FACTORS AFFECTING THE COLLEGE COURSE

PREFERENCES OF GRADE 12
STUDENTS OF NNCHS

CHRISTIAN CAL
ADOR JEWEL CHESTER MANUEL III
MARK ZYANN PASCUA
EDUARD UGALE
GWYNETH AIRA RAMOS
MARIANE JOY VALDEZ

A RESEARCH PAPER
PRESENTED TO THE FACULTY OF NARVACAN NATIONAL CENTRAL HIGH
SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
PARATONG, NARVACAN, ILOCOS SUR, PHILIPPINES

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

INQUIRY, INVESTIGATION, AND IMMERSION

2023
 Chapter 1

INTRODUCTION

Background of the Study

Education is universally recognized as the answer or remedy to the socioeconomic

problems of the world. Every individual looks up to education to provide a cure for poverty,

ignorance, incognizance, mental deficiency, joblessness, bad government, poor

communication system, hunger, and other things.

College translates to "association of colleagues" from the Latin word collegium, which

also means "community, society, guild.". A person's career, on the other hand, is described

as the employment, business, or industry they may choose to engage in while they are still in

school, after they graduate, or even after they pass away. It also clarifies career as the

application of a person’s cognition and capabilities, providing command over the profession,

timely work expertise, and a basis for developing and bettering business networks (Ahmed

et al., 2017).

Every nation of the world aspires toward quality of life and social status through good

decision-making in selecting a career choice especially students who are about to pursue

college (Ouano et al., 2019).

The idea of going to college is typically considered a novel and exciting experience

for students who have just graduated from high school. To enter a brand-new world, one

must leave behind the conveniences of high school. However, the procedure can be quite

intimidating and unpleasant for some students. There are so many things to consider. One,

of course, is which college to attend. What you are going to study matters even more than

where you go occasionally. It might be really difficult to decide what to study in college.

Because it will probably be one of the most significant life decisions most people will ever

make, it is a source of enormous concern (Edmonds et al., 2012).

Therefore, choosing a career is a crucial choice that influences a person's entire

future. The depth to which potential occupations are investigated and taken into
consideration is known as career exploration (Ouano et al., 2019). According to Olaosebikan

and Olusakin (2014), considering many career paths before settling on one improves future

professional success and happiness. Therefore, factors that affect teenage career

exploration should be recognized and identified.

This paper attempted to study the courses Grade-12 Students have chosen for

college. Additionally, it tends to know if they chose their college major because it fulfills a

personal ambition or because their parents pushed them to and if these are the only factors

that affect their decision in choosing their college courses.

The result of this study will provide necessary pieces of information to students who

are lacking confidence in one’s abilities and are undecided and uncertain – unsure of their

decisions in selecting courses in college having with them a variety of factors that affects

their choices. As well as the students, parents, teachers, schools, and researchers, the study

may be able to be a great help, the findings of this paper can aid colleges in marketing their

programs to students more effectively. Understanding the intricacy of the factors that

students take into account when making their decision can help institutions identify suitable

fits for their academic communities.

The findings of this study can assist in determining what are the student’s major

factors that affect them in choosing their college courses and formulating immediate

solutions to avoid such wrong decisions.

Statement of the Problem

1. What is the socio-demographic characteristic of the respondents in terms of:

a. Sex

b. Age

c. Academic strand/track

d. Parent’s occupation, and

e. Parent’s monthly salary

2. What is the level of influence in choosing college courses along the following:
 a. Personal

b. Family

c. Peer influence

d. Financial

e. Future job opportunities?

3. What career orientation program will be proposed for the Grade-12 students?

Significance of the Study

The result of this study will provide necessary pieces of information for the following:

Students. The students who are lacking confidence in one’s abilities are

undecided and uncertain-unsure of their decisions in selecting courses in college

having with them a variety of factors that affects their choices.

Parents. To the parents who control the decisions of their children’s career

choices.

Teachers. To the teachers to help them pursue their own decisions.

School. For the school to nurture the students’ abilities in their chosen career

major.

Future Researchers. The results of this study can benefit researchers in

their future work, and understanding the various factors that students take into

account when making decisions will help universities locate candidates who will fit

well within their academic communities.

Scope and Delimitations

The main goal of this study is to determine the courses Grade-12 Students

chose for college. Additionally, it tends to know if they chose their college major

because it fulfills a personal ambition or because their parents pushed them to and if

these are the only factors that affect their decision in choosing their college courses.
 The respondents of this research mainly focused on Grade-12 Students of

Narvacan National Central High School – SHS, Batch 2022-2023.

This research study is a quantitative type of research and will employ

Descriptive-Correlational as the research design. Additionally, this study will intend to

make use of a survey questionnaire in gathering the data needed.

Assumptions

In this study, the following should be assumed:

1. The respondents must answer the questions thoroughly with honesty

and sincerity.

2. The respondent's name is optional and the information they give

should be kept confidential.

3. The respondents are knowledgeable enough about the topic and thus

willingly participate in the progress of the study.

4. The result of this study is depicted as timeless, prompt, and

significant.

5. All the benefactors will thoroughly understand the content and data

from this study.

 Chapter 2

RESEARCH FRAMEWORK

Review of Related Literature

This section presents a review of related literature and research studies that are

relevant to the study. These past research studies that were reviewed helped the

researchers understand and fulfill this research study.

Family’s Influence Towards Student's Career Choices

Children's professional choices and aspirations may become a nightmare without

career guidance and support from their families (parents) and peers. According to Shumba

and Naong (2012), the ability of the learner to identify his or her desired profession choice,

and a teacher’s effect on their students' career decisions, are all important factors in

influencing the career choices of youngsters.

Studies have shown that women typically have a greater impact than fathers on their

children's professional choices and aspirations. Daughters' career objectives frequently

mirrored those of their moms' chosen fields because mothers had the most sway. This

suggests that moms play a significant part in their children's decisions regarding their

careers since they offer support that helps reduce the children's concerns about careers.

(Almon et al., 2012)

Withal, Almon et al., (2012) In addition to the ability of the learner to define his or her

desired profession choice and the role that the family plays in influencing career choices,

teachers also have a substantial impact on their students' career decisions. Teachers are

seen as important figures (or role models) in the future career paths that young people

choose. This is similar to how parents are seen. It implies that teachers' ideas affect their

students' judgments of their abilities and, consequently, their decision to pursue a particular
job. When it comes to choosing a major, some lecturers advise students to choose a field of

study that matches their identified skills and aptitudes.

Shumba and Naong (2012) study concluded that teachers, the learner's capacity to

identify their desired job choice, and the learner's family are important influences on

students' career decisions. Additionally, the support that students receive from their families

and teachers has a big impact on the career choices and aspirations of pupils.

In line with Kazi and Akhlaq (2017), some of the factors affecting students' decisions

in choosing their College Majors Are Family Influence, Peers’ Influence, Gender, Academic

Reasons, Media Influence, Financial Reasons, Interests, and Influence of others. The study

shows that school counselors have a limited impact on students’ ability to make wise career

decisions. The youth are also shown to be impressionable, susceptible to peer pressure, and

impressed by the media while making professional decisions. The importance of teachers in

inspiring and motivating their students is further highlighted by this. Another element that

draws students toward a career is the work environment. The study demonstrates that most

students at the institutions where they performed their research were neither influenced by

nor under pressure from their parents' occupations. Additionally, it demonstrates how girls

are more influenced by their peers' opinions and decisions.

