Factors Affecting Students

CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
In recent year, computer technology has been
increasingly utilized for educational purposes. Within the
environmental condition that the speed and substructure of
internet networks, and digital technologies rapidly changes
and improves, technology cannot be considered separated from
education. (Semiz, 2011)
This era seems to be relying more on different
technologies. Technology is everywhere, and it makes our life
easier. Different gadgets, machineries and technologies are
being discovered and invented. People mostly relies on what
technology can do. Instead of going to library and look for
a book, they can just browse it in the internet. Instead of
going to mall to buy clothes or food, they can just order it
online and pay someone to deliver it. In school, students can
easily do their paperwork’s by the help of personal computers
and laptops. For undergraduate students or even out of school
youth, they can still learn something if they will be
searching tutorials online. Technology is powerful and
useful. Someone can look for a job online rather than roaming
around. With the implementation of Senior High School as a
1
part of Enhanced Basic Education Curriculum (K-12), the
number of schools which offered computer-related courses are
rising.
Some example of computer related courses are Information
Communication Technology or ICT and Computer Programming.
These courses are under the Technical Vocational Livelihood
or TVL Track that is offered among Senior Hugh School
Students. But not all schools are offering computer
programming. These course needs instructors who are capable
and teach well. If possible, the school are looking for
National Certificate (NC) holder or a passer in TESDA Training
to be their instructor. Basically, it is limited and offered
only in IT schools such as AMA, STI, TESDA etc.
Computer Programming is the process of designing and
creating an executable computer program for accomplishing a
specific computing task. Programming includes task such as
analysis, generating algorithms, profiling algorithms
accuracy and resources consumptions, and the implementation
of algorithms is a chosen programming language. Some example
language used in making a program are; JavaScript, C++, Python
etc.
“Information Technology (IT) education in Thailand has
been popular over the decade. This makes the large increase
2
in the number of Information Technology Curricula in both
public and private universities across the country. Many
students are interested to enter IT Program following the
trend of technology. At the present time, female students who
studied in IT field are lower than those of male students,
although total numbers of female students are exceed that of
male as the overall undergraduate level. Statistically, the
situation of Thailand on this regard are still better that
those of western region especially United States of America.”
(Watanapa, et al. 2012) Mostly, there are few females
attempting to take IT. Commonly enrollees in IT are male, so
gender differences have a big factor in choosing a course.
Students choose IT also because they want to interact more
often to the computer, for them to browse and discover it by
themselves.
Computer programming skills constitute one of the core
competencies that graduates from many disciplines, such as
engineering and computer science, are expected to process.
Developing good programming skills typically requires
students to do a lot of practice which cannot sustain unless
they are hot as high as other country have, that’s why TESDA
and other IT schools are trying their best to teach and to
produce IT and Programmers. Some IT graduates and programmers
are looking for a job and opportunity outside the country,

