FACTORS AFFECTING HIGH SCHOOL STUDENTS’ CAREER

PREFERENCE: A BASIS FOR CAREER PLANNING PROGRAM

A Research Paper
Submitted to

ENGR. LEODEGARIO SM. BAUTISTA

and
THE FACULTY OF HILLCREST SCHOOL

In Partial Fulfillment of the

Requirements for the Subject

APPLIED INQUIRIES, INVESTIGATION and IMMERSION

By

JASON S. MANAOG
XYRENE MAVE A. REYES
EUVER GRACE VIVIEN A. CORPUZ

First Semester, School Year 2019-2020

 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Education is a vehicle through which children and adults alike are

empowered to become active participants in the transformation of society. It plays

a big role in the development of the country and the people to make it more productive

thereby contribute to the economic progress of the country. One of the objectives of

bringing a good and quality education is to help and guide individuals to land a job

that is suitable for them in line with the kind of education they took up during their school

years.

In January 2013, the Philippines has 7.1% unemployment rate, the highest in the

countries from the Southeast Asian nations and 16.9 % of which are college graduates.

Misfit graduates are one of the considered reasons why the country has high

unemployment and underemployment rate. The reasons could be either that the

produced course of graduates misfit the demand of the present economy, or the

graduates do not poses the characteristics required by the industries in need. This could

be due to the wrong choice of course taken by most of the college students brought

about by unguided decision making in choosing courses. This is seen through reports

that mentioned that high percentage of unemployment and underemployment in the

country is attributed to the inadequacy of skills of some of the graduates and not meeting

the competencies needed by companies (urs.edu.ph, 2016).

 To be able to find ways to lessen misfit qualification of graduates to the needed

workforce of companies and institutions, the government, particularly the Department of

Education finds ways to elevate the quality of graduates before even reaching the

collegiate level. This is one of the reasons why the government implemented the K-12

program in the educational system. One of the objectives of the Department of

Education’s K-12 program is to produce graduates who are equipped with knowledge

and skills to be productive citizens and an additional work force to promote economic

development in the even after high school (urs.edu.ph, 2016).

According to Doc. Manapsal, 2018, “Senior high school education in the

Philippines has a very important impact in the country’s national development. The

government invested in education in the hope that students will become globally

competitive”. To become globally competitive, the student must be eager to see

themselves what career path will they pursue in the near future. A planned and

organized life and career goals can contribute to their personal and professional growth.

However, adolescents in the Philippines compared to Western civilization (where K-12

system is patterned) cannot make their own decisions at all times, especially when

choosing career. They are fond of soliciting advice from parents, teachers, friends, peers

or idolized figure. When they are confused, they cannot be able to finalize their decision.

Furthermore, they may also consider other important factors such as financial status of

parents, career opportunities, intellectual capacity and many more.

Statement of the Problem

This study aims to determine the different factors that affect the students’ course

preferences.

Specifically, it seeks answer to the following questions:

1. What is the profile of the respondents in terms of:

 1.1 sex,

1.2 age,

1.3 track/specialization,

1.4 course preference after graduation.

2. What is the level of agreement of the respondents of the following factors that affect

students’ course preferences:

2.1 personal factor,

2.2 academic qualification/ability,

2.3 physical environment,

2.4 social factor, and

2.5 economic factor?

3. Is there a significant difference in the respondents’ levels of agreement on the

factors that affect students’ course preferences when they are grouped according to

their profile?

Theoretical Framework

Two theories will be employed in this research study: Maslow’s Hierarchy of

Needs Theory and Piaget’s (1936) Theory of Cognitive Development.

The Abraham Maslow’s Hierarchy of Needs Theory is the fundamental theory of

one’s behavior including the motivation of doing something. The student’s choice of

career may be attributed to their Physiological needs, Safety, Love and Belongingness,

Esteem, and Self-Actualization. To explain it further these are the general stages in

order and description of Maslow’s Hierarchy of Needs: Are any students entering the

classroom without their Physiological needs met?  Is this student getting all of their basic
physical needs met?  These basic needs include food, water, sleep, oxygen, and

warmth.  If all students have these needs met, the next stage is Safety.  How safe and

secure does this student feel in their home?  What about in our school, and specifically

in classroom?

Do all students have a feeling of Love & Belonging in their classroom? Does each

student feel that they belong to a group?  Do they have strong relationships with their

peers?  The next stage is Esteem.  Do all students feel good about themselves?  Are we

giving powerful verbal feedback to support their self-esteem?  Do they believe that their

peers think positively about them? Maslow's final stage is Self-Actualization.  In theory, if

students have all of the previous stages met, they can achieve and create at their full

potential. (changekidslives.org, 2019)

Piaget's (1936) Theory of Cognitive Development explains how a child constructs

a mental model of the world. He disagreed with the idea that intelligence was a fixed

trait, and regarded cognitive development as a process which occurs due to biological

maturation and interaction with the environment (Saul McLeod, 2018). Piaget’s Theory of

Cognitive Development has four distinct stages in children: (a) sensorimotor - The infant

builds an understanding of himself or herself and reality (and how things work) through

interactions with the environment, (b) preoperational - The child is not yet able to

conceptualize abstractly and needs concrete physical situations, (c) concrete - The child

begins to think abstractly and conceptualize, creating logical structures that explain his

or her physical experiences, and (d) formal - He or she is capable of deductive and

hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult.

