SOCIO-ECONOMIC STATUS AND DECISION-MAKING SKILLS OF

GRADE 12 STUDENTS AT SAN MARIANO NATIONAL HIGH SCHOOL

A QUANTITATIVE RESEARCH

Submitted by

Monteleja, Amiel Crisian

Oriendo, Jed Adiel

Suriaga, Carlyle

Pajanel, Jhe-Anne

Peradilla, Nicole

Perez, Mariane Yvonne

Selda, Sunshine

Group 3 - Researchers

SAN MARIANO NATIONAL HIGH SCHOOL

SAN MARIANO, ROXAS, ORIENTAL MINDORO

 CHAPTER I

THE PROBLEM AND ITS SETTING

I. Background of the Study.

Education is widely acknowledged as a key solution to various socio-

economic challenges globally. It is perceived as a remedy for poverty,

ignorance, unemployment, ineffective governance, hunger, and

overpopulation. This collective belief underscores the significance of

education in enhancing the quality of life and social status, particularly through

informed decision-making, especially among students embarking on their

college journeys.

Socio-economic status, as defined by the American Psychological

Association (APA, 2023), encapsulates an individual's or group's position on

the socio-economic scale. This position is intricately shaped by a blend of

social and economic factors, including income, educational attainment,

occupation type and prestige, place of residence, and in certain societies,

ethnic origin or religious background.

Acknowledging one's socio-economic status in decision-making

introduces a complex and challenging dimension to an individual's life. The

decision-making skills of one individual, as defined by APA (2023), involves

the cognitive system of selecting among multiple alternatives, ranging from

straightforward choices to intricate decisions that require thoughtful

consideration.
 Archuleta & Dale (2018) highlighted the substantial impact of socio-

economic factors, particularly financial concerns, on the overall decision-

making processes of students selecting college courses. Financial anxieties

prompted the development of the Financial Anxiety Scale (FAS), serving as a

valuable tool for counselors and educators to identify individuals grappling

with decision-making difficulties. The complexity of choosing academic paths

is underscored by Destin (2018), who emphasized that the financial strain of

college negatively influences academic performance, particularly for students

attending selective colleges. This research further enriches our understanding

by applying social psychological theory to explore how college costs impact

students' mental and cognitive well-being.

Meanwhile, the socio-economic status of students, and the level of

their decision-making skills in terms of choosing a relevant college course in

the future, particularly at SMNHS, reveals unique challenges and

opportunities. It introduces various factors that impact an individual's socio-

economic status, which shape the decision-making processes of Grade 12

students. Factors such as regional economic conditions, cultural influences,

and educational resources available within the locale play a crucial role in

influencing students' choices.

San Mariano National High School (SMNHS), a public secondary

educational institution in the division of Oriental Mindoro, the challenges

persist for 265 Grade 12 students, including the researchers. They grapple

with complexities in decision-making regarding the college courses they

intend to pursue. This prompts the researchers to investigate the potential

significant relationship between socio-economic status and the decision-

making processes in selecting academic paths.

The relationship between socio-economic status and educational

decision-making raises questions amongst professionals, despite the diverse

societies around the world. From economically developed nations grappling

with issues of accessibility and equality to developing countries contending

with disparities in educational resources, it underscores the intricate

relationship between socio-economic status and educational choices.

Meanwhile, the socio-economic status of students, and the level of

their decision-making skills in terms of choosing a relevant college course in

the future, particularly at SMNHS, reveals unique challenges and

opportunities. It introduces various factors that impact an individual's socio-

economic status, which shape the decision-making processes of Grade 12

students. Factors such as regional economic conditions, cultural influences,

and educational resources available within the locale play a crucial role in

influencing students' choices.

This study aims to fill the existing gap in understanding the intricate

interplay between socio-economic factors and the decision-making landscape

of students at SMNHS, as well as to investigate whether or not there is a

significant relationship between the socio-economic status and the decision-

making processes of Grade 12 students at San Mariano National High

School. By comprehensively exploring how socio-economic factors influence

students' choices in selecting academic paths, the researchers are able to

formulate a significant result.

II. Research Locale

This research study will be conducted at San Mariano National High

School (SMNHS), which is located in San Mariano, Roxas, Oriental Mindoro.

SMNHS is a diverse educational institution with a student population

consisting of a wide range of socio-economic backgrounds. The school is

known for its commitment to providing quality education to its students and

offers a variety of academic tracks and strands for grade 12 students to

choose from.