Further, the systematic study by Akosah-Twumasi et al., (2018) looked at the

elements that are now impacting the job decisions of young people from various nations

throughout the world, from either or both collectivist and individualistic cultural contexts. The

three factors that affect job decisions—intrinsic, extrinsic, and interpersonal—are prevalent

in both societies. Their level of effect on young people varies from culture to culture and

seems to depend on how well they perceive their parents' behavior to be consistent, which

may increase self-efficacy and lead to better career choice results. Youths in individualistic

cultural contexts are encouraged to choose their employment options because of a

combination of intrinsic (personal interest, personality trait, self-efficacy), extrinsic (work

security, high salary), and to a lesser extent, interpersonal (parental assistance) elements.
Parents' influences were found to be substantial in collectivist cultural contexts, suggesting

that kids from this culture respect their parent’s and other family members' input throughout

the decision-making process for their careers. Parents and significant others' actions play a

crucial role in the lives of young people as they choose their career routes.

Accordingly, Akosah-Twumasi et al. (2018) concluded that in collectivist societies,

parental engagement is seen as a necessity to support their children's efforts and give them

the tools they need to be responsible and economically productive. In contrast, it is common

practice in individualistic societies for parents to support their children's choices of career

and to cheer them on.

Hence, Eremie and Okwulehei (2018) assert that the environmental factor is a crucial

component of career decisions. Most of their respondents indicated that students at privately

owned secondary schools concurred that their parents' influence played a role in their

decision to pursue a certain course of study. It has been reported that their job aspirations

and decision-making are influenced by their familial history. Researchers have discovered

that parents are the most significant career role models for college students in several

studies. Particularly mothers appear to have more effect throughout their children's high

school years, while fathers appear to have a stronger influence on their college-aged

children's decision-making. The group replies revealed considerable differences in opinions

regarding how choosing a topic of study might be influenced by a close relative. This implies

that close relatives may favor or negatively impact a student's decision-making.

Withal, Neeraj et al., (2020) study foregoing indicates an increase in interest in the

area of special needs Aspirants want to earn more money, and job stability in the public

sector is one of the major factors influencing teacher trainees' choice of career in the field of

special education. A disabled family member influences the trainee's decision to pursue a

career in special education. It may be suggested that more samples be collected from other

institutes in neighboring states or that a study is conducted among teacher trainees in other

participation fields. This will assist educational officials or institutions in planning future pre-
service teacher training courses in the area of special education. This study focused on a

few variables that influence the choice of career decisions, even though there are many. It is

therefore suggested that a similar study be carried out in which many factors influencing

career choice decisions can be investigated.

Similarly, In the past study of Abrahams et al. (2015), the findings revealed that

parental involvement and loans or grants were the greatest financial supporters and

predicted advantages impacted the students' professional decisions, with potential for

personal growth and development, big revenues in the future, and promotion to the most

significant of these is at the top of the organization.

Findings showed that early exposure to the role of instructors and the impact of close

family members influenced the preference to pursue education as a program in tertiary

education. The students spoke about their instructors as having admirable personal qualities

that acted as role models. The teaching profession, on the other hand, was the subject of

both favorable and bad perceptions. The report also suggests that parents of students and

other family members be included in orientation events. model instructors from the schools

to increase kids' interest in becoming teachers (Mangaoil et al., 2017).

Korkmaza (2015) conducted a previous study in which he looked into and

investigated the factors influencing Turkish high school students' career choices in science

and technology. The Career Choice Instrument (CCI) was administered to 1192 high school

students, 629 females, 558 males, and 5 who did not declare their gender, age range 14–

17) as part of the ROSE survey along with demographic data. Several MANOVAs showed

that factors such as gender, school type, mother and father's educational backgrounds, and

family income affected the professional choices and preferences of high school students.

These chosen factors had both significant and insignificant effects on the six CCI subscales,

according to a univariate ANOVA.

 For undergraduate students, choosing a career can be challenging because it affects

the kind of career they want to follow in the future (Koech et al., 2016). Students struggle to

combine their professional interests with their academic performance skills as they attempt

to choose careers.

Furthermore, the study of Koech et al. (2016) was conducted to look at the elements

that affect students' professional choices to solve the enigma surrounding these decisions.

Peer influence, gender, parental influence, job opportunity, and personal interest were all

factors of interest. The University of Eldoret's second, third, and fourth-year undergraduate

students were the target audience. The 210 participants in the study were selected using a

convenience sampling technique. A self-administered questionnaire with open- and closed-

ended questions was utilized as the data collection tool. A descriptive research design was

employed in the study. Data were displayed as tables, means, and percentages. The

findings showed that a variety of factors affect undergraduate students' career decisions.

This research assumes that educators in educational institutions would find these findings

helpful as they get students ready for the future.

Counselors are one of the human resources the government employs and develops;

they serve as career counselors in various high schools across the nation. According to the

study findings of Koech et al., (2016), career advice from mentors has the least impact on

decision-making. As a result, the ministry of education is advised to modify its approach to

information dissemination. According to the study, the majority of the respondents were

positively influenced by their parents, mentors, and peers' mentorship. This is a blatant

indication that social interaction in all settings affects one's career choice. However,

academic interaction has the least impact, as evidenced by the advice of high school

teachers having the least impact and more influence coming from peers and parents.

Peer Influence towards Student's Career Choices

 The challenge that students face before entering college is choosing careers that fit

with their hobbies and academic performance while also satisfying their parents' wishes.

The study of Arif et al., (2019), identifies Pakistani students' struggles in finding

careers that fit their skills, they are expanding the body of research on career options of

pupils from a Pakistani viewpoint. The University of Management and Technology (UMT)

was chosen as the case and the case study methodology. Correlation research was the

methodology used to collect and analyze the data. The findings showed that social and peer

group factors are more important than family factors in determining career choices;

economic factors are indifferent, while academic support and self-efficacy increase the

likelihood of pursuing the same academic vocation as a profession.

Role models had the greatest influence with an average mean score of 3.1. Peer and

gender factors had an equal influence on the choice of career with an average mean score

of 2.3. The results also indicated that family factors have the least influence on career choice

with an average mean score of 1.86 (Njeri et al., 2013).

Parallel to that, Njeri (2013), investigated the factors that influence career choice

among undergraduate students sponsored by Compassion International. Compassion

International Kenya sponsors 293 students in all the public universities in the country. The

results of the study were compared with the literature review to establish the factors that

influence career choice among undergraduate students sponsored by Compassion

International. The data collected was analyzed using descriptive and inferential statistics.

According to the findings of the study, all the independent variables investigated influenced

the career choice of the sponsored undergraduate students of Compassion International.

In line with Duman and Ercan (2022), the primary elements influencing the choice of

career were identified as environmental influences, marketing efforts, social media,

obligations, and personal factors. The results have led to some insightful recommendations

for universities as well as academicians working on career choice, as well as preferences for
university departments, which is an important step in career choice. The fact that elements

influencing the choice of a job vary daily in the modern world, where societal norms and

individual behaviors are always evolving, demonstrates the need for ongoing study and

research on this topic. As one of the most recent studies, this one is thought to offer a

genuine contribution to the literature.

In the past study of Duman and Ercan (2022), the variables affecting the profession

choice, one of the career planning stages, are examined. The main goals of the study are to

identify the variables influencing career decision-making and to support university marketing

and promotion efforts. Focus group interviews with undergraduate students were conducted

as part of the research, and the data collected were evaluated using grounded theory. The

elements influencing the choice of a career were described by condensing them into two

themes and five categories, per the analysis's findings.

