Factors That Influence Grade 11 Students in Choosing ABM Course

La Salle Green Hills
ADULT NIGHT HIGH SCHOOL
FACTORS THAT INFLUENCE GRADE 11STUDENTS IN CHOOSING
ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) COURSE
A Mixed Method (Qualitative and Quantitative) Research Presented to Adult Night High School
Senior High School La Salle Green Hills
In partial fulfillment of the requirements in
Practical Research II
Prepared by:
ALENTIJO, Kyla M.
ALMOETE, Princess S.
DELA CRUZ, Bryan A.
ESCALA, Angel Mikaela L.
ESPINOZA, Maria Iza
LATONERO, Julieta L.
TALABON, Angelyn M.
12A-ABM
Submitted to:
Mr. Hardie Gieben M. Cruz

TABLE OF CONTENTS
Chapter 1: The Problem and Its Background
Introduction 1
Statement of the Problem 3
Scope and Delimitations 3
Significance of the Study 4
Definition of Terms 5
Chapter 2: Review of Related Literature
Factors: Personal 6
Society 6
Family 7
Financial 8
Chapter 3: Methodology
Research Design 10
Research Location 10
Population and Sample 11
Respondents Profile 11
Instrument Used 12
Data Gathering Procedure 12

CHAPTER I
The Problem and a Review of Literature
Background of the Study
Nowadays, there are certain factors of an individual that affects how to choose or make
a decision choosing their strand. Factors are one of the things that affects an event, decision, or
situation in one person’s life. This research focused on what factors that Influence Grade 10
Students in Choosing Accountancy, Business and Management (ABM) Course. As we all know
there are many courses in Senior High School but why do students choose ABM course? There
are several factors that cause students to pick their strand, one main reason is their parents.
The parents’ influence the decision of the children on how to pursue their life in college. The
disadvantage to this scenario is they will dictate their future and they will need to follow that.
And the other problem is that their parents will have compared them to other family member on
what they have achieved in life. According to Carpio (2018), it cannot be denied that parents,
most of the time, want to have a say on what is the “right,” “best,” or “most practical” course.
Passion is also affecting the student on choosing a course, because some of the
students have confusion on what they want to pursue in college, and it may be a mistake if they
are not happy to that. And also, the problem is sometimes they really want it but the standard of
that course was not reached. According to Digos (2016), your guide to choose your course is all
about passion. Your passion for your course and for your future career. Because the secret to
happiness is being able to love whatever it is you do in life. Their passion on what they want to
take is an advantage for them to pursue the course they want.

Peers or Friends are also factors that affect the students, if their friend wants to pursue
other course in college and you want is not the same, you may shift to that course so that you
and your friends will be together, the dilemma here is the decision you made is not based on
what you want. The disadvantage is you may be constrained on what you’ve taken.
Furthermore, Chico (2018) mentioned that students ambition in life or the career that they
wanted to pursue in the future is due to their peer’s influence. It is based on his research about
what affect the students to choose their strand.
There are students who like Math subject that they think ABM strand is all about math
problems or most of the lesson is related to math computations. They don’t have the knowledge
that all strands compose of math subject, they only consider ABM strand because of
mathematics. So, if you take ABM strand as not what you want, it is just based because you
only love math. And if you think that if you’re good at math, it will be easy? Absolutely it’s not.
Some of the students don’t have enough financial to take what course they want, so they
go to a school that they can afford with limited courses only. Jackson (2012) conducted a
research with findings that the parents influence their child in choosing their course/ track
because they think about their financial situation.
Students also take this course because if they chose it, they would have a secured
future. They chose ABM strand because they want to make their lives rich and they did not
consider if they will be happy taking that course. Pecilicious (2018) concluded that choosing
ABM track is just choosing to be more future oriented because this program will not just give
you learns but also knowledge to stand alone, to start a business and to be financially free
without investing a large of money, but just a big risk and faith.
Math, Peers and business are outstanding factors as to why ABM is the desired strand
for many. Observed from the statements from the authors that we’ve gathered such as,
“I really love math because math is fun. I like it because it helped me to obtain and develop my
personality as a Public Accountant Someday” (Casilac, 2016). In fact, some are affected by
peers (Chico, 2018).
Urbecon (2017) threw some light on the role of school facilities in determining student
performance. The author added that environmental conditions and school size can contribute
the influence of school towards student choice of career. The ABM track is for those who
plan on taking up Economics, Business Administration, Accountancy and Marketing. You will be
trained in practicing proper time management and develop many other skills that are going to be
applicable for almost any career path that you choose in pursuing college. Hard work and
determination are also the key success. Based on the researcher, the advantage in choosing a
career life is you must not only consider on what you want to be. You must consider also the
people around you, the situation you faced on and the capacity of your brain to survive. In taking
this step, you must be serious and clear this up before wasting so much time, effort and money.
This study aimed to determine the factors that influence Grade 10 Students in choosing
Accountancy, Business and Management (ABM) course.