This study will specifically focus on Grade 12 students at SMNHS, as

they face crucial decisions in their SHS life, which can significantly influence

their future and life trajectories. These students come from various socio-

economic backgrounds, including low-income households, middle-class

families, and those from more affluent backgrounds. The school's diverse

student body provides an ideal setting to investigate how socio-economic

status influences the decision-making skills.

SMNHS offers a range of academic tracks and strands, such as

Science, Technology, Engineering, and Mathematics (STEM), Accountancy,

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

(HUMSS), and General Academic Strand (GAS), among others. The decision-

making process regarding these options is of great importance, as it can

impact students' access to higher education and future career opportunities.

Morever, the student's decisions will also be a significant factor that will

change the way their life can operate regarding their circumstances and their

studies, from factors such as their inability to solidify what career they actually
want to choose and their friends whom can influence their choices and their

actions.

By conducting this research at SMNHS, we aim to gain a

comprehensive understanding of how socio-economic factors influence the

choices made by grade 12 students in their day to day lives.This locale

provides an ideal environment for examining the interplay between socio-

economic status and the decision-making skills of students in the context of

secondary education, with potential implications for educational policies and

guidance programs.

III. Theoretical Framework.

This study is grounded on the following theories which helped the researcher

better establish the structure of the study.

Socio-Economic Correlation Theory (SECT)

This research is underpinned on the Socio-economic Correlation

Theory. Zhang, Yun, Hu (2023) described positive correlations among family

socio-economic status, parental educational expectations, and children's

academic performance.

Affordability of tuition, availability of financial aid, and the overall cost of

attending a particular college are crucial considerations, particularly for those

from lower socio-economic backgrounds. Additionally, students from different

social environments may have varying levels of exposure to educational

resources and opportunities, impacting their decision-making process.

A student's socio-economic status often plays a significant role in their

decisions. SECT suggests that factors such as financial constraints and family

expectations directly influence the choices a student makes. This serves as a

background through which the study investigates the intricate dynamics of

family socio-economic status and its effects on educational attainment and

children's academic expectations.

Intuitive Development Theory (IDT)

According to Reynolds (2018), college experience in fosters

independence and decision-making. An individual is more inclined on making

better decisions, such as what they need to study and when they will do it.

IDT suggests that a student will begin to make more informed and

independent choices as they grow in a disciplined environment. This, in turn,

encourages students who are about to graduate to develop intuitive skills, as

they engage in comprehensive research in preparation for college. Students

may be inclined to reflect towards courses of personal interest or those with a

notable reputation. Despite the inherent challenges in decision-making,

students taking the initiative to make considerations serve as a crucial stage

for intellectual and personal growth, challenging students in ways that

contribute significantly to their overall development.

Parental Guidance and Involvement Theory (PGIT)

Rumbaoa, San Jose, Sanches, and Cabauatan (2022) stated that

parental involvement is observed in situations directly involve socioeconomic

status. Undergraduate college students would reach out to their parents to

discuss major decisions. Parental guidance plays a role in a child's ability to

make decisions for themself. PGIT indicates that various factors such as

household income, resources, and the amount of support parents give to their

children were reflected upon and directly impact students' decision-making.

Authoritative parents are more inclined to make biased decisions for their

child, while supportive parents are able to encourage their children in making

the decisions for themselves, without throwing off the various factors that

need to be considered.

Reputation and Influential Bias Theory (RIBT)

Griffith and Rask (2018) highlighted RIBT, indicating that students from

higher socio-economic backgrounds are able to freely decide where to enroll

among the schools where they were accepted. An institution's prestige and

academic standing influence a student's decision. Affordability, distance,

reputation, academic facilities, and educational resources play a vital role not

just on students' stated preferences but also in the actual choices they make.

Well-respected colleges and universities have an appeal towards students

whose ambitions align with the ever-changing economic environment.

Colleges recommended by parents, peers, and other significant people impact

the order in which students aim to enroll to first. RIBT shows that graduates
 need to consider the influence that a certain educational institution has, to

which they are interested in attending. RIBT suggests that the economic

context behind a student's decision can shape their aspirations, guiding them

towards institutions that align with their financial means and familial

circumstances. While socio-economic status is a prominent factor, it is

important to note that individual preferences and priorities also contribute in

this matter.

IV. Conceptual Framework.

This conceptual framework focuses on understanding two topics: socio-

economic status and decision-making process in choosing academic paths in

college.

