La Union Colleges of Science and Technology Inc.: Basic Education Department

La Union Colleges of Science and Technology Inc.
Central West, Bauang, La Union

BASIC EDUCATION DEPARTMENT Senior High School
Chapter I
THE PROBLEM
Background of the Study
The implementation of K to 12 program education in the
Philippines has led the Grade 10 students (Junior High School) to take a
serious choice among the strands for the next two years of senior high
school level. This is a call to fully attain the provision of sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle skills development, employment
and entrepreneurship.
The Philippines before the implementation of K to 12 was the only
Asian country to have a 10-year education program, and one of the three
countries which still has not implemented along with Djibouti and
Angola in Africa (Geronimo, 2013). The 10 years of education program
has always been a debate when it comes to competitiveness with other
countries which have 12 or more years of education unable to master
the basic competencies that they need. The mastery of basic
competencies and the age of the youth who have undergone the 10 year
basic education were also things the Department of Education needs to
contend to.
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Accountancy, Business and Management 1
To battle the problem of unemployment and par up with the
developing countries, the Department of Education (DepEd) implemented
the K to 12 Basic Education Program because 10 years of education is
insufficient and is considered congested (SEAMEO, 2012).
This initiative by the Department of Education aims to improve the
quality of education and offers an education system that provides ample
time for students to master the needed skills and the basic competencies
that they will need. This program also prepares students in the
future by being eligible to work internationally because they completed t
he 12 year education which is the global education standard for
companies around the world one thing that everyone has noted of is
adding two years in the K to 12 Curriculum. Senior
High School will cover the two years in K to12 whilst Junior
high school (JHS) will replace the 1st year up to 4th
year in the secondary education. (Banal-Formoso, 2016).
The Senior High School is two years of specialized upper secondary
education and students may choose a specialization or strand in every
track based on aptitude, interests and school capacity. The choice of
career (where strand to choose) define the content of the subjects the
student will take in Grade 11 and 12. Each student in Senior High
School can choose among two tracks (where strands embedded) which
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include Academic, Technical Vocational Livelihood (TVL). The Academic
track lays the strands where incoming SHS students choose among
Accountancy, Business and Management (ABM), Humanities, Social
Sciences (HUMSS) and Science, Technology, Engineering, Mathematics
(STEM). On the other hand, after finishing a Technical Vocational Track
in Grade 12, a student may obtain a National Certificate level II (NCII)
provided the students pass the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).
Senior High School ensures its graduates that they
can be employed upon graduation depending on the path they choose.
Subjects in the K to 12 Program will be taught by spiral
progression. In a lesson, basic knowledge is first taught and when
eventually mastered, links to each lesson which “spirals upwards” to
advanced lessons which build up the study (Johnston, 2012).
It is true that making a decision is the hardest thing a man plans
to execute, that sometimes will bring into a dilemma or confusion.
Everyone is entitled to choose the right for their own, but in single
decision it may lead to a wrong path.
Considering the entering senior high school students or the Grade
10 students, they are part of it, who do not even know what they really
want to choose among the strand.
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Vidad (2017) cited in his study that students when making
decision about their strand/course, they always involve their parents
decision too; because they are the one who sends them to school,
parents must be consulted about their decision; sometimes when they
make decision it will conflict them; also the student took the
strands/track for reasons that influence by others or by someone that
asked to take the strand. Through this, students can pick up knowledge
more efficiently because
they will not be overwhelmed when an advanced topic is taught because
they already have a good grasp of the knowledge that is needed for the
topic hence improving their skills. Even before they arrive at SHS, Grade
10 students are into a dilemma in which track and under what strand to
choose. This led the researchers to do a study on the track preferences
of Grade 10 students.
It is noteworthy that from the preceding citations and ideas the
researchers study will be able to conclude how Grade 10 students of La
Union Colleges of Science and Technology in choosing their strand
(under each track) attain their major decision for their fast approaching
senior high school life. This study will be focusing mainly on the
decision-making styles of Grade 10 students affecting their rational,
intuitive, dependency, avoidant and spontaneous style.
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STATEMENT OF THE PROBLEM
The La Union Colleges of Science and Technology (LUCST) has
offered the complete K to 12 program since 2016. It is a school located at
Pezcadores Street, Central West, Bauang, La Union. It is just a few
meters away from the center of Bauang La Union. LUCST is a private
institution offering senior high school programs, the complete Academic
Strands such as (GAS, HUMMS, STEM, ABM) and strands in Technical-
Vocational Track like EIM, SMAW, COOKERY, FBS and the like. To date,
there are two sections for Grade 10 Junior High School. They will serve
as the respondents of the study. There are questions regarding the study
adopted by the researchers to derive answers pertaining to the decision-
making styles of LUCST Grade 10 students.
Specifically, it will seek answers to the following:
1) What is the socio-demographic factors of Grade 10 students along
the following:
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a) Age;
b) Gender;
c) Ethnicity; and
d) Length of Schooling?
2) What is the decision-making styles of Grade 10 students of La
Union Colleges of Science and Technology along the following
styles:
a) Rational;
b) Intuitive;
c) Dependency;
d) Avoidant
e) and Spontaneous style?
3) Is there a significant relationship between the socio-demographic
factors of Grade 10 students and their decision-making styles
along the following:
a) Rational;
b) Intuitive;
c) Dependency;
d) Avoidant
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Hypothesis
This research study will test the following hypotheses:
1) There is a “Strongly Agree” rate of decision-making styles of Grade
10 students of La Union Colleges of Science and Technology along
rational, intuitive, dependency, avoidant and spontaneous style?
2) There is no significant relationship between the socio-demographic
factors of Grade 10 students and their decision-making styles
along the following:
a) Rational;
b) Intuitive;
c) Dependency;
d) Avoidant
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Theoretical Framework
This section of research presents the ideas, concepts, literatures,
studies and other pertinent documents related to the study.
The Choice Theory . According to William Glasser as cited in
Charles (2008) states that fundamental premises of the
school which explains that all people are allowed to develop their
own creativeness. That all people are curious about nature,
that the most efficient andknowledgeable in learning is started and purs
ed by the learner. It also claimed in this theory that freedom is
essential to the development of their personal responsibility.
According to this theory, development of their knowledge,
creativeness and talents will gives progress in their
reason to choose and it will give hint to what career they want in the
near future. The choice is important in this study since it is explaining
how people developed their
talents, creativity and in learning which gives their hint to the career
tracks they want to pursue. It will help them to know their tracks
and they should take it seriously when choosing their specialized tracks.
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In their learning's through their developing talents and skills, they
will have an idea on which way to go.
Based on Republic Act No. 10533 otherwise known as the
“Enhanced Basic Education Act of 2013” the law was signed by former
President Aquino on the15th day of May in the year 2013.The RA
10533[see appendix C] seek to strengthen early education of the
children, build proficiency through language, and provide upper
secondary education. In RA 10533, Senior High School there will two
years add in high school program. The two years curriculum will help the
students to think and decide about their interest and specialization. The
choice of specialization will define through subjects in Grade 11and 12.
They may choose core curriculum and specific tracks subjects. Specific
tracks are Academic; Technical-Vocational-Livelihood. The new
curriculum system aims to improve the chances of qualifications in
employment of the student’s future and will allow them to have middle-
level skills and be successful after graduating high school. The focus of
this study will be undertaken by the following conceptual framework
shown in Figure 1 which has a three part process: the independent
variables, dependent variables and moderating variables. The
independent variable in their research paradigm includes the profile of
Grade 10 students and their preferred academic track of the
respondents. In the research process, this includes the analysis of