Review of Literature
Passion
According to Digos (2016), your guide to choose your course is all about passion. Your
passion for your course and for your future career. Because the secret to happiness is being
able to love whatever it is you do in life. When choosing your course, you must think about your
existing experience and skill set, to consider prospective careers and employment opportunities,
to think subject interest you and to talk to your employer, colleagues or peers about which
courses are relevant and may improve your career. Related to this, Hernandez (2016) stated
that working hard for something we don’t care about is called stress, while working for
something we loved is called passion. Tying up to this, Soriano (2017) also mentioned that
when she found out about the different tracks her heart was immediately set on ABM because
this is what she wants to do for the rest of her life. She believes that entrepreneurship is her
passion and didn’t have a hard time choosing her track.
Looking into this, it only means that when you choose a strand, you must love what you
chose for you to be successful in the near future. If you’re determined enough to study even
though you chose a strand that is only aligned to you and not the strand that interest you,
there’s always possibly that you can do it. ABM is one of the strands that needs a determination.
So, if you want to be successful someday you need to have hard work, willpower, focus and you
also need to love your strand and studies.
Familial
Jeynes (2002) believed that parent socio-economic condition, which includes parent’s
academic and professional qualification, revenue and occupational affliction, is also associated
with student’s decisions in choosing the right track or course for them. In addition, the result of
many studies confirmed that the choice of track or course of students is contingent upon
parent’s socio-economic status. So, the students belonging to background from higher social
economic standard will perform better than those students associated with low socioeconomic
status is generally determined by combining parent’s qualification, occupation and income
standard (Harry 2002).
A family is a place in which the children acquire and understand realities (Wary &
Passman, 1996) and parents are there to serve as significant interpreters of information to their
children about the real world (Hal et al., 1996). But most of the time, the difficult or challenging
part when entering senior high school is the fact that parents tend to meddle with their children’s
decisions. Although the influence of parents on the course of their children can be categorized
broadly due to different factors which include their financial capacity, their own careers or
interest and their personal aspirations.
Parent’s job/occupation
Mtemeri (2017) revealed that the influence of parents was rated highly as compared to
other family members. Furthermore, Forges (2018) added that the most chosen factor affects
the ABM students is because of their parent’s occupation, and parent’s educational attainment.
It means that parents remarkably affect the decisions of the students in choosing ABM as their
strand.
Most often than not, parents convince their children to take up a course that they think is
better for them (Hoffeses, 2018). A lot of parents think that what they took up is also what is
good for their own children. Some wants to grow and have their own business. Their minds are
set to the notion that having a business means better financial stability. Maybe this is because
of what they are today in their workplace. Kids might have their own idea of what they want to
take but because they love and respect their parents, they get influenced and tend to obey
decisions when it comes to their choice of strands (Martin, 2019). That is mainly the reason why
they ask their kids to take ABM.

