a new field of
interest for them which might be new factor to be considered in choosing the right career in the
future.
CONCLUSION
Based on the findings of the study, the following conclusions were drawn.
The researchers aim to know if there is relationship between the Socio-economic status of
the students, their parents’ educational attainment, interest, academic capability, academic
opportunities and the chosen strand of the Senior High School students of Science and
Technology Education Center. From the one month of gathering the data, it was show; that;
 All of the factors were taken consideration by the students in choosing their strand except
for their parents’ educational attainment. Majority of the students agreed that family
income, academic capability, interest and academic opportunities were part of their mode
of decision. The students choose a strand that is practical based on their family income,
they also consider their academic capability and interest in choosing what field they
should pursue and lastly they choose a strand that they think offers more academic
opportunity that they can benefit from.
 The students’ preferred strand, NCAE result and their current strand is positively
correlated with each other. Therefore, the three variables have a significant role in the
decision-making of the students regarding their chosen strand.
 The relationship between the following factors; Family income and Parents’ educational
attainment; Family income and academic capabilities; Family income and Academic
79
opportunities; parents’ educational attainment and academic capabilities; academic
capabilities and interest; interest and academic opportunities, were found significant.
Moreover, there are no significant relationship between the following factors; family
income and interest; parents’ educational attainment and interest; parents’ educational
attainment and academic opportunities; academic capabilities and academic
opportunities.
RECOMMENDATIONS
Based on the data gathered, factors influencing the student’s career choice in Senior High
School were covered in the study. However, if there is a replication of the study, the researchers
recommend the following:
1. Schools should give more emphasis on Career Guidance Programs for further guidance of
the students’ choice of career.
2. As found in the study, guidance programs can give focus to considering their interests in
choosing a career.
3. Career Guidance Programs is suggested to include exposure to the careers to give
students the idea of their dream professions.
4. The Government should see to it that jobs are available so students won’t have to hesitate
enrolling for their preferred course.
5. Schools can develop more programs for skill enhancement or immersions that can be
used in their future employment.

80
6. The researchers should include both private and public schools to obtain more precise
response. These responses could be used to extract more factors which they have
considered in choosing a career.
7. The responses of the students were gathered through survey questionnaires. The
researchers could use a greater population size to ensure reliability of results.
8. The study should also consider adapting qualitative methods such as in-depth interviews
and focused group discussions to support and strengthen the quantitative results.
9. To explain these factors influencing their decision in a better way, it is important to look
at additional factors or seek better measures of the constructs.

81
REFERENCES
Saysay, Karen-Lyn.(2011). A qualitative study on Pilipino Americans students relative to their high
school success and career choices.Published Dissertation.Faculty of the USC Rossier School of Education,
University of Southern California.Proquest. UMI number 346610.
Krumboltz, J.D. & Nichols, C. W. (1990) Integrating the Social Learning Theory of Career Decision
Making in Walsh, W.B. &Osipow, S.H. (eds) Career Counseling: Contemporary Topics in Vocational
Psychology, Lawrence Erlbaum Associate
Hewitt, J. (2010). Factors influencing career choice.Cited from www.ehow.com on 15/02/2020.
Pascuala, T.N. (2014).Factors Affecting High School Students’ Career
Preference: A Basis for Career Planning Program. Retrieved from http://www.urs.edu.ph/wp-
content/uploads/2016/06/2261-4881-1-PB.pdf
(2015, April 12) What are the Natural Abilities?. Retrieved from https://www.highlandsco.com/what-are-
natural-abilities/
(2008, January) Distinguishing the Factors Influencing College Students' Choice of Major. Retrieved
from
https://www.researchgate.net/publication/283597341_Distinguishing_the_factors_influencing_college_st
udents'_choice_of_major/amp
Raza M. & Shah A. (2011).Impact of Favorite Subject towards Scientific Aptitude of the Students.
Pakistan Journal of Social Sciences, 31(1) , 135-143.
Porter S. &Umbach P. (2006). COLLEGE MAJOR CHOICE: An analysis of Person-Environment Fit.
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Mahuron,S. (2018). How will a Scholarship Help Achieve your Education & Career Goals? .Retrieved
from https://work.chron.com/scholarship-achieve-education-career-goals-9040.html
O'Brien, T. (1996). A case study of Six students in workbound. Unpublished Dissertation, University of
Wisconsin – Milwaukee
Thout, E. ( 1996). Preparation for government employment .Unpublished master's thesis, University of
Wisconsin- Milwaukee
Pascuala, T.N. (2014).Factors Affecting High School Students’ Career
Preference: A Basis for Career Planning Program. Retrieved from http://www.urs.edu.ph/wp-
content/uploads/2016/06/2261-4881-1-PB.pdf
Beggs, J.M, J.H. Bantham,and S. Taylor. 2008. Distinguishing the factors influencing college students’
choice of major. College Student Jour. 42(2): 381.
Mihyeon, K. 2009. The relationship between thinking style differences and career choice for high-
achieving high school students.PhD Diss. Dept of Education.The College of William andMary.United
States, Virginia.
83
APPENDICES
84
CHI-SQUARE CORRELATION
Current Strand vs. Preferred Strand
Chi-Square Tests
Value df Asymp. Sig. (2-
sided)
a
Pearson Chi-Square 96.871 6 .000
Likelihood Ratio 96.595 6 .000
Linear-by-Linear Association 35.177 1 .000
N of Valid Cases 120
a. 3 cells (25.0%) have expected count less than 5. The minimum expected
count is 1.00.
Symmetric Measures
Value Approx. Sig.
Phi .898 .000