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gender and sections of the respondents, and comparative analysis of the
chosen Senior High School track of the respondents. When the analysis
of the data is finished, the dependent includes a proposal plan that eases
the confusion of Grade 10 students in choosing their Senior High School
Track/Strand.
Relevant Studies on Decision-Making and Choosing a Major
A study conducted by Galotti et al. (2006) focused on the college
major decision making process of undergraduate students. Using a
quantitative study, 135 students from Carleton College, who were about
15 months away from declaring a major, were surveyed. They were
surveyed about the college major options they were considering,
the criteria they were using and the importance of each criterion in
choosing a major, their emotional responses to the decision-making
process of choosing a major, the description of the decision-making
process they used in choosing a major, and the sources of information
they used or were planning to use in the decision-making process. In
addition, students were surveyed on their decision-making style, their
ability to plan ahead, and their attitudes toward thinking and learning.
The researchers were attempting to find out whether students with
different decision-making styles perform differently when choosing a

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major and also where or at what points do students with different
decision-making styles perform differently when choosing a major.
Galotti et al. (2006) found that student decision-making styles do
not change the way students structure the stages of the decision-making
process when choosing a major. Furthermore, decision making styles do
not influence the way students collect information in the decisionmaking
process of choosing a major. However, there was a relationship found
between individual decision-making styles and the emotional responses
to the decision-making process.
Another study by Carduner, Padak, and Reynolds (2011) focused
on the academic major and career decision-making process of honors
college students who were undecided about an educational or career
choice. The study found that many participants frequently made use of
rational choice processes for selecting an academic major and possible
career. Undecided honors students were apt to conduct self-exploration,
explore majors and careers, make a decision, and develop a plan and
implement it. The study
also found that participants used alternative processes for selecting an
academic major and career. Participants frequently mentioned that other
sources of information such as family, friends, teachers, advisors,
university information, the Internet, were important in the academic and
career decision-making process. Undecided honors students were also

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indecisive because of having multiple abilities and interests. The study
also found that multipotentiality presents a dilemma for undecided
honors student. Many undecided honors students reported being
confident that they can major in anything. However, they are more
indecisive and less certain about a particular major. Undecided honors
tend to need more time to explore their academic and career options.
A Direct Study on Undeclared Students and Choosing a Major
A study conducted by Scharen (2010) at Rowan University from
January through March 2010 examined the reasons, influences, and
factors for selected undeclared students when choosing an academic
major. Scharen used two instruments in her research. The first
instrument was a cross sectional survey consisting of 6 background
information items, 12 items related to reasons for choosing an academic
major, and 17
items related to sources of information students thought were important
in the major selection process. The survey was distributed to
approximately 300 undeclared freshmen residents. Students were
conveniently selected based on freshmen students living in Chestnut Hall
during the 2009-2010 academic year. Of the 300 surveys distributed,
181
surveys were completed and returned. The second instrument was a
series of interviews with 5 undeclared sophomore students who were

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choosing a college major. Students were purposely selected based on the
sophomore students living in Edgewood Park Apartments during the
2009-2010 year. Students were interviewed three times over the course
of three months. Students were asked questions about the majors they
were
interested in, why they were of interest, and how the major selection
process was for them.
Scharen’s (2010) research found that the majority of students
made the decision to declare their major based upon the resources
within the university, family member encouragement, and knowing
someone in the related field. Also, of the data collected, 88% reported
that personal interest in the program was a factor when declaring a
major.
Students’ reported that interest in the program, motivation to continue in
the program, and overall satisfactions with the major were all factors
when declaring an academic program. Students also reported increased
confidence once they had chosen a major. There was no significant
relationship between students’ class level and influences in
choosing a major. There was a weak correlation between students’
gender and resources within the university, influences from an advisor in
the major, knowing someone in the related field, and knowing students
in a similar program. Scharen (2010) concluded that students believed

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that personal needs, skills, and occupation played a factor in choosing a
major. Resources within the university, family, students in the major,
and people already in the field influenced undeclared students’
decision in choosing a major. Of the undeclared students surveyed, 52%
strongly agreed or agreed that career information was the most important
type of information that should be made available. Students were happy
and more confident once they declared a major.
Scharen (2010) made several suggestions for practice including
having the Career and Academic Planning (CAP) Center survey students
to determine further factors and influences when declaring major,
providing undeclared students with a workshop on the process of
declaring a major, and offering career counseling workshops to explore
career opportunities. Scharen also made several recommendations for
further research including conducting a study to determine how
successful academic advising sessions are with undeclared students in
the process of declaring a major at Rowan University.
The ideas, literature, pertinent documents presented examines a
theory of student development in higher education, career decision-
making theory, a decision-making theory specifically for college students,
a general decision-making theory, and a psychological theory of
decision-making that occurs in late adolescence. Student development
theory helps practitioners to understand the transition process of