Parents own dream career before
Parents should support their children’s passion and interest not their own interest. Some
student’s choice of career was influenced by their parents own dream (Dollaga, 2019).
Connected to the parent’s influence on their kids, other parents nowadays have also
experienced being forced to take up courses that their parents wanted when they were in their
school years. Because of that, they were not able to pursue their own dreams, reason why they
tend to pass it to their own children. They want their kids to pursue their own unfulfilled dreams
promising them a brighter future. Still other parents have already gotten their dream career and
want to pass it down to the next generation. They want their sons and daughters to follow their
footsteps and be like them someday.
Parents educational attainment
Students who have degree holder parents can give big impact in choosing their strand.
This result concludes that maybe due to traditions, which is to follow the parent’s footsteps
(Sierra, 2016). More so, Forges (2018) stressed that the second most chosen factor that
affected the choice of students in choosing ABM as their course is their parents’ educational
attainment.
Commonly factor that also influences the students is that parent’s educational
attainment. Parents level of education would also really affect student’s choice. Educated
parents can assess their child choosing the right track for them by knowing their strengths and
weaknesses
(Gooding, 2001). Their thinking is that whatever they have attained in their education, their child
should be able to attain also or even better. Though, most parents were not able to take up a
degree in their school years, they want their children to be better and since ABM is the easiest
way to get into, they influence their children to choose ABM strand.
Peers
Mtemeri (2017) stated that the factors affect the students to choose their strand is by
the influence of their peers. Whereas Chico (2018) also mentioned that students ambition in life
or the career that they wanted to pursue in the future is due to their peer’s influence. It is based
on his research about what affect the students to choose their strand. Similarly, Villoga (2019)
said that close friend can convince and push the person to go to ABM strand.
Psychology experts Laurence Steinberg and Jason Chein have detailed many elements
of peer influence and adolescent decision-making. He revealed that peers can give big impact
to someone’s life. That every individual has experienced how peers influence every decision
that we make in our lives (National Center if Biotechnology Information, US, 2012). It only
proves that peers are there and almost takes over our views towards the outside world. Relating
to this research is how peers influence our take when choosing the right track or course in
senior high or college. As the saying goes by an anonymous author “Your friends don’t just
influence your decisions but they can alter your view of the world, change your perception and
turn you into a different person! (http://medium.com, 2018)
Math
“I do really love mathematics because it’s easier for me than the other subjects and it’s
very fun and exciting.” (Villoga, 2019), Likewise, Casilac (2016), enunciated that she really loves
math because math is fun. She like it because it helped her to obtain and develop her
personality as a Public Accountant someday. As well as Iahmysterious (2016) stated that the
students choose ABM is because they want to improve their skills in mathematics and be
prepared for the harder task.
Choosing a career is difficult as it will predict your future (Grant, 2013). Choosing a track
or course to take in senior high school or college is crucial decision for students (Carpio, 2018).
More often than not, students see ABM as something very related to math. They think that this
course focused on math problems or most of the things that they will learn is related to
computations. Students who excel in their math subjects tend to think ABM as strand destined
for them. Most students enter ABM because math is their passion and they enjoy doing it. They
believe that if they enter this strand they will enjoy and they will love learning new thing about it.
Financial
Financial matters would greatly support or hinder the students when it comes to choosing
the right track in college. Financial factor can be categorized into two, family’s financial and
future earnings.
Families financial
For practically reasons, it is also reported that parents usually encourage careers that will
not cost much money, but at the same time, are stable source of income. Family decides in
what track or course students should take is also associated with the financial status of the
family (Pascual, 2019).
A family financial status would greatly give big impact to the students when it comes to
choosing the right track in college (Cruz, 2018). Most of the difficulties of upcoming senior high
school students is that they don’t have the capacity to finance or to support their studies
(Ciumacova, 2019). Low income families are limited mostly to public schools and some may
even not be able to attend school. Wealthy families have the financial resources to send their
son or daughter to high-quality schools, may hire tutors and can obtain supplemental education
sources (Jennifer, 2018).
According to Constantino (2016), the expenses need to study Senior High School is much
more than what they have spent during high school years that they think they can no longer
continue studying. Added by (Fezir, 2013), most of students are not financially stable and a
large size of population is affected by the fact that they need money to go to school as fare and
to buy lunch and that they need money to pay for projects and miscellaneous expenses. Most
schools offer ABM strand cheaper than any other strands. Tuition fee and miscellaneous fees