3
rather than studying in the Philippines to teach and train
new IT student. Well salary is one of the reasons why other
IT graduates and even Programmers wants to seek job outside
the country rather than working inside the Philippines.
“I’ve really longed to be a programmer since I’ve first
held a keyboard, whether the language maybe C++, JavaScript
or Python. According to the advice to most programmer, a lot
of them are Physics and Math grads. I hoped to apply for
either of them once I enroll. My parents aren’t completely
against it, but they are worried for my job security, since
those courses are a tad bit ambiguous, they keep recommending
new more common courses like H.R.M. engineering or some
Business course. I understand their concern, but I honestly
don’t want to give in, I’d rather be doing the things I love
rather than be rich. I’ve been told that I should take IT and
Computer Science, but I’m not too sure about that field I’ve
been told that Physics and Math will give me better
opportunities in the future.” As stated by Erokitsume, 3 years
ago. In choosing a course, it is better to think of it more
over and over until you realize what really suits your skills.
Some may choose a course that they want and really suit them.
Like in Computer Programming, other people might think that
this course is not easy, even though computer programming is
hard to study, there are some who still choose this as their
4
course because this is what they want and think that really
suits their skills. In choosing a course or choosing between
other things, always remember the phrase “To do what you love
and love what you do.”
Computer related courses has a big advantage unlike to
some other course. Courses which is computer-related can be
learn alone. They can just browse and do research online.
They can make program, learn to code, design a web page,
create a website etc. by means of self-learning and online
tutorials. Unlike other courses, student need to attend
school every day to learn. Aside from it can be learn online,
this can help someone to be more computer literate. Other
strands are focusing and dealing with paper works not like
computer-literate courses, you can discover it by yourself.
Students are enjoying using and interacting with computer.
They have practicum and actual hands on training that’s why
they can have a good and proper training. These following are
some reasons and advantages of computer-literate courses
offered. They can also be the reason why they are lots of
students planned and still planning to take computer-literate
courses.
This research aimed to know the factors affecting
programming students in choosing computer programming as a
5
course. It answers the questions like; What affects you to
choose Computer Programming? What does computer programming
have that engage you to choose this as you course? Who
influence you to take this course? This research aimed to
know some remedy or recommendation to address this problem.
Setting of the Study
ACLC College of Iriga rests as its commitment to service
to clients through the provision of our environment where
there would be opportunities to relate theories and knowledge
to practical training and dedicates itself to the molding of
future professionals in attaining a dream, to take an active
role in education and training of the students through
continuous Innovation of education programs and evaluation of
industry needs.
The ACLC College of Iriga City is located at 2nd Floor
JASACA Center Highway 1, San Miguel Iriga City and compose of
64 faculty and 754 students in all strand and headed by Mrs.
Emmalyn P. Sirios. The ACLC College build of extension or
ANNEX located near at University of Northeastern Philippines,
San Miguel, Iriga City. It was first begin on March 6, 1997,
under the Direct Supervision of Maria Co Say Litam as Managing
Director.
6
Figure 1
Map of the Setting of the Study
7
Statement of the Problem
This study aimed to find out the factors that affects
Programming students in choosing Computer Programming as
their courses. This study answers the following questions:
1. What is the demographic profile of the respondents, in
terms of:
a. Age
b. Gender
c. Educational attainment of parents
d. Monthly income of parents?
2. What are the factors affecting Programming students in
choosing Computer Programming as their course?
3. What are the problems encountered among Programming
students in choosing Computer Programming as their
course?
4. What are the suggested solutions or recommendations that
can help Programming students in choosing Computer
Programming as their course?
8
Assumptions of the Study
The following assumptions are made regarding this study:
1. That the respondents’ profile may vary in terms of age,
gender, educational attainment of parents and monthly
income of parents.
2. That there are factors affecting Programming students in
choosing Computer Programming as their course.
3. That there are problems encountered among Programming
students in choosing Computer Programming as their
course.
4. That there are suggested solutions or recommendations
that can help Programming students in choosing Computer
Programming as their course.
Significance of the Study
The result of the study helped to identify what actions
should be done to help students in choosing their course. The
mostly benefited by this is the ACLC College of Iriga City.
Through proper Career Guidance counseling that will give
appreciation to the formality.
This study is vital further enough to enlighten the
readers to have a proper guideline in choosing a course that
9
they will be taking up. Moreover, this could contribute to
and offer new knowledge and ideas in this area:
To the Students. This research can help them become more
aware is their chosen course. This study will be essential to
them because they will be aware of what course they are taking
up and what are the problems encountered when choosing a
course.
To the Parents. This study will show them on what are
the basis, factors and problem encountered of their child or
students in deciding of the course that they will be taking
up so that they can help them to choose the right track you
for them. The factors can help parents to understand why they
child choose Computer Programming as their course.
To the Teachers. The research will help them to be aware
of what are the reason of Programming Students in choosing
Computer Programming so that they can meet the student’s
expectation about the course.
To the School Administration. The findings of this study
will show them how many enrollees are there in the field of
Computer Programming. The results will help them to decide
whether they will still offer this course in school.
10
To the Computer Companies. The result of this study will
help Computer companies to know if there are still some who’s
interested in taking Computer Programming and Information
Technology as their course and future job. It will help them
to be aware that there are some Programming Students who can
be a part of their Companies.
To the Readers and Future Researcher. This research will
serve as a guide or framework that could contribute additional
information and ideas to improve this undertaking. It will
give them some solutions and strategies to give them hope and
their recommendation and benefit.
Scope and Delimitations
The main concern of this study is to discover and
investigate the factors affecting the Senior High School
Programming students in choosing computer programming as
their course in ACLC College of Iriga, School year 2018-2019.
The topics that will be discussed in this study are the
Demographic profile of the respondents the factors affecting
programming students in choosing computer programming as
their course, the problems encountered in choosing computer
programming as a course and the suggested solution or
recommendation that will help programming students in
choosing computer programming as their course.
11
This study is limited to participants belonging to the
said population only. Awarding incentive training credit for
the non-programming students may not be an effective
incentive for them to participate since they lack the
requirements needed for a participant of this study.
12
NOTES
Lenox, et. al (2012). “Factors Influencing Students’
Decisions to Major in A Computer-Related Discipline”,
Information System Education Journal (ISEDJ).
Arcilla, Badong, Nueva, Floriano, Zuñiga (2018). “Level
of Competency on Microsoft Office among Senior High School
Students”.
Watanapa, et. al (2012), “Factors Affecting Students
intention to choose IT Program”.
Prime, SB (2017). “Top 5 reasons to study information
technology”.
https://searccio.techtarget.com/definition/ICT-
information-and-communications-technology-or-technologies
www.sciencedirect.com
https://www.pressheader.com/philippines/sunstar_pamang
a/20160215/381608124487917
https://www.franchiseindia.com/education/Effectiveness
-of-ICT-in-Education.loss
13
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents and discuss the various theories,
concepts, research findings, and output from both foreign and
local perspectives which are relevant and supportive to the
proposed study.
Foreign Literature
According to Erin (2008), attitude is equally as
important as ability. (Erin N. Goodykoontz, 2008). Popham
(2005), suggest that student attitude towards a subject lead
to academic success in that subject. Researchers have also
found that self-efficacy is one of the factors that influence
students in acquiring programming skills.
It is true that not all students who choose Computer
Programming are goof in making a program. Some students pursue
to take this course without advance knowledge, but with the
eagerness to learn. By means of dedication and working whole
heartedly, there’s no impossible for them to learn it.
As stated by Biggs (1978), teaching a programming
language has been challenge in the classroom. The learning
curve is a step function for many students, such students
struggle to assimilate the concepts involved in early stages,
making a little progress and becoming more and more confused,
14
until all of a sudden, the “penny drops”. Overcoming this
step id crucial; sadly, some students never make it, either
falling or withdrawing.
In choosing a course, it is best to consider your
passion. Think first if Computer Programming will suit you.
Some students that their course is easy to study and because
of that, the reality didn’t match their expectations. That’s
why, some failed and worst, some tend to shift and withdraw.
According to Palouja, et al (2014), In order to increase
students’ interest in ICT, interventions at the educational
level should be developed. The effect of ICT lessons in
schools maybe one possible reason for students’ interest in
ICT, and thus it is important to ask student candidates what
influenced their choice to study ICT.
Foreign Studies
Carter (2006), in his study, he conducted a research to
test a number of hypotheses. Among them was that students,
regardless of gender, do not pursue education in computing
fields because they have no information or incorrect
information about what the study of computing involves and
what sorts of careers are available to computing
professionals.
15
The studies show that 1) students who choose not to major
in CS because they have incorrect or no perception of what CS
is, and 2) one of the reasons for this ignorance is the lack
of CS education available to or required of high school
students beyond the realm of computer applications. Having a
well-structured facility will help students to decide whether
or they will continue pursuing computer related courses. The
more ventilated the facilities to work on, the more productive
the students will be.
In a study performed by Serapilgia and Lenox (2010) six
themes identified as factors that affect the decision of women
to enter into and complete, or leave a course of study in
Information Science programs. These themes were: 1) Influence
by male role models; 2) positive introduction to
computers/technology in home and school; 3) a natural
affinity for problem solving; 4) early positive exposure to
computers/technology; 5) meeting the challenges of a dynamic
field; and 6) greater opportunity for higher salaries. One of
the strongest themes found by the researchers was influence
of a male role model; only 2 out of 25 students mentioned a
female influence. Many respondents mention that they enjoyed
puzzles and solving problems. They also were influenced by an
exposure to technology at home, school, and/ or in workplace.
16
Local Literature
As stated by Castillo, et.al (2010), “Some parents think
that they suggest to their children in what course to pursue
is better, yet they tend to ignore what their children desire.
Other factors include; financial stability, university
prestige and of course, practicality. And because of these,
some students graduate in course they do not really like. On
the other hand, others pursue their desired course with no
doubt, and they were able to graduate with high spirits.
Decision making is a way of setting one’s mind to choose
amidst the possibilities to satisfy man’s ease. This is true
that good decision-making is an essential skill for career
success generally and effective leadership particularly. It
is true that for an individual to be successful, the person
must possess good decision-making.
As stated again by Castillo, et.al (2010), Peer pressure
becomes a factor in career decision making because
individuals who are closely involved with their friends tend
to be involved in the decision of their friends. Sometimes
peers influence others to take that certain course because
they think that it is better for them to take that particular
course. As a result, the choice they made is not suited for
them.
17
Getting along with others is in some ways related to the
preceding one, because the way people feel about themselves
influences the way others feel. If they feel friendly and
self-confident, others are likely to look at the same way.
Most young people want very much to be liked and to be
included in activities of the groups that interest them.
(Robert H. Seashore (1962), Your Goals and You: A Guidance
Handbook, Science and Research Associates, USA).
Local Studies
In a study perform by Castillo, et.al (2010), they
conclude that: 1) one of biggest problems of a particular
graduating high school student is to decide on what course
they will take in college. Accepting the fact that there are
more factors that affects their decision. The factor that
affects the most with regards to college course decision-
making is the financial stability of the family. With this,
the students find it complicated to decide whether to go for
the course that he or she desires or to go for the course
that his or her family can afford. 2) Money is the greatest
obstacle that serves as a hindrance on the path of a student.
Most of the students motive themselves to take a specific
course by their trust on themselves and their family members
that they can really achieve it. 3) Students’ have the
18
potential to pursue their career because the skill they have
is appropriate for their course.
In this study, it shows that some students considered
their financial stability rather than their potential in a
specific course. It somehow true that it is difficult to take
a course that doesn’t suit the students’ ability and skill
just because the family who will provide the needs is lacking
in financial support. There are some courses that need a large
amount of financial assistance in order to study and learn
well about the course. And this is one of the factors that
affect a student in choosing a course.
Synthesis of the State-of-the-art
Each literature and studies come from literature,
articles, thesis-dissertations, and post research studies
that are related to our study.
Some researcher investigated students’ decision making in
choosing a course in school. Other researcher used pre-course
questionnaire with close-ended questions. And some used web-
based programs.
In identifying the included participants, the
researchers will use simple random sampling. The preceding
pages convey a resemblance that decision making is logical
19
way of setting one’s mind to choose amidst the possibilities
to satisfy man’s ease. Relating to the subject matter, the
students, abilities make a great impact on their decision
regarding which course they will go for.
Gap Bridge by the Study
In the review of related literature and studies, all
literature and studies were centered on the different
perceptions and reasons in choosing Computer Programming,
Information Communication Technology (IT), and either
Computer Science (CS).
After all, reviewing all the related literature and
studies, it was found out that there is no study in ACLC
College of Iriga that is the same about “Factors affecting
their course”. We claim to be the first researchers conducting
a survey about it. And that is the gap we wish to bridge.
Theoretical Framework
The failure rates in programming course at the
university level are evidence to the fact that learning to
program is a difficult task, in spite of research on factors
that influences the enrollment and success of a students in
programming, it is still not fully understood what makes
20
Computer Programming easy for a very little number of
students, but difficult and frustrating for others.
Hostile Environment and Culture. This can help them to
decide if they will be taking computer related courses like
Computer Programming. Since, the gender difference has a big
role in choosing a course. As stated by Frenkel (1990) that
girls and women are ill at ease in a field that seems to
encourage “highly focused, almost obsessive behavior” and
also women have few role models because of the small number
of female computer science professors. This is related to the
case of enrollees in ACLC College of Iriga, Computer
Programming students. Majority enrolled in this field are
males.
Self-Efficacy Theory. According to Bandura (1986), self-
efficacy is the way people behave is determined by their
perception of how skilled, competent, and efficacious they
are. “Males tend to seek out interaction with computers
(through curricular and extra-curricular classes and
informally in video arcades) thereby creating opportunity for
successful performance on machine.” (As cited by Miura, 1987,
p. 305).
Previous Computer Experience Theory. It shows that some
research suggests that there are significant differences
21
between males and females in their experience with and
attitude towards computers as well. Other studies’ findings
agree that women’s lack of prior computer experience puts
them at a disadvantage in introductory Computer Science
courses (Liu & Blanc, 1996; Sackrowitz & Parelius, 1996).
In these theories, it shows that males are much more
addicted to online games and computers than females. There
are seldom of females who can create programs and are fan of
playing computer games.
The theoretical paradigm shown on the next page.
22
PREVIOUS
HOSTILE SELF- COMPUTER
ENVIRONMENT EFFICACY EXPERIENCE
AND CULTURE THEORY
(Taylor,
(Frenkel, (Bandura, H., &
1990) 1977) Mounfield,
L. 1991)
Factors Affecting Programming Students in choosing