(learning-theories.com, 2014)
Conceptual Framework

Figure 1. Research Paradigm

PERSONAL

ABILITY ECONOMIC

COURSE
PREFERENCE

PHYSICAL SOCIAL

Figure 1 shows the different factors that may affect the students’ course

preferences. These are personal (school, talent, personal choice, childhood dream,

favorite subject, demand), academic qualification/ability (internship opportunities and

hands-on experiences, scholarship, track, academic achievements, skills), physical

environment (place of future work, residency/accessibility, conducive learning

environment, school uniform, quality of school), social (friends, parents, dominant choice

in family, teachers, sponsors), and economic (financial status of family, future earnings,

future employment, preferred track, costs/expenses, fees).

Scope and Limitations

The respondents of this study are senior high school students either they’re

regular, irregular, or new students enrolled during the first semester of school year 2019-

2020 in Hillcrest School. The study will cover the personal, ability, environmental, social,

and economic factors that may affect the students’ career preferences. It will not include

other factors such as knowledge of jobs and labor market.

Significance of the Study

This study is deemed significant to the following stakeholders for the following reasons:

To the Students – This study will develop the students’ awareness of themselves, their

strengths and weaknesses, for their course preferences by continuously reflecting upon

what they are learning from home, school, and community.

To the Parents – In this study, parents will realize how important their roles are as

source of encouragement in which children are free to explore different areas of career

preferences.

To the Teachers – This study will give information to the teachers as to the course

preferences of their students such that they can focus on the skills needed by the

students in pursuit of their chosen course.

The School Administration – The results if this study will help the Administration, through

the school’s Guidance and Counselling Office, in putting up an effective and integrated

career information that will help guide the students in making the best possible career

decisions.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies, which the

researchers have conducted to shed light on the topic under study. In this research,

there are things that influence a student’s career choice, that needs to be corroborated

by past researches to fulfill the purpose of this study and that is to determine the factors

affecting high school student’s career preference.

Personal Factors That Affects Student’s Course Preferences

When students are choosing a career, they may not have all the information

about the job they are pursuing. The job may involve more math or science than

students are prepared to study. Students may like one aspect of a certain job and not

understand what other aspects come with that profession. For example, some students

may want to be veterinarians because they enjoy being around animals, but students

may not realize how much school work is required to become a veterinarian. Also,

students may not be open to all jobs in their area of interest. Over time, certain job fields

have peaked in numbers versus other job fields; this can form a pattern. Tools that can

help students in their decision for certain career paths include career fairs, job

shadowing, or internships. These tools can expose students to more career fields or

areas within a certain field that a student did not know about.

Choosing a career path is a huge part of a young man or woman’s life. The

career path students choose will affect how they will live the rest of their life. A lot of
students go through college without knowing what career path they want. Before

students can pick a career path, they need to experience what that career is like and

what it involves (Darren Fizer, 2013).

Frank Parson’s Trait and Factor Theory of Occupational Choice

Parson’s Theory

New Zealand Government (2019)

Frank Parsons developed the idea of matching careers to talents, skills and personality.

People perform best when they are in jobs best suited to their abilities

Frank Parsons is regarded as the founder of the vocational guidance movement.

He developed the talent-matching approach, which was later developed into the Trait

and Factor Theory of Occupational Choice. At the center of Parsons' theory is the

concept of matching. 

Parsons states that occupational decision making occurs when people have

achieved an accurate understanding of their individual traits (aptitudes, interests,

personal abilities) a knowledge of jobs and the labor market, rational and objective

judgement about the relationship between their individual traits, and the labor market.

Factors in Career Choice

Career selection is one of many important choices’ students will make in

determining future plans. This decision will impact them throughout their lives. The

essence of who the student is will revolve around what the student wants to do with their

life-long work. Basavage (1996, p.1) in her thesis asked, “What is it that influences
children one way or another?” Over the school’s front door at Rindge School of

Technical Arts is the saying, “Work is one of our greatest blessings. Everyone should

have an honest occupation” (Rosenstock & Steinberg, cited in O’Brien, 1996, p. 3).

Every student carries the unique history of their past and this determines how they view

the world. That history created, in part by the student’s environment, personality, and

opportunity, will determine how students make career choices. It then follows that how

the student perceives their environment, personality, and opportunity also will determine

the career choices students make.

Environment Factors That Affect Student’s Course Preference

Environment may influence the career students choose. For example, students

who have lived on an island may choose a career dealing with the water, or they may

choose to leave the island behind, never to have anything to do with water again. Maybe

someone in the student’s life has made a significant impact or impression, leading to a

definite career choice. Parents’ educational background may influence student views on

whether or not to continue their education. Someone they saw on television may have

influenced the student, or parents may have demanded that they Career Choice Factors

12 assume a family business. These are various environmental factors that would lead a

student to a chosen career.

Personal Factor That Affect Student’s Course Preference

How students have seen themselves in a role in which personality is a

determining factor may influence a chosen career. Some careers demand that you have

the personality to match the qualities of the occupation. For example, salespeople have

to be outgoing. Splaver (1977) said “personality” plays an important role in the choosing

of the right career. A student’s personality must be a self-motivated type, as to

investigate career possibilities from early on in their lives, and not the procrastinating

type that waits until they are compelled to decide. Students must take seriously the role

grades play in limiting opportunities in the future. Splaver went on to say, “It is important

for you to have a good understanding of yourself, your personality, if you are to make

intelligent career plans” (Splaver, 1977, p.12).