Moreover, Duman and Ercan (2022), stated that one of the turning points in young

people's lives is the decision on their profession, which is one of the key phases of career

planning. A student's preference for a university department will most likely influence their

career choice. In a sense, the preferred departments also influence the person's career. The

literature regularly brings up the idea that a student's career choice is influenced by a variety

of circumstances. The outcomes of the qualitative research that was done in this study to

add to the body of literature are presented below. Results in the personal considerations

category reveal that students take into account their skills and interests when deciding on a

job. Additionally, students desire to become self-aware, take charge of their own lives, and

progress toward their objectives using their preferences. Although these results are

consistent with the research, they also demonstrate that today's youngsters prefer to make

decisions more freely.

Personal Interest, Skills, and Ambition’s Influence towards Student's Career Choices
 A review of past studies on students' career choices has emphasized the significance

of these choices and their long-term effects on students' careers. Ahmed et al. (2017) made

an effort to identify the key variable that affects how various aspects affect business

students' job choices. According to their research, student’s choice of a certain field and

subject is strongly influenced by their enthusiasm in that field, however, their decision is less

strongly influenced by their grades, financial situation, or future employment chances.

There is a connection between interest in the topic and certain personality types

(Ahmed et al., 2017). The wrong personality match and a lack of interest in the subject can

have severe effects on students' contentment, demotivation, and productivity, which can

raise dropout rates and lead to career failure. On the other hand, if the subject of study is

compatible with and in line with the intrinsic traits of the person's personality, this will result

in internal happiness, motivation, and commitment on the part of the student, who will

perform better and excel. Previous research showed that students' career choice variables

varied with socioeconomic and demographic factors, although they did have some

relationship with the financial outcome of the course and future employment chances. The

student's social position, financial resources, affordability, and likelihood of finding future

employment all impact the careers they choose.

According to Kasma and Ali (2021) study, the development of a research role based

on previous or relevant research is important because it can help improve relevant theories

as well as the phenomenon of the connection or influence among variables in a study.

According to their findings, it can be interpreted that skills are distinct qualifications

possessed by colleges affiliated to view, corporates seek to improve and align their skills in

their daily activities through a person, data, and other business expertise to achieve their

goals. Furthermore, the influence of environment in decision-making, the effect of

experience in decision-making, the effect of skill on decision-making, the influence of

environment on career planning, and the influence of skill on career planning. Many other

people will benefit from the suggestions in this article. Aside from the environment and
experience, other factors influence decision-making and career planning. Skills are essential

at all levels and types of companies and organizations; therefore, additional research is

required to determine other factors that can influence Decision Making and Career Planning

besides those discussed in this article.

Similarly, correspond to Vaghela and Matimbwa (2019) study, most respondents

make their professional decisions based on their personalities rather than being affected by

their parents. According to their study's findings, respondents' schools do not offer career

trips or career advisers. Additionally, the majority of responders refuted the claim that "The

school provides career instructional tools." In addition, the study indicated that the majority of

respondents acknowledged that their personality and choice of subjects are the reasons they

belong to particular streams. The majority of respondents acknowledged that they are quite

careful about their future professional lives, and many also concurred that they are very

confident in their abilities and capabilities. The study also discovered that psychological

factors and career choice have a highly positive association, whereas social elements only

had a modest relationship.

On the other hand, Dodge et al., (2014) study indicates that most black South African

9th-grade students think they have a choice of career, which is important given that the black

South was oppressed during the apartheid system. Africans' career opportunities were

limited. Respondents are also making use of resources that are available to them for them to

learn more about meaningful careers. Even though most of the respondents reported having

barriers that could prevent them from finding a decent career, the respondents are hopeful

for the future. Furthermore, black South African 9 th-grade students are using less effective

learning methods, which may be a hindrance when considering careers. Respondents, on

the other hand, believed that listening has components, indicating that they have a basis for

the significance of listening.

In this regard, in the study of Jill Edmonds (2012), using a Likert scale, from 1 being

extremely influential to 4 being not at all influential, participants were asked to rank a list of
factors that may have influenced their decision to college major. All factors were then

grouped into three subtypes of influences (practical, interpersonal, and personal) to

determine where the greatest influence on students today stems from. Analysis of the data

rejected the researcher's hypothesis that practical influences outweigh personal and

interpersonal influences in the current economic conditions. The data yielded non-significant

results as there was almost no difference between the three subtypes on how they influence

students. This finding was contrary to previous literature stating that the factors of each

student's personal beliefs were the most influential on their decision-making. Additional

research is needed with a larger sample to apply results generally across a population or

retest the hypothesis of this research.

Extrinsic Influence on Student's Career Choices

The misfit graduates produced by universities and colleges and the workforce

needed by different companies are associated and linked with the unemployment rate in the

country. The incorrect choice of major taken by most high school students adds up to the

unemployment and underemployment rate of fresh graduate students. A study done by

Pascual (2014), identified the factors that affect the choice of career of third-year students in

the Laboratory School of the University of Rizal System in Morong, Rizal. The research

utilized and used a descriptive assessment method of research to describe the chosen

course of the students and determined the factors affecting their preferred course. A

Descriptive normative method of research was also engaged since the data on the suitable

course for the students and the records of students’ grades in the third year were gathered

with the use of Brainard’s Occupational Preference Inventory (BOPI). The study also used a

descriptive correlational method of research since one of the objectives of the research is to

determine factors related to the course choice and befit course of the students.

According to the research of Pascual (2014), a student’s chosen course is highly

influenced by the availability of work after college. Most of the students prefer to take

scientific-related field courses, or according to Filipinos the “popular courses”. The least
preferred course is the Agricultural related field course. Most of the respondents are suited

to take professional courses tallied by the results from the BOPI. Students’ chosen course is

related to their BOPI result as well as to their father’s work. Furthermore, their BOPI results

revealed that other factors such as the mother’s occupation, monthly family income,

students’ sibling position, and students’ third-year overall average grades are not related and

connected to the student’s desired course in college but the students’ optional course grades

are significantly related.

The results of the study justified that career planning for students must be an

obligation, made in a ceaseless manner and students must start to choose their desired

course from an earlier grade level to help the student identify thoroughly the best-suited

course for them (Pascual, 2014). Additionally, parents take a great part in helping choose

their child’s course suitable and best for their interest, personality, and intellectual ability.

Pascual (2014), students’ career success can be attained properly if guidance is

given suchlike collaborative efforts of the school administrations, guidance counselors, and

parents must be made to come up with better career plans to encourage students to make

good decisions in what major to take in college.

Moreover, Sharif et al., (2019) attempted to explore the roles of parents, tutors, future

income, future status, and societal dissimilarity by calling or labeling all of such factors as

“Influencers” on the career selection of students. Cross-sectional data were gathered from

different university students based in Karachi based on primary data collection using a

developed questionnaire and through non-probabilistic convenience sampling. The data that

was gathered was thoroughly analyzed through one sample t-test and one-way repeated

Measure ANOVA by engaging the SPSS statistical package.

According to Sharif, Ahmed, and Sarwar (2019), It is widely believed, especially by

students, that selecting study programs is the major and main factor, which leads students to

struggle for their desired future careers. But among these influences, the most influential
ones are the influence of earning a reputable social status, their monthly income, making

difference in society, and the pressure from their fathers to take a move in a particular

direction. These all influences are not mere and just influences as they shaped the future of

society since career choice decision even of a single individual is very important for society.

Hence, a study assessed by Ouano et al., (2019) identified that considerations about

the institutions are the most influential factor in the career decisions of 90 students in

Jagobiao National High School followed by decision-making and interest, peer influence,

considerations about the institutions, and future job opportunities. Data was gathered

through a survey questionnaire and the researchers used a chi-square as a research tool to

formulate and composed the collected data.