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Socio-Economic Status in terms

of: Decision-Making Skills in terms of:
a. Financial Status a. Problem-Solving
b. Social Class b. Critical Thinking
c. Geographical Location c. Risk Assessment

Figure I

Figure I above presents the socio-economic status as the independent

variable, pertaining to a person’s position in society based their financial

status, social class, and geographical location. Financial status considers

factors like income, savings, and debt. Social class categorizes individuals

based on occupation, education, and income. Geographical location takes

into account the place of residence and its impact on resources and

opportunities.

Meanwhile, the second box illustrates decision-making skills of

students as the dependent variable. This involves several factors like

problem-solving, which include personal interests, career prospects, and

desired lifestyle. Critical thinking plays a role through expectations, support,

and advice. Risk assessment can also be correlated to the reputation of the

college, including the quality of education, faculty, job placement rates, and

available courses.

The arrow illustrates the possible correlation between the two

variables. This suggests whether or not there is a significant relationship

between socio-economic status and decision-making process in choosing

academic paths in college. The arrow also suggests that socio-economic

status (independent variable) directly affects the decision-making skills of

students (dependent variable).

In summary, this conceptual framework acts as a guide for the

researchers, in measuring and analyzing the specific variables and their

relationship altogether.
V. Statement of the Problem (Research Questions).

This research study aims to determine whether or not there is a

significant relationship between Socio-Economic Status and the decision-

making process in choosing academic paths of grade 12 students.

Specifically, it seeks to answer all the following questions below:

1. What is the level of the students’ Socio-Economic Status in terms of:

a. Financial Status

b. Social Class

c. Geographical Location

2. What is the level of the student's decision-making skills in terms of;

a. Problem Solving

b. Critical Thinking

c. Risk Assessment

3. Is there any significant relationship between their socio-economic status

and their decision-making process in choosing their academic paths?

VI. Statement of the Hypothesis.

There is no significant relationship between student’s socio-economic status

and their decision-making skills.

VII. Significance of the Study.

The researchers believe that the study will be beneficiary and

significant for the following groups:

Students: This study will help students identify barriers and inequalities that

may prevent them from making important decisions that have an impact ti

their life.

Senior High School Teachers: This study will help them in dealing with their

students on their decision making and socio-economic status to help them or

assist them for a more successful future.

School Administration: The study can help students through enhancing their

decision-making abilities, through implementing targeted strategies for

empowering students with crucial decision-making skills.

Parents: The study will provide parents with a comprehensive understanding

of their child's decision-making process. This will help parents to appreciate

the importance of their influence and understand how socio-economic factors

impact their child's choices and development.

Future Researchers: It will help future researchers that are aligned with the

similar topic as their guide on which to avoid and to find what are the potential

gaps they could address.

VIII. Scope and Delimitation

This study on focused on measuring whether or not there is a

significant relationship between the level of socio-economic status and

decision-making skils of grade 12 students at San Mariano National High

School, S.Y. 2023-2024.

The level of students' socio-economic status is focused specifically on

financial status, social class and geographical location, as suggested by

Archuleta and Dale (2013), Destin (2018). The decision-making skills of

students, specifically their problem-solving skills, critical thinking, and risk

assessment. Furthermore, the researchers will determine the relationship of

the students' socio-economic and decision-making skills during the school

year 2023-2024.

IX. Definition of Terms.

Decision-Making Skills: refers to the cognitive abilities and processes

utilized by individuals to analyze situations, identify potential options or

courses of action, evaluate the advantages and disadvantages of each option,

and ultimately make a well-informed choice or decision. Meanwhile, American

Psychological Association (2023) defines the process of decision-making as

the cognitive system of choosing between two or more alternatives.

Financial Status: is used to determine the individual's financial health and

well-being, including their current financial situation, assets, liabilities, income,

expenses, savings, investments, and debts.

Geographical Location: used to identify the location Geographical location

A geographical location is the place where a particular point or object exists.

Location is an important term in geography, and is usually considered more

precise than "place." A locality is a human settlement: city, town, village, or

even archaeological site.

Parental Influence: the way parents show their opinion, attitude, and actions

that somehow shape or mold the child's attitude.

Social Class: In this study, social class used to determine how these factors

influence various aspects of life, including access to resources, opportunities,

health outcomes, and overall well-being.

Socio-economic Status: an individual's position in a society which is

determined by wealth, occupation, and social class and is a measure of an

individual's or group's standing in the community. Socio-economic status, as

defined by the American Psychological Association (2023), is the position of

an individual or group on the socio-economic scale, particularly determined by

a combination of social and economic factors such as income, amount and

kind of education, type and prestige of occupation, place of residence, and-in

some societies, ethnic origin or religious background.

Student Expectation: determines what a student anticipates or expects from

an outcome in a decision he/she makes.