Factors Influencing the Career Decision of Grade 12 STEM Students

Justin Mark B. Dizon1, Rayman L. Martes1, Ernest Kenneth F. Tagulinao1, Claudette Angela B.
Bunagan1, Zharylle A. Estigoy 1, Gerri Ann C. Rimorin 1, and Tracy Jane V. Wal 1*
1
Saint Louis University Laboratory High School – Senior High
*Tracy Jane V. Wal: 11008210@slu.edu.ph

Ria Francis A. Robles 1, Research Adviser

1
Saint Louis University Laboratory High School – Senior High

Abstract: Given the current situation, graduating senior high school students are conflicted in
their decision-making process because of the pandemic. Students' course selection decisions are
among the most important factors in determining their learning achievement and career
advancement. The main objective of this research was to identify the most influential factors in
students’ course selection in the context of a pandemic. A qualitative phenomenological research
design was used in this study. It utilized a semi-structured interview with graduating senior high
students through the use of Google Meet. The researchers used thematic analysis to analyze the
qualitative interviews required for a phenomenological study. The identified factors that influence
students’ decision making were classified into the following categories: Undecided, Social
Factors, Personal Factors, Environmental Factors, Economic Factors, and Most Influential Factors.
Each category had factors that most influenced students’ decision making, including "Interest",
"Skills and Abilities", "Self Doubts", "Job Demands", "Job Opportunities", and "Family and
"Parental Influence." Nevertheless, interest was discovered to be the most influential factor
influencing students' decision-making process among all factors. However, most students showed
uncertainty in their decision-making process due to the current situation of a pandemic and the
unpredictability of the future.

Keywords: decision-making; college; course selection; pandemic; career decision

1. INTRODUCTION these periods. Staying at home with family members may

1.1. Covid-19 Pandemic
The pandemic has significantly affected everyone’s
lives, and it is undeniable that this may affect the students’
decision-making process in their college course selection. For
many households, there is a financial and health shock. As a
family's income falls, so does their ability to invest in
education. This may cause students to choose a course with
reduced tuition fees as a result of their situation.
Schools implemented distance learning as a means
of avoiding direct contact and remaining quarantined during
have had a greater influence on their decision-making. Also,
everyone has been using the media as a way of
communication with each other, and most people use it as a
sort of entertainment when they are bored. This may have
influenced their interest during the pandemic.
1.2. Course Selection
Deciding the course carefully to take in hopes of
completing a student's academic career to a successful finish
is a crucial step towards academic excellence. Choosing a
college course entails the future, professional life, success,
and the trajectory of the students’ lives, making their

1
decision-making crucial and uncertain. According to Zocco their college course selection. This will aid the students'
(2009), students make course selection decisions with a decision-making. The findings of this study will guide
variety of return expectations but also with a perception of incoming college students in determining the possible
the risk that such expectations would not be met. outcomes of deciding for a course in this time of pandemic.

Research has shown several factors that influence a Figure 1

student's college course selection. The factors include
families (Naong & Shumba, 2012; Ibrahim, 2017), parents
Conceptual Framework
(Ban, Hooi, Joan, Khoo, & Neng, 2015; Kaneez & Medha,
2018), interest in the subject (Burnaby, Howe, & Malgwi,
2005; Yazici and Yacizi, 2010; Ahmad, Ahmed, & Sharif,
2017), student's environment, talents, skills, and academic
achievements (Akhlaq & Kazi, 2017), job opportunities
(Eremie & Okwulehie, 2018; Burnaby, Howe, & Malgwi,
2005), availability of a career or possible work (Pascual,
2014; Okiror & Otabong, 2015), and economic factors
(Macasaet, Malubay, & Mercado, 2015). These studies,
however, were conducted in the absence of a pandemic

A better understanding of the factors that influence

course or career selection would aid graduating high school
students in identifying their flaws and considerations when
making a decision for such circumstances. The researchers
conducted a study considering the possible factors that
students face in choosing a college course in light of the
pandemic. Therefore, the researchers ought to answer the
questions:
Note. This research is made with the concepts of
1. What are the factors affecting the students’ decision the pandemic and the decision-making process for college
making in selecting a course for college given the effects of course selection of Grade 12 STEM students of Saint Louis
pandemic? University. The researchers grouped the factors into five
categories or themes taking into account the most influential
2. What are the factors that most influence the students' factor, which are: Social Factors, Personal Factors,
college course selection? Environmental Factors, and Economic Factors.