Ouano et al., (2019), find out that before arriving at a decision, students must

deliberate several factors. Additionally, these factors gave a huge impact on graduating

learners in selecting their desired course in college. But much with more importance to the

considerations about the institution. Institutional factors that influence students’ college

decisions includes location, educational facilities, cost, and employment opportunities.

The perceptions of STEM students regarding their career decision-making in the

South African context are more multifaceted than reported previously (Abe et al., 2020).

Related to that, Abe et al., (2020), investigated the factors that influence career

decision-making among STEM student majors in a South African university. By better

understanding students’ viewpoints on these factors, educators and policymakers can assist

students in making career decisions that fit their experiences, personality, and expectations.

Students in their 1st, 2nd, 3rd, and 4th year of study respectively, were invited to respond to

a semi-structured questionnaire about the factors that were influential in their decision to

pursue a career in STEM. Three key results emerged, namely interpersonal, intrapersonal,

and career outcomes expectancy. The insights could inform policies to counter skills

shortages in the STEM area. Several students reported, among other factors, that their

families, personality, and expectations played influential roles in their career decision-
making. Global literature is rich in empirical evidence about the factors influencing career

decision-making, some of which are family influence, passion, capacity, self-efficacy,

apparent difficulty, values, sense of belonging, gender, and race.

On the other hand, in the past study of Monyrath Sar (2021), among six career

development theories, Social Cognitive Career Theory (SCCT), emphasizes both the

cognitive-person variable and extra-person variable which are different from the other five

career development theories. The paper reviewed previous research pieces of literature

about factors affecting females’ participation in STEM careers and career development

theories employed to promote female students’ choice of STEM careers. Based on the

literature review, women are highly underrepresented in the STEM field as a worldwide

phenomenon because of factors such as personal factors and extra-person factors. The

previous paper reviewed the career development theories which fit with the context of

Cambodia for the next study to investigate factors that influence female students’ career

choices in STEM. To promote females participating in STEM and choose STEM as their

career for Cambodia context, detecting the issues that influence interests in STEM will offer

direction for productive involvements, in addition, to contributing to our understanding of in

what way pupils study STEM content and how STEM profession courses are established.

Resembling, Dangoy et al., (2020) study, revealed that senior high school students

have a particular affinity for careers in Accountancy and Business Management (ABM) and a

moderate preference for Science, Technology, Engineering, and Mathematics (STEM),

Sports Science (SS), Arts and Design (AD), Technical Vocational Livelihood (TVL), and

Humanities and Social Sciences (HUMSS). Moreover, students’ career choices were greatly

influenced by socioeconomic status, and psychological, vocational, and school-related

factors. Meanwhile, there was an important variation in the extent of career preference.

Furthermore, when students were grouped based on demographics, there was no significant

difference in the extent to which factors influenced their career choices. Finally, an important

relationship was found between preferred careers such as Humanities and Social Sciences
(HUMSS) and Science, Technology, Engineering, and Mathematics (STEM) and factors in

career choices. The planning and implementation of a career guidance program are critical

for developing students' competencies in self-awareness, and career-related exploration

along with career planning. Furthermore, as part of a guidance program, the guidance

counselor and school administrators must make sure in designing and implementing a

career guidance program to help students develop the career choice that will deliver the best

results, productivity, and dedication in their chosen professions. Such students, with a clear

vision and maturity of their career, will not be lost in their chosen field in the future.

Additionally, according to Nakamura (2015), in the multigroup structural equation

modeling research, characteristics such as "interest" and "economic, social, and cultural

standing" had a substantial impact on STEM career goals in both nations. The impact of

economic, social, and cultural status on STEM job goals was found to vary by gender.

Therefore, gender-specific initiatives may contribute to a rise in STEM career options. Based

on the Social Cognitive Career Theory, this study looked at the factors influencing STEM

career choice and gender differences in Japan and Indonesia (SCCT). The past study tested

the SCCT career choice model using data from the PISA 2015 student questionnaire and

discovered that it fits well in both nations.

Based on the study of Nakamura (2015), To determine the determinants influencing

STEM career choice in both Japan and Indonesia, the SCCT career choice model was

tested in this study utilizing data from PISA 2015. Data from students in Japan and

Indonesia fit the SCCT job choice model well, according to quantitative research. The

outcomes back up the SCCT's generalizability. Future SCCT-based analyses and actions

are anticipated to take place in Asia. However, because only first-year high school students

were included in this study's data source, it is not able to analyze the medium- to a long-term

process of STEM career choice or the intervention's potential for transformation.

Furthermore, the conducted research was unable to determine if the scales used to measure

the constructs were the same as those in earlier investigations. In the future, a longitudinal
study will be required to assess the reliability of the metrics and efficiency of job decision

processes and interventions.

Elaborates, the study of Eremie (2014), looked into the variables affecting senior

secondary school students' job decisions in Rivers State, Nigeria. Four hundred (400) Senior

Secondary School Students from five Secondary Schools in Rivers State were chosen using

simple random sampling techniques. To gather the necessary information, the

"Comprehensive Career Choice Survey" (CCCS) was given to the respondents. Three null

hypotheses were tested using the t-test statistic at the 0.05 level of significance. The results

showed that there were significant differences in career choices between male and female

secondary school pupils in terms of a profession's prestige, gender parity, and parental

influence. The following suggestions were given in light of the findings: (1) Students should

seek the advice of qualified career counselors when deciding on and planning their careers.

(2) Professional career counselors should examine the student’s interests, aptitudes, talents,

and personalities when making selections.

Based on the findings of Eremie (2014), concluded that male and female senior

secondary school students in Rivers State were significantly influenced by the prestige of a

profession when choosing a vocation. Additionally, it was found that profession choice

patterns among male and female senior secondary school students in Rivers State are

significantly influenced by gender parity.

Comparable, in the past study of Kaneez and Medha (2018), the findings showed

that students are content with the subject combinations they are taking now since they are

giving them the knowledge and experience they will need to succeed in their future careers.

The results also demonstrated that many schools do not offer assistance for career

counseling. The main outcomes of the factor analysis revealed that there are three groups

into which the variables influencing students' job decisions may be divided. Environment

variables are included in the first group, then personality elements, and finally opportunity

factors. To help students make educated decisions, certain recommendations were made
based on the findings. The goal of the study was to identify characteristics impacting

profession choice among students in Mauritius's Grade 10 (commonly known as the fourth

year of secondary school). Both qualitative and quantitative analyses were carried out based

on primary data that were obtained in 2016 through a survey of 400 students around the

Island. Parents' influences on their children's professional decisions were demonstrated. The

majority of students took their academic records into account and took one to three months

to determine what to study. 400 students were asked to complete a questionnaire to gather

first-hand information. The results demonstrate that the majority of pupils are affected more

by environmental and personality variables than by opportunity factors. The findings are

strikingly consistent with the idea that parental influence has a major impact on children's

professional decisions. This is in favor of Friesen's work.

To help students make wise judgments, the study suggests career education. To

help students make the right decision, they require career coaching. Additionally, regular

career counseling needs to be offered.

Student's Ignorance and its influence on Student's Career Choices

The study of Getange and Sagwe (2016) revealed that students made ignorant

career choices due to inadequate career guidance. The majority of the teachers were not

trained to handle careers nor were there adequate career guidance sessions in schools.

Parental, peer, and sibling influence also affected students as they made their career choice.

Possible measures suggested included; students should be guided through their subject

choices to be in line with their career expectations. Parents, siblings, and other members of

the community should be advised on how to talk to students about their subject interests and

abilities.