Computer Programming as their Course.
Figure 2
Theoretical paradigm.
23
Conceptual Framework
The inputs are the selected students of ACLC College of
Iriga City. The main respondents for this study came only
from Programming students. They answered a questionnaire
prepared by the researchers.
The researcher used the descriptive survey method of
questionnaire. The data gathered will be analyzed using
simple statistical tools which were for purposive sampling.
The result of the output identifies the factors that
affect Programming students in choosing Computer Programming
as their course. It shows the possible solutions that can
help students in choosing their course. One of the possible
solutions will be a proper Career Guidance counselling that
will help students in deciding a course.
The conceptual paradigm shown on the next page.
24
PROCESS
INPUT OUTPUT
• Factors
Affecting
Programming
• Factors
Students in
Affecting
choosing
Programming
Computer
Students in
• Descriptive Programming
choosing
Method of as their
Computer
Research Course
Programming
as their • Questionnaires • Possible
Course solutions
• Frequency
that can
• Selected Count
help
students of
students in
ACLC College
choosing
of Iriga
their
Inc.
Course
(Career
Guidance)
FEEDBACK
Figure 3.
Figure 3.
Conceptual Paradigm.
25
Definition of Terms
The following term taken from this study were defined in
the purpose of better understanding and clarity in the context
of the research.
Self-efficacy. Is defined as people's beliefs about their
capabilities to produce designated levels of performance that
exercise influence over events that affect their lives. Self-
efficacy beliefs determine how people feel, think, motivate
themselves and behave. Such beliefs produce these diverse
effects through four major processes. They include cognitive,
motivational, affective and selection processes.
Acquire. To come into possession or ownership get as one's own
Programming. Is the implementation of logic to facilitate
specified computing operations and functionality. It occurs
in one or more languages, which differ by application, domain
and programming model.
Computer Programming. The process of developing and
implementing various sets of instructions to enable a
computer to do a certain task. These instructions are
considered computer programs and help the computer to operate
smoothly. The language used to program computers is not
understood by an untrained eye. Computer programming
26
continues to be a necessary process as the Internet continues
to expand.
Eagerness. Is a characteristic of being excited and prepared
to do something. Shooting your hand in the air and shouting,
"Me! Me!" when your teacher asks for a volunteer is a good
way to show your eagerness.
Dedication. Are a name and often a message prefixed to a
literary, musical, or artistic production in tribute to a
person or cause
Computer programming languages. Allow us to give instructions
to a computer in a language the computer understands. Just as
many human-based languages exist, there are arrays of
computer programming languages that programmers can use to
communicate with a computer. The portion of the language that
a computer can understand is called a “binary.” Translating
programming language into binary is known as “compiling.”
Each language, from C Language to Python, has its own distinct
features, though many times there are commonalities between
programming languages.
Assimilate. To absorb into the cultural tradition of a
population or group
27
Passion. The state or capacity of being acted on by external
agents or forces
Expectation. The act or state of expecting : anticipation
Computing field. Has grown enormously since its inception in
the 1930s. It began with the marriage of mathematical logic
and digital electronics. It has matured into a complex of
fields gathered under the large umbrella called computing (in
the United States), informatics, and sometimes information
technology (IT).
Computer Professionals. A person who has undergone training
in a computer-related field’s colleges, universities and
computer institute
Perception. Is the ability to capture, process, and actively
make sense of the information that our senses receive. It is
the cognitive process that makes it possible to interpret our
surroundings with the stimuli that we receive throughout
sensory organs. This important cognitive ability is essential
to our daily lives because it makes it possible to understand
our surroundings.
Ventilate. To provide (a room, mine, etc.) with fresh air
in place of air that has been used or contaminated.
28
Decision-making. Is regarded as the cognitive
process resulting in the selection of a belief or a course of
action among several alternative possibilities. Every
decision-making process produces a final choice, which may or
may not prompt action.
Financial stability. Can be defined as “a condition in which
the financial system is not unstable". It can also mean a
condition in which the three components of the financial
system -- financial institutions, financial markets and
financial infrastructure are stable.
Prestige. Reputation or influence arising from success,
achievement, rank, or other favorable attributes.
Practically. Is the aspects of a situation that involve the
actual doing or experience of something rather than theories
or ideas.
Peer. One that is of equal standing with another: EQUAL
Hindrance. The state of being interfered with, held back, or
slowed down: the state of being hindered
Potential generally. Refers to a currently unrealized
ability. The term is used in a wide variety of fields,
from physics to the social sciences to indicate things that
are in a state where they are able to change in ways ranging
29
from the simple release of energy by objects to the
realization of abilities in people.
Efficacious. A capable of having the desired result or
effect; effective as a means, measure, remedy, etc.
Ignorance. Is a lack of knowledge. The word ignorance is an
adjective that describes a person in the state of
being unaware, and can describe individuals who deliberately
ignore or disregard important information or facts, or
individuals who are unaware of important information or
facts. Ignorance can appear in three different types: factual
ignorance (absence of knowledge of some fact), objectual
ignorance (unacquaintance with some object), and technical
ignorance (absence of knowledge of how to do something)
Computer Applications. Is one of several academic events
sanctioned by the University Interscholastic League Computer
Applications is designed to test students' abilities to use
word processing, spreadsheet, and database applications
software, including integration of applications. It
is not the same as the Computer Science contest, which tests
programming abilities.
Information and communications technology (ICT). Refers to
all the technology used to handle telecommunications,
broadcast media, intelligent building management systems,
30
audiovisual processing and transmission systems, and network-
based control and monitoring functions.
Computer Science. Is the study of computers and computational
systems. Unlike electrical and computer engineers, computer
scientists deal mostly with software and software systems;
this includes their theory, design, development, and
application.
Gender difference. Is due to nurture, and a sex difference is
due to nature. Well, not really so neat after all. Let me
argue that both of these august organizations are deeply
confused about gender differences (or did I mean sex
differences?). As I have suggested previously, "nature vs.
nurture" is a deeply misleading and false distinction. And
yet here are two highly influential organizations that have
made the egregious error of making a false distinction that
leads only to confused thinking.
Competent. Having the capacity to function or develop in a
particular way
31
NOTES
Biggs, J. (1978). Individual and Group Learning