are much lower than other strand being offered. ABM strand is less costly than any other
constitutes, reason some students to choose ABM.
Future income
According to Afac (2017), financial outcomes, ease of subject and future job and salary
opportunities was observed to have minor impact. Moreover, Pecilicious (2018) specified why
she chooses ABM track is because she wants to be more future oriented. Because ABM track
will not just offer her learning but also to have enough knowledge for her own business and to
be financially free.
Saracino (2013) stated that the real-life future career income could be useful for
understanding career decisions. It only shows that one of the considerations students take when
choosing a track is the thinking of what they can be in the future. What career they can take,
how easy it is to secure job, how good is the pay with the job that they can get or is there a
backup plan if in case that they won’t be able to secure a work. On this note, most students take
up ABM because they that believe that it will be easier for them to secure a role or a job. Nocum
(2018) also mentioned that they believe that work won’t be very limited because ABM is almost
a general or fit to all kind of strands and will be able to find a work in any field of industry. They
also believe that if they take up ABM, even if they won’t be able to secure a role, they will still be
able to put up their own business and manage it themselves because they would be able to
acquire these skills in this strand.
Occupational/Career Availability/Interest
Most high school students who are up-coming Senior High School chooses to become
ABM students because they want to be their own boss after they finish. They wish to create
their own legacy by putting up their own business, both Hernandez (2016) and Pedragoza
(2016) revealed. On the other hand, Pecilicious (2018), concluded that choosing ABM track is
just choosing to be more future oriented because this program will not just give you learns but
also knowledge to stand alone, to start a business and to be financially free without investing a
large of money, but just a big risk and faith. In relation to this article, Cruz (2016) revealed that
she sees herself as a businesswoman, manager or a boss in the future. She wants to have a
sari-sari store and it will become grocery store someday. Another reason why she chooses ABM
strand, simply, because it is a marketable career where she can easily find a job or make her
own business. She thinks that ABM is suitable for her since she wants to manage a company as
well as establish effective business-related policies.
We can see in this comments and statements that most students took into consideration
on their future before choosing the strand that they will take. According to
admissions@endereuncolleges.com, they think that it will be easier to apply for a job if you will
take ABM strand in Senior High since now a day’s graduates find it difficult to find a job even if
they have finished well know courses. Whilst some of them also think that if they won’t be able
to find a job, they can still find ways to earn money because they have the option to grow their
own business and able to manage it because they will have the knowledge that they will get if
they choose ABM strand in Senior High. To sum it up, they believed that future is much secured
with ABM that any other strands due to you have already trained proper time management and
develop other skills that is applicable for almost any career path that you choose to pursue.
Mtemeri (2017), further agree that it is a strand for those people who seek to grow their money
by risking going into business with the hopes that it will help them succeed in life. Overall, they
all thought that ABM is a track that related her much to business.
Availability of Education
Chico (2018) quoted that one of the factors that affect the students to choose their strand
is the availability of the school. Consistently, Mtemeri (2017) articulated that school’s location is
added to the factors that influence the student’s choice of career. Similarly, Medha (2018)
mentioned that the career choice is influenced by the availability of schools in student’s areas.
While pursuing school is becoming more and more essential for individuals to keep up
with the current rapid change, local schools and other trying opportunities are not accessible in
most rural area, students have only limited schools to choose but limited schools mean limited
opportunity (Ayers, 2019). Since few strand and course offers in rural area, students struggling
from financial problem and can’t afford to enroll to known universities in their city. They choose
to be in a school that are near their area and house so that it won’t be hard for them going to
school and that they can relax and not be stressed about the travel cost and the distance
facilities to campus. Students living in urban areas get many access to different schools
compared to students living in rural areas. This only expounded that the availability of education
varies by places (Woesmann, 2001).
Academic Experience
Dollaga (2019) specified that the academic experience is the most influencing factor in
choosing junior, senior academic track. The academic ability may account for differences in
assessment of the importance of choosing a course. In the same way, Paschal (2016)
enunciated that their experiences in their elective subject can be used as bases in suited
courses students can take in after high school. These findings presented that students subject
interest, high grades, talents, skill and ability can be a factor that influence their decision in
choosing the strand or course to take. Students who excel in a certain subject tend to look for a
course related to their skills. So those who excel in subjects related to ABM, most of the time,
take ABM as their chosen track.