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students, particularly undecided students who are in the process of
making an academic and possible career decision.
Conceptual Framework
This research is composed of three variables that interplay the
results of the study. The paradigm illustrating the independent variables
is comprised of the socio-demographic factors of Grade 10 students and
their decision-making styles.. The dependent variables, on the other
hand, entailed the output of the study determining the decision-making
styles of La Union Colleges of Science and Technology Grade 10 students
in choosing their strand for senior high school entry.
The independent variables from the research paradigm may
directly or indirectly affects the dependent variables upon the
involvement of the Grade 10 students as respondents which will make
up the moderating variables. The research study will revolves around the
research paradigm as seen below:
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Research Paradigm
INDEPENDENT VARIABLES DEPENDENT VARIABLES
SOCIO-DEMOGRAPHIC
FACTORS OF GRADE 10 DECISION-MAKING
STUDENTS
a) Age; STYLES OF GRADE
b) Gender;
c) Ethnicity; and 10 STUDENTS IN
d) Length of Schooling
CHOOSING THEIR
DECISION-MAKING STYLES OF
GRADE 10 STUDENTS STRAND FOR
a) Rational;
b) Intuitive; SENIOR HIGH
c) Dependency;
d) Avoidant and SCHOOL ENTRY
e) Spontaneous style?
Moderating Variables
GRADE 10 STUDENTS OF LA UNION
COLLEGES OF SCIENCE AND
TECHNOLOGY
Figure 1. Paradigm of the Study
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Scope and Delimitation of the Study
Delimitation
There are likely to be limitations of this study due to participant’s
characteristics and its focus on students in the Junior High School
Department of La union Colleges of Science and Technology. Also, there
is likely to be limitations related to the setting and section in which the
study was conducted. For example, what may occur at section A may
not occur at another section due to differences in section/setting. The
nature of the methodology may also limit the study. For example,
students answering the survey may misinterpret a question or students
may provide an answer but it is not their preferred answer. There is also
potential for researcher bias while conducting this study and interacting
with Grade 10 students in the Junior High Department. Procedural bias
may also result if students were asked to complete a survey and they
filled in their responses and completed the survey quickly. Or,
procedural bias may also result due to the fact that the researchers
relied on others to distribute the survey to students. Sampling bias may

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also result since the type of sample selected may not be representative
of all students in the Junior High School. All of these may affect the
study but the flow will still be there for the researchers to improve,
monitor and let the respondents have the time to understand what they
are opt to answer. Researchers are there to embed the essence of having
such survey not by just letting the respondents respond to the
instrument without knowledge and understanding.
Scope
This research study will be limited and be conducted only at La
Union Colleges of Science and Technology, Inc. The respondents of the
study are the Grade 10 students. This research will determine and
evaluate the decision-making styles of Grade 10 students centering on
their styles which include rational, intuitive, dependency, avoidant and
spontaneous style?
Significance of the Study
The outcome of the study is beneficial to the following:
Academic Officers. The findings of this study have the potential to
help academic advisors who assist undecided students in choosing their
strand for senior high school entry. A closer examination of student’s
decision-making processes can help academic advisors determine if
students need additional support to learn decision-making skills.
Undecided students who are taught how to cope with the uncertainty of
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choosing a strand are less anxious. In turn, they become involved in the
choice process, successfully navigate their undergraduate years, stay in
school for the duration of study, and graduate. Furthermore, undecided
students in the process of choosing a strand may also benefit from this
study and gain insight about their own decision-making styles.
Students. This research may support students to evaluate their
decision-making process for which they can establish a wise and decisive
attitude proving their commitment and dedication to continue to course
through of their senior high school entry.
Parents/Guardians. This will give them the information on where
or how to intervene to their children when it comes to decision amking
like that of choosing the entry strand for senior high school level.
Teachers. The result of the study will let them determine the
capacity of the students in dealing with their decision effectively and
efficiently. It will be their basis on making encouraging and motivating
their students to stand firmed to the strand they have chosen.
Researchers. This will give them the idea on the various decision
making styles of millenial students.
School Administrators. The result of the study will be a beacon
for the institution especially the management in putting and forming
policies that could help the incoming senior high school students choose
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the right career as embedded in every strand like in effective career
orientation unmindful of business and money making.
Future Researchers. This will give them the idea on the additional
variables to be considered when making similar study, thus, making
them establish a wider scope.
Operational Definition of Terms
There are terms embedded in the study that need to be explained
in its simplest way to avoid confusion. These terms will be defined
according to how it was used in the study.
Socio-demographic factors. Refers to the profile of Grde 10
students of La Union Colleges of Science and Technology as included in
the study such as age, gender, ethnicity and length of schooling.
Age. Pertains to how young or old was the respondents the time she/he
answered the questionnaire.
Gender. It refers to a particular person whether s/he is a male or female.
Ethnicity. Refers to the tribes or culture of the students whether
Ilokano, Igorot, Tagalog, and Ibaloy, etc.
Length of Schooling. It pertains to number of years the students take
their schooling which start from kinder to their current status. Including
the years they stopped.
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Decision-Making Style. The learned, habitual response pattern
exhibited by an individual when confronted with a decision situation. The
choices they make.
Grade 10 Students. They are the students occupying the highest
level in the Junior High School Department of La Union Colleges of
Science and Technology.
ABM– This refers to the strand of curriculum based on the idea of
educating students in three specific disciplines (Accounting and
Business Management) offered in senior high school and serve as a
choice-strand for the entering Grade 10 students under senior high entry
level.
GAS - This refers to the strand of curriculum based on the idea of
educating students in General Academic Strands offered in Grade 11 and
serve as a choice-strand for the entering Grade 10 students under senior
high entry level.
HUMSS - This refers to the strand of curriculum based on the idea
of educating students in two specific disciplines (Humanities and Social
Sciences) offered in senior high school and serve as a choice-strand for
the entering Grade 10 students under senior high entry level.
STEM – This refers to the strand of curriculum based on the idea
of educating students in four specific disciplines (Science, Technology,
Engineering and Mathematics) offered in senior high school and serve as