Opportunity Factor’s That Affect Student’s Course Preference

Opportunity is one of the factors that has shaped career choices for students.

Opportunity may influence how students have perceived their future in terms of the

reasonable probability of a future in particular career fields. The issue of poverty has

played an important determining role in the opportunities available to all. The income

level of high school families may determine what career a student chooses during a

specific time in the student’s life; choices that will determine a large part of that student’s

future. Some students will have to budget education according to their personal income.

Thout (1969) addressed those in desperate need, “Where necessary, these persons

[Individuals described as living under the poverty level] must be assisted through special

training programs to overcome educational and social handicaps so that minimum job

standards can be met” (p. 1). Students in many cases will need the proper mentoring

Career Choice Factors 13 opportunities to succeed. These support groups will be

another opportunity that if properly implemented, can help a student in the career choice

process. The support system must have been in place and readily available for the

student to utilize. The creation of support groups will have to be in place to sustain the

student through times of financial, emotional, and educational need.

 Chapter 3

RESEARCH METHODOLOGY

This chapter explains the method and procedures of gathering and analysing the

data in this study. This chapter also discusses the type of research, sampling design,

research locale and who are the respondents of the study.

Research Method to be Used

Quantitative research design is aimed at discovering how many people think, act

or feel in a specific way. Quantitative research design is an excellent way of finalizing

results and proving or disproving a hypothesis.

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and

surveys, or by manipulating pre-existing statistical data using computational techniques.

Quantitative research deals in number, logic, and an objective stance. Quantitative

research focuses on numeric and unchanging data and detailed, convergent reasoning

rather than divergent reasoning. (coursehero.com)

Population, Sampling Size, and Sampling Techniques

The respondents of this study were senior high school students who were

officially enrolled during the first semester of the school year 2019-2020 in Hillcrest

School. In this study, the size of the population consisted of 16 students from TVL-HE, 8
students from TVL-ICT, and 6 students from ABM in grade 11 and grade 12 in Hillcrest

School with the total of 30 respondents.

A simple random sampling procedure was used for selecting the participants in

this study. This technique is the most appropriate method to use because simple random

sampling is a fair sampling technique where everyone has an equal probability of being

chosen. This was achieved by writing out the names of the students in a piece of paper

that was folded into half and put in a cup. After thorough reshuffling, the researcher will

pick a piece of paper, records it, and repeat until the required number is obtained. That’s

how the researcher picked the respondents.

 Chapter 4

RESULTS AND DISCUSSION

This chapter presents the findings, analysis, and interpretation of data whose

main objective is to determine the factors affecting senior high school student’s

career/course preference.

1. Profile of the respondents according to

Table 1

Frequency and Percent Distribution of the

Respondents According to Sex

Sex Frequency Percent

Male 18 60.0
Female 12 40.0
TOTAL 30 100.0

As presented in Table 1, of the 30 respondents of the study, 18 or 60.0% were

male and 12 or 40.0% were female. This may imply that more male students than

female students are enrolled in the Technical-Vocational-Livelihood track offered by

Hillcrest School because of the thought that this track will prepare them for future job

after graduation. Male students want to get a job and start helping with family finances.

Table 2

Frequency and Percent Distribution of the Respondents

According to Age

Age Frequency Percent

 16 years old 4 13.3
17 years old 17 56.7
18 – 20 years old 9 30.0
TOTAL 30 100.0

It can be seen from Table 2 that 17 or 56.7% of the respondents were 17 years

old, 9 or 30.0% were 18 to 20 years old, and 4 or 13.3% were 16 years old. It would

seem that if students began school at the age of 5, they will start senior high school

(Grades 11 and 12) at the age of 17 to 18. Rappler blog post dated April 21, 2018,

stated that according to a Department Order by DepEd, kindergarten learners must be 5

years old by the opening of classes, with an extension of 2 months.

Table 3

Frequency and Percent Distribution of the Respondents

According to Strand

Strand Frequency Percent

ABM 6 20.0
TVL – HE 16 53.3
TVL – ICT 8 26.7
TOTAL 30 100.0

It can be seen from Table 3 that of the 30 respondents of the study, 16 or 53.3%

are enrolled in Technical-Vocational-Livelihood Home Economics strand, 8 or 26.7% are

enrolled in Technical-Vocational-Livelihood Information Technology strand, and 6 or

20% are enrolled in Accounting-Business-Management strand. The results contradict

the report by Edukasyon.ph (as cited by Malonda, 2017) which stated that

Senior high strands under the Academic Track are still among the most chosen
track for incoming Grade 11 students while strands under Technical-Vocational
Livelihood (TVL) Track followed.
Accountancy, Business, and Management (ABM), Science, Technology,
Engineering, and Mathematics (STEM), and Humanities and Social Sciences
(HUMSS) were most consistently marked as the top choices of the students.
 As shown in Table 4, 10 or 33.3% of the respondents prefer business courses

like Hotel and Restaurant Management, Accountancy, and Tourism; 9 or 30.0% prefer

medical courses such as Nursing, Medicine, Medical Technology, Dentistry, and

Physical Therapy; 6 or 20.0% prefer engineering and technology courses like Computer

Engineering, Information Technology, Multi-Media Arts, and Architecture; and 5 or

16.7% prefer Seaman and Aeronautics. It seems that business courses are still popular

to high school graduating students. According to Hackett (2016), “Business and

management degrees are popular university courses because they open doors to more

careers than other undergraduate degrees.”