The study focused on identifying the factors 2. METHODOLOGY

influencing the course selection of grade 12 STEM students
during the pandemic. This study will help researchers learn
about and comprehend the impact of the Covid-19 pandemic
on students. This study will also help Guidance Counselors
determine how to best assist students in making decisions. In
addition, this study will help parents better understand their
children and all of the other factors that influence their child's
college course selection. As a result, they are encouraged to
assist and motivate their child in the decision-making
process. Finally, the research will aid students in narrowing
their options and understanding the factors that may influence
2
This study used a phenomenological research
design. According to Nassaji (2015), qualitative research is
more comprehensive and frequently involves a rich collection
of data from various sources to gain a deeper understanding
of individual participants, including their opinions,
perspectives, and attitudes. The students chose to conduct a
qualitative study to allow participants to freely express
themselves on how the pandemic has affected their
decision-making on college course selection and to cover all
factors that affect them.
In a phenomenological study, information is
gathered from individuals who have experienced or lived in a
situation or phenomenon using interviews, journals, and/or
observations. The aim of the study is to determine the factors
of students’ college course selection during the COVID-19
pandemic. The researchers believe that the phenomenological
qualitative design is the most suitable in answering the
research questions.
Thus, the researchers used a non-probability
sampling approach, in which researchers used their own
judgment to select people to take part in their surveys instead
of using random sampling (Purposive Sampling 101 |
Alchemer Blog, 2021). The researchers collected data by
having ten (10) participants from Saint Louis University's
Grade 12 STEM strand who have chosen the Online Based
program. The researchers made certain that the pandemic had
an impact on the participants' decision-making.
Learners who use websites and the internet to get
needed learning materials are known as online based learners.
Correspondence Based Learners, on the other hand, rely on
printed modules to get necessary learning materials due to
internet connectivity or technological challenges on their end.
Students from Online Based Learning were chosen because
researchers can communicate with them more easily and
since we collect data via online sites.
The researchers conducted an interview through
Google Meet using a semi-structured interview. The
questions are based on the preferences of respondents who
were about to decide and choose a career, as well as previous
studies conducted by other researchers and used and tested by
other scholars. To avoid deviating from the study's primary
goal of determining the factors influencing students' college
course selection, the researchers had to go over the interview
questions to identify the flaws or unnecessary questions.
The researchers combined all of the statements
about each participant's experiences into a coherent and
consistent statement that described and captured the essence
of the experience being studied (Giorgi, 2003). Thematic
analysis is a systematic method of dissecting and organizing
rich data from qualitative research by tagging individual
observations and quotations with appropriate codes to aid in
3
the identification of significant factors (Rosala, 2019). After
interpreting, categorizing, and tagging various themes/factors,
the data is presented in the form of pie and bar graphs.
3. RESULTS AND DISCUSSION
While other students have declared their preference
for a college major, some students, on the other hand,
remained undecided and hesitant. Gordon (2007) described
students who are undecided as those in their freshman or
sophomore year who were unwilling, incapable, or unable to
make educational and/or vocational decisions. In this
category, there were three factors that affect students'
decision-making: uncertainty, course selection, and
unpremeditated.
Interviewees also indicated that they were still
uncertain about the college courses they were considering at
the moment. "I feel okay, but I’m still confused about taking
courses, but I already have an idea of what course I am going
to take."
One student also clarified that she had just decided
on the course she will take in college during this time of
pandemic. “No, actually it is just now that I decided and
looked for my course choice. Before the pandemic, I didn’t
actually think about which course I was going to take.”
Uncertainty, lack of self-information, and
self-doubt were common in the lives of college students in
2020, as their education and career ambitions have shifted in
response to the coronavirus epidemic (Anderson, 2020). With
regards to this statement, it was undeniable that this pandemic
had a major effect on the students’ decision-making, causing
them to be uncertain or undecided on the course they would
take.
During the pandemic, graduating Senior High
School students must still choose their course of study. This
has affected their decision-making process, as the pandemic
has caused massive changes in every aspect of their lives.
This is demonstrated by the thematic analysis, which
identified factors that influenced their decision-making and
classified them into the following categories: Social Factors,
Personal Factors, Environmental Factors, Economic