In comparison to that, the previous study by Getange et al., (2016), established some

factors, which were contributing to students ‘career choice indecisiveness in secondary

schools. The study revealed that students made ignorant career choices, which were not
compatible with their talents, interests, and academic ability. This was proved by the

disagreement between their career expectation, their interest in subjects, and parents,

siblings, and peer members’ encouragement to take up careers, which were not in line with

their interests. According to the findings of the study, the following recommendations were

important for adoption to improve students‘ career choices at the secondary school level.

The study recommends that all education stakeholders should work towards providing

career guidance to students early in life by increasing the number of career guidance

sessions in schools and inviting qualified career guidance counselors as guest speakers.

Behaviors of Students towards Career Choices

Linked to Quiño (2022), various factors that influence students' choices are

adaptable regardless of their age, gender, or family wealth. The study's primary objective

was to determine students' career interests in senior high school to better prepare them for

college. The researcher used a descriptive research design to investigate the research

objectives and gain a new understanding of the collected data. Additionally, the type of

sources used to gather information about the course of study affects the determination of

this degree of ambition. Role expectations, for example, vary significantly within the family

unit and the occupational social system.

While many kids strive for such renowned careers while still in secondary school,

many have found it difficult to fulfill their ambitions for a variety of reasons (Olamide et al.,

2013). In this regard, these factors frequently include, among others, subpar academic

performance, a poor selection of subjects for the high school diploma exam, and a lack of

financial support to continue their education, which prevents such boys and girls from

receiving the necessary training to be eligible for the jobs of their choice. Students are also
unable to determine whether they will like all of their choices due to a lack of information

about various careers, the study program, and other activities.

As stated in the past study of Olamide et al., (2013), the result is that many people

lack true career happiness. Therefore, it can be inferred that even while students do not

believe environmental influences are significant, they did not exhibit blatant contempt for

them. Although there is some curiosity, it is not particularly high. Students listen to others

around them, and such people are likely to share similar, unimportant opinions.

Elaborates, according to Olamide and Olawaiye (2013), the members of the students'

support group may unintentionally influence the way they think by providing them with

thoughts and suggestions. By responding to these questions in a certain way, students

demonstrate their understanding of economic problems and potential solutions. Students

must recognize their possibilities, seize them, and then move forward because the

employment process is constantly changing.

These past studies show that many factors affect the decision-making of students on

their career choices. This is where students can choose by either overestimating or

underestimating their financial situations when comparing the predicted expenses and

advantages of college. Students shouldn't limit themselves to a single possibility or give up if

one presents itself but doesn't materialize. Students must create their opportunities if none

are available, or else students must move on. The fact that students ranked personality as

their top criterion in choosing a vocation and that ultimately made that decision on their own

lends support to what the literature has been saying all along. Students must be aware of

themselves and base their job decisions on their sense of confidence in their abilities.

Regarding the idea that personality matters when choosing a career, people should

be aware of who they are and use that awareness as a tool. People should approach

hobbies in a variety of ways because we are all unique individuals with our methods of

operation. This brings up the literature's assertion that the learner is the only one who can
 determine what is best for them. While there are countless resources available for research,

students must always keep in mind that one must choose what is best for them. The

students can utilize all the resources, but it is their personality, motivation, ambition, and

originality that combine the work into achievement.

Hence, unbiased, and relevant information will be provided in this paper, in addition

to punctual solutions that will provide a foundation for better decision-making of students

toward career choices.

Research Paradigm
The figure represents the conceptual model, and helps understand what will be

investigated in this study. The researchers will make use of the Input-Process-Output (IPO),

Model. The researchers will assess the demographic factors particularly, the sex, age,

academic track, parent’s occupation and parent’s monthly income whether these factors

could affect their preference for college courses. Further, the data of the respondents will be

gathered in terms of the extent of influence of the four indicator variables, namely the

decision-making, interest, peer influence, considerations about the institution, and future job

opportunities. Moreover, for the gathering and analysis of these data, the researchers will

use a validated survey instrument as a tool. After the process, this research’s output is the

assessed factors influencing the NNCHS students in choosing their college courses. The

school will utilize the result to create and craft materials to improve the Career Guidance

Policy to help students choose their college courses.

Conceptual Framework
INPUT PROCESS OUTPUT
Data on the factors that affect Factors influencing
NNCHS students' decision in Creation of Questionnaire NNCHS Students’ in
choosing their college courses Reliability and Validity choosing their college
considering these factors: Testing of Questionnaire courses
Sex Administration of Development of Career
Questionnaire Guidance Policy of the
Age
NNCHS
Academic track Retrieval of Questionnaire
Data processing
Statement of the Problem and Hypothesis

This research’s general objectives is to provide adequate knowledge and improve

their level of preference in choosing college courses. For the researchers to achieve this

goal, the following problems and hypotheses will be identified and answered.

1. What is the extent of influence of NNCHS students towards choosing their college

courses?

a. Personal

b. Family

c. Peer influence

d. Financial

e. Future job opportunities?

1.1. Is there a significant difference in the respondents’ extent of influence towards

choosing their college courses in terms of:

a. Sex

b. Age

c. Academic track

d. Parent’s occupation
 e. Parent’s monthly salary

H0: There is no significant difference in the extent of influence of the respondents in

choosing their college courses in terms of gender, age, monthly family income and

academic track.

Operational Definition of Terms

To have a clearer understanding about the importance and objectives of this

research study, the following terms are defined based on their respective usages in the

study.

Ambition. Applies tot the desire for personal advancement or preferment and may

suggest equally a praiseworthy or inordinate desire.

Career. A profession or major that students want to pursue.

Choice. The act of someone/individual in making a decision.

College. A facility or entity that offers education, especially one that offers higher

education or specialized professional or vocational training.

Course. A set of lessons that are normally taught over the duration of one academic

term by one or more instructors (teachers or professors) and a set of group of

students.

Decision. The act or process of making a choice or answering a question.

Education. The process of receiving or giving systematic instruction, and the

knowledge that you accumulate by attending school.

Factors. A situation, truth, or factor that has an impact on how something turns out.
 Chapter 3

METHODOLOGY

The majority of the linked literature that was reviewed narrowed its attention to the

impacts, obstacles, and comparisons of choice-making rather than delving deeply into the

elements that influence students' decision-making. Earlier studies have indicated that the

influence of the family is the most significant.

Locale of the Study

The location of this study is at Narvacan National Central High School-SHS. The

major objective of this study is to identify the college courses that students in grade 12

chose. It also aims to discover which college course is most in demand. Additionally, this

study intended to determine whether they choose their college major because it satisfies a

personal goal or because their parents compelled them to do so and whether these are the

only factors that influence their selection when selecting their college courses.

Research Participants

The participants of this research mainly focused on Grade-12 Students of Narvacan

National Central High School – SHS, Batch 2022-2023.

Sampling Technique

The researchers used a non-probability sampling technique. The researchers choose

the sample based on sources of data for researchers therefore, Simple Random Sampling is

used as the data sampling method. Each person is picked in this scenario purely at random,

and everyone in the population has an equal likelihood of being chosen. Giving each person

in a population a number and selecting which ones to include from a table of random

numbers is one method of producing a random sample. Simple random sampling lowers

selection bias while allowing the sampling error to be quantified, as is the case with all
probability sampling techniques. The fact that it is the most user-friendly probability sampling

technique is a distinct benefit.

Research Design

This research study is a quantitative type of research and employed Descriptive-

Correlational as the research design. A descriptive correlational approach is a sort of study

used in scientific research where data is gathered without altering the study subject. This

means that any changes to the environment that would be relevant to the experiment cannot

be caused by the experimenter directly interacting with it.

