FACTORS AFFECTING THE COURSE PREFERENCE OF

THE SENIOR HIGH SCHOOL STUDENTS OF OUR

LADY OF SORROWS ACADEMY, INC.
SCHOOL YEAR 2023-2024

Balaaldia, Gabriel L.

Batralo, Airish Jane B.

Bombane, Dhorite Mae B.

Comia, Fiona Madeline R.

Dimaano, Justin Alecs T.

Montierro, Karl Maurice

C. Rocafor, Zyanne T.

A Research Paper Submitted to Our Lady of Sorrows Academy, Inc.

in Partial Fulfillment of the Requirements for

PRACTICAL RESEARCH 2 (Quantitative Research)

OUR LADY OF SORROWS ACADEMY, INC.

S.Y. 2023-2024

iii
 TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
TABLE OF CONTENTS iii

Chapter
I THE PROBLEM AND ITS SETTING
Background of the Study 1
Statement of the Problem 2
Scope and Delimitation 3
Significance of the Study 3

II REVIEW OF THE LITERATURE AND FRAMEWORK

Related Literature 5
Hypothesis 11
Conceptual Framework 11
Definition of Terms 12

III METHODOLOGY
Research Sample 14
Research Design 14
Research Instrument 15
Data Collection Procedures 15
Statistical Treatment 16

IV PRESENTATION AND ANALYSIS OF DATA 18

V CONCLUSIONS AND RECOMMENDATIONS

Conclusions 25
Recommendations 26

BIBLIOGRAPHY 28

APPENDICES
A Research Instrument 29
B Curriculum Vitae 31
C Documentation 40

iii
 Chapter 1

THE PROBLEM AND ITS SETTING

This chapter presents the background of the study, statement of the problem, scope

and delimitation, and the significance of the study.

Background of the Study

The most important choice that students must make is their career choice. This is

one of the primary concerns that students face throughout their Senior Year of High

School. It requires planning and forward movement. Choosing a course may take a lot of

time yet it is very essential, it could be your deciding factor whether you will continue

your career or not. It could be tough but still it is one of the basic bases of your career.

Due to the importance of choosing a course for the career path of student, decisions

making plays an important role in this situation. It is a process that explains or

characterizes the considerations an individual makes when deciding on a career. Course

has many different choices that students have but they still need to decide to the best

career they can pursue. According to Sharf (2015) course decision making is a process

that describes or explains the choices that a person makes when selecting a particular

course. It also helps to identify different factors involved in the decision making of a

person and provides an understanding of the way these factors have an impact to their

course decision and choices.

This study intends to determine the factors affecting the course preference among

Senior High School students of Our Lady of Sorrows Academy, Inc. for the School Year

2023-2024. The factors which serve as a preference of students in choosing a course

includes the preferred course of the personal choice, parental factors, peer influence, and

financial status. The researchers also aim to know how to diminish these incidents. By
1
conducting this research, the researchers would be able to propose solutions that would

help the students today.

Statement of the Problem

This study generally aimed to determine the factors that affect the Senior High School

students of Our Lady of Sorrows Academy, Inc. for the School Year 2023-2024.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the students according to their:

1.1. sex; and

1.2. academic strand

2. What is the most preferred course by Senior High School students?

3. What factors influence students course selection?

3.1. Personal factor;

3.2. Parental factor;

3.3. Peer influence; and

3.4. Financial status

4. What factor greatly affects their course preference?

2
Scope and Delimitation

The study focuses on the factors that affects the course preference of Senior High

School students and specifically, the study delimits to 40 respondents that the researchers

selected from Our Lady of Sorrows Academy, Inc. School Year 2023-2024.

The respondents were asked through survey question and each respondent were

given same questionnaire to answer. The study looked into the demographic profile of the

respondents in terms of sex, academic strand and preferred course of Senior High School

students. This study considers factors such as personal factor, parental factor, peer

influence, and financial status. This study focuses on the current Senior High School

students of the presents School Year, 2023-2024.

Significance of the Study

This study will highlight the overall importance of the study to the students, parents,

teachers, guidance counselor, school administration and lastly to the researchers. The

following are the beneficiaries of this study:

Students. The findings of the study would help students to select the course that best suits

their preferences. It will help students make informed decisions, by identifying the factors

that influence the course preference of Senior High School students. This can lead to

better course choices and satisfaction in their chosen field. Furthermore, this research

could assist students in gathering information about the factors that may influence their

course selection.

Parents. The results of this study may be useful to parents in helping them understand

how their academic preferences may have been influenced. Parents should be guided in

helping students follow the appropriate course, taking into account the factors considered

3
relevant.

4
Teachers. As those who play as significant role in the process of teaching and learning,

this research will enable them to emphasize and focus more on their areas of study,

resulting in a better learning experience for students, particularly for teachers who will be

teaching in Senior High School. When it comes to picking their courses, teachers make a

significant contribution to the knowledge and shaping of each student. In this study,

teachers will be provided information about the interests of the students so that they may

focus on the abilities required by the students if they pursue the course they have selected.

