PREFERENCES AMONG STUDENTS AT TALISAY SENIOR HIGH SCHOOL

CONSIDERING MATHEMATICS AS MAJOR SUBJECT

A Research Study

Presented to the

Faculty of Tanauan Institute

In Partial Fulfillment

of the Requirements for the Degree

of Bachelor of Secondary Education

Major in Mathematics

by

Arellano, Jerick

Balba, Ma. Emeren R.

2020

i
 CERTIFICATION

This research entitled “PREFERENCES AMONG STUDENTS AT TALISAY

SENIOR HIGH SCHOOL CONSIDERING MATHEMATICS AS MAJOR SUBJECT”

prepared and submitted by JERICK ARELLANO and MA. EMEREN R. BALBA in

partial fulfillment of the requirements for the degree of Bachelor of Secondary

Education - Mathematics has been examined and recommended for ORAL

EXAMINATION.

MR. LIBRADO DM. ALCANTARA

Adviser

APPROVAL SHEET

Approved by the Panel for Oral Defense on June 01, 2021 with a rating of____.

Chairman

Member Member

Member Member

Accepted in partial fulfillment of the degree of Bachelor of Secondary Education -

Mathematics.

NELIA P. MANANGUIT
Ed. D
Dean, College Department

ii
 ABSTRACT
Title: PREFERENCES AMONG STUDENTS AT TALISAY SENIOR
HIGH SCHOOL IN CONSIDERING MATHEMATICS AS MAJOR
SUBJECT

Researchers: JERICK ARELLANO

MA. EMEREN R. BALBA

Degree: BACHELOR OF SECONDARY EDUCATION – MATHEMATICS

Year: 2021

Adviser: LIBRADO DM. ALCANTARA

Rationale of the Study

In this light, the researcher would like to better understand the different

preferences in considering mathematics as major subject of senior high students,

particularly the grade 11 and grade 12 students who are taking ABM and STEM strand

at Talisay Senior High School. Primarily, the study also focused on the factors that

influenced the students in their career decision-making. The result of this study can be

used as a basis of Talisay Senior High School in having career orientation program that

will highlight the benefits and the opportunities that can be achieved on choosing math

major subject. The career orientation program would also help to foster the students’

awareness and this outcome will motivate the graduating junior high school students to

consider mathematics as their major subject.

iii
Statement of the Problem

This study entitled “Preferences Among Students at Talisay Senior High School

Considering Mathematics as Major Subject” is an assessment to determine the

relationship between the student’s profile and their preferences in choosing mathematics

as their major subject.

Specifically, the study sought to address the following objectives:

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

1.1 Age

1.2 Sex

1.3 Grade Level

1.4 Strand

2. What prompts the senior high students to consider mathematics as major subject

with respect to:

2.1 Personal Choice

2.2 Job Opportunities

2.3 Social Advantages

3. Is there significant relationship between their profile and their preferences for

choosing math as major subject?

4. May the results of the study be implied in the career orientation program at

Talisay Senior High School?

The descriptive-correlational method of research was used in this study. This

research method was considered to be appropriate for this kind of investigation because

iv
it sought to described relationship among variables without seeking to establish a causal

connection.

The population of the study covered the grade 11 and grade 12 students who are

taking ABM and STEM strand at Talisay Senior High School. This also employed the

purposive sampling procedure covering 40 students.

A structured questionnaire was used by the researcher in the collection of

pertinent data that was generated from the responses of the senior high students at

Talisay Senior High School. The question items in the survey form were reviewed and

analyzed by the researchers in consideration of the theoretical frameworks of the study

as well as the reviewed literature and studies.

The statistical tool in the Microsoft Excel’s Analysis Tool Pack was used to

facilitate the computational aspects of the analyses. This tool pack comprising the

Percentage and Rank Formula, Weighted Mean formula, and the Chi-Square formula.

SUMMARY OF FINDINGS

Sub-problem No.1 What is the profile of the respondents in terms of age, sex, grade

level and strand?

Data discloses that majority of the respondents were age 18 – 19 with a

frequency of twenty-one (21) or 52.5%, while age 16 – 17 were nineteen (19),

percentage of 47.5%. The data in terms of sex reveals that majority of the respondents

were female with a frequency of twenty-two (22) or 55%, while male respondents were

eighteen (18) or 45%. In terms of grade level, it shows that majority of the respondents

were from grade 11 with a frequency of twenty-one (21) or 52.5%, while from grade 12

respondents were nineteen (19) or 47.5%. The data in terms of strand reveals that the

v
respondents from ABM and STEM strand got the same frequency of twenty (20) with a

percentage of 50%.

Sub-problem No.2 What prompts the senior high students to consider mathematics as

major subject with respect to personal choice, job opportunities and social advantages?

The data reveals that the three variables namely Personal Choice, Job

Opportunities, and Social Advantages described as Strongly Agree having gained the

following weighted means of 4.48, 4.40 and 3.87 respectively.

Sub-problem No.3 Is there significant relationship between their profile and their

preferences for choosing math as major subject?

3.1 Relationship Between Age and Preference in Considering Mathematics as Major

Subject

The computed values are 29.974, 42.759 and 6.885 respectively with critical

value of 5.991 at 0.05 level of significance. The null hypothesis is rejected and there was

significant relationship between age and preference in considering mathematics as

major subject.

According to Lockenhoff C.E. (2018), as people aged, they gain life experiences

and knowledge that guides them on what to choose for their future. It’s clear that each

person forms different ideas about what is important, what they want to be, and what will

make them feel best as they grow older.

3.2 Relationship Between Sex and Preference in Considering Mathematics as Major

Subject

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 There are two components of preference of students in considering mathematics

as major subject which does not have significant relationship with sex, namely job

opportunities and social advantages. They have computed values of 2.658 and 1.800

respectively. On the other hand, personal choice has significant relationship with the

subject. It has computed value of 40.233. These components have critical value of 5.991

at 0.05 level of significance.

Gautam (2015) reveals that the men and women’s personal subject choice is

highly influenced by number of factors such as social class, parents’ occupations,

educational background and subject favoritism.

3.3 Relationship Between Grade Level and Preference in Considering Mathematics as

Major Subject

The computed values are 0.010, 48.754 and 50.534 respectively, with critical

value of 5.991 at 0.05 level of significance. The null hypothesis on personal choice is

accepted while the null hypothesis on job opportunities and social advantages are

rejected.

As the students are promoted into higher grade level, they are pushing

themselves to take major subjects which they believed will give them better job

opportunities, high-grade salary and will let them be a high reputative individual.

3.4 Relationship Between Strand and Preference in Considering Mathematics as Major

Subject.

With a critical value of 5.991 at 0.05 level of significance, all of the components

had non – significant relationship with strand, namely, personal choice, job opportunities

and social advantages with computed values of 0.620, 1.985 and 2.321 respectively.

vii
Sub-problem No. 4 May the results of the study be implied in the career orientation

program at Talisay Senior High School?

The result of the study may be implied in the career orientation program of

Talisay Senior High School. It will surely be a good help for the school administration.

The significant results of this study can be used as a basis on how to create a better

career orientation program that will emphasize the benefits of considering mathematics

as major subject especially in terms of potential job opportunities and good disposition in

life.

CONCLUSIONS

1. Most of the respondents are at the aged of 18 -19 years old and the female

respondents dominated the participation in the study. Majority of the respondents

are from grade 11 of Talisay Senior High School and both ABM and STEM

strand got the same frequency of respondents.

2. The respondents pointed out that they strongly agree to the preferences of

considering mathematics as major subject namely, personal choice, job

opportunities and social advantages. This result implied that the students have

their different preferences why they choose mathematics as major subject based

on their belief, who influenced them, possible job offerings, high grade salary and

secure desirable reputation in the society.

3. As for relationship between the profile of the respondents and preference of

considering mathematics as major subject, there was an established significant

relationship based on the result. There were components where there was non-

significance were found out but the central theme was significance.

viii
 4. As for the implication of the result into the career orientation program of the

Talisay Senior High School, it is clear that the result can be implied and used as

a basis to create a well-informed orientation program where good points and

benefits of choosing mathematics as major subject will be emphasized.