Research Instrument

This study intended to make use of a survey questionnaire in gathering the data

needed. This study used a quantitative research design that was mostly exploratory and

descriptive in character. To determine the variables influencing job choice and aspirations

among NNCHS students, a survey method in the form of a structured questionnaire was

utilized in this study.

Data Collection, Analysis, and Interpretation

The researchers examined the demographic variables, in particular, sex, age,

academic track, parent’s occupation and parent’s monthly income to see if these variables

may influence their desire for college courses. Further information regarding the

respondents' responses were acquired in terms of the degree to which the five indicator

variables—personal, family, peer influence, financial, and future job opportunities—have an

impact on those decisions. Additionally, a validated survey instrument was used by the

researchers as a tool for the collection and analysis of these data. Students will be asked to

score the elements that affected their decision to choose an academic major using a rating

system. The respondents was required to use a Likert scale with a range of 1 to 5. So that

students would be able to identify with either side of each influence listed, a neutral mid-point

to delete. Participants' responses for each influence and then added together to create
scores, which were then added together to create the final score for each of the five

subcategories. The final product of this research is the evaluated criteria that the NNCHS

students considered when selecting their college courses. The outcome will be used by the

school to develop and produce resources that will enhance the career guidance policy and

assist students in selecting their college-level courses.

 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter summarizes the findings from the analysis and interpretation of the information

collected from the responses to the questionnaires that were floated in the school. The said

data was presented in tabular form in accordance with the accurate issues presented in the

statement of the problem.

1. What is the socio-demographic characteristic of the respondents in terms of:

a) Sex

b) Age

c) Academic track

d) Parent’s occupation

e) Parent’s monthly salary

TABLE 1

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

I. SEX Frequency(f) Percentage(%)

Male 96 36.09%

Female 170 63.91%

TOTAL 266 100.00%

II. AGE (year old)

16 and below 2 0.75%

17 140 52.63%

18 109 40.98%

19 13 4.89%
 20 and above 2 0.75%

TOTAL 266 100.00%

III. ACADEMIC
TRACK/STRAND

ABM 18 6.77%

HUMMS 155 58.27%

STEM 60 22.56%

TVL 33 12.41%

TOTAL 266 100.00%

IV. FATHER’S
OCCUPATION

Farmer 135 50.75%

Lawyer 4 1.50%

Manager 1 0.38%

Civil Service 9 3.38%

Doctor 3 1.13%

Engineer 6 2.26%

Accountant 1 0.38%

Self-Employed 11 4.14%

Teacher 2 0.75%

Business Man 11 4.14%

OFW 16 6.02%

Fisher Man 8 8%

Others 59 22.18%

TOTAL 266 100.00%

IV. MOTHER’S
OCCUPATION

Farmer 46 17.29%

Lawyer 4 1.50%

Manager 3 1.28%

Civil Service 5 1.88%

Doctor 4 1.50%
 Engineer 1 0.38%

Accountant 1 0.38%

Self-Employed 24 9.2%

Teacher 18 6.77%

Business Woman 9 3.38%

OFW 58 21.80%

Fisher Man 2 0.75%

Others 91 34.21%

TOTAL 266 100.00%

V. FATHER’S
MONTHLY SALARY
(peso)

9,999 and below 146 54.89%

10,000 to 19,999 41 15.41%

20,000 to 29,999 14 5,26%

30,000 to 39,999 17 6.39%

40,000 to 49,999 6 2.26%

50,000 and above 29 10.90%

deceased 11 4.14%

disabled 2 0.75%

TOTAL 266 100.00%

VI. MOTHER’S
MONTHLY SALARY
(peso)

9,999 and below 150 56.39%

10,000 to 19,999 27 10.15%

20,000 to 29,999 32 12.03%

30,000 to 39,999 13 4.89%

40,000 to 49,999 11 4.14%

50,000 and above 21 7.89%

deceased 12 4.51%

TOTAL 266 100.00%

Interpretation

On Sex. It is shown in the table that the majority gathered amount of 170 (63.91 %)

female respondents, followed by an average amount of 96 (36.09%) male respondents. It

simply shows that the majority of the respondents were female and with the numerous total

of 266 respondents with 100%.

On age. The classified of age in Table 1 showed that the majority with an average

amount of 140 (52.63%) from 17 years old, followed by an average amount of 109 (40.98%)

from 18 years old, while the other one gained a total mean of 13 (4.89%) from 19 years old.

The last with the lowest result of mean gained 2 (0.75%) from 16 years old and 2 (0.75%)

from 20 years old and above. The overall total age on the table gathered a total amount 266

with (100%) descriptive rating.

On Academic Track/Strand. It is represented in the table that the majority gathered

an amount of 155 (58.27%) from HUMMS, followed by the amount 60 (22.56%) from STEM,

while the TVL gained an amount of 33 (12.41%). The lowest spot showed an average

amount of 18 (6.77) from ABM. The overall total of Academic Track/Strand on the table

gathered an amount of 266 with (100%) descriptive rating.

Occupation of Father. It is shown in the table the data for the occupation of the

father of the respondents. The majority of the respondents (50.75%) with a frequency of 135

have a farmer father. The remaining father’s occupation of the respondents are as follows

6.02% with a frequency of 16 are OFW, 4.14% with a frequency of 11 are deceased, 4.14%

with a frequency of 11 are business man, 4.14% with a frequency of 11 are self-employed,

3.38% with a frequency of 9 are civil service, 3.01% with a frequency of 8 are fisherman,

3.01% with a frequency of 8 are tricycle driver, 2.26% with a frequency of 6 are engineer,

2.26% with a frequency of 6 are construction worker, 1.88 % with a frequency of 5 are driver,

1.50% with a frequency of 4 are lawyer, 1.33% with a frequency of 3 are doctor, 1.33% with

a frequency of 3 are brand ambassador, 1.33% with a frequency of 3 are police officer,

1.33% with a frequency of 3 are security guard, 0.75% with a frequency of 2 are seaman,
0.75% with a frequency of 2 are business agent, 0.75% with a frequency of 2 are disabled,

0.75 % with a frequency of 2 are teacher and the remaining 0.38% with a frequency of 1 is

manager, 0.38% with a frequency of 1 is accountant, 0.38% with a frequency of 1 is butcher,

0.38% with a frequency of 1 is buy and sell owner, 0.38% with a frequency of 1 is call center

agent, 0.38% with a frequency of 1 is restaurant employee, 0.38% with a frequency of 1 is

foreman, 0.38% with a frequency of 1 is househusband, 0.38% with a frequency of 1 is

janitor, 0.38% with a frequency of 1 is LGU officer, 0.38% with a frequency of 1 is marine,

0.38% with a frequency of 1 is personal assistant, 0.38% with a frequency of 1 is rescuer,

0.38% with a frequency of 1 is scout ranger, 0.38% with a frequency of 1 is sewer, 0.38%

with a frequency of 1 is welder. The overall total of the father’s occupation of respondents on

the table gathered an amount of 266 with (100%) descriptive ratings.