Table 4

Frequency and Percent Distribution of the Respondents

According to Course Preference

Course Preference Frequency Percent

Medical 9 30.0
Business 10 33.3
Engineering & Technology 6 20.0
Seaman & Aeronautics 5 16.7
TOTAL 30 100.0

2. Respondents’ levels of agreement on the factors affecting career/course

preference in terms of personal, academic qualification/ability, physical
environment, social factor, and economic factor

Table 5

Respondents’ Levels of Agreement on the Factors Affecting

Career/Course Preference in Terms of Personal

Weighted Verbal
Personal Mean Interpretation
My choice of school affects my choice of course 3.33 Moderately Agree
My preferred course is suited to my talent.  3.67 Agree
My preferred course is my personal choice.  3.97 Agree
My preferred course is my childhood dream. 2.77 Moderately Agree
My preferred course is connected to my favorite 
subject.  3.50 Agree
My preferred course is an in-demand course 3.83 Agree
GRAND MEAN 3.51 Agree

As shown in Table 5, the statement “My preferred course is my personal choice”

obtained the highest weighted mean of 3.97, verbally interpreted as “Agree.” This may

imply that the respondents believe that in choosing your preferred course, you should

choose the one that satisfies your interest and can develop your skills. According to

Lorenzo (as cited by Alcantara, et al., 2016), “the most basic consideration in the

choice of a college major or college course is what you want or your interest. You should

choose the course that you wanted to get into and resonates within the very fiber of your

being.”

Three other statements were rated as “Agree.” These are: “My preferred course

is an in-demand course” (WM=3.83), “My preferred course is suited to my talent”

(WM=3.67), and “My preferred course is connected to my favorite subject” (WM=3.50).

The other two statements, “My choice of school affects my choice of course” (WM=3.33)

and “My preferred course is my childhood dream” (WM=2.77), were rated as “Moderately

Agree.”

Table 6

Respondents’ Levels of Agreement on the Factors Affecting

Career/Course Preference in Terms of
Academic Qualification/Ability

Weighted Verbal
Academic Qualification/Ability Mean Interpretation
I consider the academic program based on the
internship opportunities and hands-on experiences 3.90 Agree
I consider my present scholarship for it is an
automatic qualification to enroll in my choice of
course 3.50 Agree
I consider my previous grades in choosing my 3.33 Moderately Agree
preferred course
I consider my track in its grades in choosing a course 3.60 Agree
I consider my preferred course based on my
academic achievements 3.40 Moderately Agree
I consider my preferred course based on my skills 4.10 Agree
I consider my preferred course because of the
scholarship and subsidies being offered 2.97 Moderately Agree
GRAND MEAN 3.54 Agree

Table 6 shows that among the items under academic qualifications/ability, the

statement “I consider my preferred course based on my skills” obtained the highest

weighted mean of 4.10, verbally interpreted as “Agree.” This may mean that senior

students agree that they should choose a course that matches their skills. The study

conducted by Edwards and Quinter (2011) revealed that more than 60% of the

respondents reported that their career choice was influenced by their ability to apply the

knowledge and skills learned while only 12.8% did not consider this as an influential

factor.

Other statements that were rated as “Agree” are: “I consider the academic

program based on the internship opportunities and hands-on experiences” (WM=3.90), “I

consider my track grades in choosing a course” (WM=3.60), and “I consider my present

scholarship for it is an automatic qualification to enroll in my choice of course”

(WM=3.50). The statement “I consider my preferred course because of the scholarship

and subsidies being offered” obtained the lowest weighted mean of 2.97, verbally

interpreted as “Moderately Agree.”

Table 7

Respondents’ Levels of Agreement on the Factors Affecting

Career/Course Preference in Terms of
Physical Environment

Weighted Verbal
Physical Environment Mean Interpretation
I consider the place of my future work in
choosing my course. 4.07 Agree
Far residency and / or in accessibility to the
desired school. 3.37 Moderately Agree
I consider the conducive learning environment of
the school. 4.00 Agree
I consider the school uniform of the school in
choosing a course. 3.07 Moderately Agree
I consider the quality of school, where the
course is being offered 4.33 Strongly Agree
GRAND MEAN 3.77 Agree

As shown in Table 7, the statement “I consider the quality of school, where the

course is being offered” obtained the highest weighted mean of 4.33, verbally interpreted

as “Strongly Agree.” This may imply that the respondents believe that in choosing your

preferred course, you should choose the school that gave good quality education. The

study conducted by Longanecker and Blanco (2003) defined it as by who and how

students are taught rather than by what students learn. Their definition highlights both

the perspectives of academic staff and administrators.

Two other statements were rated as “Agree.” These are: “I consider the place of

my future work in choosing my course” (WM=4.07), and “I consider the conducive

learning environment of the school” (WM=4.00). The other two statements, “Far

residency and / or in accessibility to the desired school” (WM=3.37) and “I consider the

school uniform of the school in choosing a course” (WM=3.07), were rated as

“Moderately Agree.”