Difference Study Process. British Journal of Educational
Psychology, 48,266-78.
Carter, L. (2006). Why students with an apparent
aptitude for computer science don’t choose to major in
Computer Science. SIGCE’06 Proceedings of 37th SIGCE technical
Symposium on Computer Science education, ACM SIGCE Bulletin,
vol.38,Issue 9, ISBW: 1-59593-259-3.
Erin N. Goodykoontz (2008). Factors that affect College
Students Attitude toward Mathematics.
Popham (2005). Student’s attitude Count. Educational
Leadership, pp. 84-85.
Palouja, et.al (2014). Why students choose to study
Information and Communication Technology. Procedia-social and
Behavioral Sciences 00 (2014) 000-000.
Castillo, et.al (2010). The factors that Affect
Students’ Decision in choosing their College courses.
Srapiglia, C. and T.L.Lenox (2010). Factors affecting
women’s decision to pursue on IS Degree: A case study,
Information Systems Educational Journal, 8 (12).
Frenkel, K.A (1990, November). Women and Computing.
Communications of ACM, 33, 34-46.
Bandura, A. (1986). Social foundations of thought band
action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice-Hall.
Liu, M. & Blanc, L. (1996). On the retention of female
outer sciences students, SIGCE-Bulletin: The preceding’s of
Twenty-Seventh SIGCE Technical Symposium on Computer Science
Education, 28, 32 - 36.
Miura, I.T (1987). The relationship of computer self
efficiency expectations to computer interest and course
enrollment in college, Sex Roles, 16, 303-311.
32
Sackrowitz, M.G & Parelius, A.P (1996). An unlevel
playing field: Women in the introductory Computer Science
courses.
Taylor, H. & Mounfield, L. (1991).An analysis of success
factors in college Computer Science: High School methodology
is a key element. Journal of Educational Computing Research,
11,291-306.
http://isedj:org/8/12.ISSN: 1545-679X
33
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter includes the research design used, the
participants involved, the sources of data, the instruments
used, the process of data gathering method and statistical
treatment applied.
Research Design
This research used descriptive survey method. The
process of descriptive research goes beyond mere gathering
and tabulation of data. The questionnaire was prepared by the
researchers to gather the data needed to determine the factors
affecting Programming students in choosing Computer
Programming as their course.
Sources of Data
This research has two sources of data. The first sources
of data will be from the response of the respondents to the
questions in the given questionnaire. The secondary data are
taken from the journals, books, online thesis and internet
research that serve as a basis and related literature and
studies that will make this research strong and valid.
Respondents of the Study
The respondents of the study are the senior high school
Programming students of ACLC College of Iriga, Inc. and were

34
enrolled for the academic year 2018-2019. In order to
calculate the total respondents of the study the researcher
use Slovin’s formula. The overall respondents of this study
are 65 students enrolled in Grade 11 and Grade 12 Programming.
In identifying the included participants, the researchers
used simple random sampling wherein respondents are all
selected randomly from the population. They serve as the
representative of the whole population.
Formula:
𝑁
n =
1+𝑁𝑒 2
Where:
n = total samples
N = total population
E = margin of error
35
Solution:
𝑁
n = 1+𝑁𝑒 2
78
= 1+78(0.0025)
78
=
1+0.195)
78
= 1.195
= 65.27 65 No. of respondents
Table A
Respondents of the Study
STRAND FREQUENCY PERCENTAGE
Grade 11-Programming 27 41%
Grade 12-Programming A 23 36%
Grade 12-Programming B 15 23%
TOTAL: 65 100%
Research Instrument
The main instrument that used in this study is a utilized
questionnaire, which consisted of four parts. Part I refers
to the demographic profile of the respondents.
36
Part II refers to the factors affecting Programming
students in choosing Computer Programming as their course.
Part III refers to the problems encountered by the
their course.
Part IV. refers to the suggested solutions or
recommendations that can help Programming students in
Validation of Research Instrument
To prove that the instrument that was used is valid, the
researcher also gave a sample questionnaire to Senior High
School Students of Santiago Integrated School, Santiago,
Iriga City. The students answered the sample survey
questionnaire and they will gain new knowledge which could
help themselves in choosing the right course that will suit
to them.
Data Gathering Procedure
Prior to the administration of the survey, the
researcher first sought permission from the research
instructor as a matter of courtesy. Upon the approval of the
request, the researcher distributed the questionnaires to the
selected respondents from Programming students of ACLC
37
College of Iriga, Inc. As soon as the questionnaire are
collected, the result is tallied, tabulated, and interpreted.
Statistical Tool
To answer the problem of this study, the following
statistical tools is used to analyze and interpret the outcome
of the conducted research.
To determine the demographic profile of the respondents
in terms of age and gender, frequency count and percentage is
used.
Frequency count is a measure of the number of times that
an event occurs. Percentage is taken from dividing the
frequency of an answer by the total number of respondents.
Formula:
P = F/N x 100
Where:
P = percentage
F = frequency
n = number of respondents
38
Weighted mean for each item of the questionnaire may be
interpreted using the following description for the different
ranges of mean using the Likert’s Scale.
Rating/Scale Adjectival Interpretation
Indicators SOP 1 SOP 2 SOP 3
Strongly Strongly Always