School and Physical Facilities
According to The Scotts College (2017), even though, for most parents, a school’s
facilities are not usually the highest priority when choosing a course in school, there are multiple
studies that indicate the quality of a school’s physical resources plays a large hole in
determining student choice of career.” Likewise, Urbecon (2017) revealed that some light on the
role of school facilities in determining student career choice. The author added that
environmental conditions and school size can contribute the influence of school towards student
choice of career. He also suggested that school’s physical appearance can greatly hinder the
choice of courses students want to take in certain schools.
McGovern (2017) stressed that most of the millennial today have developed an attitude of
being very much fashionable or very much focused on the looks and feel of the school.
Furthermore, Ferlazo (2018) added that most of the students nowadays wants to be in schools
that are famous and are very appealing to the eye. They want to go to schools where they feel
comfortable and where they will feel good going to school every day. They want to be in a
school that are near their area and house so that it won’t be hard for them going to school and
that they can relax and not to be stressed about the distance and facilities inside the campus.
Research Framework
Factors that In Choosing ABM

Influence the Grade Course in Senior
10 Students High School
-Passion
- Familial
- Peers
- Math
- Financial
- Future Income
-Future Career
- Academic Experience
-Availability of Education
-School and Physical Facility
Figure 1.
The framework above shows the flow of the study of the factors that influenced the
decision of Grade 10 students in choosing ABM course in senior high school. When choosing
your course, you must think about your existing experience and skill set, to consider prospective
careers and employment opportunities, to think subject interest you and to talk to your
employer, colleagues or peers about which courses are relevant and may improve your career
(Digos, 2016).
Statement of the Problem
This study determined the factors that influenced grade 10 students in choosing
Accountancy, Business and Management (ABM) Course. Specifically, the researcher’s intended
to answer the following questions.
1. Which factor/s influences them in choosing ABM Strand?
2. Since when do they decide to take ABM strand?
3. Which factor influenced them the most?
4. How do you find ABM strand?
Significance of the Study
This is a mixed method (qualitative and quantitative) descriptive study that intends to
determine the factors that influence grade 10 students in choosing Accountancy, Business and
Management (ABM) course.
In addition, this research will benefit the following:
To Respondents
This study helps the Grade 10 students to determine the different factors in
considerations of choosing Accountancy, Business and Management in Senior High School.
To Parents and Teachers
This enquiry can provide additional information both to parents and teachers that serve
as the main influence in guiding the students in choosing different track in Senior High School
and College.
To Future Researchers
This study can help the future researchers as their reference in conducting their own
research in the near future.

Definition of Terms
The following conceptual-operational definitions are to clear up and hub on the terms as they be
relevant to this research.
Accounting Business and Management (ABM)
Refers to a strand that particularly study of accounting and business and deals with different
subject learning areas under K-12 Curriculum (Royarvin, 2018). In this study, ABM is used to
determine the respondents in this research to gather data.
Characteristics
It is used as the technical or pedagogical competence or the professional qualities of the

teacher and to what the teacher has been liked as a person (Acikgoz, 2005). In this study, this
term will be used on how teachers display themselves as a person including their professional
and technical qualities through the views of their students. This might be a distinguished quality,
attribute or trait.
Socioeconomic
Socioeconomic status is a factor that influences the predisposition, search, and choice stages of
the college choice process (Cabrera & Nasa, 2000). This aspect of choosing career path is
highly considerable given that education needs and the track we choose has great impact in the
socioeconomic status of one family.
Students
Their learning process, characteristics and development are affected by their teachers’ behavior
(Yildirim, Akan & Yalcin, 2016). In this study, this will be used in accordance to the Junior High
School students of La Salle Green Hills – Adult Night High School
Teachers
Plays a major role in what happens inside their classrooms. Teachers provide a leadership or
guiding role in the teaching and learning context and therefore are extremely influential
(Mehdipour & Balaramulu, 2013).
CHAPTER II
Methodology
This chapter describes the methods of the researcher and procedural techniques that
were employed in the course of investigations. The research design, sources of data,
instruments used, and data analysis were discussed and presented accordingly.
Research Design
This study used a mixed (qualitative and quantitative) descriptive design. The term
“mixed methods” refers to an emergent methodology of research that advances the systematic
integration, or “mixing,” of quantitative and qualitative data within a single investigation or
sustained program of inquiry. The basic premise of this methodology is that such integration
permits a more complete and synergistic utilization of data than do separate quantitative and
qualitative data collection and analysis (Wisdom & Cresswell, 2013).
Quantitative research is defined as the systematic investigation of phenomena by
gathering quantifiable data and performing statistical, mathematical or computational
techniques. Quantitative research gathers information from existing and potential customers
using sampling methods and sending out online surveys, online polls, questionnaires etc., the
results of which can be depicted in the form of numerical. After careful understanding of these
numbers to predict the future of a product or service and make changes accordingly
(Surendran, 2019).
Qualitative Research is primarily exploratory research. It is used to gain an
understanding of underlying reasons, opinions, and motivations. It provides insights into the
problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative
Research is also used to uncover trends in thought and opinions, and dive deeper into the
problem. Qualitative data collection methods vary using unstructured or semi-structured
techniques. Some common methods include focus groups (group discussions), individual
interviews, and participation/observations. The sample size is typically small, and respondents
are selected to fulfill a given quota (De Franzo, 2011).
Sample and Sampling
The participants in this study were students studying at Sta. Lucia High School during
the Academic Year 2019 – 2020. A total of 100 students from the Grade 11 students were
randomly selected. All students who took part in the study were chosen through stratified
random sampling.
Stratified random sampling is a method of sampling that involves the division of a
population into smaller sub-groups known as strata. In stratified random sampling or
stratification, the strata are formed based on members' shared attributes or characteristics such
as income or educational attainment (Hayes, 2019).
Instrument Used
The main instrument used by the researchers was a structured survey questionnaire
which determined the factors that influenced grade 10 students in choosing Accountancy,
Business and Management (ABM) course.
There were 4 questions from the questionnaire which was created base on the
objectives stated in Chapter I. The questionnaire was assessed and was validated by the
course teacher.
Data Gathering Procedure
Review of Related Construction of Survey

Literature and Studies Questionnaire
Seeking Permission to Validation of

Conduct the Study Instruments from
(administrators) Experts
Obtaining Informed Actual Answering of