Guidance Counselor. The guidance counselor plays a crucial role in preparing and

guiding the students in choosing their path and the decision that they will make about

their future. As the one who oversees to the careers that the student might get into the

future. This study would give them insights and possibly new knowledge about course

that the students want to pursue.

School Administration. This study would enable them to find ways and means to

improve the abilities and skills of the students that would empower them to pursue their

courses. The result of this study will help the school administration in putting up an

effective, integrated course information and guidance system that plays a very helpful

role in guiding senior high school students toward making the best possible course

decisions.

Future Researchers. This study would provide a source for other researchers who want

to conduct the same research study. This study would serve as reference that would help

in conducting the same study. They may expand this study to provide additional data and

information for their research.

5
 Chapter 2

REVIEW OF THE LITERATURE AND FRAMEWORK

This chapter presents the related literature and studies, hypothesis, conceptual

framework, and definitions of terms. It addresses the different concepts about factors

affecting the course preference of the students.

Career

The choice of career is a delicate issue for students which requires caution and

serious considerations – factors affecting their choices. The kind of career the youths

pursue can affect their lives in many ways. As maintained by Garg and Bhatia (2019), a

career is the product of various decisions, transactions, and adjustments that affect the

role of the person’s life in his work, family, development, and courses. Thus, every nation

of the world aspires toward quality of life and social status through good decision -

making in selecting career choice especially students who are about to pursue in college.

Choosing career is most important phase in a student’s life. These days it is very common

to find students who are confused or ignorant about their career path. Career planning is

no longer an event that just end with the decision of the right university or college. It

expands until we get the satisfied job (Anon., 2019).

6
Course Preference

Choosing a course was one of the major decisions faced by Senior High School

students and their readiness to pursue their courses. Course preference in research studies

refers to the choices made by students when selecting courses for their study program.

Flore (2014) emphasize that students developed career choice based on how they perceive

themselves who found out that students chose a course based on their interest in the

subject. The right course for the students entering into the professional education is

critical having high impact on their professional life and future achievement. This

decision will therefore impact them throughout their lives. It is therefore that choosing a

course is an extremely important decision that impacts an individual’s entire future.

Various studies on course decision making revealed that there are considerable

number of factors that significantly affect students course preference. In this study,

numerous factors were noted to have influenced the track preference of incoming Senior

High School students. These factors include, interest, family income, parents’ influence,

and peer influence. Knowing what factors influence one’s choice of course is just but

superficial. It is equally important to explore the extent to which these factors influence

the students in choosing their course in order to design a plan that would assist students in

making informed decision making.

Personal Factor

Knowledge of personal interests is helpful to students. It helps them consider what

career to pursue and consequently choose program of study and courses aligned to their

higher education (Shepard 2018). Some students often base their chosen course on

personal interest. It is important that students should have a good understanding of

themselves, their skills, ability and interest. Affirmed that enrolling in a course that

matches one’s interest has strong and positive impact on academic achievement. Studies
7
show that choices made aligned to students interests, leads to higher success compared to

those whose choices are inconsistent. Wright (2018) study indicated that preferences and

interests were the main influencing factors in Personal interest refers to the students

personal interest in their chosen course (Liaw, Wu, Lopez, Chow, Lim, Holroyd, &

Wang, 2017). When people choose course, they should consider their personal interests

because: 1) People would do better in the field that interests them; 2) People who choose

course which match their personal interests are usually successful; and 3) People could

get greater satisfaction and happiness when working in the field of interest.

Parental Factor

Shumba and Naong, (2017) found out that the family is a significant factor in

determining children’s course choice, the ability of the learner self to identify his

preferred course choice. These findings are consistent with the findings of other studies

that have examined the influences of each parent on the course choices of their sons or

daughters and have found that mothers tend to have more influence on the career decision

and aspirations of their children than fathers.

Since parental support and encouragement are important factors in children’s

education, parents should be extra careful in exerting their influence over their children as

it may affect their course decision making. The influence of family also plays a

significant role in deciding which or what course that their children will take. They are

the one who shapes the decision of their children in the course decision process.

Peer influence
Understanding the effect of peer influence on youth’s course decisions is an

important aspect to look at, to be aware of the same and make an informed decision. If

the individual makes a decision after being influenced by their peers, they might not

know what else was out there for them, what they actually wanted to do and if their

8
decision was even right for them. One of the major ways in which peer influence is

significant is its ability to provide people with a sense of comfort and acceptance. This,

along with developing a sense of belonging to the group by following the group’s likes, is

one of the major reasons why people choose to pursue our course which their peers are

following as well (Rosenqvist, 2017). Others, who are confused about their future and do

not have much exposure to what all they could possibly pursue, tend to follow the general

trend they see among their peers (Rosenqvist, 2017). During this period of decision

making, students seek certain individuals such as friends because of their availability

rather than because they believe that these individuals can help them in their course

(Taveira, et. al, 2019). Result on the inclusion peer as factor in choosing a course was

noted to be slightly influential.