3.25 – 4.00
Agree Recommended Encountered
Sometimes Sometimes
2.50 - 3.24 Agree
Recommended Encountered
Rarely Rarely
1.74 – 2.49 Disagree
Recommended Encountered
Strongly Never Never

1.00 – 1.73
Disagree Recommended Encountered
39
NOTES
Slovin’s Formula: What is it and When do I use it ?

Research Action retrieve from:
https://www.statisticshowto.datasciencecentral.com/how-to-
use-slovins-formula/
40
CHAPTER IV
PRESENATION, ANALYSIS AND RECOMMENDATION OF DATA
This chapter presents the tabulation of the data
gathered, findings, analysis and interpretation. The
Presentation follows the sequence of the problem posed in
Chapter 1.
I. Demographic Profile of the Respondents
Presented in Table 1 is the frequency count and
percentage distribution of the selected profile variables,
presenting the data in terms of; age, sex, family monthly
income, and educational attainment of parents.
Table 1
Demographic Profile of the Selected Grade Programming
Students in ACLC College of Iriga, Inc.
Indicators Frequency (f) Percentage (%)
Age
15 – 16 y/o 10 15.39%
17-18 y/o 42 64.61%
19-20 y/o 13 20%
TOTAL 65 100%
Sex
Male 40 61.54%
Female 25 38.46%
41
TOTAL 65 100%
Family Monthly Income
1,000 – 5,000 31 47.69%
5,000 – 10,000 16 24.61%
10,000 – 15,000 12 18.46%
15,000 – 20,000 5 7.70%
20,000 and above 1 1.54%
TOTAL 65 100%
Educational Attainment
of Parent
a. Mother
College Graduate 29 44.62%
High School Graduate 28 43.07%
Elementary Graduate 4 6.15%
Illiterate 0 0
College Undergraduate 3 4.62%

High School
1 1.54%
Undergraduate
Elementary
0 0
Undergraduate
TOTAL 65 100%
a. Father
College Graduate 23 35.38%
High School Graduate 31 47.70%
Elementary Graduate 4 6.15%
42
Illiterate 0 0
College Undergraduate 5 7.69%

High School
1 1.54%
Undergraduate
Elementary
1 1.54%
Undergraduate
TOTAL 65 100%
a. Age
As shown on the table 1, out of 65 respondents, 17
to 18 years of age has the highest frequency count of 42
with a percentage of 64.61%. Next to it are ages ranging
from 19-20 years old with a frequency count of 13 with
a percentage of 20%. While the ages ranging from 15 to
16 years of age got the lowest frequency count of 10
with a percentage of 15.39%.
This shown that majority of the respondents are 17
to 18 years of age and their age are in line with their
year in attending senior high school.
b. Sex
In terms of sex, majority of the participants are
male with a total of 40 or 61.54% as compared to female
participants with a total of 25 or 38.46%. This is
43
possible since most of the Programming students in ACLC
College of Iriga, Inc. are comprised of male students
c. Monthly Income
In terms of family monthly income, 31 or 47.69% of
have a family income of Php1,000 -Php5,000. While only
or 1.54% has a family monthly income of Php20,000 and
above. With this it can be attributed that most of the
participants belong to low-income earners.
d. Educational Attainment of Mother
In terms of educational attainment of mother,
College graduate got the highest frequency count of 29
with a percentage of 44.62%. Next to it are High School
graduate with a frequency count of 28 with a percentage
of 43.07%. While only 1 or 1.54% is a High School
undergraduate.
e. Educational Attainment of Father
In terms of educational attainment of father, High
School graduate got the highest frequency count of 31
with a percentage of 47.70%. Next to it is the College
graduate with a frequency count of 23 with a percentage
of 35.38%. While there are 1 or 1.54% High School
undergraduate and Elementary undergraduate.
44
II. Factors affecting Programming students in choosing
Computer Programming as their course
In this section, it discussed the findings and analysis
of the different factors affecting programming students in
choosing computer programming as their course. The
calculation, tabulation and interpretation are shown below.
Table 2
Factors affecting Programming students in choosing Computer
Programming as their course
Factors in choosing Computer Weighted

Interpretation
Programming Mean
Interest 3.25 Strongly Agree
Having a personal computer 3.06 Agree
Personal Choice 3.15 Agree

It is fun to create program
and to create things out of 3.1 Agree
nothing within computers
Peer Influence 2.59 Agree
No other choices 2.26 Disagree

