“Exploring The Influencing Factors In Course Selection Of Grade 12

Students In Sta. Fe National High School”

Submitted by:
Kris Larry A. Carnecer
John Liam Kersey Limpin
Marian Kim Francisco
John Mark Irgonia

Submitted to:
Maria Nativity Grafil Banario

School year: 2023-2024

ABSTRACT:
Course selection is one of the most significant decision a student has to make in their
college years. The decision they make plays a big part in shaping their future. That is why they
should make the best decision at the very start when choosing the course for their college
journey. This study aims to explore and uncover the factors that influences the final choice
of course, focusing on grade 12 students of Sta. Fe National High School. This is a qualitative
research that focuses on influences on students’ course selection, various factors such as
personal interests, career aspirations, parental expectations, peer pressure, availability of
resources, teacher guidance, extracurricular commitments, perceived difficulty, and past
experiences. These influences interact to shape students’ decisions, highlighting the
complexity of the course selection process. This research will serve as a helping hand to
students’ in making the right call guiding them in their path to success.

INTRODUCTION:
The process of selecting courses in secondary education plays a pivotal role in shaping the
academic trajectory and future career prospects of students. Understanding the factors that
influence this decision-making process is crucial for educators, policymakers, and
stakeholders alike. In this study, we searched into the intricate dynamics of course selection
among Grade 12 in Sta. Fe National High School.

As students transition into their final year of high school, the choices they make regarding
their course selection can significantly impact their post-secondary opportunities and
career pathways. Previous research has identified various factors influencing course
selection, including academic performance, career aspirations, parental influence, peer
interactions, and perceived self-efficacy. However, the unique socio-cultural context of
SFNHS warrants a closer examination of how these factors interplay and shape the decision-
making processes of Grade 12 students.
By shedding light on the influencing factors in course selection among Grade 12 students,
this study aims to provide valuable insights for educators and school administration to
optimize support systems and resources that empower students in making informed
decisions about their educational journey. Additionally, understanding these factors can
contribute to the development of targeted interventions and counseling services aimed at
promoting academic success, career readiness, and overall student well-being. Through this
exploration, we aim to contribute to the ongoing dialogue on enhancing the educational
experiences and outcomes of high school students in Sta. Fe National High School and
beyond.

STATEMENT OF THE PROBLEM:

The study aims to search into the influencing factors affecting Grade 12 students course
selection decisions. It seeks to understand the intricate dynamics involving personal, social,
and institutional aspects that shape these decisions. Key questions to be explored include
identifying the primary factors guiding course choices, the impact of personal interests and
career aspirations, the role of peer and social influences, the influence of educational
institutions, potential demographic differences in influencing factors, and strategies to
enhance support for informed course selections. Through this investigation, valuable
insights can be gained to improve educational guidance and support systems that is fitted
to Grade 12 students, aiding them in making well-informed and beneficial course selections.

PURPOSE OF THE STUDY:

This study aims to understand the reason on why Grade 12 students of Sta. Fe National
High School pick certain course for their college years. Examine the influencing factors like
peer pressure what their friend chose, financial state maybe they don’t have enough money,
their dream career, their parents or families expectation, their personal interest. Those are
just a few things that leads to their final decision. Understanding those few things can help
educators and school administration in guiding their students in making the best decision
for their academic journey.
SIGNIFICANCE OF THE STUDY:
Having the knowledge on the things that ultimately leads to Grade 12 students choosing
their college course is very important for teachers, school administration, parents, and
specially students themselves. By expanding our knowledge on these influencing factors, we
can help students in picking the right course for them, course that aligns with their goals in
life, personality, strength and weaknesses and most importantly their interest. With that
leads to student being more motivated in studying which in turn will make them perform in
the their best. This study will help in giving the best guidance in helping student in making
the best decision for their academic journey.

THEORY OR THEORETICAL PERSPECTIVE:

One theoretical perspective to explore influencing factors in course selection for grade 12
students is Albert Bandura’s Social Cognitive Theory. This theory suggests that behavior is
influenced by a continuous reciprocal interaction between cognitive, behavioral, and
environmental factors. In the context of course selection, factors such as self-efficacy
beliefs (students’ confidence in their ability to succeed in certain subjects), observational
learning (influence of peers, teachers, and family members), and environmental factors
(school resources, societal expectations) could all play significant roles in shaping students’
decisions. By applying this theory, researchers could examine how these various factors
interact and influence the course selection process for grade 12 students. This in turn will
help schools in guiding their students to make the best choice for their academic journey.