Financial Status

Ibrahim, (2017) revealed that family members have the highest contributions in

influencing students to the profession of courses due to the fact that family is usually who

provided financial supports to them. Family income was also identified as highly

influential factor in students choice of track. Education is regarded by many as an

investment. Khoo, Ban, Neng, Hooi and Joan, (2015) showed that students who were

involved in this study agreed that parents are the most influential or important person

when choosing their choice of course of study because parents perceive as their main

source of finance. Another factor were affordability of tuition, followed by scholarship. It

requires financial resources. Attending to school means one has to spend for books,

transportation,

tuition fees, board and lodging and other school fees. Thus, family income appears to be an

issue when one chooses a course.

9
 Kusumawati, (2014) noted that students gave much consideration on the cost and

affordability of the course by considering their socioeconomic factor before making a

career choice. Thus, the lack of financial capability can have a negative impact in the

educational choices of students. When they know their family has no financial capacity to

support the course they want to pursue, they will likely to enroll in in a course they are not

personally interested. Lack of financial resources can also result to limited course options.

Aptitude and interest both referring to students personality were noted to be highly

influential factors in the students choice of track.

Hypothesis

H0: There is no significant relationship between personal factor and course.

H1: There is a significant relationship between parental factor and course preference.

Conceptual Framework

Independent Dependent

 Personal factor
FACTORS AFFECTING THE
COURSE PREFERENCE OF
 Parental factor
THE SENIOR HIGH SCHOOL
STUDENTS
 Financial status

 Peers influence

Demographic profile
 sex; and
 strand

Figure 1. The Conceptual Framework of the Study

The conceptual framework of this study shows the dependent and independent

variables of the study. The independent variables are the factors affecting the course

preference of students. The researchers prepared four factors that most likely affect the
10
preference of students. These includes financial status, parental factor, peer influence, and

personal factor. The dependent variable is the course preference of students in Senior

High School. The conceptual paradigm also consists the demographic profile of the

students as well as the aspects related to the dependent and independent variables.

Definitions of Terms

Course. In the context of education, a course refers to a specific subject or topic of study

that is offered by an educational institution.

Course Preference. It refers to a student's individual choice or inclination towards a

particular course or subject of study.

Factor. It is a characteristic or element that has an influence or impact on a particular

situation or outcome.

Financial Status. refers to an individual's or family's economic position or condition, as

determined by their income, assets, expenses, and overall financial resources.

Parental Factor. refers to the influence, decisions, or inputs that parents have on their

children's lives, including their education. Parental factors can include encouragement,

guidance, expectations, financial support, and preferences in course selection.

Peer Influence. opinions, interests, or experiences of peer can influence the course

preferences of the students.

Personal Factor. In the context of course selection, personal factors can include the

passions, talents, strengths, career aspirations, or previous experiences of the students in a

specific subject.

11
 Chapter 3

METHODOLOGY

This chapter presents the methodology which was employed during the study. It

includes the research sample, research design, research instrument, data collection

procedure and statistical treatment.

Research Sample

The researchers used a non-probability sampling methods in the study given that the

researchers select samples based on his or her own judgement opinion rather than random

selection. This approach does not allow all members of the population to participate in

the study. The researchers used a purposive sampling method, in which respondents were

selected on purpose by the researchers. When choosing participants from the population

to participate in their surveys, the researchers will rely on their subjective judgement. The

researchers select 40 respondents from Senior High School student, 20 female and 20

male from Our Lady of Sorrows Academy, Inc.

Research Design

The researchers used a quantitative method for the study. Quantitative method is used

in order to obtain numerical data that is systematically organized. The researchers used

non-experimental research design and survey questionnaire to gather the information that

the researchers used in the study. The researchers also used the descriptive research

design to obtain information about the preferences and demographic of the target

respondents. The purpose of the study is to know the factors affecting the course

preference of the Senior High School students of Our Lady of Sorrows Academy, Inc.

12
Research Instrument

The researchers made 5 questions in each factor: personal factor, parental factor,

peer influence, and financial status for a total of 20 questions. To answer the question

given to the respondents, the researchers used the Likert scale method questionnaire to

determine the level of agreement of the respondents to the questions. The first part in the

questionnaire covers the demographic profile of the respondent such as sex, strand and

their course preference. The second part is where they check the level of agreement in

each indicator of factors that affect course preference.