Occupation of Mother. It can be gleaned from the table the data for the occupation

of the mother of the respondents. A great majority of the students (23.68%) with a frequency

of 63 have a housewife mother. The remaining number of respondents’ mother are as

follows: 21.80% with a frequency of 58 are OFW, 17.29% with a frequency of 46 are farmer,

9.02% with a frequency of 24 are self-employed, 6.77% with a frequency of 18 are teacher,

4.51% with a frequency of 12 are deceased, 3.76% with a frequency of 10 are business

women, 1.88% with a frequency of 5 are civil service, 1.50% with a frequency of 4 are

doctor, 1.50% with a frequency of 4 are lawyer, 1.28% with a frequency of 3 are

manager,0.75% with a frequency of 2 are nurse, and the remaining 0.38% with a frequency

of 1 is engineer, 0.38% with a frequency of 1 is accountant, 0.38% with a frequency of 1 is

baby sitter, 0.38% with a frequency of 1 is barangay secretary, 0.38% with a frequency of 1

is cathecist, 0.38% with a frequency of 1 is data analyst, 0.38% with a frequency of 1 is

delivery girl, 0.38% with a frequency of 1 is fish vendor, 0.38% with a frequency of 1 is hotel

supervisor, 0.38% with a frequency of 1 is lady guard, 0.38% with a frequency of 1 is

midwife, 0.38% with a frequency of 1 is municipal agriculturist, 0.38% with a frequency of a 1

is pastor, 0.38% with a frequency of 1 is sewer, 0.38% with a frequency of 1 is store owner,

0.38% with a frequency of 1 is street vendor, and 0.38% with a frequency of 1 is vendor. The
overall total of the mother’s occupation of respondents on the table gathered an amount of

266 with (100%) descriptive rating.

Father’s Monthly Salary. It is represented on the table the distribution of the

respondents in terms of their father’s monthly income. It shows that the majority of the

students (54.89%) with a frequency of 146 have a monthly income ranging from Php 9, 999

and below. The remaining monthly income of the father of the respondents are as follows:

15.41% with a frequency of 41 have a monthly income ranging from Php 10,000 to 19,999

monthly income, 10.90% with a frequency of 29 have a monthly income ranging from Php

50,000 and above monthly income, 6.39% with a frequency of 17 have a monthly income

ranging from Php 30,000 to 39, 999 monthly income, 5.26% with a frequency of 14 have a

monthly income ranging from Php 20,000 to 29,999 monthly income, 4.14% with a frequency

of 11 are deceased and the remaining 0.75% with a frequency of 2 are disabled.

Mother’s Monthly Salary. It is represented on the table the distribution of the

respondents in terms of their father’s monthly income. It shows that the majority of the

students (56.39%) with a frequency of 150 have a monthly income ranging from Php 9, 999

and below. The remaining monthly income of the mother of the respondents are as follows:

12.03% with a frequency of 32 have a monthly income ranging from Php 20,000 to 29,999

monthly income, 10.15% with a frequency of 27 have a monthly income ranging from Php

10,000 to 19,999 monthly income, 7.89% with a frequency of 21 have a monthly income

ranging from Php 50,000 and above monthly income, 4.89% with a frequency of 13 have a

monthly income ranging from Php 30,000 to 39,999 monthly income, 4.51% with a frequency

of 12 are deceased, and 4.14 % with a frequency of 11 have a monthly income ranging from

Php 40,000 to 59,999 monthly income.

2. What is the level of influence in choosing college courses along the following:

a) Personal

b) Family

c) Peer influence
 d) Financial

e) Future job opportunities

TABLE 2

PART II. THE LEVEL OF INFLUENCE OF FACTORS IN CHOOSING THEIR COLLEGE

COURSES

MEAN DESCRIPTIVE RATING

Personal

1. I chose my course based on my interests. 4.41 STRONGLY AGREE

2. I chose my course since it has always been my 4.18 AGREE

ambition since I was a child.

Family

3. I chose my course because it is what both of my 2.84 NEUTRAL

parents decided on.

4. I chose my course because it is my mother’s 2.19 DISAGREE

profession.

5. I chose my course because it is my father’s 2.11 DISAGREE

profession.

6. My chosen course was chosen by my mother. 2.15 DISAGREE

7. My chosen course was chosen by my father. 2.11 DISAGREE

8. My course was chosen because it was my father’s 2.28 DISAGREE

dream.

9. My course was chosen because it was my mother’s 2.30 DISAGREE

dream.

10. I chose my course because it is my sibling’s 1.98 DISAGREE

profession.

11. I chose my course because my relative has the 2.45 DISAGREE

same profession.

Peer Influence

12. I chose my course based on my friend or friends’ 2.29 DISAGREE

 chosen course.

13. I chose my course based on my neighbor’s 1.94 DISAGREE

profession.

Financial

14. I chose my course based on my family’s financial 3.13 NEUTRAL

status.

15. I chose my course because the profession has a 3.27 NEUTRAL

huge salary.

16. I chose the course based on scholarship 3.06 NEUTRAL

opportunities.

17. I chose the course based on tuition cost. 2.87 NEUTRAL

18. I chose the course that would not cause financial 3.06 NEUTRAL
stress for my parents.

Future Job Opportunities

19. I chose my course because it offers more 4.19 AGREE

opportunities for the future.

20. I chose my course because it offers the best 3.95 AGREE

employment stability.

TOTAL MEAN 2.84 NEUTRAL

Legend: 1.00-1.80 Strongly Disagree 3.41-4.20 Agree

1.81-2.60 Disagree 4.21-5.00 Strongly Agree
2.61-3.40 Neutral

Table 2 shows that the majority of the respondents, with a mean of 4.41, agree that

their chosen course was based on their interests. Followed by a mean of 4.19 as the

respondents agree that their chosen course was because the job offers more opportunities

for the future. 4.18 mean was collected from the respondents who agree that their chosen

course was their ambition when they were a kid. Followed by a mean of 3.95, respondents

also agree that their course was chosen because it offers the best employment stability. 3.27

mean then followed as the respondents neither agree nor disagree that their course was

chosen because the profession has a huge salary. 3.13 mean then followed as the
respondents neither agree nor disagree that their chosen course was based on their family’s

financial status. 3.06 mean then followed as the respondents neither agree nor disagree that

their chosen course was based on scholarship opportunities. 3.06 mean was collected from

the respondents who also neither agree nor disagree that their chosen course was chosen to

not cause financial stress on their parents. 2.87 mean then followed as the respondents

neither agree nor disagree that their chosen course was based on tuition cost. 2.84 mean

then followed as the respondents neither agree nor disagree that their chosen course was

decided by their parents. 2.45 mean then followed as the respondents disagree that their

chosen course was based on their relative’s profession 2.30 mean then followed as the

respondents disagree that their chosen course was chosen by their mother’s dream. 2.30

mean then followed as the respondents disagree that their chosen course was their mother’s

dream. 2.29 mean was collected as the respondents also disagree that their chosen course

was based on their friend and friends’ chosen course. 2.28 mean then followed as the

respondents disagree that their chosen course was their father’s dream. Followed by a mean

of 2.19, respondents disagree that their chosen course was not their mother’s profession.

Followed by a mean of 2.15, respondents disagree that their chosen course was chosen by

their mother. 2.11 then followed as the respondents disagree that their chosen course was

not their father’s profession. Followed by a mean of 2.11, respondents also disagree that

their chosen course was chosen by their father. 1.98 mean was collected as the respondents

disagree that their chosen course was based on their sibling’s profession. The remaining

1.94 mean was collected as the respondents disagree that their chosen course was based

on their neighbor’s profession. Hence, it can be seen on the table that the Grade 12 students

of NNCHS chose their course because it is their interest.

The findings indicate that students’ interests respectively played major roles in

determining their career choices. This agrees with the study of Mberia and Midigo (2018),

most of the students agreed that their interests played a role in their career choice. The

study established that personal factors are significant in influencing the career choices that

students make. Further, students should be allowed to make informed choices regarding
their careers and this should put into place their personal factors. According to Hewitt (2010),

students’ interest greatly determined their course selection. Going by this finding, students

will have to show interest for them to enroll in a given discipline in their career.