ACKNOWLEDGEMENT

The researchers wish to acknowledge with their most profound and heartfelt

gratitude the following persons who offered their wholehearted help and sympathetic

support, and who allotted their valuable resources toward the completion of this piece of

work.

To Jesus Christ, our Lord and Savior, for giving the wisdom, strength, support,

and acknowledgement in exploring things, for the guidance in helping surpass all the

trials that we encountered and for giving determination to pursue our study, and to make

this study possible.

To Dr. Nelia P. Mananguit, Dean of College Department, for giving the

researchers’ permission to conduct this study and for helping and ensuring the

correctness of this work.

To Mr. Librado DM. Alcantara, research adviser, for the encouragement,

guidance, and wise counsel he had given toward the improvement of this paper.

To researchers’ family, especially their parents, brothers, and sisters for their

love, understanding, and support both morally and financially.

ix
 Thank you very much.

The Researchers

DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support.

To our brothers, sisters, relatives, mentor, friends, and classmates who shared

their words of advice and encouragement to finish this study.

And lastly, we dedicated this paper to the Almighty God, thank you for the

guidance, strength, power of mind, protection, and skills and for giving us a healthy life.

All of these, we offer to you.

J.A

M.E.R.B

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 TABLE OF CONTENTS
Page
Title Page i

Certification and Approval ii

Abstract iii

Acknowledgments ix

Dedication x

Table of Contents xi

List of Tables/Figures xiii

CHAPTER
1 The problem and Its Background

Introduction 1

Theoretical Framework 3

Conceptual Framework 5

Statement of the Problem 6

xi
 Hypothesis 7

Scope and Limitation of the Study 7

Significance of the Study 7

Definition of Terms 8

2 Review of related Literature and Studies

Synthesis 18

3 Methodology

Research design 19

Population and Sampling Technique 19

Respondents of the Study 21

The Locale of the Study 21

Instrument/Questionnaire 22

Validity and Reliability of Questionnaire 22

Data Gathering Procedures 24

Statistical Treatment of Data 24

4 Presentation, Analysis, and Interpretation of Data

Sub–Problem No. 1. What is the profile of the respondents? 27

Sub-problem No. 2. What prompts the senior high students to

consider mathematics as major subject? 29

Sub-Problem No. 3. Is there significant relationship between their

profile and their preferences for choosing math as major subject? 36

Sub-Problem No. 4. May the results of the study be implied in the

career orientation program at Talisay Senior High School? 39

5 Summary, Conclusions, and Recommendations

Summary 41

xii
 Conclusions 44

Recommendations 45

APPENDIX

A BIBLIOGRAPHY 47
B SURVEY QUESTIONNAIRE 49
C CURRICULUM VITAE 51

LIST OF TABLES AND FIGURES

Figure / Table Page

1 Conceptual Framework of the Study 5

1 Distribution of Respondents by Section 20

2 Reliability Statistic of Personal Choice 23

3 Reliability Statistic of Job Opportunities 23

4 Reliability Statistic of Social Advantages 23

5 Distribution of Respondents by Age 27

6 Distribution of Respondents by Sex 27

7 Distribution of Respondents by Grade level 28

8 Distribution of Respondents by Strand 28

9 Preferences of Respondents in Considering Mathematics

as Major Subject Based on Personal Choice 29

10 Preferences of Respondents in Considering Mathematics

xiii
 as Major Subject Based on Job Opportunities 31

11 Preferences of Respondents in Considering Mathematics

as Major Subject Based on Social Advantages 33

12 Summary of the Preferences of Students in Considering

Mathematics as Major Subject 35

13 Relationship Between Age and Preference in Considering

Mathematics as Major Subject 36

14 Relationship Between Sex and Preference in Considering

Mathematics as Major Subject 37

15 Relationship Between Grade level and Preference in

Considering Mathematics as Major Subject 38

16 Relationship Between Strand and Preference in Considering

Mathematics as Major Subject 39

xiv
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Education is universally recognized as the answer to socio-economic problems of

the world. They believed that it can provide cure for poverty, ignorance, joblessness and

poor communication system. Every nation aspires toward quality of life and social status

through good decision-making in selecting major subject of students who are about to

pursue senior high school. Decision making is hailed by researchers to be one of the

most imperative elements of career development. Senior High School is two years of

specialized upper secondary education; students may choose a specialization based on

aptitude, interests, and school capacity.

Choosing an academic major subject is part of the career decision making

process. Decision-making in choosing major subject is extremely important due to its

impact on individual’s entire future. For many people, the major they choose leads them

to their future careers. Making a wrong choice of major subject can make one’s

happiness in life as this could result to career maladjustment. Choosing a major for

some is easy; some people know exactly what they want to be when they grow up. They

say that the trick in deciding a major subject is to narrow things down as you go along.

You must consider the things like your interest, values, money matters and other

people’s feedback. For others, choosing mathematics as major subject is probably one

of the hardest decisions they will make in their life.

1
 Mathematics is a unique subject and it is a fundamental part of school

curriculum. It is an instrument for the development of all other sciences. Knowingly or

unknowingly, we are using mathematics in every facets of life. However, majority of

students across the world dislike Mathematics. Scarpello (2017) reports that seventy-five

percent of students around the world stop the study of mathematics and stay away from

many careers that is related to mathematics. He identifies mathematics anxiety as one of

the main reasons for this. There are few people in the world who seem to appreciate the

beauty of math and take the challenge of taking mathematics as their major subject.

STEM strand is an educational program developed to prepare primary and

secondary students for college and graduate study in the fields of science, technology,

engineering, and mathematics. It aims to foster inquiring minds, logical reasoning, and

collaboration skills. On the other hand, ABM strand provides students with the skills and

knowledge they need to work in the corporate world. This is for students who want to

become business leaders and entrepreneurs. Based on the suggested academic track of

Department of Education (DepEd) for Senior High School, STEM and ABM strand has

the specialization subjects related to mathematics like pre-calculus, basic calculus,

business math, fundamentals of accounting 1 and fundamentals of accounting 2.

The purpose of this study was to better understand the different preferences of

grade 11 and grade 12 students under ABM and STEM strand of Talisay Senior High

School in considering mathematics as major subject. This study also aims to provide

results that can be used as a basis of having a career orientation program at Talisay

Senior High School that will give highlights on taking mathematics as major subject.

2
THEORETICAL FRAMEWORK

The study is anchored on the theory of Donald Super which focuses on the

development of life roles over the life span. His vocational concept as part of self-

concept is formed, it is the driving force that establishes a career pattern one will follow

through life. Vocational development tasks are derived from vocational stages which

provides framework for vocational behavior and attitudes. This theory is found to be

appropriate because of its stressfulness in terms of developing a career plan that will

guide the individual in choosing a major subject to take in senior high.

Another theory adopted for the research is David Tiedeman’s self-development

approach to career. He believes that evolving ego-identity is of central importance in the

career development process. He referred to the evolving self-in-situation from the

earliest awareness of self to point at which individual becomes capable of evaluating

experiences, anticipating, and imagining future goals, and storing experiences in

memory for future reference with his context Erik Erikson’s eight psychological crises.

Tiedeman stressed out why individual changed their courses of action because of

external factors or by broad psychological drives.

The rationale between these two theories is one follows a vocational self-concept

which is a driving force that establishes a career pattern one will follow through life. But

there are some factors could might altered this pattern. These factors, such as external

forces and psychological drives altered the career patterns of individual. Super said that

indecisiveness is a period in developmental process when interests have not been fully

crystallized. Individuals lead to discriminate 2 or more choices when uncertainty about

future occurs. Tiedeman noted that as individuals become more aware of the developing

character of the career process itself, they are more willing to make changes and to alter

or redefine a decision.

3
 Social cognitive career theory (SCCT) is a theory that is aimed at explaining

three interrelated aspects of career development: (1) How basic academic and career

interest develop. (2) How educational and career choice are made and (3) How

academic and career success is obtained. The theory incorporates a variety of concepts

the interest, abilities and environment factors that appears in earlier career theories and

this have been found to affect career development.