Table 8

Respondents’ Levels of Agreement on the Factors Affecting

Career/Course Preference in Terms of Social Factor

Weighted Verbal
Social Factor Mean Interpretation
My friend’s preference of career affects my career
choice. 2.47 Slightly Agree
My parents are the one who are choosing my career.  2.43 Slightly Agree
I consider the dominant profession of my family in
choosing my career choice.  3.00 Moderately Agree
I consider the influence of my teacher in choosing my
career. 2.60 Slightly Agree
I consider the choice of my sponsor in choosing my
career. 2.47 Slightly Agree
My friend’s choice of school affects my career
choice. 2.43 Slightly Agree
GRAND MEAN 2.57 Slightly Agree

Table 8 shows that among the items under social factor, the statement “I

consider the dominant profession of my family in choosing my career choice” obtained

the highest weighted mean of 3.00, verbally interpreted as “Moderately Agree.” This

may mean that senior students agree that there is positive parental influence when they

should choose a course that matches their families work to be in the same profession.

According to Ellie Williams (2016) that parents influence children’s career choices both

intentionally and inadvertently. By the time children move into adolescence, they begin

seriously considering their futures, often looking to their parents either as role models or

for career advice. A parent’s approach to this can either inspire teenagers to explore a

diverse set of potential occupations or to stick to a path they think their parents will

approve of.

And the other statements were all rated as “Slightly Agree” these are: “I consider

the influence of my teacher in choosing my career” (WM=2.60), “My friend’s preference

of career affects my career choice” (WM=2.47), “I consider the choice of my sponsor in

choosing my career” (WM=2.47), “My parents are the one who are choosing my career”

(WM=2.43), and “My friend’s choice of school affects my career choice” (WM=2.43)

Table 9

Respondents’ Levels of Agreement on the Factors Affecting

Career/Course Preference in Terms of Economic Factor
 Weighted Verbal
Economic Factor Mean Interpretation
I consider the financial status of my family. 4.13 Agree
I consider my supposed future earnings. 4.30 Strongly Agree
I consider my future employment in choosing my track.  4.07 Agree
I consider my preferred track for I could already earn
an income while studying.  4.13 Agree
I consider the cost/expenses in choosing a course.  3.90 Agree
I consider the fees that the career entails. 4.17 Agree
GRAND MEAN 4.12 Agree

It can be seen from Table 9 that the statement “I consider my supposed future

earnings” obtained the highest weighted mean of 4.30, verbally interpreted as “Strongly

Agree.” This shows the collective culture of Filipinos were parents and children seek

careers that will support the whole family. According to Leong, Kao, and Lee (as cited

by Pascual, 2014), “economic factors, which includes the employability and availability of

job in the future, is also considered by students. Employability, i.e., the realistic feasibility

of being employed in a stable job, then becomes an important factor in career decision-

making.”

The respondents “Agree” on the rest of the statements under economic factor.

These are “I consider the fees that the career entails” with a weighted mean of 4.17, “I

consider the financial status of my family” and “I consider my preferred track for I could

already earn an income while studying” both with weighted mean of 4.13, “I consider my

future employment in choosing my track” with a weighted mean of 4.07, and “I consider

the cost/expenses in choosing a course” with a weighted mean of 3.90.

3. Significant difference in the respondents’ levels of agreement on the factors

affecting career/course preference when they are grouped according to profile

Table 10

Significant Difference in the Respondents’ Levels of Agreement on the

Factors Affecting Career/Course Preference When They are
 Grouped According to Gender

Aspects Gender Mean t-value p-value Decision Remarks

Male 3.6022 Accept Not
Personal 0.823 .417
Female 3.3742 Ho Significant

Academic Male 3.5561 Accept Not

0.118 .907
Qualification Female 3.5233 Ho Significant

Physical Male 3.8000 Accept Not

0.372 .713
Environment Female 3.7167 Ho Significant

Male 2.7789 Accept Not

Social Factor 1.705 .099
Female 2.2492 Ho Significant

Economic Male 4.0272 Accept Not

-0.907 .372
Factor Ho Significant
Female 4.2500

Table 10 shows that the male respondents gave the highest weighted mean to

Physical Environment (3.8000), Personal (3.6022), Academic Qualification (3.5561), and

Social Factor (2.7789). The female respondents gave the highest weighted mean to

Economic Factor (4.2500).

The test of significant difference revealed that Social Factor has an t=1.705 with

p=.099. Economic Factor has an t=-0.907 with p=.372, Personal has an t=0.823 with

p=.417, Physical Environment has an t=0.372 with p=.713, and Academic Qualification

has an t=0.118 with p=.907. Since all p-values are greater than .05, the assumed level of

significance, the null hypotheses were accepted. This means that, when the

respondents are grouped according to gender, their levels of agreement on the different

factors affecting course/career preference statistically does not differ significantly. The

negative sign in the t-value for Economic Factor indicates that the level of agreement of

the female respondents were higher than the level of agreement of the male repondents.