Factors, and the Most Influential Factors.
3.1.1. Social Factors
According to the American Psychological
Association (n.d), social factors are factors that influence
thought or behaviour in social contexts, or factors that
influence self-concept in relation to other individuals or
groups.
Social factors are divided into different codes
which influence the decision making of choosing a college
course. There are three of them: media influence, peer
influence, and family or parental influence.
Students cited that watching Netflix series,
K-dramas, and vlogs were some of the things they considered
that influence their decision making. “The influential factor
that I received the most from was from different vloggers.
They influenced me with their success stories, the paths that
they went down in choosing their career choices, and the
happenings and circumstances within that course.”
The participants claimed that their peers have
influenced their decision-making process as they share the
same interests with their friends. “I have friends who share
the same interests as me, and we often talk about these things
that some of our friends do not know about.”. This suggests
that peer influence has a significant impact on the
decision-making of the students’ college course selection.
Participants also claimed that, since they often see
their parents and family in a certain course or field, they were
inspired and interested in the course. “I think family and
friends influenced me to take the course. I often see them
working in the same field like mechanical engineering, and I
also gladly help them.” They also stated that their parents
suggested courses that were in demand and practical, in
consequence of the pandemic. “I asked my parents what
course I should take. They suggested taking IT since it’s
currently in demand during the pandemic.”
4
3.1.2. Personal Factors
Personal factors are factors that emerge from within
the respondents; they are distinct sets of behaviours,
cognitions, and emotional patterns that emerge as a result of
biological and environmental influences. Young and Collin
(2004) agreed with Mzobe (2014) that there was an
intrapersonal level of influence on career decisions. This
level depicts the interface of self in the individual student's
decision-making process. In trait-based personality theories,
such as those proposed by Raymond Cattell, it is defined by
characteristics that predict an individual's behaviour. The role
of personality in career decision-making behaviour has
received a lot of attention (Holland, 1997, 1959; Seibert &
Kraimer, 2001; Sullivan & Hansen, 2004). Holland (1959)
proposed a theory that a person's career interests express their
personality. According to the theory, personality is a synthesis
of several factors such as abilities, interests, behaviours, and
principles.
Under the personal factors theme, the researchers
determined factors such as skills and abilities, interest,
self-doubt, and decision-making confidence.
The students’ insistence on having specific abilities
and skills, the students in this survey appear to believe that
their chosen course of study was the best fit for them. “I
chose that course because I think that it would best suit my
skills and capabilities as a person”.
Career interests influence strategic decisions and
play a significant role in students' decision-making processes
(Abe & Chikoko, 2020). “First I was undecided but when I
thought about what I like and what I think I will excel with, I
chose this course that will help me to have a job which I
really love to do in the future”.
However, students’ also experienced doubts on
their decision-making. "I'm not sure if I'll be able to take the
course or graduate," one of the interviewees said. The doubts
associated with cognitive doubt to have trust in one's skills
and abilities and decision making are the total opposites of
decision-making confidence. “I became more confident about
my choice. Since we were locked down at home, I became
more mature and concerned about my career path”.
3.1.3. Environmental Factors
Environmental Factors are codes or factors that are
associated with the students’ surroundings, setting, or the
work environment of the course of study. Employees' and
students' work environments have changed as a result of the
pandemic. These have influenced adolescent perceptions of
specific occupations or jobs and may have also contributed to
the intellectual capacity of the students during their time of
study.
According to the interviews’ statements, some
students chose a college course that put them at ease and did
not need them to take on extensive responsibilities in
situations that could result in unknown risk factors for their
respondents. “None, but as I said, I had the idea of being a
pilot lately, but since the responsibility is too high. I do not
lean on it that much.”
Students also stated that it had been difficult for
them to choose a course due to their lack of hands-on
learning experience, as the learning environment may still be
the same in college, which may affect the effectiveness of
learning. “I am a bit confused [regarding my college course]
because I am a person with many interests as well. Then
COVID came which reduced our on-hand experience to
various things. Especially since we are already going to
college. It seemed like it was very hard for me to decide.”.
This suggests that students prefer being hands-on in learning
their course of study. It also suggests that students find it
difficult to decide on a course during distance learning set up
as it affects the effectiveness of learning of the students.