SCCT is based on Albert Bandura’s general social cognitive theory, an influential

theory of cognitive and motivational processes that has been extended to the study of

many areas of psychosocial functioning, such as academic performance, health

behavior, and organizational development. Three intricately linked variables - self-

efficacy beliefs, outcome expectations, and goals - serve as the basic building blocks of

SCCT. Self-efficacy refers to an individual’s personal beliefs about his or her capabilities

to perform particular behaviors or courses of action. Unlike global confidence or self-

esteem, self-efficacy beliefs are relatively dynamic (i.e., changeable) and are specific to

particular activity domains.

People vary in their self-efficacy regarding the behaviors required in different

occupational domains. For example, one person might feel very confident in being able

to accomplish tasks for successful entry into, and performance in, scientific fields but feel

much less confident about his or her abilities in social or enterprising fields, such as

sales. SCCT assumes that people are likely to become interested in, choose to pursue,

and perform better at activities at which they have strong self-efficacy beliefs, as long as

they also have necessary skills and environmental supports to pursue these activities.

4
CONCEPTUAL FRAMEWORK

This framework shows the overall outline of the study. It can be expressed by

using the input-throughput-output framework (ITO).

INPUT THROUGHPUT OUTPUT

Students Profile
 Age
 Sex  Descriptive
 Grade Research
Level
 Strand  Career
 Survey Orientation
Preferences of Program
Questionnaire
students at  Seminar
Talisay Senior
High School  Statistical
considering Treatment
mathematics as
major subject
 Personal  Analysis of
Choice Data
 Job
Opportuni-
ties
 Social
Advantages

FEEDBACK

Figure 1. The Conceptual Framework of the Study

5
PARADIGM SHIFT

Input (I) comprises of the students’ profile such as age, sex, grade level and

strand; preferences of students under ABM and STEM strand at Talisay Senior High

School considering mathematics as major subject in terms of personal choice, job

opportunities, and social advantages.

Throughput (T) indicates the methodology used to meet the objectives of the

descriptive study through a survey questionnaire, analysis of data, and statistical

treatment.

Output (O) pertains to factors that would help participants become successful in

their chosen major subject in senior high and obtain a great career. It includes career

orientation program and seminar.

STATEMENT OF THE PROBLEM

This study entitled “Preferences Among Students at Talisay Senior High School

Considering Mathematics as Major Subject” is an assessment to determine the

relationship between the student’s profile and their preferences in choosing mathematics

as their major subject.

Specifically, the study sought to address the following objectives:

1 What is the profile of the respondents in terms of?

1.1 Age

1.2 Sex

1.3 Grade Level

1.4 Strand

6
2 What prompts the senior high students to consider mathematics as major subject

with respect to:

2.1 Personal Choice

2.2 Job Opportunities

2.3 Social Advantages

3 Is there significant relationship between their profile and their preferences for

choosing math as major subject?

4 May the results of the study be implied in the career orientation program at Talisay

Senior High School?

HYPOTHESIS:

Ho: There is no significant relationship between the students’ profile and their

preference for choosing math as major subject.

SCOPE AND DELIMITATION OF THE STUDY

This study was mainly focused on the different preferences of students in

choosing mathematics as major subject. The study is limited only for students under

ABM and STEM strand of Talisay Senior High School, Talisay Batangas during the

second semester of the A.Y. 2020-2021.

SIGNIFICANCE OF THE STUDY

The researchers would intend to provide useful insights regarding the preference

of ABM and STEM students in considering mathematics as major subject.

7
 The useful and relevant information acquired from the study would benefit the

following sectors:

Administrators. This could motivate and challenge school authorities to device

guidelines to aid incoming grade 11 students in identifying better career choices.

Students. By knowing student’s different preferences by choosing math as a

major subject, they can develop analytical skills and an analytical attitude. They will also

be aware of the benefits of taking mathematics as a major subject and their interest will

be more aroused.

Teachers. The findings of this study would brief teachers of the effective

strategies and pedagogies to motivate their students to embrace the beauty of

Mathematics.

Parents. This study would inform parents concerning the career-choices of their

senior high-students’ children

Future Researchers. They will have a basis about the research that they will be

conducting especially if this will have the same topic.

DEFINITION OF TERMS

The following definition of terms are provided for an in depth understanding of

this study and are defined conceptually and operationally.

Decision-making is the process of making choices by identifying a decision,

gathering information, and assessing alternative resolutions. Using a step-by-

step decision-making process can help you make more deliberate,

thoughtful decisions by organizing relevant information and defining alternatives.

Major subject is simply a specific subject that students can specialize in while

aspiring to a college degree. Typically, between a third and half of the courses you take

8
in college are in your major or related to it. By completing a major, you demonstrate

sustained, high-level work in one subject.

Career is an occupation undertaken for a significant period of a person's life and

with opportunities for progress.

Career Development is the process of choosing a career, improving your skills,

and advancing along a career path. It's a lifelong process of learning and decision-

making that brings you closer to your ideal job, skillset, and lifestyle.

Career Orientation is a career development instructional guidance program

designed to prepare students to have a greater understanding of educational

and career opportunities and options and to assist them in making meaningful and

informed career choices.

Career Decision Making Process requires you to think carefully about your

interests, talents, abilities and values.

School curriculum refers to a particular set of courses that a school or

governing body designates, but may also refer to a variety of activities designed to foster

education and meet the needs of a learning community.

9
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses foreign and local literature and studies that

are closely related to the present research. The information in this chapter was sought to

support this study and lead the researchers in determining the preferences of students in

choosing mathematics as major subject.

FOREIGN LITERATURE

According to Jacobs (2014), learners who are studying mathematics have a

greater chance of employment and higher salary rate than the other field. Utilizing the

biggest influence on STEM entrance, intending to major in mathematics is directly

affected by students’ math accomplishments, exposure to math courses, and math self-

efficacy philosophies. (Wang, 2013)

According to Palmer, Burke, and Aubusson (2017), students ranked enjoyment,

interest and ability, and perceived need in their future study or career plans as the most

important factors in both choosing and rejecting major subjects. They considered advice

from teachers, parents, or peers to be relatively important.

Venable (2011) underscores the importance of understanding that subject

preferences entail several influencing factors: individual, cultural, social, environmental,

and gender. The combination and interaction of various influences on decision-making

are unique to individuals and the situation. There may be multiple options, several good-

fits, instead of a single right choice, but as an individual changes, learns and

10
experiences new things, and as external factors change, such as the economy, he or

she will continue to revise.

According to Hoai, Thi and Thanh (2016), social norm has a great influence on

students’ choice of major including advice and orientation of acquaintances, friends,

teachers, parents which had a significant influence on their decisions in the selection of

specific discipline. It also revealed some significant differences between average level of

male and female students through perceptions of input scores, major pressure and

suitability for the people good at mathematics, job availability, average income and

advancement opportunity.

Uyar, Gungormus and Kuzey (2011) revealed the 12 factors affecting the

preference of students in choosing major subject including career opportunities, interest

in the subject, instructor, money, parents, enjoyment, previous experience, lifestyle

offered because of the career, challenge, prestige, usefulness in operating a business,

and other students. It also discovers the top 5 reasons for choosing a major where:

interest in a career associated with the major, good job opportunities, abilities, a desire

to run a business someday, and projected earnings in the related career. The least

selected reasons for choosing a major were the reputation of the major at the university,

the perceived quality of instruction, the parents’ influence, the amount and type of

promotional information, and the influence of friends. Utilized factor analysis and

determined the following seven main factors in deciding major choices: high earnings

expectations, career expectations, job experience, knowledge and ability, family

environment, social status, and education environment.

Yazici (2011) states that interest in the subject, guaranteed employment, and

expected earnings after graduation are the most influential factors for senior high major

choices.

11
 Ahmed, Sharif and Ahmad (2017) which revealed that interest in subject has

strong and positive relationship while ease in grades, financial outcomes, and future job

opportunities had minor impact on students’ decision for particular field and subject. It

was also stated that the choice of the students was also influenced by the level of their

social status, financial resources, affordability and future employability.

Malgwi, Howe and Burnaby (2015) revealed that the most influential factor

overall was interest in the subject followed by the potential for career advancement and

the major’s potential job opportunities.