Data Collection Procedure

The researchers used a self-devised survey questionnaire in collecting the data to

acquire necessary information from the respondents. The researchers made sure that the

set of questions are enough to provide sufficient data that needed in the study. After

receiving permission from the research teacher to use the questionnaire, the researchers

gathered the participants of each grade and distributed the survey form to them. The

researchers explained the purpose of the study to the research participants. The identity

and personal information of each participants remained confidential to maintain accuracy

and non-biased throughout the survey. After this, the researchers tallied and interpreted

the data to produce the result of the study.

Research Instrument

The researchers made 5 questions in each factor: personal factor, parental factor,

peer influence, and financial status for a total of 20 questions. To answer the question

given to the respondents, the researchers used the Likert scale method questionnaire to
13
determine the level of agreement of the respondents to the questions. The first part in the

questionnaire covers the demographic profile of the respondent such as sex, strand and

their course preference. The second part is where they check the level of agreement in

each indicator of factors that affect course preference.

Data Collection Procedure

The researchers used a self-devised survey questionnaire in collecting the data to

acquire necessary information from the respondents. The researchers made sure that the

set of questions are enough to provide sufficient data that needed in the study. After

receiving permission from the research teacher to use the questionnaire, the researchers

gathered the participants of each grade and distributed the survey form to them. The

researchers explained the purpose of the study to the research participants. The identity

and personal information of each participants remained confidential to maintain accuracy

and non-biased throughout the survey. After this, the researchers tallied and interpreted

the data to produce the result of the study.

Statistical Treatment

The data gathered from the response of the respondents to the survey questionnaire

will be analyzed statistically. In analyzing data gathered, the following formula was used

by the researchers.

Formula to determine the percentage of the respondents based on their demographic

profile:

14
 𝑓
p=
𝑁 x 100

Where;

P = percentage
f = frequency
n = number of respondents
100 = constant

To determine the weighted mean pertaining the factors affecting the course

preference of Senior High School students, this formula was used;

4𝑛+3𝑛+2𝑛+𝑛
Wm = 𝑁

Where;

Wm = Weighted mean

n = number of respondents

N = number of respondents

The following table represents the range interval of the weighted mean to determine

factors affecting the course preference of Senior High School students.

15
Table 1. Range Interval of the Weighted Mean
Weighted Mean Range interval Qualitative Description
4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree

16
 Chapter 4
PRESENTATION AND ANALYSIS OF
DATA
This chapter presents the data gathered, the results, and interpretation of the

findings. In this chapter, the statistical results of the study are divided into two (2), the

first part is the demographic profile of the respondent consisting of sex, strand and course

preference of the respondents. The second part is the factors affecting the course

preference of the Senior High School students, these factors are personal factor, parental

factor, peer influence, and financial status.

I. Demographic Profile of the Respondents

Sex

Male
20, 50% 20, 50%
Female

Figure 2. The Distribution of the Respondents Based on their Sex

The figure above shows that in total of 40 respondents, the 20 or 50% of
the
Figure 2. The Distribution of the Respondents Based on their Sex
The figure above shows that in total of 40 respondents, the 20 or 50% of the

respondents are male, and the other 20 or 50% are female from Senior High School

students.

17
 Strand

11, 27%
13, 33%
ABM
GAS
HUMSS

16, 40%

Figure 3. The Distribution of the Respondents Based on their Strand

The pie chart shows that the majority of the respondents are students in GAS

(General Academic Strand) which is 40% or 16 out of 40 respondents, while 13 of the

respondents are ABM (Accountancy, Business and Management) students which is 33%

of the respondents and the other is 27% respondents are HUMSS (Humanities and Social

Sciences Strand) students. It means that most of the respondents in the study that the

researchers conducted is GAS (General Academic Strand) students. The least strand of

the respondents is HUMSS (Humanities and Social Sciences Strand).

18
 Course Preference
20 19
18
16
14
12
10
8 7
6
4
4 3 3
2
2 1 1
0
0

Accountancy Law Architecture Medicine Engineering

Business Education Criminology Others

Figure 4. The Distribution of the Respondents Based on their Course Preference

The figure above shows the number of the preferred course of Senior High School

students. The figure above shows that 19 of the respondents stated that they prefer other

courses that the researchers did not mention in the survey questionnaire. While none of the

respondents want to take criminology.

19
I. The Factors Affecting the Course Preference of the Senior High School Students

Table 2. Personal Factor

Indicators 4 3 2 1 WM Interpretation
1. I consider the qualifications needed in 15 24 1 0 3.35 Strongly
choosing my course. Agree
2. I consider all my capabilities in choosing my 18 21 1 0 3.43 Strongly
course. Agree
3. My preferred course is my personal choice. 24 13 3 0 3.53 Strongly
Agree
4. My preferred course is related to my favorite 11 6 17 6 2.55 Agree
subject.
5. My preferred course is related to my passion. 20 13 6 1 3.3 Agree

Overall Weighted Mean 3.23 Agree

Table 2 shows the interpretation regarding how personal factor affect the course

preference of the respondents. The third statement got the highest weighted mean, which

is 3.53 indicating that they strongly agree. It means that the preferred course of the

respondents is based on their personal choice. The fourth statement with the weighted

mean of 2.55 and interpreted as agree is the lowest weighted mean. It is stated that the

favorite subject of the respondent is related to their preferred course. The overall

weighted mean of the personal factor is 3.23 and is interpreted as agree. This implies that

students consider personal factor when choosing their preferred course.