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a choice-strand for the entering Grade 10 students under senior high
entry level.
TVL-Cookery, FBS, BPP – these are strands under Technology,
and Vocational Livelihood track dealing with cooking, restaurant and
hotel services and baking offered in senior high school and serve as a
choice-strand for the entering Grade 10 students under senior high entry
level.
TVL- Caregiving - it refers to the strand under Technology, and
Vocational Livelihood track dealing how to provide care and support to
infants/toddlers, the elderly, patients with disabilities and special needs,
as well as end of life care offered in LUCST senior high school and serve
as a choice-strand for the entering Grade 10 students under senior high
entry level.
TVL-EIM – it refers to the strand under Technology, and
Vocational Livelihood track dealing in installing and maintaining
electrical wiring, lighting, and related equipment and systems in
residential buildings where the voltage does not exceed 600 volts offered
in senior high school and serve as a choice-strand for the entering Grade
10 students under senior high entry level.
TVL-SMAW – Shielded Metal Arc Welding is a Technical Vocational
Track strand that will train senior high school students of LUCST in
welding carbon steel plate and pipe components as specified by blue

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print, diagrams, work order, welding procedure and serve as a choice-
strand for the entering Grade 10 students under senior high entry level.
CHAPTER 2
RESEARCH METHODOLOGY
This chapter describes how the study was conducted and the
researchers used in gathering the necessary data for the completion of
the study. This includes research design, the population and locale of the
study/sampling procedure, data gathering procedure, data gathering
tool/research instrument and the statistical treatment of data.
Research Design
One of the best ways to get answers for the research questions set
is a well-planned, structured research design (Fink, 2003). In this
research, the researchers ensures that the research is well structured
and well planned right from setting objectives , research hypothesis
,framing necessary and support theories for the research objectives and
finally a questionnaire is designed with a intent to obtain answers for the
set research objectives. According to Bryman and Bell (2007), right from
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writing hypothesis to final analysis of data including any operational
activities a well-structured research design is required. An effective
research design constitutes the blueprint for the collection, measurement
and analysis of data and ensures that the research is conducted within
the conceptual structure. The research design adopted by the
researchers will be the descriptive research design. Descriptive research,
also known as statistical research, describes data and characteristics
about the population or phenomenon being studied. The data description
is factual, accurate and systematic; the research cannot describe what
caused a situation. According to Burns (2008), in descriptive research
the research hypotheses often will exist, but they may be tentative and
speculative. As in this research also, the researcher has designed
hypothesis which has been presented at the end of this chapter and this
will be tested in this study in latter part.
Population and Locale of the Study
The target population for this research is the Grade 10 students of
La Union Colleges of Science and Technology. It will be a total
enumeration for this second semester academic year 2019-2020.
Data Gathering Tools
The researchers have used both primary and secondary data for
his research. Secondary data means data that are already available i.e.,
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they refer to the data which have already been collected and analyzed by
someone else (Chisnall, 2007) . When the researcher utilizes secondary
data, then he has to look into various sources from where he can obtain
them. In this case he is certainly not confronted with the problems that
are usually associated with the collection of original data. Secondary
data may either be published data or unpublished data (Carson and
Perry, 2001).
The secondary data is collected from the websites, international
and national journals in the field of management as well as marketing,
business magazines, business dailies, referred text books in marketing
management as well as service quality and academic studies conducted
in the related areas for the purpose of building a strong conceptual
background including the review of literature for the study.
On the other hand, the primary data are those, which are collected
for the first time and thus, happened to be original in character. Such
data are collected with specific set of objectives to assess the current
status of any problem. Primary data collection is necessary when a
researcher cannot find the data needed in secondary sources (Cassel and
Johnson, 2006). Since primary data is collected with specific purpose, it
forms the
most significant data of the entire thesis and it is ultimately used for the
purpose of analysis.
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There are several methods of collecting primary data, particularly
in surveys and descriptive researches. Some of the methods are
observation method, interview method, questionnaire method,
scheduling method, and other methods like warranty cards, distributor
audits, pantry audits, consumer panels, mechanical devices and so on .
For the descriptive type of researches, the best – suited research
approach for collecting primary data is the survey technique using
questionnaire method. From a sample, data is collected and the different
magnitudes are measured with respect to the whole population (Cooper,
2006).
The primary data composed of two folds: Part I elicit information
regarding the socio-demographic factors which is delimited to age,
gender, ethnicity and length of schooling. Meanwhile, Part II which is
adapted from the study of Pasquarella, K. (2013) the General Decision-
Making Style (GDMS) and will be used for the study of decision-making
styles of Grade 10 students in the process of choosing their strand soon
upon entering senior high school level. The instrument contained 30
statements which consisted of six items for each of the five decision-
making styles (Rational, Intuitive, Avoidance, Dependent, and
Spontaneous) and used a 5-point Likert scale.
Scoring Mechanism
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The researchers will be utilizing the mean and standard deviation
using the 5-Likert Scale. The Likert scale is a series of questions or items
that ask your respondents to select a rating on a scale that ranges from
one extreme to another, such as “strongly agree” to “strongly disagree. As
to this research- 5 being the highest with “Strongly Agree” descriptive
rating and 1 as the lowest tagged as Strongly Disagree.
Decision-Making Styles
Weight Statistical Item Descriptive