LOCAL LITERATURE

According to Dr. Nancy T. Pascual (2013), Respect for family is one of the most

influential factors that impact Filipino students’ preferences in choosing their major

subject or career. It is concurred that “Out of respect and loyalty, it may not be

appropriate to express personal desires; rather, one may alter one’s interests to maintain

harmony.” As a sign of respect, Filipino children want to do well for the sake of the

family, follow parents’ advice about choosing a job or major and lastly, make sacrifices

for the family. For practicality reasons, it is also reported that parents usually encourage

careers that will not cost much money, but at the same time, are stable sources of

income. Careers in accounting and engineering are highly popular for Filipino families.

Manongsong (2014) stated that igniting the interests of students in math careers

may be influenced by their perception of their potential careers and potential earnings.

Southeast Asian women, particularly for the Chinese, Filipino were more inclined to math

major rather than White women mainly because of the influence of possible earnings.

Better careers activity arises where subject teachers see the preparation of young

12
people for work, as an integral part of their professional role, and where they have the

professional skills and confidence to act on this.

Kiton (2013) report that the external influences that help to shape an individual’s

preference are also influenced by significant others through social support from peers.

People around contribute a lot in one’s decision-making. Friends may influence an

individual preference of career. Individual interest may be affected by peers for the

reason that one wants to be with them in fulfilling dreams or a certain career.

Classmates also play an important role in the formation of student’s achievement,

related beliefs and values, even if these classmates do not always correspond with the

peer group of leisure-time friends

Perez et al., (2011) reports that the role model supportiveness and quality of

relationship contributed to the major career choice of students. The role model might be

someone from their peer group, parent or teachers. Students’ own interests and

motivation from parents affect students’ major choices. It was also noted that anticipated

earnings are the most influential factors for males while females were mostly influenced

by prestigious positions.

Quinta (2011) emphasized the influence of teachers in students’ choices of

careers when they argue that it is the teachers where students learn about and explore

various careers before they make career choices. The influence of the teacher on

choosing a major subject is being highlighted. It investigated the factors that influence

the choice of math careers at University of Ateneo de Davao. They concluded that

students’ interest in this career could have been developed during their high school.

According to Ferreira and Lima (2012), decision making is a complex process

which can often be difficult and confusing for many. In general, career guidance

13
interventions in schools are concerned, not with telling students what to do, but with

helping them acquire knowledge, skills and attitudes that will help them make better

choices and transitions hence ameliorating the problem of career decisions.

Similarly, Hansen (2016) stated that, school career exploration and career

decision-making activities can be used to broaden students’ awareness of their interests

and abilities as well as the career opportunities that exist.

Atienza (2012) reported that school career guidance positively influenced career

decision-making, understanding of careers and career related adjustments about

students’ career choices. Hence, a lack of career guidance may cause students to make

wrong choices and enroll for studies they know little or nothing about (Kimiti & Mwova,

2012:366). This implies that schools play a pivotal role in preparing students for

choosing their future careers.

FOREIGN STUDY

Soria and Stebleton (2013) studied the relationships between students’ intrinsic

and extrinsic motivations with choosing a major, satisfaction with educational

experience, and sense of belonging. Internal extrinsic motivations positively associated

with satisfaction include students’ motivation to choose a major because the selected

option allows time for other activities, prepares students for a fulfilling career, prepares

students for graduate/ professional school, and provides international opportunities. One

internal extrinsic motivation — choosing a major because it complements students’

desire to study abroad—was negatively associated with students’ satisfaction.

Additionally, students who had external extrinsic motivations for choosing a major—

because of denial of their first choice of college major, easy requirements, and parental

14
desires for choice of major—are negatively associated with students’ satisfaction. All

internal extrinsic motivations for selecting a major are positively related to sense of

belonging, except for choosing a major because it leads to a high paying job, which is

negatively associated with students’ sense of belonging.

Study of Kazi and Akhlaq (2017) an individual environment, talents, skills and

academic achievements exert an influence on major choice. Olaosebikan and Olusakin

(2014) indicated that parental influence will not have significant effect on adolescents’

major choice, and that perception of parental occupational satisfaction will not have

effect on career aspirations of adolescents based on the following intervening variables

such as sex, and type of school.

According to several studies, enhancing students’ enjoyment, interest, and

perceptions of their ability in mathematics, and their attitude towards it, as well as

increasing students’ perceptions of the value of mathematics in a future career may

result in more students studying mathematics at school (Palmer et al., 2017).

Su, Chang, Wu and Liao (2016) showed that students’ preference in decision-

making is most deeply affected by “personal factor”, next are “group factor” and “career

exploration factor”, and “school factor” has lowest affecting level to them. Students of

large-sized schools with taking household affairs courses who will be easily affected by

personal factor of career decision-making.

According to Fizer, there are many factors that can influence the students’ choice

of career and major. Students will typically take into account the quality of life they want

when they are older. Factors such as interest in field, academic ability, familiarity,

economic stability, and influential people can all play a role in the decision.

15
 Beggs (2013), states that students choose mathematics as their major based on

their academic ability. However, some students do not have the ability or the work habits

to succeed in these major because that may require more study than other fields of

studies. These students may find a better fit in a less work intensive major that requires

fewer difficult classes. This affects the career paths of these students. Other students

have the ability to handle majors with greater workloads like mathematics and choose

the career path that will lead to a job requiring more education.

Personality is another important factor in career choice. Studies have shown that

students will choose a major that they think will fit their personality type (Mihyeon, 2011).

The confidence that a student has can determine how far a student will go with their

education. Students who believe in themselves have more confidence and are more

likely to go for what they want instead of settling for something that is comfortable. The

personality of students can also play a role in choosing a major. According to studies,

students who have a critical thinking ability are more likely to major in mathematics

fields.

Many students believe that to live a comfortable lifestyle they need to be

economically stable. When these students look into a major or a career path, they seek

out the higher salary jobs or they look for majors that involve the most job security

(Wildman and Torres, 2012). The 11 financial aspects that students consider include

high earning potential, benefits, and opportunities for advancement. Given the current

economy, many students think they need a high paying job to make it in society these

days. Along with stability during their career, some students may even look ahead to

retirement. Students want to make sure they are secure for the rest of their lives, and

may look into careers that have benefits to help them in the long run.

16
LOCAL STUDY

Malubay, Mercado and Macasaet (2015) noticed the primary factor affecting the

decision of senior high students in taking up specified major or program is the economic

factors that include economic stable wages and in-demand jobs.

A study from Roosevelt College, San Mateo (Fernando et. al, 2016) found out

that the parents’ influence, personal choice, job opportunity and peer influence can affect

the student’s preference on their choice of major.

Staunton (2015) mentioned that choosing the best career or education program

that fits the student’s personality will lead to better career well-being, success-job

satisfaction, good grades, and graduation on time.

Llenares and Deocaris (2014) identified that the reputation of school regarding

the success rate of their students who take mathematics as major is the strongest

predictor of why students choose STEM courses in senior high school.

According to Pascual (2014), students’ first consideration in choosing a major or

program to pursue is the availability of work after college. He and his colleagues

concluded that the students’ social interactions with teachers, parents, and peers affect

the students’ career choice.

Trusty (2012) states that the likelihood of women choosing math major is affected

by encouraging students to take the most academically intensive math courses such as

trigonometry, pre-calculus, and calculus.

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

development. Researchers have attempted to understand the variables that influence

17
students’ occupational goals (e.g., family, level of parental education, school, peers,

personality, and socioeconomic status). (Velasco,2015)

SYNTHESIS

The review of related literature and studies indicated that every student

have different preferences of choosing major subject that will determine their future

career path. They are highly influenced by several factors like family, peers, and job

opportunities. Among the available choices, the students choose to take strand with

specialized subject related to mathematics for they believed that it has the most

advantage of all.

The findings of this study will support and influence research organization to

encourage the students to also consider mathematics as major subject. The results of

this study will also augment the career orientation program of the school that will let the

student have a better idea regarding how good it is to take senior high career related to

mathematics.

The studies and related literature will be a great help in the formation of the

theoretical framework of this study.

18
 CHAPTER 3

RESEARCH METHODOLOGY

In this chapter, methods on how the research are processed were presented.

Various steps were conducted by the researchers to be able to gather data and

information that are related to the topic. This chapter includes Research Design,

Population and Sampling procedure, Research Instruments, Data Gathering Procedure,

Statistical Treatment of Data.