Nominal by Nominal
Cramer’s V .635 .000
Current Strand vs. NCAE Result
Chi-Square Tests
sided)
a
count is 2.33.
85
Symmetric Measures
Value Approx. Sig.
Phi .690 .000

Nominal by Nominal
Preferred Strand and NCAE Result
Chi-Square Tests
sided)
a
count is .18.
Symmetric Measures
Value Approx. Sig.
Phi .576 .000

Nominal by Nominal
86
CORRELATIONS
Family Income vs. Parent’s Educational Attainmen
Correlations
family_income parents_edu_attai
nment
Correlation Coefficient 1.000 .415**
family_income Sig. (2-tailed) . .000
Spearman' N 120 120

**
s rho Correlation Coefficient .415 1.000
parents_edu_attainment Sig. (2-tailed) .000 .
N 120 120
**. Correlation is significant at the 0.01 level (2-tailed).
Academic Income vs. Academic Capability
Correlations
family_income acad_capability
N 120 120
Spearman's rho
Correlation Coefficient .255** 1.000
acad_capability Sig. (2-tailed) .005 .
N 120 120

87
Family Income vs. Interest
Correlations
family_income interest
Correlation Coefficient 1.000 .107
N 120 120
Spearman's rho
Correlation Coefficient .107 1.000
interest Sig. (2-tailed) .247 .
N 120 120
Family Income vs. Academic Opportunity
Correlations
family_income acad_opportunity
Correlation Coefficient 1.000 .222*
N 120 120
Spearman's rho
Correlation Coefficient .222* 1.000
acad_opportunity Sig. (2-tailed) .015 .
N 120 120
*. Correlation is significant at the 0.05 level (2-tailed).
Parent’s Educational Attainment vs. Academic Capability
Correlations
parents_edu_attai acad_capability
nment
parents_edu_attainment Sig. (2-tailed) . .295
N 120 120
Spearman's rho
acad_capability Sig. (2-tailed) .295 .
N 120 120
88
Parent’s Educational Attainment vs. Interest
Parent’s Educational Attainment vs. Academic Opportunity

Correlation
parents_edu_attai interest
nment
parents_edu_attainment Sig. (2-tailed) . .214
N 120 120
Spearman's rho
N 120 120
Correlations
acad_opportunity parents_edu_attai
nment
acad_opportunity Sig. (2-tailed) . .001
N 120 120
Spearman's rho
parents_edu_attainment Sig. (2-tailed) .001 .
N 120 120

89
Academic Capability vs. Interest
Correlations
acad_capability interest
acad_capability Sig. (2-tailed) . .002
N 120 120
Spearman's rho