Range Rating
5 4.21-5.00 Strongly Agree (SA)
4 3.41-4.20 Agree (A)
3 2.61-3.40 Undecided (U)
2 1.81-2.60 Disagree (D)
1 1.00-1.80 Strongly Disagree (SD)
Statistical Treatment of Data
To quantitatively interpret the result of the study, the following
statistical tools used by the researchers are Percentages, weighted mean,
and Pearson’s product moment Coefficient of correlation.
This formula stands for the statement of the problem number one.
1. Frequency & Percentage- was utilized to determine the quantitative
relations for the whole respondents as shown below
P= _f_.100
N
Where:
P= percentage
f= for the frequency counts
N= the overall population
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For the statement of the problem 2
2. Weighted Mean- was used to get the average of the overall
respondents from the tabulated data distribution. Statically
calculated, as shown below:
_
X = f1x1+f 2x2+….fkxk or ∑ fx
f1+f2+….fk ∑f
this formula is written simply as

_
∑ = ∑ fx
∑f
Where :
_
X = Weighted Mean
∑ = Summation
fx = sum of all the products of f and x where f is the
frequency of each score and x, weight of each
score.
f = sum of all the students tested
3. Chi Square was used to determine the significant relationship
between the socio-demographic factors of Grade 10 students and
decision-making styles. The formula is:
X2 = ∑ (f0-fe)2
fe
RESEARCH INSTRUMENT
“Decision-Making Styles of Grade 10 Students in Choosing their Strand for
Senior High School Entry”
Questionnaire
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Part I. While your participation is voluntary and you are not required to
answer any of the question herein, your cooperation and participation
are important to the success of the research and greatly appreciated. It
will take approximately 5 to 10 minutes to complete this survey. If you
choose to please understand that all responses are anonymous and no
personal information is requested. Moreover, whether you participate or
not, your decision will have no effect on your status with the school.
PROFILE
1) Name: ______________________________________________(optional)
2) Age
______ 14-15 yrs old
______ 16 and above
3) Gender
______ Male
______ Female
4) Ethnicity
______ Ilokano
______ Tagalog
______ Igorot
______ Kapampangan
______ Ibaloy
______ Others, please specify. __________________
5) Income
5,000 and below
7,001- 10,000
10,001-15,000
6) Religion (specify)
DECISION-MAKING STYLES SURVEY

PART II. Listed below are the statements describing how individuals
make important decisions. Using the 5-likert scale provided, please circle
the number to the right that best describes your agreement with each
statement.
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AgreeStrongly
DisagreeStrongly
Undecided
Disagree
Agree
A) DECISION MAKING STYLES:
RATIONAL
1) When I make decisions, I weigh the

5 4 3 2 1
possibilities
2) I make decisions in a logical and
5 4 3 2 1
systematic way.
3) Before I make a decision, I make sure
I have a clear understanding of the 5 4 3 2 1
situation.
4) My decision making requires careful
5 4 3 2 1
thought.
5) When making a decision, I consider
various options in terms of a specific 5 4 3 2 1
goal.
6) I double-check my information
sources to be sure I have the right 5 4 3 2 1
facts before making decisions
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
B) DECISION MAKING STYLES:
Agree
INTUITIVE
1) I generally make decisions that feel

5 4 3 2 1
right for me.
2) When I make a decision, I tend to go
5 4 3 2 1
with the choice that feels best to me.
3) When I make decision I tend to rely
5 4 3 2 1
on my intuition.
4) When I make a decision, I trust my
5 4 3 2 1
inner feelings and reactions.
5) When making decisions, I rely upon
5 4 3 2 1
my instincts
When I make a decision, it is more
important for me to feel the decision is right 5 4 3 2 1
than to have a rational reason for it.
Dis
Agr
Und
Stro
Stro
_____________________________________________________________________________
Disagreengly
Agreengly
C) DECISION MAKING STYLES:
ecided
agree
DEPENDENT
ee
1) If I have the support of others, it is
5 4 3 2 1
easier for me to make decisions.
2) I use the advice of other people in
making 5 4 3 2 1
important decisions
3) I like to have someone steer me in the
right direction when I am faced with 5 4 3 2 1
important decisions
4) I rarely make important decisions
5 4 3 2 1
without consulting other people
5) I often need the assistance of other
people when making important 5 4 3 2 1
decisions
6) I think that it is more important to
get advice from other people than it is
5 4 3 2 1
to do my own research when making
decision.
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
D) DECISION MAKING STYLES:
Agree
AVOIDANT
1) I often procrastinate when it comes to

5 4 3 2 1
making important decisions
2) I would rather have things work
themselves out than for me to have to 5 4 3 2 1
make a decision
3) I put off making many decisions
because thinking about them makes 5 4 3 2 1
me uneasy.
4) I generally make important decisions
5 4 3 2 1
at the last minute
5) I avoid making important decisions
5 4 3 2 1
until the pressure is on
_____________________________________________________________________________
6) I postpone decision making whenever

5 4 3 2 1
possible
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
E) DECISION MAKING STYLES:
Agree
SPONTANEOUS
1) When making decisions, I do what

5 4 3 2 1
seems natural at the moment
2) I make quick decisions 5 4 3 2 1
3) I often make decisions on the spur of
5 4 3 2 1
the moment.
4) I often make impulsive decisions. 5 4 3 2 1
5) I generally make snap decisions 5 4 3 2 1
6) I make decisions as fast as I can, so
5 4 3 2 1
as not to drag out the process.
_____________________________________________________________________________
Chapter III
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered in a tabular and graphical

presentation analysis and interpretation of findings based on the result
of the statistical treatment applied. The data are organized in sequential
order based on the Statement of the Problem written in Chapter 1.
_____________________________________________________________________________
Problem 1: What is the profile of Grade 10 students along the

following:
a) Age;
b) Gender;
c) Ethnicity;
d) Parents Income and;
e) Religion?
FIGURE 1A
The profile of the grade 10 in terms of their age
Figure 1A illustrates that out of 55 students 62% ages 16 and

above while the remaining is 14-15 years of age with a percentage of 38%
, simply this figure shows that the majority of the grade 10 students is
16 years and above.
_____________________________________________________________________________
FIGURE 2A
The profile of the grade 10 in terms their gender
Figure 2A illustrates that out of 55 students 51% are male while

the remaining is female with a percentage of 49%, simply this figures
shows that the majority of the grade 10 students is male.
FIGURE 3A
The profile of the grade 10 in terms of their ethnicity
Figure 3A illustrates that out of 55 students the majority at the

rate of 47% is Tagalog while on the other hand the lowest is at 2% which
belongs to the Ibaloy ethnicity. Simply this figure shows that the majority
of the grade 10 students are Tagalog while the least are Ibaloys.
_____________________________________________________________________________
FIGURE 4A
The profile of the grade 10 in terms of their parents income
Figure 4A illustrates that out of 55 students 53% have 10,001-