RESEARCH DESIGN

This study used the descriptive-correlational method to determine the

Preferences Among Students at Talisay Senior High School Considering Mathematics

as Major Subject.

According to Quaranta (2017), Descriptive-correlational is a method in which the

researcher is primarily interested in describing relationships among variables, without

seeking to establish a causal connection.

POPULATION AND SAMPLING TECHNIQUE

The respondents for this study composed of 44 students of grade 11 and grade

12 students under ABM and STEM strand of Talisay Senior High School during the

second semester of academic year 2020-2021. Specifically, responses of the

respondents were taken using modified questionnaires as instruments in gathering

19
information about the preferences of students in considering mathematics as major

subject. The researchers used the following formula to generate 40 out of 44 students

based on the availability of the respondents.

Slovin’s formula:

N
n=
1+ Ne ²

Where: n = sample size 

N = population size 

e = margin of error

In determining the number of respondents from different sections, the stratified

sampling technique was used with the formula below:

Nᵢ (n ₊)
¿=
N +¿ ¿

Where;

ni = sample size per section

Nᵢ = population per section

n₊ = total sample size

N₊ = total population

Table 1

Distribution of Respondents by Section

SECTION F Percentage

20
 ABM 11 - HEMINGWAY 11 27.50
STEM 11 - SHAKESPEARE 10 25.00
ABM 12 - KOTLER 9 22.50
STEM 12 - TESLA 10 25.00
Total 40 100

As to the data regarding the section of the respondents, Table 1 reveals that the

highest frequency of participants were from ABM 11 - HEMINGWAY with a frequency of

11 (27.50%) followed by STEM 11 – SHAKESPEARE and STEM 12 – TESLA having

the same frequency of 10 (25.00%). Data furthers there was only 9 (22.50%) students

from ABM 12 – KOTLER participated the study.

RESPONDENTS OF THE STUDY

The researchers considered the ABM and STEM students of Talisay Senior High

School comprising of 40 students, male and female. They were the chosen respondents

because their specialization subject has to do with mathematics.

THE LOCALE OF THE STUDY

This study was conducted at ABM and STEM students in Talisay Senior High

School which is located at Barangay Tumaway, Talisay Batangas.

21
INSTRUMENT/QUESTIONNAIRE

In order to obtain the desired data from the senior high students, the researchers

of this study used survey questionnaires as the major instrument, composed of two parts

– profiles of the respondents, and a ranking scale of the different preferences of students

in considering mathematics as major subject.

The first part of questionnaire was about the student’s profile (name, age, sex,

grade level and strand). The second part of the questionnaire was about the different

preferences of students in considering math as major subject composed of 19 items.

The rating scale used in the questionnaire composed of 5 – strongly agree; 4 –

moderately agree; 3 – agree; 2 – disagree; 1 – strongly disagree.

VALIDITY OF QUESTIONNAIRE

The instrument was submitted to the Research in Mathematics teacher for the

comments and suggestions. Revisions were incorporated by the teacher for the

improvement of the instrument. The instrument was then validated by Dr. Nelia P.

Mananguit, Dean of Student Affairs and Mr. Librado DM. Alcantara, professor of

Research in Mathematics. The 30 students who will not be included as the final

22
respondents will be asked to answer the questionnaires. Their responses will be tested

for reliability.

RELIABILITY OF QUESTIONNAIRE

To build the consistency of the score, the researcher additionally uses reliability.

According to (Creswel, 2012) states reliability refers to the consistency of the score

obtained. It means when the students do test with the same test, the test should yield

similar result. Score should be nearly the same when the researcher administers the

instrument multiple times and at the different times.

To measure the reliability of questionnaire, the researcher uses coefficient alpha

or Cronbach’s alpha to estimate internal consistency. If the items are scored as

continuous variables (e.g., strongly agree to strongly disagree), the alpha provides a

coefficient to estimate consistency of score on an instrument.

The result of reliability for Personal Choice of Cronbach’s alpha is 0.77, for Job

Opportunities is 0.90, and for Social Advantages is 1.53. The instrument is reliable if the

alpha value is more than 0.7. It means the questionnaire is reliable because the alpha

value is greater than 0.7. the reliable can be seen in the table below:

Table 2 Reliability Statistic of Personal Choice

Reliability Statistic
Cronbach’s Alpha N of Items
0.77 6

Table 3 Reliability Statistic of Job Opportunities

Reliability Statistic
Cronbach’s Alpha N of Items
0.90 6

Table 4 Reliability Statistic of Social Advantages

23
 Reliability Statistic
Cronbach’s Alpha N of Items
1.53 7

DATA GATHERING PROCEDURE

The researchers used the questionnaire for the gathering of the desired data.

Researchers presented an introduction about the topic and the main intention of this

research to be discussed with the respondents. Researchers-made-questionnaires were

answered by the selected senior high students of the Talisay Senior High School.

The questionnaires that had been validated by research experts and panelists

had been distributed to the respondents, who answered the respective questions based

on their knowledge. The researchers assured that the data gathered from the

respondents would be treated with confidentiality.

The results were tallied and tabulated according to the frequency of the items

checked by the respondents. After the tabulation, results were interpreted using various

statistical tool.

STATISTICAL TREATMENT OF DATA

For analysis and interpretation, the responses to the terms on the questionnaires

were tallied and recorded accordingly. The following statistical tools were used in order

to arrive at the analysis and interpretation of data gathered.

24
1. Percentage and Rank – This statistical tool was used to answer posited problem

number 1.

f
The Formula is : P= • 100%
n

Where :

P – is the percentage of scores

f – frequency of score

n – total number of samples and cases

2. Weighted Mean – Tis instrumentation was used to weigh the question number 2

being stated in the SOP.

Th Formula is: WM = f1x1 + f2x2 + f3x3 +…+fnxn

f1 + f2 + f3 +…+fn

where:

WM – is the weighted mean of scores

f – frequency of scores

x – data scores

n – total number of samples / respondents

2.1 MEAN

X = 𝞢fx

X - mean of scores

𝞢 - symbol for summation

F - frequency of score

X - score data

25
 N – total number of cases/respondents

3. CHI – SQUARE – this statistical equation was used to respond based on the

inquiry from the SOP number 3.

The Formula is: x2 = ∑ (Of – Ef)2

∑Where:

X2 = Chi – square of significant difference or relationship.

Of – observed frequency

Ef – expected frequency.

∑ - symbol for summation.

26
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

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

whose main objective is to be found out the preferences of students at Talisay Senior

High School considering mathematics as major subject.

More specifically, the researchers sought to answer the following questions:

SUB PROBLEM NO.1. What is the profile of the respondents in terms of:

1.1 Age

Table 5
Distribution of Respondents by Age

AGE F Percentage Rank

16 - 17 19 47.5 2
18 - 19 21 52.5 1
Total 40 100

Table 5 shows the frequency and percentage distribution of the respondents in

terms of age.

It can be gleaned from the above data that the age 18-19 got the highest

frequency of twenty-one (21) or 52.5% followed by 16-17 with frequency of nineteen (19)

or 47.5%.

27
 1.2 Sex

Table 6
Distribution of Respondents by Sex

Sex F Percentage Rank

Male 18 45.00 2
Female 22 55.00 1
Total 40 100

Table 6 shows the frequency and percentage distribution of the respondents in

terms of sex.

Most of the respondents were female with a frequency of twenty-two (22) or 55%,

while male respondents got a frequency of eighteen (18) or 45%.

1.3 Grade level

Table 7
Distribution of Respondents by Grade Level

Grade level F Percentage Rank

Grade 11 21 52.5 1
Grade 12 19 47.5 2
Total 40 100

Table 7 shows the frequency and percentage distribution of the respondents in

terms of grade level.

Majority of the respondents were from grade 11 with a frequency of twenty-one

(21) or 52.5%, while grade 12 respondents were nineteen (19) or 47.5%.

1.4 Strand
Table 8
Distribution of Respondents by Academic Strand

28
 Strand F Percentage Rank
ABM 20 50.00 1.5
STEM 20 50.00 1.5
Total 40 100

Table 8 shows the frequency and percentage distribution of the respondents in

terms of student’s academic strand.