Table 11

Significant Difference in the Respondents’ Levels of Agreement on the

Factors Affecting Career/Course Preference When They are
 Grouped According to Age

Aspects Age Mean F-value p-value Decision Remarks

16 years old 3.3350
17 years old 3.5188 Accept Not
Personal 0.139 .871
18 – 20 years Ho Significant
old 3.5744
16 years old 3.9650
Academic 17 years old 3.4541 Accept Not
0.782 .467
Qualification 18 – 20 years Ho Significant
old 3.5233
16 years old 3.9000
Physical 17 years old 3.8471 Accept Not
0.820 .451
Environment 18 – 20 years Ho Significant
old 3.5556
16 years old 3.0000
Social 17 years old 2.5494 Accept Not
0.648 .531
Factor 18 – 20 years Ho Significant
old 2.4078
16 years old 3.9600
Economic 17 years old 4.1076 Accept Not
0.181 .835
Factor 18 – 20 years Ho Significant
old 4.2022

Table 11 shows that the respondents aged 18 to 20 years old gave the highest

weighted means to Economic Factor (4.2022) and to Personal (3.5744). Those aged 16

years old gave the highest weighted means to Academic Qualification (3.9650), Physical

Environment (3.9000), and Social Factor (3.0000). The lowest weighted means were

given by respondents aged 16 years old to Economic Factor (3.9600) and to Personal

(3.3350); by respondents aged 17 years old to Academic Qualification(3.4541); and by

18 to 20 years old to Physical Environment (3.5556) and Social Factor (2.4078).

The test of significant difference using one-way ANOVA bared that Physical

Environment has an F=0.820 with p=0.451, Academic Qualification has an F=0.782 with

p=0.467, Social Factor has an F=0.648 with p=.531, Economic Factor has an F=0.181

with p=0.835, and Personal has an F=0.139 with p=.871. Since all p-values are greater
than .05, the assumed level of significance, the null hypotheses were accepted. This

means that, when the respondents are grouped according to age, their levels of

agreement on the factors affecting career/course preference statistically do not differ

significantly.

Table 12

Significant Difference in the Respondents’ Levels of Agreement on the

Factors Affecting Career/Course Preference When They are
Grouped According to Strand

Strand F- p-
Aspects Mean value value Decision Remarks
ABM 3.5833 Accept Not
Personal TVL – HE 3.5100 0.046 .956
Ho Significant
TVL = IT 3.4587

Academic ABM 3.3333 Accept Not

TVL – HE 3.5363 0.447 .644
Qualification Ho Significant
TVL = IT 3.7137

Physical ABM 4.0667 Accept Not

TVL – HE 3.6250 1.293 .291
Environment Ho Significant
TVL = IT 3.8250
ABM 2.5550 Accept Not
Social Factor TVL – HE 2.7400 0.934 .405
Ho Significant
TVL = IT 2.2300

Economic ABM 4.0550 Accept Not

TVL – HE 4.1875 0.195 .824
Factor Ho Significant
TVL = IT 4.0200

As presented in Table 12, the highest weighted means were given by ABM to

Physical Environment (4.0667) and Personal (3.5833), by TVL-HE to Economic Factor

(4.1875) and Social Factor (2.7400), and by TVL-IT to Academic Qualification (3.7137).

The lowest means were given by TVL-IT to Economic Factor (4.0200), Personal

(3.4587), and Social Factor (2.2300); by TVL-HE to Physical Environment (3.6250); and

by ABM to Academic Qualification (3.3333).

 The test of significant difference using one-way ANOVA revealed that Physical

Environment has an F=1.293 with p=0.291, Social Factor has an F=0.934 with p=0.405,

Academic Qualification has an F=0.447 with p=0.644, Economic Factor has an F=0.195

with p=0.824, and Personal has an F=0.046 with p=0.956. Since all p-values are greater

than the assumed level of significance of .05, the null hypotheses were accepted. This

means that, when the respondents are grouped according to strand, their levels of

agreement on the factors affecting career/course preference statistically do not differ

significantly.

Table 13

Significant Difference in the Respondents’ Levels of Agreement on the

Factors Affecting Career/Course Preference When They are
Grouped According to Career/Course Preference

Career/Course F- p-
Aspects Preference Mean value value Decision Remarks
Medical 3.2589
Business 3.4830 Accept Not
Personal Eng’g & Techno 3.5550 0.998 .409
Ho Significant
Marine &
Aeronautics 3.9680
Medical 3.3967
Academic Business 3.3000 Accept Not
Eng’g & Techno 3.9767 1.412 .262
Qualification Ho Significant
Marine &
Aeronautics 3.7720
Medical 3.7778
Physical Business 3.6400 Accept Not
0.722 .548
Environment Eng’g & Techno 4.0667 Ho Significant
Marine &
Aeronautics 3.6400
Medical 2.7778
Social Business 2.1500 Accept Not
Eng’g & Techno 2.4733 1.865 .160
Factor Ho Significant
Marine &
Aeronautics 3.1340
Economic 0.114 .951 Accept Not
Factor Medical 4.0744 Ho Significant
Business 4.0490
 Eng’g & Techno 4.2217
Marine &
Aeronautics 4.2000

It can be seen from Table 13 that the highest weighted means were given by

respondents who prefer Engineering and Technology to Economic Factor (4.2217),

Physical Environment (4.0667), and Academic Qualification (3.9767). Those who prefer

Marine and Aeronautics gave the highest weighted mean to Personal (3.9680) and

Social Factor (3.1340). The lowest weighted means were given by Business to

Economic Factor (4.0490), Academic Qualification (3.3000) and Social Factor (2.1500),

by Business and Marine and Aeronautics to Physical Environment (3.6400), and by

Medical to Personal (3.2589).