15000 of their Parents Income, 22% have 5001-10,000 and the
remaining have 5000 below with a percentage of 25%. This figure simply
shows that the majority of the parents income of the grade 10 students is
10,001-15,000, while the lowest response in terms of parents income is
at the scale of 5,001-10,000.
FIGURE 5A
The profile of the grade 10 in terms of their religion
RELIGION
Catholic
11%2% Born Again
4% I.N.C.
Muslim
84%
Figure 5A illustrates that out of 55 students 84% is Catholic, 3% is

Born Again, 11% for the I.N.C. or Iglesia Ni Cristo and the remaining is
Muslim with a percentage of 2%. This figure simply shows that the
majority of grade 10 students is catholic.
_____________________________________________________________________________
Problem 2: What is the decision-making styles of Grade 10 students

of La Union Colleges of Science and Technology along the following
styles:
a) Rational;
b) Intuitive;
c) Dependency;
d) Avoidant
Hypothesis:
1) There is a “Strongly Agree” rate of decision-making
styles of Grade 10 students of La Union Colleges of Science
and Technology along rational, intuitive, dependency,
avoidant and spontaneous style?
Table 1A
Mean
Rank
DR
a) DECISION MAKING STYLES: RATIONAL
7) Before I make a decision, I make sure I have a
clear understanding of the situation. 4.22 SA 2
8) I double-check my information sources to be

sure I have the right facts before making 4.15 A 4
decisions
9) I make decisions in a logical and systematic
way. 4.24 SA 1
10) My decision making requires careful

thought. 4.18 A 3
11) When I make decisions, I weigh the

possibilities 4.02 A 5
12) When making a

decision, I consider various options in terms of 4.18 A 3
a specific goal.
Overall Mean 4.17 A
Legend: Statistical Range Descriptive Rating
4.21-5.00 Strongly agree
3.41-4.20 Agree
2.61-3.40 Neither disagree or agree
1.81-2.60 Disagree
_____________________________________________________________________________
1.00-1.80 Strongly disagree
Overall the table imposes that the respondents gives an agree

rating in terms of rational decision making styles, meaning they agree
that in choosing their strands they are affected with the following
statements under rational.
Table 1B
Mean
Rank
DR
b) DECISION MAKING STYLES: INTUITIVE
6) I generally make decisions that feel right for
me. 3.84 A 6
7) When I make a decision, I tend to go with the

choice that feels best to me. 3.89 A 4
8) When I make decision I tend to rely on my

intuition. 3.85 A 5
9) When I make a decision, I trust my inner

feelings and reactions. 4.12 A 1
10) When making decisions, I rely upon my

instincts 3.93 A 3
11) When I make a decision, it is more

important for me to feel the decision is right 4.07 A 2
Overall Mean 3.95 A
3.41-4.20 Agree
1.81-2.60 Disagree
The same with the first table this table also showcase an agree
rating in terms of intuitive decision making, respondents agreed that
they are intuitive in making their choices in strands.
_____________________________________________________________________________
Table 1C
Mean
Rank
DR
c) DECISION MAKING STYLES: DEPENDENT
7) If I have the support of others, it is easier for
me to make decisions. 4.02 A 1
8) I use the advice of other people in making

important decisions 3.95 A 2
9) I like to have someone steer me in the right

direction when I am faced with important 3.76 A 4
decisions
10) I rarely make important decisions without
consulting other people 3.69 A 6
11) I often need the assistance of other people

when making important decisions 3.89 A 3
12) I think that it is more

important to get advice from other people than
it is to do my own research when making 3.71 A 5
decision.
Overall Mean 3.84 A
3.41-4.20 Agree
1.81-2.60 Disagree
_____________________________________________________________________________
Students or the respondents also agreed that they are dependent

on making their decisions, upon that it proves that they always consider
the people or the environment they belong with before making decisions.
Table 1D
Mean
Rank
DR
d) DECISION MAKING STYLES: AVOIDANT
7) I often procrastinate when it comes to making
important decisions 3.87 A 2
8) I would rather have things work themselves out

than for me to have to make a decision 3.82 A 3
9) I put off making many decisions because

thinking about them makes me uneasy. 3.8 N 6
10) I generally make important decisions at

the last minute 3.89 A 1
11) I avoid making important decisions

until the pressure is on 3.69 A 4
12) I postpone decision making

whenever possible 3.49 A 5
Overall Mean 3.76 A

3.41-4.20 Agree
_____________________________________________________________________________
1.81-2.60 Disagree
Being avoidant is also one of the things that the students agreed with
when in comes to choosing their strands, they had given an agree rating
to the following that proves it.
Table 1E
Mean
Rank
e) DECISION MAKING STYLES: SPONTANEOUS DR
7) When making decisions, I do what seems
natural at the moment 4.05 A 1
8) I make quick decisions 3.51 A 4

9) I often make decisions on the spur of the
moment. 3.84 A 2
10) I often make impulsive decisions. 3.64 A 3

11) I generally make snap decisions 3.49 A 5
12) I make decisions as fast as I can, so as
not to drag out the process. 3.51 A 4
Overall Mean 3.67 A