20
 Table 3. Parental Factor
Indicators 4 3 2 1 WM Interpretation
1. I feel pressure from my parents to 4 9 8 19 1.95 Disagree
choose a course or career that aligns
with their expectations.
2. My parents pick the course they want for 1 2 12 25 1.48 Strongly
me. Disagree
3. My preferred course is similar to the 2 3 12 23 1.6 Strongly
profession/job of my parents. Disagree
4. My parents encourage me to explore and 21 13 5 1 3.35 Strongly
pursue my own interests and passions Agree
when choosing a course.
5. I believe that they are the one who are 2 9 15 14 1.98 Disagree
responsible to choose a course for me
since they know what is the best for me.

Overall Weighted Mean 2.07 Disagree

Table 3 shows the weighted mean and the interpretation in each statement of

parental factor. The highest weighted mean of the parental factor is 3.35 which is

interpreted as strongly agree. It shows that the parents of the respondents encourage

them to explore and pursue their own interests and passions when selecting a course. The

lowest weighted mean is 1.6 which means strongly disagree in the interpretation. It means

that the job or profession of the parents does not affect the decision of the respondents

when selecting a course. The overall weighted mean of the parental factor is 2.07, which

is interpreted as disagree. This means that the parental factor has no influence to the

respondents preferred course.

21
 Table 4. Peer Influence
Indicators 4 3 2 1 WM Interpretation
1. I am influenced by the opinions and 1 17 12 10 2.23 Disagree
recommendations of my friends
when choosing a course.
2. My course preferences are influence by my 1 3 18 18 1.68 Strongly
friends. Disagree
3. My successful friends took the same course 1 5 19 15 1.8 Disagree
that I would pursue.
4. I choose the course that my friend is taking. 1 1 17 21 1.55 Strongly
Disagree
5. The success or interest of my peers in a 1 15 16 8 2.33 Disagree
particular field affects my course
preferences.

Overall Weighted Mean 1.90 Disagree

Table 4 shows the weighted mean and the interpretation of each statement in the peer

influence. The fifth statement and the first statement have the same weighted mean of

2.33 and interpreted as disagree is the highest weighted mean. It indicates that the success

or interest of the peer in a particular field does not affect the preferred course of the

respondents. Also, the respondents does not influenced by the opinions and

recommendations of their friends when choosing a course. The lowest weighted mean is

1.8 which is interpreted as disagree. It means that the success of their friends is not related

to the course preference of the respondents. The overall weighted mean of the peer

influence is 1.90 which indicates disagree. It means that the peer influence does not affect

the respondents preferred course.

22
 Table 5. Financial Status
Indicators 4 3 2 1 WM Interpretation
1. I consider the tuition fee in choosing my 14 21 4 1 3.2 Agree
course.
2. I consider the family income in deciding 12 20 7 1 3.08 Agree
my course.
3. I consider my savings in choosing my 10 18 9 3 2.88 Agree
course.
4. I consider my daily expenses such as 17 16 5 2 3.2 Agree
transportation, needs and personal
allowance in choosing my course.
5. I consider the miscellaneous in choosing 8 19 11 2 2.83 Agree
my course.

Overall Weighted Mean 3.04 Agree

Table 5 shows the weighted mean and interpretation in each statement in financial

status. The highest weighted mean of the financial status is 3.08 which is interpreted as

agree. It means that the respondents consider their family income in deciding a course.

The lowest weighted mean of the financial status is 2.83 which interprets agree. It

indicates that the respondents consider the miscellaneous fees in choosing a course. The

overall weighted mean is 3.04 which as interprets agree. It shows that the financial status

of the students affects their course preference.

23
 Factors Affecting the Course Preference
3.5 3.23
3.04
3

2.5
2.07
1.90
2

1.5

0.5

Personal Factor Parental Factor Peer Influence Financial Status

Figure 5. The Overall Weighted Mean of Factors Affecting the Course Preference

Figure 4 shows the overall weighted mean of each factor. The figure shows that

personal factor has the highest weighted mean of 3.23 which means that personal factor

greatly affect the students when selecting a course. The peer influence with the weighted

mean of 1.90 and is interpreted as disagree appear to be the least factor that affect the

students. This means that peer influence does not affect the students when it comes to

their course preference. Parental factor with the weighted mean of 2.07 indicates that

students do not agree that their parents influence their course preference. While financial

status with the weighted mean of 3.04 indicates that students agree that they consider

their financial status when selecting a course. Overall, personal factor affects the

students the most when choosing a course for college and peer influence is the least.