Like solving problems and
3.08 Agree
helping people
Had a good future and job
3.2 Agree
security
High School teacher’s advice 3.21 Agree
Already have experienced
2.64 Agree
about computer programming
General Weighted Mean 2.95 Agree
45
Legend:
Range Interpretation
3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.74 – 2.49 Disagree
1.00 – 1.73 Strongly Disagree
In terms of factors affecting programming students in
choosing computer programming as their course, the factors
that really affects them in choosing this course is their
interest towards the course with the highest weighted mean of
3.25 and interpreted as Strongly Agree. Next to it is the
High School teacher’s advice with a weighed mean of 3.21 and
interpreted as Agree. While No other Choices ranks the lowest
with a weighted mean of 2.26 and interpreted as Disagree.
As stated by Castillo, et.al (2010) “Others pursue their
desired course with no doubt, and they were able to graduate
with high spirits.” It is important to consider the interest
of a person towards the course in choosing the course that
will be taking up.
III. Problems encountered among Programming students in
choosing Computer Programming as their course
The tabulation of the data gathered regarding the
problems encountered among Programming students in choosing
46
computer programming as their course, are presented and
discussed below.
Table 3
Problems Encountered Among Programming Students in Choosing
Computer Programming as their Course
Weighted
Problems Encountered Interpretation
Mean
Lack of idea about Computer Never
0.92
Programming Encountered
Lack of financial assistance to
support and buy personal laptop Sometimes
2.75
of computer as a part of the Encountered
chosen course
Thought that programming is easy Sometimes
3
to learn but it’s not Encountered
Forced by parents to take
Rarely
computer programming as my 2.11
Encountered
course
Unfamiliar to different Sometimes
2.84
programming language Encountered
Rarely
General Weighted Mean 2.32
Encountered
Legend:
3.25 – 4.00 Always Encountered
2.50 – 3.24 Sometimes Encountered
1.74 – 2.49 Rarely Encountered
1.00 – 1.73 Never Encountered
In terms of the problems encountered among programming
students in choosing computer programming as their course,
the thoughts that programming is easy to learn ranks the
highest with a weighted mean of 3 and interpreted as Sometimes
47
Encountered. Next to it is unfamiliar to different
programming languages with a weighted mean of 2.81 and an
interpretation of Sometimes Encountered, followed by Lack of
financial assistance to support and buy personal laptop of
computer as a part of the chosen course with a weighted mean
of 2.75 and interpreted as Sometimes Encountered. Then,
forced by parents to take computer programming as my course
with a weighted mean of 2.11 and interpreted as Rarely
Encountered. Lastly, Lack of idea about Computer Programming
has a weighted mean of 0.92 and an interpretation of Never
Encountered.
Lacking information about a specific course can be a
reason for a student to struggle on their study. Like computer
programming, some students choose this course just because it
is a computer-related course but they didn’t have idea and
they thought that it is just a piece of cake to learn.
IV. Possible Solutions that can help students to improve
their Computer Learning Skills
In this section, it illustrates and discuss the possible
solutions or recommendation to address the problems
encountered by the respondents. Its findings, implication and
analysis are discussed orderly according to the research
questionnaire that are distributed.
48
Table 4
Possible Solutions that Can Help Programming Students in
Choosing Computer Programming as their Course
Weighted
Recommendations Interpretation
Mean
Participate on Career Guidance Strongly
3.32
activity Recommended
Strongly
Quality Education 3.44 Recommended
Strongly
Interest towards the course 3.35
Recommended
Consider my present
scholarship for it is an Sometimes
3.06
automatic qualification to Recommended
enroll in my choice of course
Get the support of your family
Strongly
and friends in choosing 3.32
Recommended
course.
Be serious in choosing course.
Strongly
Make it sure that you will not 3.58
Recommended
regret it in the end.
Strongly
General Weighted Mean 3.38
Recommended
Legend:
3.25 – 4.00 Strongly Recommended
2.50 – 3.24 Sometimes Recommended
1.74 – 2.49 Rarely Recommended
1.00 – 1.73 Never Recommended
In terms of possible solutions or recommendation, be
serious in choosing course. Make it sure that you will not
regret it in the end ranks the most recommended solution to
address the problem with a weighted mean of 3.8 and
49
interpretation of Strongly Recommended. Followed by quality
education and get with a weighted mean of 3.44 and interpreted
as Strongly Recommended. While Interest towards the course
with a weighted mean of 3.35 and an interpretation of Strongly
Recommended. Then, followed by get the support of your family
and friends in choosing course and participate on career
guidance activity has the same weighted mean of 3.32 and
interpreted as Strongly Recommended. And lastly, consider my
present scholarship for it is an automatic qualification to
enroll in my choice of course with a weighted mean of 3.06
and interpreted as Sometimes Recommended.
This implies that the possible solution to address this
problem is to be sure and be serious in choosing courses. The
path that you will be choosing will determine on how much you
are going to be successful in your chosen field and
profession.
50
NOTES

51
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides the summary of the research,
presents the conclusions and offers recommendations obtained
from the result of the study for teaching-learning
improvement and further studies.
Summary
This study sought to know the different Factors
Affecting a Programming Student in Choosing Computer
Programming as their Course.
Specifically, this study sought to answer the following
questions: What is the demographical profile of the students
in ACLC SHS students based on age, sex, educational attainment
of parent and family monthly income? What are the factors
Programming as their course? What are the problems
encountered among Programming students in choosing Computer
Programming as their course? What are the suggested solutions
or recommendations that can help Programming students in
choosing Computer Programming as their course?
It was guided by the assumptions; The respondents’
profile may vary in terms of age, gender, educational
attainment of parents and monthly income; There are factors
52
Programming as their course.; There are problems encountered
among Programming students in choosing Computer Programming
as their course.; There are suggested solutions or
recommendations that can help Programming students in
Findings
Based on the data gathered and analyzed the findings of
the study were as follows.
1. Demographic Profile of the Respondents
a. Age
As to age, 17 to 18 years of age has the highest
frequency count of 42 with a percentage of 64.61%. While the
ages ranging from 15 to 16 years of age got the lowest
frequency count of 10 with a percentage of 15.39%.
b. Sex
Majority of the participants are male with a total of 40
or 61.54% as compared to female participants with a total of
25 or 38.46%.
53
c. Educational Attainment of Father
Most of the respondents’ father are college graduate
with a highest frequency count of 29 with a percentage of
44.62%. While only 1 or 1.54% is a High School undergraduate.
d. Educational Attainment of Mother
Most of the respondents’ mother are high school graduate
with a highest frequency count of 31 with a percentage of
47.70%. While there are 1 or 1.54% High School undergraduate
and Elementary undergraduate.
e. Monthly Income
Php 1,000.00 – Php 5,000.00 family monthly income has
the highest frequency count of 31 with a percentage of 47.69%.
While only or 1.54% has a family monthly income of 20,000 and
above.
2. Factors affecting Programming students in choosing

This is the summary of Factors affecting Programming
students in choosing Computer Programming as their course of
every indicator that has the highest weighted mean. Interest
towards the course among the indicator got the highest mean
of 3.25. While the indicator with a lowest weighted mean is
no other choices with a mean of 2.26.
54
The indicators in table 2 have an interpretation of
Strongly Agree, Agree, and disagree wherein the result of the
survey is Agree, because most of them agree that the given
options are factors that affects them in choosing Computer
Programming as their course. The result implies that when
choosing a course to take up, consider your passion and
interest towards a subject before making a judgment.
3. Problems encountered among Programming students in

choosing Computer Programming as their course
This is the summary of the problems encountered among
their course that got the highest range.
The thoughts that programming is easy to learn ranks the
highest with a weighted mean of 3 and interpreted as Sometimes
Encountered. Next to it is unfamiliar to different
programming languages with a weighted mean of 2.81 and an
interpretation of Sometimes Encountered, followed by Lack of
financial assistance to support and buy personal laptop of
computer as a part of the chosen course with a weighted mean
of 2.75 and interpreted as Sometimes Encountered. Then,
forced by parents to take computer programming as my course
with a weighted mean of 2.11 and interpreted as Rarely
Encountered. Lastly, Lack of idea about Computer Programming
55
has a weighted mean of 0.92 and an interpretation of Never
Encountered.
Sometimes encountered, rarely encountered and never
encountered wherein the result of the survey is rarely
encountered. The results imply the problems listed and given
by the researcher are rarely encountered by the programming
students. And also, the results show that there are still
students that are mistaken about the course they are taking
up.
4. Possible Solutions that can help students to improve