_____________________________________________________________________________
3.41-4.20 Agree
1.81-2.60 Disagree
The same with the rest of the table the table under spontaneous
decision making styles also imposes an agree rating whereas proves that
respondents are also spontaneous about making decisions and choosing
strands.
Therefore the researchers reject the null hypothesis that the

results of the following decision making styles will be “strongly
agree” because the results overall of all the styles fall under “agree”
rating.
Problem 3: Is there a significant relationship between the profile of

the Grade 10 students and their decision-making styles?
Hypothesis:
There is no significant relationship between the socio-demographic
factors of Grade 10 students and their decision-making styles along
the following:
Profile Rational P-Value Remarks Decision
_____________________________________________________________________________
Profile Intuitive P-Value Remarks Decision
Profile Dependency P-Value Remarks Decision
Profile Avoidant P-Value Remarks Decision
Profile Spontaneous P-Value Remarks Decision

Style
_____________________________________________________________________________
Chapter IV
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusion drawn from the researcher’s

findings, conclusion and recommendation for further studies.
Conclusions
Recommendations
_____________________________________________________________________________
REFERENCES
Carduner, J., Padak, G. M., & Reynolds, J. (2011). Exploratory honors

students: Academic major and career decision making. NACADA
Journal, 31(1), 14-28.
Galotti, K. M., Ciner, E., Altenbaumer, H. E., Geerts, H. J., Rupp, A., &
Woulfe, J. (2006). Decision-making styles in a real-life decision: Choosing
a college major. Personality & Individual Differences, 41(4), 629-
639. Retrieved on January 15, 2020 from the online research.
Galotti, K. M. (1999). Making a ‘major’ real-life decision: College students

choosing an academic major. Journal of Educational Psychology,
91(2), 379-387. doi:10.1037/0022-0663.91.2.379
Gordon, V. N. (2007). The undecided college student (3rd ed). Springfield,

MA:Charles C. Thomas.
Groccia, J. E., & Harrity, M. B. (1991). The major selection program: A

proactive retention and enrichment program for undecided
freshmen. Journal of College Student Development, 32(2), 178-170.
_____________________________________________________________________________
Harren, V. A. (1979). A model of career decision-making for college

students.
Journal of Vocational Behavior, 14(2), 119-133. Retrieved November 2,

2012 from Rowan University Campbell Library Interlibrary Loan.
Higher Education Research Institute. 2012 CIRP Freshman Survey

Instrument. Retrieved on January 11, 2020 from
http://heri.ucla.edu/monographs/TheAmericanFreshman2012.pdf
Korschgen, A. J., & Hageseth, J. A. (1997). Undecided students: How one

college developed a collaborative approach to help students
choose majors and careers. Journal of Career Planning and
Employment, 57, 49-51. Retrieved January 11, 2020 from
http://libra.rowan.edu/illiad/illiad.dll?
SessionID=Q203356838N&Action=1 0&Form=69 &Value=49527 60
Klaczynski, P. A. (2001). Analytic and heuristic processing influences on

adolescent reasoning and decision-making. Child Development,
72(3), 844- 861. Retrieved January 11, 2020 from JSTOR online
database at http://www.jstor.org/stable/1132450
Scharen, R. M. (2010). Making a major decision: Undeclared student

retention and the process of choosing an academic major at Rowan
University (Master’s Thesis, Rowan University, 2010). Retrieved
January 11, 2020 from Online Research
Tiedeman, D. V., & O’Hara, R. P. (1963). Career development: Choice and

adjustment. New York, NY: College Entrance Examination Board.
_____________________________________________________________________________
APPENDICES
_____________________________________________________________________________
APPENDIX A
REQUEST LETTER
_____________________________________________________________________________
APPENDIX B
LETTER TO THE RESPONDENTS
_____________________________________________________________________________
APPENDIX C
QUESTIONNAIRE
Part I. While your participation is voluntary and you are not required to
answer any of the question herein, your cooperation and participation
are important to the success of the research and greatly appreciated. It
will take approximately 5 to 10 minutes to complete this survey. If you
choose to please understand that all responses are anonymous and no
personal information is requested. Moreover, whether you participate or
not, your decision will have no effect on your status with the school.
PROFILE
7) Name: ______________________________________________(optional)
8) Age
______ 14-15 yrs old
______ 16 and above
9) Gender
______ Male
______ Female
_____________________________________________________________________________
10) Ethnicity
______ Ilokano
______ Tagalog
______ Igorot
______ Kapampangan
______ Ibaloy
______ Others, please specify. __________________
11) Income
5,000 and below
7,001- 10,000
10,001-15,000
12) Religion (specify)
DECISION-MAKING STYLES SURVEY

PART II. Listed below are the statements describing how individuals
make important decisions. Using the 5-likert scale provided, please circle
the number to the right that best describes your agreement with each
statement.
AgreeStrongly
DisagreeStrongly
Undecided
Disagree
Agree
F) DECISION MAKING STYLES:

RATIONAL
13) When I make decisions, I weigh

5 4 3 2 1
the possibilities
14) I make decisions in a logical
5 4 3 2 1
and systematic way.
15) Before I make a decision, I
make sure I have a clear 5 4 3 2 1
understanding of the situation.
16) My decision making requires
5 4 3 2 1
careful thought.
17) When 5 4 3 2 1
_____________________________________________________________________________
making a decision, I consider various

options in terms of a specific goal.
18) I double-check my information
sources to be sure I have the right 5 4 3 2 1
facts before making decisions
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
G) DECISION MAKING STYLES:
Agree
INTUITIVE
12) I
generally make decisions that feel 5 4 3 2 1
right for me.
13) When I make a decision, I tend
to go with the choice that feels best to 5 4 3 2 1
me.
14) When I make decision I tend to
5 4 3 2 1
rely on my intuition.
15) When I make a decision, I trust
5 4 3 2 1
my inner feelings and reactions.
16) When making decisions, I rely
5 4 3 2 1
upon my instincts
When I make a decision, it is more
important for me to feel the decision is right 5 4 3 2 1
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
H) DECISION MAKING STYLES:

Agree
DEPENDENT
13) If I have the support of others,

5 4 3 2 1
it is easier for me to make decisions.
14) I use the advice of other
people in making 5 4 3 2 1
important decisions
15) I like to have someone steer me 5 4 3 2 1
in the right direction when I am faced
_____________________________________________________________________________
with important decisions