The test of hypothesis using one-way ANOVA showed that Social Factor has an

F=1.865 with p=0.160, Academic Qualification has an F=1.412 with p=0.262, Personal

has an F=0.998 with p=0.409, Physical Environment has an F=0.722 with p=0.548, and

Economic Factor has an F=0.114 with p=0.951. Since all p-values are greater than .05,

the assumed level of significance, the null hypotheses were accepted. This means that,

when the respondents are grouped according to preferred course, their levels of

agreement on the factors affecting career/course preference statistically do not differ

significantly.
 Chapter 5

Summary of Findings,
Conclusions and Recommendations

In this chapter the contents includes summary of chapter 3 research

methodology; how the questionnaire was made, is it adopted or researcher made; the

results and recommendations. This study was made in order to find the factors affecting

the senior high school career/course preference of the grade 11 and 12 students of

Hillcrest School.
Summary of Findings

The researchers used quantitative research method in conducting the study.

Researchers used sampling technique that involves certain restrictions intended to

improve the validity of the sample. The respondents are grade 11 and grade 12 in

Hillcrest School with 30 respondents overall. In this case, the researchers used a Simple

Random Sampling. The questionnaire is adopted from the other research with alike

purpose and statement of the problem.

Profile of the Respondents

Of the 30 respondents of the study, 18 or 60.0% were male and 12 or 40.0%

were female. On the side of ages 17 or 56.7% of the respondents were 17 years old, 9

or 30.0% were 18 to 20 years old, and 4 or 13.3% were 16 years old. In terms of strand

16 or 53.3% are enrolled in Technical-Vocational-Livelihood Home Economics strand, 8

or 26.7% are enrolled in Technical-Vocational-Livelihood Information Technology strand,

and 6 or 20% are enrolled in Accounting-Business-Management strand. And about

course preference 10 or 33.3% of the respondents prefer business courses like Hotel

and Restaurant Management, Accountancy, and Tourism; 9 or 30.0% prefer medical

courses such as Nursing, Medicine, Medical Technology, Dentistry, and Physical

Therapy; 6 or 20.0% prefer engineering and technology courses like Computer

Engineering, Information Technology, Multi-Media Arts, and Architecture; and 5 or

16.7% prefer Seaman and Aeronautics.

Conclusions
 On the basis of the findings of this study the Factors such as Personal, Academic

Qualification/Ability, Physical Environment, Social Factor, and Economic Factor can

affect the high school students in deciding on their choice of course. Therefore the

researchers conclude that high school students do not only look at their personal choice

of course as their guide in deciding what course to take but also the decision from their

parents, peers, skills, and quality of life are being also considered by the students. The

course that got the highest percentage is the Business related courses. It means that

most of the senior high school students want to take a business course. The factor that

got the highest grand mean is Economic factor. Therefore the researchers conclude that

this factor greatly affects the high school students in choosing their choice of course.

Students tend to analyze if the course they want can improve and embody their skills

and is highly paid profession.

Recommendations

After thorough procedures and analysis of data, to develop and improve the

research problem the researchers recommend that the teacher should give the students

more knowledge on choosing the right course. The parents should also help, guide and

encourage their children in choosing the appropriate courses for them. The school

should give more seminars to help the students to come up with a course that suit them.

The peer’s choice of career should not be affected by the preferred course of the

students. Teachers and parents must encourage the students to carefully think about

what career they will choose. A student should choose a course according to what they

really want not because others want it for them. Students should research about the

courses that are in demand and in what school can they hone their skills.
References

Chapter 1

International Journal of Sciences: Basic and Applied Research (IJSBAR) (2014) Volume

16, No 1, pp1-14

http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-1-PB.pdf

Applying Maslow’s Hierarchy of Needs in Classroom

http://www.changekidslives.org/actions-4

Stage Theory of Cognitive Development (Piaget)

https://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html
Chapter 2
Personal Factors That Affects Student’s Course Preferences

https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_Final.pdf

Parson’s Theory

https://www.careers.govt.nz/resources/career-practice/career-theory-models/parsons-theory/

Factors in Career Choice

http://www2.uwstout.edu/content/lib/thesis/2002/2002borchertm.pdf

Chapter 4

Malonda, Jaz. 29 November 2017. Academic Track remains top choice as senior high

program. Accessed from https://blog.edukasyon.ph/news/academic-track-remains-top-

choice-senior-high-program/ on November 21, 2019.

Senior high strands under the Academic Track are still among the most chosen track for

incoming Grade 11 students while strands under Technical-Vocational Livelihood (TVL)

Track followed, according to an impact report.

Assessing the post-College and Career Awareness and Readiness Seminar (CARES)

by local social enterprise Edukasyon.ph, the report showed that Accountancy, Business,

and Management (ABM), Science, Technology, Engineering, and Mathematics (STEM),

and Humanities and Social Sciences (HUMSS) were most consistently marked as the

top choices of the students.

Hackett, Geraldine. 25 February 2016. Why business and management degrees are

popular university courses. Accessed from

https://www.independent.co.uk/student/postgraduate/business-schools/why-business-

and-management-degrees-are-popular-university-courses-a6895531.html on November

21, 2019.