their Computer Learning Skills
This is the summary of the solutions and recommendations
suggested to help students in choosing their course. The
solutions or recommendations that has the highest weighted
mean is Be serious in choosing course. Make it sure that you
will not regret it in the end with a mean of 3.58 and
interpreted as Strongly Recommended. While the recommendation
that got the lowest mean is to consider my present scholarship
for it is an automatic qualification to enroll in my choice
of course with a weighted mean of 3.06 and interpreted as
Sometimes Recommended.
56
strongly recommended and sometimes recommended. This means
that the respondents are willing to apply the solutions
suggested by the researchers.
Conclusions
Based on these findings of the study the researcher made
the following conclusions.
1. The respondents are between 17 to 18 years old, majority
are male, and most of their parents are high school
graduate. Majority has 1,000 – 5,000 family monthly
income.
2. The main factor that affect programming students in
choosing computer programming as their course is their
interest.
3. The problem that is mainly encountered by the
programming students in choosing computer programming as
their course is the thought that computer programming is
easy to learn.
4. Solutions that has the highest rate is be serious in
choosing course. The solutions are strongly recommended.
57
Recommendations
Based on these findings and conclusions, the researcher
suggest the following;
1. The students must get the support of the family and
choose the course where he/she can able to finish.
2. The students need to participate on career guidance
activity in order to be oriented and to know what needs
to be considered in choosing a course.
3. In order to choose the right course, the student need to
have a background research about the course that really
suits their skills and interests them the most.
4. Be serious in choosing a course. Make sure that you will
not regret it in the end.
58
BIBLIOGRAPHY
A. Thesis

Students”.
B. Internet

technology”.
a/20160215/381608124487917
Students”.
technology”.
59
a/20160215/381608124487917
Biggs, J. (1978). Individual and Group Learning
Difference Study Process. British Journal of Educational
Psychology, 48,266-78.
Carter, L. (2006). Why students with an apparent
aptitude for computer science don’t choose to major in
Computer Science. SIGCE’06 Proceedings of 37th SIGCE technical
Symposium on Computer Science education, ACM SIGCE Bulletin,
vol.38,Issue 9, ISBW: 1-59593-259-3.
Erin N. Goodykoontz (2008). Factors that affect College
Students Attitude toward Mathematics.
Popham (2005). Student’s attitude Count. Educational
Leadership, pp. 84-85.
Palouja, et.al (2014). Why students choose to study
Information and Communication Technology. Procedia-social and
Behavioral Sciences 00 (2014) 000-000.
Srapiglia, C. and T.L.Lenox (2010). Factors affecting
women’s decision to pursue on IS Degree: A case study,
Information Systems Educational Journal, 8 (12).
Frenkel, K.A (1990, November). Women and Computing.
Communications of ACM, 33, 34-46.
Bandura, A. (1986). Social foundations of thought band
action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice-Hall.
Liu, M. & Blanc, L. (1996). On the retention of female
outer sciences students, SIGCE-Bulletin: The preceding’s of
Twenty-Seventh SIGCE Technical Symposium on Computer Science
Education, 28, 32 - 36.
60
Miura, I.T (1987). The relationship of computer self
efficiency expectations to computer interest and course
enrollment in college, Sex Roles, 16, 303-311.
Sackrowitz, M.G & Parelius, A.P (1996). An unlevel
playing field: Women in the introductory Computer Science
courses.
Taylor, H. & Mounfield, L. (1991). An analysis of success
factors in college Computer Science: High School methodology
is a key element. Journal of Educational Computing Research,
11,291-306.
http://isedj:org/8/12.ISSN: 1545-679X
Slovin’s Formula: What is it and When do I use it ?
Research Action retrieve from:
https://www.statisticshowto.datasciencecentral.com/how-to-
use-slovins-formula/
61
APPENDICES
62
APPENDIX A
Letter Request to Conduct Study
February 21, 2019
EMMALYN P. SIRIOS, DBM.

School Directress
ACLC College of Iriga, Inc.
Iriga City
Dear Dr. Sirios:
Greetings of peace!
The undersigned are undergraduate students of ACLC College of

Iriga, Inc. and are currently working on their study entitled,
“FACTORS AFFECTING PROGRAMMING STUDENTS IN CHOOSING COOMPUTER
PROGRAMMING AS THEIR COURSE.”
In view of this, may we respectfully request your permission
to conduct a survey among the students in your school.
Attached herewith is a sample questionnaire that will be
distributed to the respondents. Any information gathered will
be treated with confidentiality and will be for research
purposes only.
Your favorable consideration on this matter will be highly
appreciated.
Thank you and God bless!
Very truly yours,
ALMONTE, JENNELYN S.
CABAÑES, SIA T.
LEGADA, LOREN O.
MEJIA, JOHN CHRISTIAN C.
NAVA, PATRICK P.
ZUÑIGA, SHEILA MAY P.

Noted by:
MS. MARY JOY O. GERALDO
Research Teacher
63
APPENDIX B
“FACTORS AFFECTING PROGRAMMING STUDENTS IN CHOOSING
COMPUTER PROGRAMMING AS THEIR COURSE”
February 20, 2019
Dear Respondents,
Good Day!
We would like to conduct a survey for our study entitled,
“Factors affecting Programming students in choosing Computer
Programming as their course”. These questions below must be
answered by you, so we can gather the information needed in
this study. Without, you this study would be incomplete.
Sincerely,
The Researchers
Part I - Demographic Profile
Directions: Please check the box that concepts to your
answers.
Name (Optional): _______________________
Track and Strand: ______________________
a. Age:
15-16 y/o 19-20 y/o
17-18 y/o
b. Sex: Male Female
64
c. Monthly Income:
1,000 – 5,000 5,000 – 10,000
10,000 – 15,000 15,000 – 20,000
20,000 and above
d. Educational Attainment of Parents

a. Mother
College Graduate College Undergraduate
High School Graduate High School Undergraduate
Elementary Graduate Elementary Undergraduate
Illiterate
b. Father
College Graduate College Undergraduate
High School Graduate High School Undergraduate
Elementary Graduate Elementary Undergraduate
Illiterate
65
Part II. Factors affecting Programming students in choosing
Directions: Please check the box that’s corresponds to your
answer.
Indicator: 4- Strongly agree
3- Agree
2- Disagree
1- Strongly disagree
FACTORS IN CHOOSING COMPUTER PROGRAMMING 4 3 2 1
1. Interests
2. Having a personal computer
3. Personal choice
4. It is a fun to program and to create

things out of nothing within
computers
5. Peer influence
6. No other choices
7. Like solving problems and helping

people
8. Had a good future and job security
9. High School teacher’s advice
10. Already have experienced about