Respondents from ABM strand got a frequency of twenty (20) with a percentage

of 50%, while respondents from STEM strand got a frequency of twenty (20) with a

percentage of 50%.

SUB PROBLEM NO. 2. What prompts the senior high students to consider mathematics

as major subject with respect to:

2.1 Personal Choice

Table 9

Preferences of Respondents in Considering Mathematics as Major

Subject Based on Personal Choice

29
 In Terms of Personal Weighted
Interpretation Rank
Choice Mean
1. I choose this
course 4.48 Strongly Agree 2
because
Mathematics is
something, I’ve
loved all my
life.
2. I was inspired
and motivated 4.35 Strongly Agree 5
by my former
Mathematics
teacher.
3. I find it fun and
challenging to 4.33 Strongly Agree 6
take
Mathematics
as my major
subject.
4. Influence by
my friends or 4.38 Strongly Agree 4
classmates to
take the same
course.
5. Pressure by
my family or 4.40 Strongly Agree 3
relatives who
are happy and
contented with
their Math
profession.
6. I want to
improve my 4.50 Strongly Agree 1
mathematics
skills and
knowledge,
although I’m
not good at it.
Total 4.40 STRONGLY AGREE

Legend:

Scale Weight Interpretation

5 4.20 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

30
 3 2.60 – 3.39 Moderately Agree

2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly Disagree

Table 9 describes the different preferences in considering mathematics as major

subject in terms of personal choice.

Among the indicators, the highest weighted mean was 4.50, the

Improvement of mathematics skills. The second was 4.48, Subject favoritism. The third

was 4.40, Family pressure. The fourth to sixth ranks are as follows: Influenced by peers

(4.38), Inspired by teachers (4.35), lastly, Math as Challenging subject (4.33).

As a whole, references of respondents in considering mathematics as major

subject based on personal choice generated an overall weighted mean of (4.40).

These results are comparable to the study of Wang & Degol (2017), and

Linnansaari et al., (2015). To be engaged in studying math major subjects, students

need to have high levels of interest, skills, and desire for challenges.

2.2 Job Opportunities

Table 10

Preferences of Respondents in Considering Mathematics as Major Subject

Based on Job Opportunities

31
In Terms of Job Weighted
Interpretation Rank
Opportunities Mean
1. It is easy to
find a job 3.98 Agree 1
because Math
is relevant in
science,
business, and
medicine
2. Math majors
easily gets a 3.95 Agree 2
job due to the
practicability of
theories in
Math that can
be used in
coping with the
challenges in
life/work.
3. Math majors
tend to make 3.83 Agree 5
significantly
more money
and get better
jobs than most
other degrees.
4. Side Job
Tutorial 3.88 Agree 4
sessions are
frequent for
Math majors
due to the
existing public
demand of
students who
badly needed
assistance.
5. Mathematics
major covered 3.90 Agree 3
so many
groundworks in
terms of
finance or
engineering
because Math
is extensible.
6. A lot of job
opportunities is 3.70 Agree 6
waiting abroad
for graduates
who takes
Mathematics 32
as major and
offered high
salary grade.
Total 3.87 AGREE
 Table 10 presents the data of preferences of students in considering

mathematics as major subject in terms of job opportunities.

In the composite part, all the indicators were interpreted as Agree. The following

are sequenced according to the highest weighted mean to the lowest: Relevance to

business, science, and medicine (3.98), Practicability of Math theories, (3.95), Flexibility

of Math in finance and engineering (3.90), Side Job tutorial offers (3.88), Chance to

make significantly more money (3.83), and Job Opportunities abroad (3.70)

As a whole, references of respondents in considering mathematics as major

subject based on job opportunities generated an overall weighted mean of (3.87).

It is related to the study of Blotnicky et al. (2018). Without encouragement or

adequate knowledge about the educational and career opportunities that math major

skills enhance, there is a risk that students will dismiss a math-based career path as a

potential option for their future.

2.3 Social Advantages

Table 11

Preferences of Respondents in Considering Mathematics as Major Subject

Based on Social Advantages

33
 In Terms of Social Weighted
Interpretation Rank
Advantages Mean
1. It increases
our ability to 4.60 Strongly Agree 1
collaborate
with people
who have the Ta
same interest
ble in Mathematics 11
to improve our
social skills.
2. It reveals a
hidden pattern 4.50 Strongly Agree 2.5
to understand
math and be
able to critique
the world
around us.
3. It will help
people to be 4.48 Strongly Agree 4
cultured
citizens having
good morals
and admirable
as well.
4. It will develop
my critical 4.45 Strongly Agree 5
thinking skills
so that I can
engage in the
world and feel
empowered.
5. It allows us to
trade some of 4.43 Strongly Agree 6.5
our
mathematical
knowledge
with other
experts and
makes us less
illiterate.
6. It will help in
improving our 4.43 Strongly Agree 6.5
living
standards and
our
relationship
with the people
that surrounds
us.
7. It provides
knowledge that 4.50 Strongly Agree 2.5
lets humans
know how to
reason and
analytically 34
think through
real-life
problems.
Total 4.48 STRONGLY AGREE
conveys the preferences of respondents in considering mathematics as major subject

based on social advantages. The respondents rated all items as Strongly Agree.

The composite result of this section is enumerated from the highest mean to

lowest: Increase in the ability to collaborate with people who shares the same interest in

mathematics to improve their skills (4.60), Reveals a hidden pattern to understand math

and be able to critique the world around us (4.50), Provides knowledge that lets humans

know how to reason and analytically think through real-life problems (4.50), Help people

to be cultured citizens having good morals and admirable as well (4.48), and Develop

critical thinking skills to engage in the world and feel empowered (4.45). Allows to trade

some mathematical knowledge with other experts, and Helps improve living standards

and relationship with the people that surrounds us.

As a whole, preferences of respondents in considering mathematics as major

subject in terms of social advantages generated an overall weighted mean of (4.48).

S.M.Audsley (2019) emphasized that studying mathematics allows people to

understand the world better. It seems obvious, but knowing the nuances behind how

mathematics works can open the eyes of an individual and help them see the world

around them in a new way.

Table 12

Summary of the Preferences of Students in Considering Mathematics as Major

Subject

Variables Weighted Mean Interpretation Rank

In Terms of Personal 4.40 Strongly Agree 2

Choice
In Terms of Job 3.87 Strongly Agree 3

Opportunities
In Terms of Social 4.48 Strongly Agree 1

35
 Advantages
OVERALL 4.25 Strongly Agree

Table 12 presents the summary of the variables based on the preferences of

students in considering mathematics as major subject.

The data clearly reveals that the three variables namely Personal Choice, Job

Opportunities, and Social Advantages described as strongly agree having gained the

following weighted means of 4.48, 4.40 and 3.87 respectively.

SUB PROBLEM NO. 3. Is there significant relationship between their profile and their

preferences for choosing math as major subject?

Table 13
Relationship Between Age and Preference in Considering Mathematics as Major
Subject

Variation df α CHI-SQUARE Remarks Decision

BASIS COMPUTED
Age and 2 0.05 5.991 6.885 Significant Reject Ho
Personal
Choice
Age and Job 2 0.05 5.991 29.974 Significant Reject Ho
Opportunitie
s
Age and 2 0.05 5.991 42.759 Significant Reject Ho
Social
Advantages

Table 13 relays the significant relationship among the variables such as Age and

Social Advantages with computed value of 42.759, Age and Job Opportunities with

29.974, and Age and Personal Choice at 6.885. These variables are beyond their critical

value of 5.991 at 0.05 level of significance.

36
 The null hypothesis is rejected and there was significant relationship between

age and preferences in considering mathematics as major subject.

According to Lockenhoff C.E. (2018), as people aged, they gain life experiences

and knowledge that guides them on what to choose for their future. It’s clear that each

person forms different ideas about what is important, what they want to be, and what will

make them feel best as they grow older.

Table 14
Relationship Between Sex and Preference in Considering Mathematics as Major
Subject

Variation df α CHI-SQUARE Remarks Decision

BASIS COMPUTE
D
Sex and 2 0.05 5.991 40.233 Significant Reject Ho
Personal
Choice
Sex and Job 2 0.05 5.991 1.800 Non- Accept Ho
Opportunities Significant
Sex and 2 0.05 5.991 2.658 Non- Accept Ho
Social Significant
Advantages

Reflected on Table 14 is the result of assessment in terms of sex and

preferences in considering mathematics as major subject.