Consent to Participants Questionnaires
Interpretation of Data
Using Thematic Encoding of Data Being
Analysis and Statistical Gathered
Treatment
Data Analysis
Figure 2.
The flow of the data gathering started from compiling related literature to understand well
what the topic was all about. With this step, we were able to construct possible questions to ask
our audience and capture responses. After it was finished, it was submitted for approval thus
was given permission to conduct survey. After which, we asked permission to several
respondents or individuals to do the actual survey and compiled the results therefore
interpretation of the data gathered was performed data analysis was made.
Statistical Treatment
The data that was gathered in this study were analyzed in order to answer the questions
raised in the study.
The following statistical treatments were used in order to give meaning to the data
gathered from the participants:
Percentage (%)
In mathematics, a percentage is a number or ratio expressed as a fraction of 100. It is
often denoted using the percent sign, "%", or the abbreviations "pct.", "pct"; sometimes the
abbreviation "pc" is also used. A percentage is a dimensionless number (pure number).
https://en.wikipedia.org/
Percentage represent raw streams of data as a percentage (a part in 100 - percent) for
better understanding of collected data. Percentages can be calculated to assess the percent of
the sample that corresponds with the given frequency; typically presented without decimal
places (De Lima, 2018).
Frequency (f)
For an oscillating or varying current, frequency is the number of complete cycles per
second in alternating current direction. The standard unit of frequency is the hertz, abbreviated
Hz. If a current completes one cycle per second, then the frequency is 1 Hz; 60 cycles per
second equals 60 Hz the standard alternating-current utility frequency in some countries
(Rouse, 2010).
Thematic Analysis
Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of

texts, such as interview transcripts. The researcher closely examines the data to identify
common themes – topics, ideas and patterns of meaning that come up repeatedly.
https://www.scribbr.com/methodology/thematic-analysis/
CHAPTER III
Results and Discussion
Results and Discussion
The figure below would like to determine the factors that influence the Grade 11students
in choosing Accountancy, Business and Management or ABM course.
Figure No. 1: Factors in choosing ABM
100%
90%
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70%
60%
50%
40%
30%
20%
10%
0%
The figure above shows the number of different factors that influence the respondents in
choosing ABM strand.
The graph above shows that amongst the grade 11 respondents, 58% claim that the
most of the common factors that affect them in choosing ABM course is the “Availability of
Education”, followed by the influence of “Peers” mentioned by 30% respondents, their
“Academic Experience”, and their interest in “Math” subject. Whilst it shows that the influence of
“Families Financial” does not affect their decision that much.
The second research question would like to know the respondents grade level of when
they decided to choose Accounting, ABM course.
Figure No. 2: Respondents grade Levels when they decided to take up ABM
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Others
The figure above shows the number grade levels of when the respondents decided to
take up ABM course in Senior High.
71% of the students stated that they choose ABM course when they were Grade 10
stage. 12% of the students also answered that they had decided to take up ABM during their
grade 9 year. Few said that they were in grade 11 and grade 8 when they had decided to take
ABM.
Figure No. 3: Number of greatest factor influence the respondents the most
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1. The figure above shows the number of the greatest factor that influenced the
respondents the most in choosing ABM as their strand.
The graph above shows that most of the respondents consider their “Future
Career” in choosing ABM strand in Senior High. Whilst the least chosen factor is their
“Parent’s Job/Occupation”.
In response to Research Question No. 4 that asks how the students feel about ABM
Table 4: Respondents feeling towards ABM
- Hard and challenging subjects/lessons
- not easy
- need effort
- It is challenging because Fundamentals of ABM is very
hard to learn and understand
- It’s quite difficult
- Challenging and quite difficult
- Not easy as I expected it to be
- Challenging and need effort
- Difficult since it’s about business and math
Difficult - Not easy as I thought it would be
- It is challenging
- Hard
- Pressured and Hard
- Not Easy
- It’s really difficult to person
- It is difficult
- It’s hard
- The Strand is difficult and hard