computer programming
66
Part III. Problems encountered among Programming students
in choosing Computer Programming as their course
Directions: Please check the box that corresponds to your
answers.
Indicator: 4 – Always encountered
3 - Sometimes encountered
2 - Rarely encountered
1 - Never encountered
Problems encountered 4 3 2 1
1. Lack of idea about computer

programming
2. Lack of financial assistance to
support and to buy personal laptop
or computer as a part of the chosen
course
3. Thought that programming is easy to
learn but it’s not
4. Forced by the parents to take
computer programming as my course
5. Unfamiliar to different programming
language
67
Part IV. Suggested solutions or recommendations that can
help Programming students in choosing Computer
Programming as their course
Directions: Please check the box that corresponds to your
answer.
Indicators: 4 – Always recommended
3 – Sometimes recommended
2 – Rarely recommended
1 – Never recommended
Suggested solutions or recommendation 4 3 2 1
1. Participate on Career Guidance

activity
2. Quality Education
3. Interest towards the course.
4. Consider my present scholarship for

it is an automatic qualification to
enroll in my choice of course
5. Get the support of your family and
friends in choosing course.
6. Be serious in choosing course. Make
sure that you will not regret it in
the end.
68
CURRICULUM VITAE
69
Curriculum Vitae
JENELYN CAPISTRANO ALMONTE
Sta. Justina West Buhi, Cam. Sur

jenelynyan@yahoo.com
PERSONAL BACKGROUND
Date of Birth : March 2, 1999
Age : 20
Sex : Female
Civil Status : Single
Height : 5’2
Weight : 48kgs
Citizenship : Filipino
Religion :
EDUCATIONAL BACKGROUND
• ACLC College of Iriga Inc.

San Miguel, Iriga City
2017 - Present
• Sta. Justina National High School
Sta. Justina Buhi, Camarines Sur
2016 - 2017
• Salay Elementary School
San Jose Salay Buhi, Cam. Sur
2011 - 2012
70
Curriculum Vitae
SIA TALASTAS CABAÑES
San Agustin, Iriga City

cabañesyheng@gmail.com
PERSONAL BACKGROUND
Date of Birth : July 12, 2001
Age : 17
Sex : Female
Height : 5’3
Weight : 49kgs
Religion : Jehova Witnesses

2017 - Present
• Zeferino Arroyo High School
2016 - 2017
• San Isidro Elementary School
San Isidro, Iriga City
2011 - 2012
71
Curriculum Vitae
LOREN ORBON LEGADA
Zone 4 Cabayag St. San Jose, Iriga City

lorenlegada@yahoo.com
PERSONAL BACKGROUND
Date of Birth : January 17, 2000
Age : 18
Sex : Female
Height : 5’3
Weight : 50kgs
Religion : Roman Catholic

2017 - Present
2016 - 2017
• San Antonio Elementary School
San Antonio, Iriga City
2011 - 2012
72
Curriculum Vitae
JOHN CHRISTIAN CATIMBANG MEJIA
San Isidro, Iriga City

mejiajohnchristianscy@gmail.com
PERSONAL BACKGROUND
Date of Birth : December 23, 1999
Age : 19
Sex : Male
Height : 5’5
Weight : 43kgs

2017 - Present
2016 - 2017
• San Agustin Elementary School
2011 - 2012
73
Curriculum Vitae
PATRICK PERMEJO NAVA
Zone 1 San Nicolas, Iriga City

patricknava33@gmail.com
PERSONAL BACKGROUND
Date of Birth : August 31, 2000
Age : 18
Sex : Male
Height : 5’7
Weight : 47kgs

2017 - Present
2016 - 2017
• San Nicolas Elementary School
San Nicolas, Iriga City
2011 - 2012
74
Curriculum Vitae
SHEILA MAY PORLANTE ZUÑIGA
Zone 2 Tandaay Nabua, Cam. Sur

sheilamayzuniga02@gmail.com
PERSONAL BACKGROUND
Date of Birth : March 2, 2001
Age : 18
Sex : Female
Height : 5’2
Weight : 43kgs

2017 - Present
• Tandaay National High School
Tandaay Nabua, Cam. Sur
2016 - 2017
• Tandaay Elementary School
Tandaay Nabua, Cam. Sur
2011 - 2012
75

Factors Affecting Students

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Factors Affecting Students

Uploaded by

Copyright:

Available Formats

CHAPTER I

THE PROBLEM AND ITS SETTING

In recent year, computer technology has been

increasingly utilized for educational purposes. Within the

environmental condition that the speed and substructure of

internet networks, and digital technologies rapidly changes

and improves, technology cannot be considered separated from

education. (Semiz, 2011)

This era seems to be relying more on different

technologies. Technology is everywhere, and it makes our life

easier. Different gadgets, machineries and technologies are

being discovered and invented. People mostly relies on what

technology can do. Instead of going to library and look for

a book, they can just browse it in the internet. Instead of

going to mall to buy clothes or food, they can just order it

online and pay someone to deliver it. In school, students can

easily do their paperwork’s by the help of personal computers

and laptops. For undergraduate students or even out of school

youth, they can still learn something if they will be

searching tutorials online. Technology is powerful and

around. With the implementation of Senior High School as a

number of schools which offered computer-related courses are

Some example of computer related courses are Information

Communication Technology or ICT and Computer Programming.

These courses are under the Technical Vocational Livelihood

or TVL Track that is offered among Senior Hugh School

Students. But not all schools are offering computer

programming. These course needs instructors who are capable

and teach well. If possible, the school are looking for

National Certificate (NC) holder or a passer in TESDA Training

to be their instructor. Basically, it is limited and offered

only in IT schools such as AMA, STI, TESDA etc.

Computer Programming is the process of designing and

creating an executable computer program for accomplishing a

specific computing task. Programming includes task such as

analysis, generating algorithms, profiling algorithms

accuracy and resources consumptions, and the implementation

of algorithms is a chosen programming language. Some example

language used in making a program are; JavaScript, C++, Python

“Information Technology (IT) education in Thailand has

public and private universities across the country. Many

students are interested to enter IT Program following the

trend of technology. At the present time, female students who

studied in IT field are lower than those of male students,

although total numbers of female students are exceed that of

male as the overall undergraduate level. Statistically, the

situation of Thailand on this regard are still better that

those of western region especially United States of America.”

(Watanapa, et al. 2012) Mostly, there are few females

attempting to take IT. Commonly enrollees in IT are male, so

gender differences have a big factor in choosing a course.

Students choose IT also because they want to interact more

often to the computer, for them to browse and discover it by

Computer programming skills constitute one of the core

competencies that graduates from many disciplines, such as

engineering and computer science, are expected to process.

Developing good programming skills typically requires

students to do a lot of practice which cannot sustain unless

and other IT schools are trying their best to teach and to

produce IT and Programmers. Some IT graduates and programmers

are looking for a job and opportunity outside the country,

new IT student. Well salary is one of the reasons why other

IT graduates and even Programmers wants to seek job outside

the country rather than working inside the Philippines.