RESEARCH METHOD:
In this study we will explore influencing factors in course selection among grade 12
students. Data gathering would be done with a combination of surveys and interviews. First,
giving survey questionnaire to gather data on factors such as academic interests, career
aspirations, parental influence, peer influence, and perceived importance of various
courses. Next, conducting semi-structured interviews with a subset of students to dive
deeper into their decision-making processes, allowing for more qualitative insights and the
opportunity to explore things not captured in the survey data. By doing this, we will gain a
comprehensive understanding of the factors influencing course selection among grade 12
students.
DEFINITION OF KEY TERMS

➢ Course – A course is a set of lessons or classes that a student can attend to

become educated on a particular topic or learn a specific skill. This is course
meaning is in an educational context. The purpose of a course is for a
teacher who has expertise about something to share that expertise with
others.

Source: https://ippei.com/course-definition/

➢ Self-efficacy -Self-efficacy is defined as a person’s judgment of his or her

own abilities to compose and execute the tasks to achieve optimal
performance.

Source: https://www.researchgate.net/publication/339310575_SELF-
EFFICACY_-CONCEPT_IN_LEARNING

➢ Demographic -Demographics are the characteristics of a population that

have been categorized by distinct criteria such as age, gender and income as
a means to study the attributes of a particular group.

Source: https://www.indeed.com/career-advice/career-
development/demographics-
definition#:~:text=Demographics%20are%20the%20characteristics%20of,a
nd%20governments%20to%20make%20decisions.

➢ Social Cognitive Theory – Social Cognitive Theory (SCT) describes the

influence of individual experiences, the actions of others, and environmental
factors on individual health behaviors. SCT provides opportunities for social
support through instilling expectations, self-efficacy, and using observational
learning and other reinforcements to achieve behavior change.

Source: https://www.ruralhealthinfo.org/toolkits/health-
promotion/2/theories-and-models/social-cognitive
DELIMITATION:
This study is delimited by several factors to provide a clear scope for the research on
influencing factors in Grade 12 students’ course selection. The timeframe of the study will
be based on current trends, potentially excluding historical or future shifts in influencing
factors. The sample size and selection process will be defined, acknowledging that findings
are based on the chosen sample and may not apply universally. Additionally, language and
cultural factors within the selected context will shape the study’s focus, while external
influences and broader societal factors will be considered within the educational context.
Lastly, the study’s scope will primarily encompass institutional factors influencing course
selection, excluding external economic or political factors unless directly relevant to
educational decision-making processes.

LIMITATION OF THE STUDY:

Several limitations are inherent in the study focusing on influencing factors in Grade 12
students’ course selection. One major limitation is the potential for sampling bias despite
efforts to ensure a representative sample, which may restrict the generalizability of findings
to broader student populations. Also, relying on self-reported data introduces the possibility
of self-reporting bias, impacting the accuracy and reliability of responses. The study’s cross-
sectional nature at a specific time point limits its ability to capture longitudinal trends or
changes in influencing factors over time. Unforeseen external factors, such as shifts in
educational policies or socio-economic conditions, could also influence course selection
decisions, potentially confounding the study’s findings. Due to constraints in resources or
access to data, the depth of analysis may be limited, and certain shadings or subgroup
differences among Grade 12 students may not be fully explored. These contextual and
methodological limitations should be considered when interpreting the study’s results and
their broader implications.
SUMMARY:
This research investigates the influencing factors in course selection among Grade 12
students, exploring the multifaceted dynamics that shape their decisions. By delving into
personal, social, and institutional aspects, the study aims to uncover primary factors driving
course choices, the impact of personal interests and career aspirations, peer and social
influences, and the role of educational institutions. This research seeks to provide valuable
insights into enhancing educational guidance and support systems for Grade 12 students,
facilitating their ability to make well-informed and advantageous course selections in
alignment with their academic and career goals.

RRL:
Malaysia’s higher education system has undergone significant transformation. The demand
for postsecondary education has surged dramatically due to advancements in educational
quality and improved academic achievement at the primary and secondary school levels.
The higher education market is becoming monopolistically competitive as a result of the
rising demand for postsecondary education from the general population and the
government’s goal of positioning Malaysia as a regional center of academic excellence. The
study aimed to investigate the expectations of three distinct groups of respondents—
parents of prospective students, first-year university students, and prospective students
themselves—about higher education institutions and to pinpoint the variables that shaped
their choices.

https://scholar.google.com/scholar?start=0&q=influencing+factors+in+course+selection&
hl=en&as_sdt=0,5#d=gs_qabs&t=1712793858923&u=%23p%3DeVpQzqqknocJ

The current study set out to investigate how certain societal, familial, and personal factors
affected the courses that students in Iranian technical institutions choose to take. 249
male and female students from technical schools in the Andimeshk Area of Iran
participated in this survey by chance. They were asked to provide information on social,
familial, and personal factors that they believed might influence their choice of technical
school courses, such as accounting, computer engineering, welding, or information and
communication technology. A likert scale questionnaire created by the researcher was
used to collect the data, and step-by-step regression analysis was used to analyze the
results. The findings showed a significant relationship between the social, familial, and
personal aspects taken into account in this study and the courses that students chose to
take. Additionally, means comparison analysis revealed no significant difference between
male and female students in terms of being affected by such factors in their choices.