24
 Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter consist of two (2) parts namely: (1) Conclusions and (2)

Recommendations. The conclusions present the generalizations obtained from the

presentation and analysis of data. The recommendations offer suggestions to the

following significance of the study.

Conclusions

A. Demographic Profile of the Respondents

1. The number of the respondents of this research are equal, consisting of 20 female

and 20 male respondents.

2. The majority of the respondents are General Academic Strand (GAS) in Senior High

School Students which is 40% of the 40 participants. The other 33% are ABM while

the other 27% are HUMMS.

3. Most of the students preferred other courses which is 19 out of 40 respondents,

followed by accountancy which is 7 out of 40 and the least is Criminology which is

0.

B. The Factors Affecting the Course Preference of the Senior High School Students

1. The result in personal factor indicates that personal factor affects the course

preference of Senior High School students considering that the weighted mean is

3.23 which indicates that the respondents agree.

2. In parental factor, the overall weighted mean of parental factor is 2.07. It indicates

that the respondents disagree that their parents influence their preference when it

comes in selecting a course.

25
 3. Peer influence, with the overall weighted mean of 2.3, it shows that the respondents

disagree and do not consider the influence of their peer when selecting a course.

4.With the overall weighted mean of 3.08 the respondents agree that they consider their

financial status when selecting a course.

5.The overall result of the study showed that personal factor affects the students the

most when selecting a course for college. Followed by financial status which is

second to the highest weighted mean that affects course preference. The peer

influence is the factor that affects the respondents the least. The researchers found that

considering their personal factor as they agree that their preferred course is related to

their personal choice. The least is the peer influence as they do not agree that it affects

their course preference.

Recommendations

Students. Upon knowing the factors that affect their course preference, the researchers

recommend that students should consider their interests, goals, strengths and weaknesses

think about the long-term goals when making your decision.

Parents. This knowledge should empower parents to play a more active and supportive

role in guiding their children towards appropriate course choices.

Teachers. As for the teachers, it would be a great opportunity for them to focus on

teaching the students about the needs and qualifications that are needed when they have

to choose their very own course. Giving them insights and knowledge would significantly

increase their chances of succeeding on the tracks that they would consider choosing.

26
Guidance Counselor. The researchers recommend that every Senior High School

students must have orientation to the guidance office about their future and course

preference so that the students have knowledge and guidance about their course that they

want to pursue.

School Administration. The researchers recommend that the school administrators

should have a program in school for the students about different courses so that the

students may know essential information regarding their course preference, annual

incomes, personal information that help students to choose the course that they really

want.

Future researchers. Future researchers may conduct more studies regarding the factors

affecting the course preference of Senior High School students.

27
 BIBLIOGRAPHY

The Factors Influencing The Career Choice. (2022, February 21). Edubirdie. Retrieved
October 18, 2023,
Pascual, N. (2014). Factors affecting high school students’ career preference: A basis for
career planning program. Soomro, T. R., & Ahmad, R.
Keijer, M. G., Nagel, I., & Liefbroer, A. C. (2016). Effects of Parental Cultural and
Economic Status on Adolescents’ Life Course Preferences. European Sociological
Review, 32(5), 607–618.
Chang, H.-T., Lin, C.-Y., Wang, L.-C., & Tseng, F.-C. (2022). How Students can
Effectively Choose the Right Courses: Building a Recommendation System to
Assist Students in Choosing Courses Adaptively. Educational Technology &
Society, 25(1), 61–74.
Finlayson, Kathy. (2019). Perceptions of career Technical Education by
Middle School and High School Counselors and the Effect of
these Perceptions on Student Choice of Career and Educational Planning. A
published Dissertation. Union University. Published by UMI Dissertation
Publishing, copyright by Proquest
LLC. Hamilton, S. F., & Hamilton, M. A. (2015). Research, intervention, and social
change: Improving adolescents’ career opportunities. In L. J. Crockett
& R. K. Silberensen (Eds.), Negotiating adolescence in times of social change
(pp. 267–283). Cambridge, UK: Cambridge University Press.
Shar-In A. Sadjail, Darwina J. Sansawi, & Mona-Allea L. Matolo. (2022). Factors
Influencing Students in Choosing their College Course.
Ahmed K. A. et. al. (2016). Factors Influencing Students’ Career Choices: Empirical
Evidence from Business Students.
G. Ouano, J. J., L. Torre, J. F. D., I. Japitan, W., & C. Moneva, J. (2019). FACTORS
INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN
JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
DEPARTMENT. International Journal of Scientific and Research Publications
(IJSRP), 9(1), p8555. https://doi.org/10.29322/ijsrp.9.01.2019.p8555
G. Ouano, J. J., L. Torre, J. F. D., I. Japitan, W., & C. Moneva, J. (2019). FACTORS
INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN
JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
DEPARTMENT. International Journal of Scientific and Research Publications
(IJSRP), 9(1), p8555. https://doi.org/10.29322/ijsrp.9.01.2019.p8555
G. Ouano, J. J., L. Torre, J. F. D., I. Japitan, W., & C. Moneva, J. (2019). FACTORS
INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN
JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
DEPARTMENT. International Journal of Scientific and Research Publications
(IJSRP), 9(1), p8555. https://doi.org/10.29322/ijsrp.9.01.2019.p8555

28
 APPENDIX A

Our Lady of Sorrows Academy, Inc.