- Hard
- Encounter some difficulties
- So Stressful
- I feel so hard
- Difficult at first
- It is so hard
- It is difficult because I’m not interested
- It would be difficult and need to study
- This strand is very difficult
- ABM is my weakness
- Lot of difficulties
- I’m not comfortable
- Not easy need hard work
- It’s difficult you will endure the struggles and stress
- I feel it Hard
- It was difficult
- ABM is so hard
- This is my weakness
- It is not easy
- It’s hard but it’s fun
- It is quite hard
- At first it is hard but as the days goes by I’m used to it
- So very hard strand
- There are so many trials and so very hard strand
- It’s hard
- I know ABM is hard
- It’s hard
- I feel so bad because ABM strand is not easy
- Ito ay mahirap lalong lalo na ang Accounting
- I feel difficulty
- Of course it’s not easy
- I feel difficulty because some of the subjects are hard to
understand
- ABM is so hard
- Worth to study ABM for it has a lot of opportunities in the
near future.
- it’s worth it because you will learn a lot of things that can
help you in the future
- will help me in my future career and more opportunity in
job
- it makes me think of my future dreams
Worthy - but worth it in the near future
- Benefit for the near future
- Mas Maraming opportunity na makahanap ng trabaho
- We can learn many things to help us in the future
- It will help me someday to become successful
- I imagine myself as Accountant someday
- I know that the knowledge that I will gain here is suit for
my future course or career that I dream to become
- I try my best to study this strand for my future.

- Exciting
- It is exciting
- I’m Excited
- Very Exciting on how capable I am in this strand
- It was so very exciting
Exciting - It has a lot of exciting things in this subject
- I feel excited
- Excited
- Excited
- ABM will give me more knowledge about the course that
I will take in college
Dominant - You can gain more knowledge here
- You can learn many things
- Many knowledge can learn regarding businesses
- I feel so good in this ABM Strand
- Good
- It is Good
- Happy
- I feel happy
- Feeling Happy
- Feel fine
Good - I feel happy and excited to learn from this strand
- Comfortable from this strand and I like it
- Enjoy
- It easy if you are willing to learn
- It was easy
- Looks easy
- It’s good as long as you are responsible
- It was Happy
- This strand makes me aware to my financial
- Enjoyable
- But I am enjoying it
- Enjoyable
- Okay lang
- It is very enjoyable
- Of course I enjoy it to the max
- You just enjoy this subject
- Feeling great
- I feel happy
- I feel good
- It’s easy and basic
- I feel good
- Happy to see myself that I will survive in this strand
- It is manageable
- made a wrong decision
- I feel not good, not compatible to my passion
Dissatisfaction - I hate this Strand
- It is not what I expected it to be
- it’s reasonable
- Manageable
Rational - It is more on understanding and analyzation
- I feel pressured
- Pressured
Pressure - Pressure in this strand
- I feel nervous
- Satisfying
- I feel it’s worth it and enjoyable
- I feel suitable to my knowledge and capabilities
Satisfaction - This is my passion and also compatible to my
personality
- I don’t regret choosing ABM
- I felt satisfied because this is my passion.
- Quite challenging
- It is challenging to me
- It is challenging
- I feel challenging in this strand
- This strand is more challenging
- Challenging and sometime stress
Challenging - I feel challenging for choosing course to my college life
- I feel challenging
- ABM is a challenging strand
- Very challenging and stressful
- It was very challenging that come to my life
- It’s challenging
- Many task but for me it’s just a challenge that I used to
get through
- Challenging
- I feel a little bit challenging into studying the strand
- challenging
- I feel Confused
Compound - At first there is uncertainty
Accommodation - I adopted the challenges and I overcome my knowledge
- It is interesting to do
- I find it interesting
Interesting - This is my choice and I really want this
- I find it interesting
- I feel stress
Stressful - It is stressful
- Stressful
4. The themes and statement above shows the results of respondents on how they feel about
ABM strand.
Base on the chart above on how the Grade 11 ABM students feel in their strand, it
shows that most of them have negative feelings towards their course. Most of the responses
show that Grade 11 ABM students find their strands rather difficult and stressful. However,
according to Hermozura (2017) on her blog when she answered the question about how hard is
the ABM Course, she stated that if the students would never make their brains active surely it
will be hard for them. On the other hand, some respondents say that they are unsatisfied and
pressured in ABM course. ABM has two math subjects, Business Math and Gen Math so the
pressure for students is high especially in exam, quizzes, projects, solving because of
the solving. However, there are still some respondents that find their strands as challenging and
interesting in a way that they are enjoying what they have chosen as their strand.
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Study
The current study is a mixed (quantitative and qualitative) research about factors
that influence Grade 11 students in choosing Accounting, Business and Management (ABM)
course.
There are 100 Grade 11 students from Sta. Lucia High School were the respondents of
the research. Stratified random sampling is used when your population is divided into strata,
and you want to include the stratum when taking your sample (Glen, 2013). Structured
questionnaire was employed in order to acquire the information relevant for the study. The
researcher likewise made use of demographic questionnaire to trace the profile of the
respondents. The questionnaire was tallied and percentage was computed.
Summary of the Results
The following statements summarize the findings of the research grounded on the questions
raised in the statement of the problem.
Sets of questions were included in the questionnaire distributed and the results shows
that most of the common factors that affects the student’s decision to take up ABM strand was
because of the availability of education. It shows that they chose the ABM because that is the
available strand near their area. It also shows that besides the fact that it is the available strand,
they also think that they will have a better future if they take up this strand. Students think that if
they take ABM as their strand, it will be easier for them to look for a work in the future and their
status will be better compared to taking other strands. The study also presents several reactions
or feelings of the current grade 11 ABM students towards their chosen strand. All in all, the
study shows that most of them felt dissatisfied, stressed, and felt that what they have chosen is
difficult after all. However, some also thought that it was enjoyable and challenging at the same
time.
Limitations of the Study
This study determined the factors that influenced grade 10 students in choosing
Accountancy, Business and Management (ABM) Course. The researchers conducted a survey
to 100 grade 10 students in Sta. Lucia High School in Barangay Sta. Lucia Pasig City. The
research was covered from November to December 2019.
Conclusion
The study presents different factors that affect Grade 11 students in choosing ABM
course and how they find ABM as their chosen strand. It can be concluded from this study that
students who decided to take up ABM strand in Senior high did not solely decide but were
affected by several factors.
Availability of education significantly affects the student’s decisions in choosing ABM
course. This entails that school’s locations can have an impact in choosing their strand.
Because some students we’re not capable to study away from their location due to financial
difficulties or other matters. Furthermore, we can conclude that not all students who decided to
take up ABM ended up happy with their chosen strand. Some of them felt negatively but still
others felt happy and satisfied.