Business studies graduates are more likely to be employed three months after

graduating than other graduates

Business and management degrees are popular university courses because they open

doors to more careers than other undergraduate degrees. Graduates are recruited

directly into industry and commerce.

Pascual, Nancy T. (2014). Factors Affecting High School Students’ Career Preference:

A Basis for Career Planning Program. International Journal of Sciences: Basic and

Applied Research (IJSBAR) (2014) Volume 16, No 1, pp 1-14

Aside from family related factors, economic factors which includes the employability and

availability of job in the future is also considered by students. Employability, i.e., the

realistic feasibility of being employed in a stable job, then becomes an important factor in

career decision-making. Coming from a collective culture, immigrant parents and

children seek careers that will support the whole family.

Alcantara, Clarisse, et al. (2016). Factors affecting the college course preference of the

fourth year students of Roosevelt College, San Mateo for the school year 2014-2015.

Accessed from http://docshare.tips/factors-affecting-the-college-course-

preference_574faea5b6d87f032c8b65c9.html on November 22, 2019.

Lorenzo (2012) believed that the most basic consideration in the choice of a college

major or college course is what you want or your interest. You should choose the course

that you wanted to get into and resonates within the very fiber of your being.

Edwards, K. and Quinter, M. (2011). Factors Influencing Students Career Choices

among Secondary School students in Kisumu Municipality, Kenya. Journal of Emerging

Trends in Educational Research and Policy Studies (JETERAPS) 2 (2): 81-87 ©

Scholarlink Research Institute Journals, 2011 (ISSN: 2141-6990)

jeteraps.scholarlinkresearch.org

More than 60% of the respondents reported that their career choice was influenced by

their ability to apply the knowledge and skills learned while only 12.8% did not consider

this as an influential factor.

Longanecker and Blanco (2003). Why students consider the quality of school.

Defined it as by who and how students are taught rather than by what students learn.

Their definition highlights both the perspectives of academic staff and administrators.

Accessed from https://www.tandfonline.com/doi/full/10.1080/23265507.2016.1155167

Ellie Williams (2016) The Effect of Parents on an Adolescent's Choice of Career.

Accessed from https://work.chron.com/effect-parents-adolescents-choice-career-

18063.html

Parents influence children’s career choices both intentionally and inadvertently. By the

time children move into adolescence, they begin seriously considering their futures,

often looking to their parents either as role models or for career advice. A parent’s
approach to this can either inspire teenagers to explore a diverse set of potential

occupations or to stick to a path they think their parents will approve of.

Dear Respondents:

We are Grade 12 students of Hillcrest School enrolled in the subject, Applied

Inquiries, Investigations, and Immersion. As part of the requirements of the
subject, we are conducting a research on the topic “Factors Affecting Senior High
School Students’ Career Preference: The Hillcrest School Experience.”

In connection with this, we would like to seek your help by answering the
questionnaire below. Rest assured that your answers will be treated with utmost
confidentiality.

Thank you very much.

THE RESEARCHERS

=============================================================

SURVEY QUESTIONNAIRE

Instruction: Please enter the choice you have made by ticking (✔) the answer in
the space corresponding to your choice.

Part I. Profile of the Respondents

1. Gender. Male [ ] Female [ ]
2. Age __________
3. Strand: ABM [ ] TVL-HE [ ] TVL-ICT [ ]
 4. Course Preference after Graduation: ________________________

Part II. Factors Affecting Career/Course Preference

Instruction: The table below is designed to determine the factors affecting your
career/course preference. Please indicate your level of agreement by ticking (✔)
the appropriate response using the following key.

5=Strongly Agree, 4=Agree, 3=Undecided, 2=Disagree, 1=Strongly Disagree

Personal 5 4 3 2 1
1. My choice of school affects my choice of course.
2. My preference of course is suited to my talent.
3. My preference of course is my personal choice.
4. My preferred course is my childhood dream.
5. My preference course is connected to my
favourite subject.
6. My preference course is an in-demand course.
Academic Qualification/Ability
1. I consider the academic program based on the
internship opportunities and hands-on
experiences.
2. I consider my present scholarship for it is an
automatic qualification to enroll in my choice of
course.
3. I consider my previous grades in choosing my
preferred course.
4. I consider my track in its grades in choosing a
course.
5. I consider my preferred course based on my
academic achievements.
6. I consider my preferred course based on my
skills.
7. I consider my preferred course because of the
scholarship and subsidies being offered.
Physical Environment
1. I consider the place of my future work in choosing
my course.
2. Far residency and/or in accessibility to the desired
school.
3. I consider the conducive learning environment of
the school.
4. I consider the school uniform of the school in
choosing a course.
5. I consider the quality of school, where the course
is being offered.
Social Factor
1. My friend’s preference of career affects my career
choice.
2. My parents are the one who are choosing my
career.
3. I consider the dominant profession of my family in
choosing my career choice.
4. I consider the influence of my teacher in choosing
my career.
5. I consider the choice of my sponsor in choosing
my career.
6. My friend’s choice of school affects my career
choice.
Economic Factor
1. I consider the financial status of my family.
2. I consider my supposed future earnings.
3. I consider my future employment in choosing my
track.
4. I consider my future employment in choosing my
track.
5. I consider the cost/expenses in choosing a
course.
6. I consider the fees that the career entails.