16) I rarely make important decisions
5 4 3 2 1
without consulting other people
17) I often need the assistance of other
people when making important 5 4 3 2 1
decisions
18) I think that it
is more important to get advice from
5 4 3 2 1
other people than it is to do my own
research when making decision.
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
I) DECISION MAKING STYLES:
Agree
AVOIDANT
13) I often procrastinate when it

5 4 3 2 1
comes to making important decisions
14) I would rather have things
work themselves out than for me to 5 4 3 2 1
have to make a decision
15) I put off making many
decisions because thinking about 5 4 3 2 1
them makes me uneasy.
16) I generally make important
5 4 3 2 1
decisions at the last minute
17) I avoid making important
5 4 3 2 1
decisions until the pressure is on
18) I postpone decision making
5 4 3 2 1
whenever possible
DisagreeStrongly
AgreeStrongly
Undecided
Disagree
J) DECISION MAKING STYLES:

Agree
SPONTANEOUS
13) When making

decisions, I do what seems natural at 5 4 3 2 1
the moment
_____________________________________________________________________________
14) I make quick decisions 5 4 3 2 1

15) I often make
5 4 3 2 1
decisions on the spur of the moment.
16) I often make impulsive
5 4 3 2 1
decisions.
17) I generally make snap decisions 5 4 3 2 1
18) I make decisions as fast as I
can, so as not to drag out the 5 4 3 2 1
process.
CURRICULUM VITAE
2X2 PICTURE
NAME: JANNVERGEL CABAHUG ARQUITOLA

AGE: 17
GENDER: MALE
STRAND: ACCOUNTANCY BUSINESS MANAGEMENT (ABM)
BIRTHDATE: OCTOBER 31, 2002
BIRTHPLACE: SAN FERNANDO, LA UNION
_____________________________________________________________________________
CIVIL STATUS:
MOTHERS NAME: DIZA MAE CABAHUG ARQUITOLA
OCCUPATION: TEACHER
FATHERS NAME: JOEVIR GUNDRAN ARQUITOLA
OCCUPATION: OFW
SCHOOL ATTENDED
SENIOR HIGHSCHOOL: LA UNION COLLEGES OF SCIENCE AND
TECHNOLOGY (LUCST)
JUNIOR HIGHSCHOOL: LA UNION COLLEGES OF SCIENCE AND
TECHNOLOGY (LUCST)
PRIMARY: BAUANG NORTH CENTRAL SCHOOL (BNCS)

MOTTO: NEVER STOP LEARNING BECAUSE LIFE NEVER STOP
TEACHING
QUESTIONNAIRE VALIDATION TOOL
_____________________________________________________________________________
RESULT OF CONTENT VALIDATION
_____________________________________________________________________________
DOCUMENTATION
_____________________________________________________________________________

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La Union Colleges of Science and Technology Inc.

Central West, Bauang, La Union

Background of the Study

The implementation of K to 12 program education in the

graduates for tertiary education, middle skills development, employment

countries which still has not implemented along with Djibouti and

Angola in Africa (Geronimo, 2013). The 10 years of education program

the basic competencies that they need. The mastery of basic

basic education were also things the Department of Education needs to

developing countries, the Department of Education (DepEd) implemented

insuﬃcient and is considered congested (SEAMEO, 2012).

This initiative by the Department of Education aims to improve the

quality of education and oﬀers an education system that provides ample

time for students to master the needed skills and the basic competencies

that they will need. This program also prepares students in the

companies around the world one thing that everyone has noted of is

adding two years in the K to 12 Curriculum. Senior

High School will cover the two years in K to12 whilst Junior

high school (JHS) will replace the 1st year up to 4th

The Senior High School is two years of specialized upper secondary

education and students may choose a specialization or strand in every

track based on aptitude, interests and school capacity. The choice of

include Academic, Technical Vocational Livelihood (TVL). The Academic

Accountancy, Business and Management (ABM), Humanities, Social

Sciences (HUMSS) and Science, Technology, Engineering, Mathematics

(STEM). On the other hand, after finishing a Technical Vocational Track

in Grade 12, a student may obtain a National Certificate level II (NCII)

provided the students pass the competency-based assessment of the

Technical Education and Skills Development Authority (TESDA).

Senior High School ensures its graduates that they

can be employed upon graduation depending on the path they choose.

advanced lessons which build up the study (Johnston, 2012).

It is true that making a decision is the hardest thing a man plans

to execute, that sometimes will bring into a dilemma or confusion.

decision it may lead to a wrong path.

Considering the entering senior high school students or the Grade

want to choose among the strand.

Vidad (2017) cited in his study that students when making

decision about their strand/course, they always involve their parents

parents must be consulted about their decision; sometimes when they

strands/track for reasons that influence by others or by someone that

asked to take the strand. Through this, students can pick up knowledge

they already have a good grasp of the knowledge that is needed for the

topic hence improving their skills. Even before they arrive at SHS, Grade

choose. This led the researchers to do a study on the track preferences

It is noteworthy that from the preceding citations and ideas the

researchers study will be able to conclude how Grade 10 students of La

Union Colleges of Science and Technology in choosing their strand

decision-making styles of Grade 10 students affecting their rational,

intuitive, dependency, avoidant and spontaneous style.

STATEMENT OF THE PROBLEM

The La Union Colleges of Science and Technology (LUCST) has

offered the complete K to 12 program since 2016. It is a school located at

Pezcadores Street, Central West, Bauang, La Union. It is just a few

meters away from the center of Bauang La Union. LUCST is a private

institution offering senior high school programs, the complete Academic

Strands such as (GAS, HUMMS, STEM, ABM) and strands in Technical-

adopted by the researchers to derive answers pertaining to the decision-

making styles of LUCST Grade 10 students.

Specifically, it will seek answers to the following:

1) What is the socio-demographic factors of Grade 10 students along

2) What is the decision-making styles of Grade 10 students of La

Union Colleges of Science and Technology along the following