Recommendation
Since the study was only focused with one school, the researchers were able to
gathered limited results. We would therefore encourage future researchers to cover several
more schools to get a closer look to the exact factors that affect students in choosing ABM. The
study also focused only with Grade 11 students who are still adjusting to the new life and level,
so we suggest to future researchers to also conduct a study with Grade 12 students to see if
they still feel the same way as how the Grade 11 students in this study felt.
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Factors That Influence Grade 11 Students in Choosing ABM Course

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Factors That Influence Grade 11 Students in Choosing ABM Course

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La Salle Green Hills

ADULT NIGHT HIGH SCHOOL

FACTORS THAT INFLUENCE GRADE 11STUDENTS IN CHOOSING

ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) COURSE

Senior High School La Salle Green Hills

In partial fulfillment of the requirements in

DELA CRUZ, Bryan A.

ESCALA, Angel Mikaela L.

ESPINOZA, Maria Iza

Mr. Hardie Gieben M. Cruz

Chapter 1: The Problem and Its Background

Statement of the Problem 3

Scope and Delimitations 3

Significance of the Study 4

Chapter 2: Review of Related Literature

Population and Sample 11

Data Gathering Procedure 12

The Problem and a Review of Literature

Background of the Study

take is an advantage for them to pursue the course they want.

what affect the students to choose their strand.

because they think about their financial situation.

peers (Chico, 2018).

Accountancy, Business and Management (ABM) course.

passion and didn’t have a hard time choosing her track.

also need to love your strand and studies.

status is generally determined by combining parent’s qualification, occupation and income

standard (Harry 2002).

interest and their personal aspirations.

they ask their kids to take ABM.

Parents own dream career before

footsteps and be like them someday.

Parents educational attainment

turn you into a different person! (http://medium.com, 2018)

prepared for the harder task.

family (Pascual, 2019).

sources (Jennifer, 2018).

constitutes, reason some students to choose ABM.

acquire these skills in this strand.

well as establish effective business-related policies.

varies by places (Woesmann, 2001).

take ABM as their chosen track.

School and Physical Facilities

choice of courses students want to take in certain schools.

Factors that In Choosing ABM

Statement of the Problem

1. Which factor/s influences them in choosing ABM Strand?

2. Since when do they decide to take ABM strand?

3. Which factor influenced them the most?

4. How do you find ABM strand?

Significance of the Study

Management (ABM) course.

In addition, this research will benefit the following:

considerations of choosing Accountancy, Business and Management in Senior High School.

To Parents and Teachers

research in the near future.

relevant to this research.

Accounting Business and Management (ABM)

It is used as the technical or pedagogical competence or the professional qualities of the

integration, or “mixing,” of quantitative and qualitative data within a single investigation or

qualitative data collection and analysis (Wisdom & Cresswell, 2013).

Quantitative research is defined as the systematic investigation of phenomena by

gathering quantifiable data and performing statistical, mathematical or computational