Brgy. Silanganan, Dolores, Quezon

November 29, 2023

Dear Respondent,

Greetings of Good Tidings!

It is the researchers' honor to inform you that they are conducting a research entitled
"Factors Affecting the Course Preference of the Senior High School Students of Our
Lady of Sorrows Academy, Inc. " as part of their requirements in the subject Practical
Research 2.

You are chosen as one of the respondents of the said research. It is a survey
questionnaire wherein you are requested to answer with sincerity and honesty. Your
response is really a big help. We will ensure that your privacy will remain confidential.

The researchers are hoping for your positive response. Thank you and God bless!

The Researchers
I. Demographic Profile of the Respondents
Fill the information needed. Put a check (/) on the appropriate blanks.

Sex: [ ] Male [ ] Female Strand: [ ] ABM [ ] GAS [ ] HUMSS

Preferred course in collage

[ ] Accountancy [ ] Law [ ] Architecture [ ] Medicine
[ ] Others [ ] Engineering [ ] Business [ ] Education
[ ] Criminology

II. The Factors Affecting the Course Preference of the Senior High School Students
Put a check (/) on the appropriate columns for each indicator using the scale below.
4- Strongly Agree 2- Disagree
3- Agree 1- Strongly Disagree

A. Personal factor
INDICATORS 4 3 2 1
1. I consider the qualifications needed in choosing my course.
2. I consider all my capabilities in choosing my course.
3. My preferred course is my personal choice.

29
4. My preferred course is related to my favorite subject.
5. My preferred course is related to my passion.

B. Parental factor
INDICATORS 4 3 2 1
1. I feel pressure from my parents to choose a course or
career that aligns with their expectations.
2. My parents pick the course they want for me.
3. My preferred course is similar to the profession/job of my
parents.
4. My parents encourage me to explore and pursue my own
interests and passions when choosing a course.
5. I believe that they are the one who are responsible to
choose a course for me since they know what is the best
for me.

C. Peers influence
INDICATORS 4 3 2 1
1. I am influenced by the opinions and recommendations of
my friends when choosing a course.
2. My course preferences are influence by my friends.
3. My successful friends took the same course that I would
pursue.
4. I choose the course that my friend is taking.
5. The success or interest of my peers in a particular field
affects my course preferences.

D. Financial status
INDICATORS 4 3 2 1
1. I consider the tuition fee in choosing my course.
2. I consider the family income in deciding my course.
3. I consider my savings in choosing my course.
4. I consider my daily expenses such as transportation, needs
and personal allowance in choosing my course.
5. I consider the miscellaneous in choosing my course.

30
 APPENDIX B

CURRICULUM VITAE
BALAALDIA, GABRIEL L.
Barangay Bulakin 1 Dolores, Quezon
4326 Philippines
gabrielbalaaldia2005@gmail.com
09953601051

PERSONAL INFORMATION
Birthday: September 16, 2005
Place of Birth: San Pablo Doctors Hospital
Age: 18
Sex: Male
Father’s Name: Jay C. Balaaldia
Occupation: Utility
maintenance Mother’s Name:
Raquel L. Balaaldia Occupation:
Admin Assistant

EDUCATIONAL BACKGROUND
Secondary: Senior High School
General Academics Strands
Our Lady of Sorrows Academy
Inc. 2023 - present

Junior High School

Our Lady of Sorrows Academy
Inc. 2018-2022

Elementary: Gesu Bambino Parochial School

Dolores, Quezon

31
2010-2018

32
BATRALO, AIRISH JANE BUJACTIN
Barangay Bagong Anyo, Dolores,
Quezon 4326 Philippines
airishbatralo@gmail.com
09854910755

PERSONAL INFORMATION
Birthday: December 17, 2005
Place of Birth: Barangay Bagong Anyo Dolores Quezon
Age: 17
Sex: Female
Father’s Name: Arnel C.
Batralo Occupation: Farmer
Mother’s Name: Marcela B. Batralo
Occupation: Own a sari-sari store

EDUCATIONAL BACKGROUND
Secondary: Senior High School
Humanities And Social Sciences
Our Lady of Sorrows Academy,
Inc. 2022 - present

Junior High School

Sta. Lucia National High School
2018-2022

Elementary: Dolores Central School

Bayanihan, Dolores Quezon
2012-2018

33
BOMBANE, DHORITE MAE B.
136 Delfin Reyes St.
Barangay Bagong Anyo, Dolores, Quezon
4326 Philippines
dhoritemaebombane@gmail.com
09386429207