N 120 120
Academic Capability vs. Academic Opportunity
Correlations
acad_capability acad_opportunity
acad_capability Sig. (2-tailed) . .450
N 120 120
Spearman's rho
N 120 120
90
Interest vs. Academic Opportunity
Correlations
interest acad_opportunity
interest Sig. (2-tailed) . .000
N 120 120
Spearman's rho
N 120 120
NORMALITIES
Family Income vs. Parent’s Educational Attainment
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
family_income .100 120 .005 .967 120 .004

parents_edu_attainment .100 120 .005 .973 120 .016
a. Lilliefors Significance Correction
Family Income vs. Academic Capability
Tests of Normality
family_income .100 120 .005 .967 120 .004

acad_capability .115 120 .000 .950 120 .000

91
Family Income vs. Interest
Tests of Normality
family_income .100 120 .005 .967 120 .004

interest .120 120 .000 .966 120 .004
Family Income vs. Academic Opportunity
Tests of Normality
family_income .100 120 .005 .967 120 .004

acad_opportunity .130 120 .000 .955 120 .000

92
Parent’s Educational Attainment vs. Academic Capability
Tests of Normality
acad_capability .115 120 .000 .950 120 .000


93
Parent’s Educational vs Attainment. Interest
Tests of Normality

interest .120 120 .000 .966 120 .004
Parent’s Educational Attainment vs. Academic Opportunity
Tests of Normality


94
Academic Capability vs. Interest
Tests of Normality
acad_capability .115 120 .000 .950 120 .000

interest .120 120 .000 .966 120 .004
Academic Capability vs. Academic Opportunity
Tests of Normality
acad_capability .115 120 .000 .950 120 .000


95
Interest vs. Academic Opportunity
Tests of Normality

interest .120 120 .000 .966 120 .004

96
RELIABILITY STATISTICS
FAMILY INCOME
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha N of Items
Based on
Standardized
Items
.724 .719 6
97
PARENT’S EDUCATIONAL ATTAINMENT
Based on
Standardized
Items
.763 .756 10
ACADEMIC CAPABILITY
Based on
Standardized
Items
.824 .848 10
INTEREST
Based on
Standardized
Items
.724 .733 4
98
ACADEMIC OPPORTUNITY
Based on
Standardized
Items
.706 .725 4
99
ANALYSIS ON THE FACTORS INFLUENCING CAREER CHOICES OF SENIOR HIGH SCHOOL

STUDENTS TAKING THE ABM, HUMSS, AND STEM STRANDS OF SCIENCE AND TECHNOLOGY
EDUCATION CENTER
Name:________________________________________ NCAE strand suggestion:___ABM___HUMSS___STEM

Others
Strand: STEM
Preferred Strand: __________ Parent’s Educational Attainment
Father Mother
___elementary level ___elementary level
Monthly Family Income: ___high school graduate ___high school graduate
___Php 10,000 below ___high school undergraduate___high school undergraduate
___Php 10,000 – Php 30,000 ___college graduate ___college graduate
___Php 30,000 above ___college undergraduate ___college undergraduate
This study is conducted to see whether the pre-determined factors influence career choices of Grade 11 Senior High School
students taking the ABM, HUMSS and STEM strands. Below are questions, which the researchers think is relevant to the study.
The researchers ask for your cooperation by answering the questionnaire honestly.
Put a check mark on the corresponding box of your answer
QUESTIONS STRONGLY DISAGREE AGRREE STRONGLY

DISAGREE AGREE
(1) (2) (3) (4)
I choose the strand because:
1. I am self-supporting student
2. I am considering the tuition fee
3. I do not want additional expenses for my family
4. I am fortunate to have parents who want me in

prestigious school just like others
5. I am only allowed to take the course that can be
supported by my family earnings
6. It is believed to be the most low cost course
7. I am thinking of my parent’s occupation
8. I am expected to follow my parent’s footsteps
9. I am considering the business of the family
10. I look up to my parents as role models for my future

career
11. I am following my parents’ work
12. I am trained by my parents in the field related to their

work
13. I am aware of the very high standards my parents set
regarding my future
14. I am expected to observe family tradition and practices
15. I am considering the achievements of my parents
16. I am thinking of the amount of schooling my parents

received
100
17. My choice to enrol in my course is influenced by my

NCAE suggestion
18. I have high grades in the subjects related to my chosen
strand
19. I am good in solving problems
20. I am fond of reasoning
21. I have the ability to think of logical solution quickly
22. I am capable of expressing my expressing thoughts

verbally and non-verbally
23. I am mentally capable of what is required of the course
24. I am confident that I will have an outstanding

performance here
25. I believe that I am intellectually satisfied with it
26. I feel confident about my ability to do well in the

course
27. I personally want it
28. My preferred course is my “childhood dream” work
29. My favourite subject is aligned to my chosen strand
30. It is a pre-requisite in college related to my dream

profession
31. It is the specialty of the school I enrolled
32. There is a greater chance of joining a student exchange

program
33. There are more opportunities to receive a scholarship
34. It is the only course covered by my scholarship
____________________________
Signature over printed name
Thank you!!!