https://scholar.google.com/scholar?start=0&q=influencing+factors+in+course+selection&
hl=en&as_sdt=0,5#d=gs_qabs&t=1712793560017&u=%23p%3D18j5_LrCx4UJ

One of the most crucial decisions a student must make in their time in college is which
courses to take. Since that choice has a significant impact on how their future is defined.
As such, when choosing a course, they ought to start with the finest option. The study’s
goal is to identify the variables that most affect a group of management students at Eastern
University of Sri Lanka’s Trincomalee Campus while choosing their specialization domains.
This investigation was conducted using quantitative methods. Undergraduate students
participated in this study as responders. There were seventy-five responses in the sample,
all with various majors. The body of research and published literature helped to provide
context for this issue by highlighting not just the process by which students select their
major.

https://scholar.google.com/scholar?start=0&q=influencing+factors+in+course+selection&
hl=en&as_sdt=0,5#d=gs_qabs&t=1712792930611&u=%23p%3DJYrlwHHD4RYJ

Higher education in Malaysia is expanding at a quick pace these days, which encourages
institutions to offer top-notch programs that meet the goals of the country. The healthy
rivalry between public and private universities for student admission has a significant
impact on the sustainability of the respective institutions. This study therefore focused on
providing a summary of the factors that influence students’ decisions to enroll in particular
courses at postsecondary educational institutions. The future career, passion, parental
and peer impact, and selection determinants are all discussed. In summary, this research
can assist postsecondary educational institutions in developing methods to increase
student enrollment while simultaneously enhancing the caliber of instruction and
institutional governance.

https://scholar.google.com/scholar?start=0&q=influencing+factors+in+course+selection&
hl=en&as_sdt=0,5#d=gs_qabs&t=1712793198767&u=%23p%3DW8KdxmoRp5YJ
Students in grade 12 take into account a variety of factors while choosing their courses for
postsecondary education, including accessibility to educational resources, environmental
influences, personal preferences, and the quality of their education. Research has
demonstrated the critical roles that a student’s personal preferences, interests, talents,
weaknesses, constraints, and abilities have in helping them make well-informed course
selection decisions. Furthermore, social influences, parental influence, self-efficacy, and
personality traits all have a big impact on the careers that 12 th graders choose. The process
of choosing courses entails identifying significant elements that are firmly ingrained in
students’ decisions in an effort to shed light on their decision-making processes.
Numerous investigations have examined the various aspects that influence grade 12
pupils’ profession decisions, highlighting the significance of comprehending personal,
social, educational, work culture, and family-related influences in decision-making.

https://www.academia.edu/84837761

Grade 12 students choose their courses based on a variety of factors, including

accessibility to courses, personal preference, environmental influences, and the quality of
their education. Choosing courses based on one’s own preferences, interests, strengths,
weaknesses, constraints, and abilities is also influenced by these factors. When choosing
their courses, students consider a variety of elements, including job opportunities,
personality qualities, self-efficacy, parental and peer influence, and career information and
promotion. All of these elements have an effect on students’ academic success,
professional growth, and general contentment with their chosen pathways.

https://www.researchgate.net

This study delves into how undergraduate students approach Course Selection (CS),
particularly focusing on their choices for First and Last Courses. It reveals that students
pick First Courses based on factors like intellectual stimulation, teaching quality, potential
learning outcomes, and convenience aspects such as scheduling. Conversely, Last
Courses are typically selected for their simplicity and convenience. Satisfaction levels
differ significantly between First and Last Courses, with First Courses generally yielding
higher satisfaction. Interestingly, the sole factor distinguishing satisfied and dissatisfied
students across both types of courses is teaching quality. This indicates that the criteria for
CS decisions and post-course satisfaction are separate entities, underscoring the
importance of effectively disseminating information to aid students in making well-
informed CS choices.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+course+selection+&btnG=
#d=gs_qabs&t=1712795551092&u=%23p%3DkFEpGQNugJ8J

The study investigates how the enrollment of male and female high school students in
math and science courses changed between around 1982 and 1992. It observes a rise in
course participation overall and a reduction in the gap between genders. Moreover, it
explores how stricter state graduation requirements in these subjects impact course
enrollment for both males and females. Additionally, the research delves into the
relationship between high school math and science course selection and the choice of
college major for students in this period. It finds that taking more high school math and
science courses correlates positively with choosing technical majors in college, even after
adjusting for factors like ability and preference using methods to address selection bias.

https://www.degruyter.com/document/doi/10.2202/1935-1682.1521/html