Each component of preferences was evaluated in terms of sex of the

respondents. There are two components of preferences which does not have significant

relationship with sex, namely, Job Opportunities and Social Advantages. They have

computed values of 2.658 and 1.800 respectively. These variables fall short of their

critical value of 5.991 at 0.05 level of significance. On the other hand, Personal Choice

37
has significant relationship with the subject having a computed value of 40.233. This

variable is beyond its critical value of 5.991 at the same level of significance of the first

two non-significant variables.

The null hypothesis on job opportunities and social advantages are accepted

while the null hypothesis on personal choice is rejected.

Gautam (2015) reveals that the men and women’s personal subject choice is

highly influenced by number of factors such as social class, parents’ occupations,

educational background and subject favoritism.

Table 15
Relationship Between Grade Level and Preference in Considering Mathematics as
Major Subject
Variation df α CHI-SQUARE Remarks Decision
BASIS COMPUTED
Grade Level 2 0.05 5.991 0.010 Non- Accept Ho
and Personal Significant
Choice
Grade Level 2 0.05 5.991 48.754 Significant Reject Ho
and Job
Opportunitie
s
Grade Level 2 0.05 5.991 50.534 Significant Reject Ho
and Social
Advantages

Conveyed in Table 15 is the relationship between grade level and preference in

considering mathematics as major subject.

With a critical value of 5.991 at 0.05 level of significance for all components,

there were two which had significant relationship with grade level, namely, Social

Advantages and Job Opportunities with computed values of 50.534 and 48.754

38
respectively. Meanwhile, Personal Choice had non - significant relationship with the

subject having a computed value of 0.010.

Witko, Bernes,Magnusson and Bardick (2016) studies on senior high students

found out that potential salary, job offers and social skills advantages are variables

contributory to the subject choices of the students.

Table 16
Relationship Between Strand and Preference in Considering Mathematics as Major
Subject
Variation df α CHI-SQUARE Remarks Decision
BASIS COMPUTE
D
Strand and 2 0.05 5.991 0.620 Non- Accept Ho
Personal Significant
Choice
Strand and 2 0.05 5.991 1.985 Non- Accept Ho
Job Significant
Opportunities
Strand and 2 0.05 5.991 2.321 Non- Accept Ho
Social Significant
Advantages

Shown in Table 16 is the significant relationship between strand and preferences.

For this table, there was a common assessment among the respondents.

The computed values are 2.321, 1.985 and 0.620 respectively with critical value

of 5.991 at 0.05 level of significance. The null hypothesis is accepted and there was no

39
significant relationship between strand and preferences in considering mathematics as

major subject.

SUB PROBLEM NO. 4. May the results of the study be implied in the career orientation

program at Talisay Senior High School?

The result of the study based on the significant relationship between age and

preferences of students in terms of personal choice, job opportunities, and social

advantages; sex and preferences of students in terms of personal choice; and grade

level and preferences of students in terms of job opportunities and social advantages

may be implied in the career orientation program at Talisay Senior High School. The

results can be used as basis of creating a career orientation program that will help the

incoming senior high school students to better understand how beneficial it is to take

mathematics as major subject. It would also help the school administration to

emphasized in the career orientation the factors seen by the respondents in this study

that leads them in choosing mathematics as their major subject. It can motivate the

incoming senior high students to also consider mathematics as major subject.

40
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, based on the statistical treatment

of data, the corresponding conclusions, and the recommendations proposed by the

researcher.

SUMMARY OF FINDINGS
The salient findings of the study are as follows:
1. On the profile of respondents.

Data discloses that majority of the respondents were age 18 – 19 with a

frequency of twenty-one (21) or 52.5%, while age 16 – 17 were nineteen (19),

percentage of 47.5%. The data in terms of sex reveals that majority of the respondents

were female with a frequency of twenty-two (22) or 55%, while male respondents were

41
eighteen (18) or 45%. In terms of grade level, it shows that majority of the respondents

were from grade 11 with a frequency of twenty-one (21) or 52.5%, while from grade 12

respondents were nineteen (19) or 47.5%. The data in terms of strand reveals that the

respondents from ABM and STEM strand got the same frequency of twenty (20) with a

percentage of 50%.

2. On the preferences of students in considering mathematics as major

subject.

The data reveals that the three variables namely Personal Choice, Job

Opportunities, and Social Advantages described as Strongly Agree having gained the

following weighted means of 4.48, 4.40 and 3.87 respectively.

3. On the significant relationship between the profile and preferences of

students in choosing math as major subject.

3.1 Relationship Between Age and Preference in Considering Mathematics

as Major Subject

The computed values are 29.974, 42.759 and 6.885 respectively with critical

value of 5.991 at 0.05 level of significance. The null hypothesis is rejected and there was

significant relationship between age and preference in considering mathematics as

major subject.

According to Lockenhoff C.E. (2018), as people aged, they gain life experiences

and knowledge that guides them on what to choose for their future. It’s clear that each

person forms different ideas about what is important, what they want to be, and what will

make them feel best as they grow older.

42
 3.2 Relationship Between Sex and Preference in Considering Mathematics

as Major Subject

There are two components of preference of students in considering mathematics

as major subject which does not have significant relationship with sex, namely job

opportunities and social advantages. They have computed values of 2.658 and 1.800

respectively. On the other hand, personal choice has significant relationship with the

subject. It has computed value of 40.233. These components have critical value of 5.991

at 0.05 level of significance.

Gautam (2015) reveals that the men and women’s personal subject choice is

highly influenced by number of factors such as social class, parents’ occupations,

educational background and subject favoritism.

3.3 Relationship Between Grade Level and Preference in Considering

Mathematics as Major Subject

The computed values are 0.010, 48.754 and 50.534 respectively, with critical

value of 5.991 at 0.05 level of significance. The null hypothesis on personal choice is

accepted while the null hypothesis on job opportunities and social advantages are

rejected.

As the students are promoted into higher grade level, they are pushing

themselves to take major subjects which they believed will give them better job

opportunities, high-grade salary and will let them be a high reputative individual.

3.4 Relationship Between Strand and Preference in Considering

Mathematics as Major Subject.

43
 With a critical value of 5.991 at 0.05 level of significance, all of the components

had non – significant relationship with strand, namely, personal choice, job opportunities

and social advantages with computed values of 0.620, 1.985 and 2.321 respectively.

4. On the findings, may it be implied in the career orientation program at

Talisay Senior High School.

The result of the study may be implied in the career orientation program of

Talisay Senior High School. It will surely be a good help for the school administration.

The significant results of this study can be used as a basis on how to create a better

career orientation program that will emphasize the benefits of considering mathematics

as major subject especially in terms of potential job opportunities and good disposition in

life.

CONCLUSIONS
After thorough analysis of the results which have been summarized in the above,

it is concluded that:

1. Most of the respondents are at the aged of 18 -19 years old and the female

respondents dominated the participation in the study. Majority of the respondents

are from grade 11 of Talisay Senior High School and both ABM and STEM

strand got the same frequency of respondents.

2. The respondents pointed out that they strongly agree to the preferences of

considering mathematics as major subject namely, personal choice, job

opportunities and social advantages. This result implied that the students have

their different preferences why they choose mathematics as major subject based

44
 on their belief, who influenced them, possible job offerings, high grade salary and

secure desirable reputation in the society.

3. As for relationship between the profile of the respondents and preference of

considering mathematics as major subject, there was an established significant

relationship based on the result. There were components were there was non-

significance were found out but the central theme was significance.

4. As for the implication of the result into the career orientation program of the

Talisay Senior High School, it is clear that the result can be implied and used as

a basis to create a well-informed orientation program where good points and

benefits of choosing mathematics as major subject will be emphasized.

RECOMMENDATIONS

Based on the findings and conclusions presented, the following

recommendations are suggested:

1. Conduct studies covering graduating and non-graduating junior high school

students to further enhance the questionnaire that would consider other probable

preferences.

2. Students should be properly guided, taught and assisted from the very young

age for them to undergo necessary preparation to pursue the most appropriate

career for them.