PERSONAL INFORMATION
Birthday: April 7, 2006
Place of Birth: San Pablo
City Age: 17
Sex: Female
Father’s Name: Pastor M. Bombane Jr.
Occupation: OFW
Mother’s Name: Myra B. Bombane
Occupation: Housewife

EDUCATIONAL BACKGROUND
Secondary: Senior High School
Accountancy, Business and Management
Our Lady of Sorrows Academy
2023 - present

Accountancy, Business and Management

STI San Pablo College
2022 - 2023

Junior High School

Our Lady of Sorrows Academy
2018-2022

34
Elementary: Dolores Central School
Bayanihan, Dolores Quezon
2011-2018

35
COMIA, FIONA MADELINE R.
Barangay Manggahan Dolores,
Quezon 4326 Philippines
fcomia07@gmail.com
09691290272

PERSONAL INFORMATION
Birthday: November 07, 2006
Place of birth: San Pablo City District Hospital
Age: 17
Sex: Female
Father’s name: Fidel R.
Comia Occupation: Laborer
Mother’s name: Marieta R. Comia
Occupation: Laborer

EDUCATIONAL BACKGROUND
Secondary: Senior High School
Accountancy, Business and Management
Our Lady of Sorrows Academy
2022 – present

Junior High School

Our Lady of Sorrows Academy, Inc,
2018 – 2022

Elementary: Dolores Central School

Bayanihan, Dolores Quezon
2012 – 2018

36
DIMAANO, JUSTIN ALECS T.
Barangay Bulakin II, Dolores, Quezon
4326 Philippines
Justindimaano5223@gmail.com
09605771543

PERSONAL INFORMATION
Birthday: May 22, 2003
Place of Birth: Sta. Cruz, Laguna
Age: 20
Sex: Male
Father’s Name: Jasper Vernon F. Dimaano
Occupation: Barista
Mother’s Name: Ma. Aileen T. Dimaano
Occupation; Staff Manager

EDUCATIONAL BACKGROUND
Secondary: Senior High School
Humanities And Social Sciences
Our Lady of Sorrows Academy,
Inc. 2022 - present

Junior High School

APEC Schools JRU Lipa (Grade 7)
P. Laurel Highway, Barangay Maraouy, Lipa City,
Batangas 2016-2017

Cabuyao Integrated National High School laguna (Grade 8-10)

2018-2022

Elementary: Children of Mary School (Grade 1)

Golden city Cavite Philippines
2010-2011

37
Dita Integrated School (Grade 2)
1930 JP Rizal Sta Rosa Laguna
2011-2012

Mataas na Kahoy Central School (Grade 3)

F. Silva Street, IV, Mataas Na Kahoy,
Batangas 2012-2013

Lamilagrosa School (Grade 4)

Lipa-Mataas Na Kahoy Municipal Road, Lipa,
Batangas 2013-2014

Sampaguita Elementary School (Grade 5-6)

Barangay Bolbok, Lipa City, Batangas
4217 2014-2016

38
MONTIERRO, KARL MAURICE C.
Barangay, Bagong Anyo Dolores, Quezon
4326 Philippines
Karlmontierro0@gmail.com
0939945348789

PERSONAL INFORMATION
Birthday: April 2, 2006
Birthplace: Dolores Quezon
Age: 17
Sex: Male
Fathers name: Frumencio C. Montierro
Occupation: Driver/Farmer
Mothers Name: Judylyn C. Montierro
Occupation: Online Seller

EDUCATIONAL BACKGROUND
Secondary: Senior High School
General Academics Strand
Our Lady of Sorrows Academy,
Inc. 2022-Present

Junior High School

Our Lady of Sorrows Academy,
Inc. 2018-2022

Elementary: Dolores Central School

Bayanihan, Dolores Quezon
2012-2018

39
ROCAFOR, ZYANNE T.
Barangay Sta. Lucia, Dolores, Quezon
4326 Philippines
zyannerocafor84@gmail.com
09815153217

PERSONAL INFORMATION
Birthday: July 31, 2006
Place of Birth: Barangay Sta. Lucia, Dolores Quezon
Age: 17
Sex: Female
Father’s Name: Rielyn T.
Rocafor Occupation: Teacher
Mother’s Name: Allan T. Rocafor
Occupation: Farmer

EDUCATIONAL BACKGROUND
Secondary: Senior High School
Humanities And Social Sciences
Our Lady of Sorrows Academy,
Inc. 2023 - present

Junior High School

Our Lady of Sorrows Academy,
Inc 2018-2022

Elementary: Don Severo Felismino Elementary School

Barangay Sta. Lucia, Dolores Quezon
2012 - 2018

40
APPENDIX C

Documentation

41
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