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i

Division of Lapu-Lapu City

Science and Technology Education Center

Senior High School Department

Basak, Lapu-Lapu City

ANALYSIS ON THE FACTORS INFLUENCING CAREER CHOICES OF

STRANDS OF SCIENCE AND TECHNOLOGY EDUCATION CENTER

Amodia, Sharlemagne Irish

Cacho, Crystal Mary

Daan, John Edward

Genson, Debie Von

Rumbines, John Michael

MS. RITZEL R. MONTALBAN

is influenced by the education he acquired.

This study is a quantitative descriptive non-experimental correlational design. The researchers

distributed using Kolmogorov-smirnov, instead of Pearson r, this study used non-parametric,

spearman correlation and 0.05 values in accepting or rejecting hypothesis.

academic opportunities, were found significant.

strengthen the responses.

the proposal of the study.

CHAPTER I – THE PROBLEM ANAD ITS SCOPE

Review of Related Literature…………………………………………………………….12

Statement of the Problem…………………………………………………………….…..19

Scope and Limitation…………………………………………………………………….23

Significance of the Study………………………………………………………………...23

Research Participants ……………………………………………………………………26

Research Procedure(Gathering of Data & Statistical Treatment)……………………….28

CHAPTER II - PRESENTATION, ANALYSIS AND DESCRIPTION OF

TABLE 1 - Monthly Family Income of the Respondents ……………………………….21

TABLE 2 – Mother’s Educational Attainment……………………………..……..……..22

TABLE 3 – Father’s Educational Attainment ……………………………………..……23

TABLE 4 - Strands of the Respondents ………..……..………………….…………...…24

TABLE 5 - Preferred Strand of ABM Student…………………………………………..24

TABLE 6 – Preferred Strand of HUMSS Student……………………………………….25

TABLE 7 - Preferred Strand of STEM Students ………………...…………………..….26

TABLE 8 - NCAE Suggestion of ABM Students ……………………………..………..27

TABLE 9 - NCAE Suggestion of HUMSS Students ……………………………………28

TABLE 10 - NCAE Suggestion of STEM Students …………………………………….29

TABLE 11- Family Income of the ABM Student………………………...……………..30

TABLE 12 - Family Income of the HUMSS Students…………………………………..31

TABLE 13 - Family Income of the STEM Students ……………………………………32

TABLE 14 - Family Income of the Students of Science and Technology Education

TABLE 15 - Parent’s Educational Attainment of the ABM Students …………………..34

TABLE 16 - Parent’s Educational Attainment of the HUMSS Students …………...…..35

TABLE 17 - Parent’s Educational Attainment of the STEM Students………...………..36

TABLE 18 - Parent’s Educational Attainment of the Students of Science and

Technology Education Center……………………………………..……………..37

TABLE 19 - Academic Capability of the ABM Students………………………...……..38

TABLE 20 - Academic Capability of the HUMSS Students……………...……………..39

TABLE 21 - Academic Capability of the STEM Students ……………………….……..40

TABLE 22 - Academic Capability of the Students of Science and Technology Education

TABLE 23 - Interest of the ABM Students ……………………………………………..42

TABLE 24 - Interest of the HUMSS Students …………………………………………..43

TABLE 25 - Interest of the STEM Students …………………...………………………..44

TABLE 26 - Interest of the Students of Science and Technology Education

TABLE 27 - Academic Opportunities of ABM Students …………………..…………..46

TABLE 28 - Academic Opportunities of HUMSS Students………………………….....47

TABLE 29 - Academic Opportunities of STEM Students ………………….…………..48

TABLE 30 - Academic Opportunities of the Students of Science and Technology

TABLE 31 - Factors that greatly influenced the ABM Students ………………………..50

TABLE 32 - Factors that greatly influenced the HUMSS Students …………...………..51

TABLE 33 - Factors that greatly influenced the STEM Students …………..…………..52

TABLE 34 - Factors Greatly Influenced the Students of Science and Technology