3. There were components in the preferences in considering mathematics as major

subject which had significant relationship and others did not have significant

45
 relationship with the profile of the respondents. The respondents had some

degrees of divergence in their views. But, overall, there was significant

relationship. Hence, the preferences of students change as they are promoted

into higher grade level. From that moment, students are starting to plan what

they want to pursue after they graduated. It is necessary for the parents,

teachers or peers to elaborate the benefits of choosing the right path where lots

of job opportunity and high-grade salary awaits them.

4. Talisay Senior High School must strengthen their marketing strategies such as

conducting career guidance programs among different secondary schools to

enlighten students’ minds with what strand best suits to their skills. Information

seminar must also be developed so that the students may know essential

information regarding careers, personal information awareness and the like.

APPENDIX
46
 BIBLIOGRAPHY

A. ONLINE SOURCES

https://www.researchgate.net/publication/330815017_FACTORS_INFLUENCING_ON_
GRADE_12_STUDENTS_CHOSEN_COURSES_IN_JAGOBIAO_NATIONAL_HIGH_S
CHOOL_-_SENIOR_HIGH_SCHOOL_DEPARTMENT
https://conservancy.umn.edu/bitstream/handle/11299/58517/Lee_umn_0130E_10888.pd
f?sequence=1
https://rdw.rowan.edu/cgi/viewcontent.cgi?article=1146&context=etd
https://www.academia.edu/7482759/Choosing_a_college_major_for
https://files.eric.ed.gov/fulltext/ED560266.pdf
https://www.slideshare.net/rap3r/my-thesis-proposal
https://www.academia.edu/34317011/FACTORS_AFFECTING_THE_CAREER_CHOIC
E_OF_THE_GRADE_12_STUDENTS_1

47
https://www.slideshare.net/DayanaVillanueva4/thesis-chapter-1-to-5
https://www.collegetransfer.net/AskCT/What-is-a-College-Major#:~:text=A%20major
%20is%20simply%20a,level%20work%20in%20one%20subject.
https://www.umassd.edu/fycm/decision-making/process/#:~:text=Decision%20making
%20is%20the%20process,relevant%20information%20and%20defining%20alternatives.
https://www.findlaw.com/education/curriculum-standards-school-funding/school-
curriculum-basics.html#:~:text=School%20curriculum%20refers%20to%20a,needs
%20of%20a%20learning%20community.
https://www.slideshare.net/Henclarke/career-orientation-and-
development#:~:text=Career%20Orientation%20Career%20Orientation%20is%20a
%20career%20development%20instructional%20guidance,meaningful%20and
%20informed%20career%20choices.
https://www.thebalancecareers.com/what-is-career-development-525496
https://courses.lumenlearning.com/collegesuccess2x30master/chapter/career-decision-
making-process/#:~:text=The%20career%20decision%20making%20process
%20requires%20you%20to%20think%20carefully,is%20movement%20in%20the
%20process.
https://files.eric.ed.gov/fulltext/ED529700.pdf
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-0196-x
https://core.ac.uk/download/pdf/249333889.pdf
https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_Final.pdf
https://www.academia.edu/37008859/The_Comparison_of_Senior_High_School_Track_
and_College_Program_Preferences_and_the_Factors_Affecting_College_Course_Decis
ion_of_Selected_ABM_Students_of_the_Polytechnic_University_of_the_Philippines?
fbclid=IwAR2ujXhriYd2rdJbXSWLLUmMjCi-_YFGXFrK8FUzKPMnGeLhw2UV159VW5E
https://dergipark.org.tr/tr/download/article-file/1193431?
fbclid=IwAR2lKyQ1wab1TF63Lq11IgPnJT_TM4EQGm3qlD7kWx2nPgtD_98pAyjbquk
https://dergipark.org.tr/tr/download/article-file/1193431
https://www.academia.edu/35074962/Factors_Affecting_Grade_10_Students_in_Choosi
ng_Their_Preferred_Tracks_for_Senior_High_School
http://uir.unisa.ac.za/bitstream/handle/10500/23174/thesis_mtemeri_j.pdf?
sequence=1&isAll

48
 SURVEY QUESTIONNAIRE
(For ABM and STEM Students)

Part I. Personal Data

Name (optional): ________________________________________________________
Age: _________________________________
Sex: _________________________________
Year Level: ___________________________

Part II. Students’ Preferences

Please rate the following statements based on the reasons why you choose to
become a Math major student. Check the number at the response that best represents
your perception or opinion about the students’ preferences in choosing Mathematics as
their major subject in college.
When the item is irrelevant or does not apply, or even you are uncertain or don’t
know, leave the answer blank.
5 – Strongly Agree
4 – Agree

49
 3 – Moderately Agree
2 – Disagree
1 – Strongly Disagree

In Terms of Personal Choice 5 4 3 2 1

1 I choose this course because
Mathematics is something, I’ve loved all
my life.
2 I was inspired and motivated by my
former Mathematics teacher.
3 I find it fun and challenging to take
Mathematics as my major subject.
4 Influence by my friends or classmates to
take the same course.
5 Pressure by my family or relatives who
are happy and contented with their Math
profession.
6 I want to improve my mathematics skills
and knowledge, although I’m not good
at it.

In Terms of Job Opportunities 5 4 3 2 1

1 It is easy to find a job because Math is
relevant in science, business, and
medicine
2 Math majors easily gets a job due to the
practicability of theories in Math that can
be used in coping with the challenges in
life/work.
3 Math majors tend to make significantly
more money and get better jobs than
most other majors.
4 Side Job Tutorial sessions are frequent
for Math majors due to the existing
public demand of students who badly
needed assistance.
5 Mathematics major covered so many
groundworks in terms of finance or
engineering because Math is extensible.
6 A lot of job opportunities is waiting
abroad for graduates who takes
Mathematics as major and offered high
salary grade.

In Terms of Social Advantages 5 4 3 2 1

1 It increases our ability to collaborate
with people who have the same interest

50
 in Mathematics to improve our social
skills.
2 It reveals a hidden pattern to
understand math and be able to critique
the world around us.
3 It will help people to be cultured citizens
having good morals and admirable as
well.
4 It will develop my critical thinking skills
so that I can engage in the world and
feel empowered.
5 It allows us to trade some of our
mathematical knowledge with other
experts and makes us less illiterate.
6 It will help in improving our living
standards and our relationship with the
people that surrounds us.
7 It provides knowledge that lets humans
know how to reason and analytically
think through real-life problems.

CURRICULUM VITAE

JERICK ARELLANO
151 A Mabini St., Talisay, Batangas
Mobile #: 09065537188
E-Mail Add: jerickarellano@gmail.com

EDUCATION

Bachelor of Secondary Education Major in Mathematics

Tanauan Institute,
Tanauan City, Batangas
June 2018 up to present

Secondary
Talisay Polytechnic Institute
Banga, Talisay, Batangas
March 2013

Elementary
Venancio Trinidad Sr. Memorial School

51
 Talisay, Batangas
March 2009

SKILLS

Singing

REFERENCES

Nelia A. Managuit Ed. D

Dean of Graduate Studies, Tanauan Institute

CURRICULUM VITAE

MA. EMEREN R. BALBA

Barangay Sampaloc, Talisay Batangas
Mobile #: 0930 0543 570
E-Mail Add: emerenramos18@gmail.com

WORK EXPERIENCE
Company: EPSON Precision Philippines Inc.
Address: Lima Technology Center, Lipa City, Batangas
Position: Production Operator
School Year: August 27, 2013 to January 29, 2014

EDUCATION
Tertiary
Bachelor of Secondary Education – Mathematics
Tanauan Institute Inc.
Tanauan City, Batangas
June 2018 up to present

52
 Vocational
Computer Literacy Training Program
University of Batangas
Hilltop Road, Batangas City
January 13, 2013 – April 21, 2013

Secondary
San Pascual National High School
Poblacion, San Pascual Batangas
March 2012

Elementary
Bauan East Central School
Bauan, Batangas
March 2008

SKILLS
Computer Literate
Singing
Dancing

REFERENCES

Nelia A. Managuit Ed. D

Dean of Graduate Studies, Tanauan Institute

53