3. What career orientation program will be proposed for the Grade 12 students?

According to a study conducted by (Koech et al., 2016), learners seem to be in a

dilemma or crisis when it comes to career choice. This find therefore points to an

understanding that lack of career mentorship could be one of the factors attributable to the

career problems of the students of NNCHS. It is thus recommended that opportunity factors

should be created for the Students at an earlier stage to prepare them to make informed

decisions on their career choices at an earlier stage of their life. The government through the

Ministry of Education should develop policies and programs to create the opportunity factors

for all students to choose their course based on their interests or based on their decisions.

Further, students should be allowed to make informed choices regarding their careers and

this should put into place their factors. The NNCHS should conduct the NNCHS Career

Orientation Program to give relevant information to students to develop a student’s

competencies in self-knowledge, educational, and occupational exploration of their interests

and decisions.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

The discussion and findings of the research study are presented in this chapter. This

chapter's major goal is to critically assess the findings, consider their ramifications, and

arrive at significant conclusions based on the outcomes of the data analysis. The research

goals and objectives will also be included in this chapter, along with a discussion of the

study's limitations, and suggestions for further investigation.

Summary of Findings

The data analysis technique used in this study was descriptive in nature. A questionnaire

was employed to collect data from grade 12 learners, specifically targeting the NNCHS-SHS

strands. The sample for the study was determined using Slovin's formula based on the

population of strands, and 266 respondents were chosen through simple random sampling.

The paper aimed to investigate and attempt to answer the following questions:

1. What is the socio-demographic characteristic of the respondents in terms of:

a. Sex

b. Age

c. Academic strand/track

d. Parent’s occupation, and

e. Parent’s monthly salary

 The collected data revealed that there were 170 female respondents and 96 male

respondents. In terms of age, the majority of respondents (140) were 17 years old, followed

by 109 respondents who were 18 years old. There were also 13 respondents who were 19

years old, while 2 respondents each were 16 years old and 20 years old and above.

The distribution of respondents across the different strands of NNCHS-SHS showed that

the majority (155) belonged to the HUMMS strand, followed by 60 respondents from STEM,

33 respondents from TVL, and the lowest number of respondents (18) from ABM.

Regarding the occupation of the respondents' parents, a large majority of students had

housewife mothers, while the majority of fathers were farmers. In terms of monthly income,

the majority of fathers earned Php 9,999 and below, while a significant majority of mothers

had a monthly income ranging from Php 9,999 and below.

Overall, the data analysis revealed important demographic information about the

respondents, including their gender, age, strand distribution, and parental characteristics

such as occupation and income.

2. What is the level of influence in choosing college courses along the following:

f. Personal

g. Family

h. Peer influence

i. Financial

j. Future job opportunities?

The research aimed to investigate the factors influencing the college course preferences

of the gathered respondents. The study considered five indicator variables: personal

influence, family influence, peer influence, financial factors, and future job opportunities.

After analyzing the data, the students concluded that the primary factor influencing the

respondents' choice of college courses was their personal interests and individual decision-

making. This suggests that students are primarily motivated by their passions and

aspirations when selecting their desired fields of study.

 Additionally, the data revealed that future job opportunities played a dominant role in

influencing the respondents' college course preferences. This implies that students were

highly concerned about the potential career prospects and employment opportunities

associated with their chosen fields of study.

The study's findings highlight the significance of personal interests and future job

opportunities as key determinants in shaping the college course preferences of the

respondents.

3. What career orientation program will be proposed for the Grade-12 students?

Furthermore, the researchers discovered that students are in dilemma choosing their

college courses. The researchers aimed to gather accurate and reliable data on the factors

affecting the decisions of Grade 12 students at NNCHS regarding their college students.

Additionally, students should be given the freedom to choose their careers in a way that

takes into account their unique circumstances. The NNCHS shall run the NNCHS Career

Orientation Program to provide students with pertinent information to improve their particular

capabilities in self-knowledge, educational discovery, and occupational decision-making.

Overall, the information suggests that one of the causes of the professional issues faced by

NNCHS students may be a lack of career mentoring. Therefore, it is advised that opportunity

factors be developed earlier for the students in order to equip them to choose their careers

with knowledge at an earlier stage of their lives. The government should adopt policies and

programs through the Ministry of Education to provide all students with the chance to select

their courses based on their choices or their interests.

Conclusion

Based on the results conducted as to what the factors affecting the decision of Grade

12 students of Narvacan National Central High School-SHS on their college course

preferences, The five factors investigated in this study are pervasive in influencing the career
decisions of youths. Three of the factors include personal interest and ambition influence,

financial influence, and future job opportunities. The financial intervention concludes that the

students’ imperative guides on choosing their courses are because of the huge salary of the

profession that they have chosen and additionally on the financial intervention, the

respondents understood as a requirement to not cause financial stress on their family

because of their financial status. Moreover, on the future job opportunities factor, it is favored

that because of the offers and opportunities that their profession will offer in the future and

because of the employment stability reason why the respondents chose their college majors.

Meanwhile, as for the standard practice of some individualistic respondents, the main reason

why these respondents chose their college courses is that it fulfills their ambition and is

based on their interests. Peer factor is the least consideration of students in choosing a

course in college. Several studies, including the study by Vaghela and Matimbwa (2019),

support the finding that respondents choose their college major solely on their ambitions and

are not affected by their peers or parents.

The outcome demonstrates that students make independent selections about their

preferred college path on their own, unaffected by those of their friends and families. When

selecting a college course, students should prioritize their own goals and interests, potential

future employment prospects, the high pay associated with those positions, and their

financial situation. Since graduates these days typically work for high salaries, respondents'

consideration of potential future employment chances and the financial aspect are some of

the typical responses from students. The drawback of employing this characteristic as a

course selection choice is that students may have the propensity to select a course that is

inappropriate for the competencies level. Students may choose a course that is not suited to

their abilities and capabilities, which will prevent them from reaching their full potential and

prevent them from meeting the competencies required by employers.

The study's findings support the idea that career plans for kids should be created

continuously and should begin at an earlier grade level to let students fully choose the right
course for them. Future research on the basis of students' selection of their preferred course

in college should take into account additional variables in addition to those used in the study,

as well as the course that students are enrolled in and based on their preferred course and

the best course for them. If the course is appropriate for the student’s abilities and intellect,

they can achieve career success. Students can make wise choices about what courses to

take in college by experiencing the career that best suits them by combining career plans

with the curriculum.

Recommendations

In light of the aforementioned research, it is strongly advised to take the following steps

to improve career planning for students:

Firstly, collaboration among the school administration, guidance counselor, and

parents is crucial. By working together, they can provide comprehensive guidance and

support to help students make informed decisions about their future careers. Secondly,

future research should aim for a larger sample size to obtain more precise results and

enhance the validity of findings. Additionally, conducting further research is necessary to

better understand the decision-making process and criteria used by students when selecting

their career paths. Emphasizing the importance of specialization, qualified instructors and

institutions should provide updated information on emerging fields of study, enabling

students to explore diverse options and align their interests with promising career prospects.

It is also important to investigate the various factors influencing students' career choices and

utilize the insights gained in student counseling and support centers, which play a vital role

in guiding students toward successful and fulfilling careers. Moreover, interventions focused

on enhancing students' academic self-efficacy, internal motivation, and goal-setting

techniques can greatly improve their decision-making regarding job choices. By instilling

confidence and effective goal-setting skills, educators can empower students to make

informed career decisions. Finally, the educational system should foster self-efficacy and

encourage proactive information-seeking for job opportunities, enabling young individuals to

navigate the job market and make well-informed choices aligned with their interests and

aspirations. By implementing these steps, career planning for students can be improved,

equipping them with the necessary tools and knowledge for their future paths.

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