Students may lack certain skills that were restricted or were
not utilized during the course and may affect their work
performance in their field or career if distance learning will
continue in college.
3.1.4. Economic Factors
Economic factors, according to Thakur (2021), are
the factors that influence the economy and include interest
rates, tax rates, laws, policies, wages, and governmental
activities. These factors are not directly related to the
business, but they have an impact on the investment value in
the future. The relationship between student decision-making
and economic factors may stem from the desire to obtain a
stable job and assurance in the return expectations imposed
by taking courses.
5
Under the category of Economic Factors,
researchers discovered three factors: "Job Demand,"
"Financial Capability," and "Job Opportunities and Benefits."
Students have considered going into the medical
field as demands for medical practitioners have been rising
throughout the pandemic. “The pandemic has affected the
demand for jobs so now, I feel like nursing has become my
choice because, in the future, they will also demand nurses
and doctors.”. They also worried about the job demands in
the future. “I'm also wondering if that course is practical, in
demand, and what the salary will be for that course in the
future.”. The pandemic has significantly changed the demand
for jobs as our environment has changed, and jobs that are fit
for the new normal have been in demand and rising.
They also considered job opportunities in different
countries and the benefits that she is going to acquire with the
job of the course of their study. “I think there are 2 factors
[that contributed to my decision-making]. The first one is job
demand and the second one is salary. That’s why my first
choice is nursing because it's easier to go abroad and the
salary is big.”. This implies that students will most likely
choose a course that will provide them with more job
opportunities and benefits after they graduate or allow them
to travel to countries where their career will most likely excel
and they will receive a much higher salary or employee
benefits.
Interviewees have considered the cost or the
amount of money needed for the course they decided on for
college during the pandemic. “The financial capabilities of
my father, because I think that nursing will cost money, I’m
weighing down my options if my father has the ability to
support me.”. The participants' remark states that when
choosing a college course, students consider the financial
resources available to them from their families.
3.2. Most Influential Factors
The researchers have identified the factors that
mostly influence the students’ decision-making during a
pandemic. These factors include “Interest”, “Skills and
Abilities”, “Self Doubts”, “Job Demands”, “Job
Opportunities”, and “Family and Parental Influence”.
When asked which of the factors they had
identified influenced them the most, most students responded
their interest. Malgwi, Howe, and Burnaby (2005) as well as population for more thorough research on factors that
Yazici (2010) identified "interest" to be one of the most influence students' college course selection decisions. In
influential factors in students' decision-making. However, addition, the researchers recommend that future researchers
according to the study's findings, Family or Parental conduct a qualitative study on the effects of the COVID-19
Influence and Interest were among the most often mentioned pandemic on student decision-making. Student leaders,
factors by participants. Following it are the factors of Job teachers, parents, and guidance counselors might use this
Demand, Skills and Abilities, Job Opportunities, and data to develop programs or activities that will help kids
Self-Doubt. In addition to "Interest," Malgwi, Howe, and better comprehend and make better decisions.
Burnaby (2005) discovered that potential work prospects
were one of the most influential factors. 5. ACKNOWLEDGMENTS
According to a 2013 Fizer study, "family" was the This paper would not have been possible without
most influential factor for 27% of the population. In addition,
the exceptional assistance of Ms. Ria Robles, our Practical
the other 25% of students indicated that job opportunities and
Research 3 instructor. From our initial ideas and her
friends are among the most influential factors in deciding on
suggestions and recommendations to the final draft of this
a major. Most of the factors labelled as most influential fall
paper, Ms. Robles’s enthusiasm, knowledge, and meticulous
under “Personal Factors. A study by Su, Chang, Wu, and
attention to detail have inspired the researchers and kept the
Liao (2016) proved that students’ college course
collaboration on track. The researchers would also like to
decision-making is mostly affected by “personal factors”.
thank the distinguished panelists: Ms. Maylanie Tuba-ang,
Mr. Santiago Saintel, and Ms. Jennefer Mostrales. Their
4. CONCLUSIONS generosity and knowledge have greatly aided this study and
saved the authors from making numerous errors. Sir Romeo
Most students showed uncertainty in their Javier, principal of Saint Louis University, for granting
decision-making process due to the current situation of a permission to conduct this research and interview students at
pandemic and the unpredictability of the future. Under the the school.
category of Economic Factors, researchers discovered three
factors: "Job Demand," "Financial Capability," and "Job
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