Luhan (Repaired)

FACTORS AFFECTING THE GRADE 12 STUDENTS IN CHOOSING THEIR
COURSE IN COLLEGE S.Y 2018-2019
___________
A Proposal Presented to
Faculty and staff
WIGAN INTEGRATED SCHOOL
CORDON, ISABELA
_____________
In Partial Fulfillment
Of the Requirements for the Course
INQUIRY, INVESTIGATION AND IMMERSION
____________
By
DAVID, MIKEE MAE S.
NGITTIT, JOHN G.
OGASNA, JOSE M.
PUCNO, JESSALYN L.
2018-2019
APPROVAL SHEET
In partial fulfillment of the requirements for the subject of Inquiry, Investigation
and Immersion, this Thesis Proposal entitled FACTORS AFFECTING THE
GRADE 12 STUDENTS IN CHOOSING THEIR COURSE IN COLLEGE S.Y
2018-2019 has been prepared and submitted by DAVID, MIKEE MAE S., NGITTIT,
JOHN G., OGASNA, JOSE M., PUCNO, JESSALYN L. who is hereby
recommended for Oral Examination.
Approved by the committee on Oral Examination with a grade of _________.
MERCY M. BANGLIG, HT-I

Chairman
CELIA B. PAHALON VIRGILIO M. PUN-AD

Member Member
Accepted in partial fulfillment of the requirements for the subject Inquiry,
Investigation and Immersion.
SHAIRA JOYCE G. BARTIDO APRIL B. CORTEZ

Research Teacher SHS Coordinator
BENJIE P. LAGMAY
Teacher-In- Charge
ACKNOWLWDGEMENT
We would like to acknowledge with sincere thanks and heartfelt gratitude and
appreciation, the special person who contributed much for fulfillment of this study.
To our research adviser Ms. Shaira Joyce G. Bartido, for her effect patient,
immeasurable support, guidance and concern in making this research study possible.
To our panel members, for there to improve this study.
To our parents, for their encounted support, emotionally, morally, spiritually, and
most of all financially.
To our friends and love one’s who give their support cheers and encouragement.
To the respondents who cooperatively and honestly answered the questionnaire.
To the teachers who gave us to make this research paper.
Above all, to our almighty Father, the source of everything, for giving us guidance and
strength to handle all obstacles in making this research successful.
Thank you very much.

ABSTRACT
This study sought to select the factors affecting the grade 12 students in
choosing their course in college. Specifically, the study wanted to answer the
following factors: Academic Experience, Educational Aspiration/ Expectation,
Advice of Others, Friends/ Peer Influence, Family Background, Demand Course,
and Intellectual Ability. These was described by determining the frequency and
percentage of the Senior High School. This study involved thirty-eight
respondents of Senior High School Students school year 2018 – 2019.

DEDICATION
The research project is dedicated to our brothers, sisters, friends, relatives,
teachers and those people who believe in us that we can do it this research with our
gratitude for their support tolerance, inspiration, and guidance throughout our study.
CHAPTER I
PROBLEM AND ITS BACKGROUND
Introduction
In entering college life, freshmen students must determine what should be the
course that students need to get so that they won’t shift courses. Choosing brightly in
getting course must be hard if student didn’t know the course that fits to him/her. It is
also hard to choose course if the students have lots of factors that she/ he need to
consider. Some factors that needs to consider are financial and the skill of the student.
Financial need is one of the things that a student need to consider. College life is
expensive, so students must consider the financial status of their family if they can
afford the course until the student in college. Considering the Skills of the student must
also be considered in order to fit with the needed abilities for the course. If the student
doesn’t consider this factor and choose according to their liking in life, it may also back
fire to them. Every decision has consequences that always comes, after.
Graduating students from secondary schools may not have solid decision on
where to enroll in college and what degree program they may possibly take. They are
planning to enter college without clear idea of what career to pursue for their future
(Ramirez & Dizon, 2014). They may sometimes consider the people and the
information they received within their environment. There are several factors that may
affect the decision of student and parents, where it can be a good source of insight for
private higher education institutions to offer quality services that will suit to the needs,
expectations and demands of the community. Academic institutions sought to observe
the requirements of the customers, prospective students and other clients like industry
1
Partners when preparing an educational program (HRnciar & Madzik, 2013). Degree
programs and other student services are being develop to promote the image of the
university (Nadelson, Semmelroth, Martinez, Featherstone, Fuhriman, Sell 2013). The
decision on good career choice and school sometimes depend on how the way students
perceive the world and their future. Some of them may not have enough knowledge and
consciousness about how they should process information from personal, social,
economic, political, spiritual and environmental aspect of putting into context and
realization of having successful profession. Pafili and Mylonakis (2011) emphasized
that in coming up with the right decision of what profession to take, students can
properly utilize their skills and knowledge to gain proper experience who could
contribute to the development and welfare of the society but Koni, Zainal, and Ibrahim
(2012) noted that some studies show that not all students who enter a university have
the intention to obtain the degree.
The nature in public school is different due to the different economic status of
the students which may influence the attitude and behavior of the student towards how
they look at the environment based on their social orientation. It is a good insight to
determine the reasons of the students in choosing them their training ground for their
college degree. College life need full responsibility in order to finish the study. There
are many activities, projects and even thesis to do and finish in order to graduate. Life
trials make our life exciting but sometimes make our life miserable too. The research
will show the factors affecting the Grade 12 students in choosing their course in college.
Researcher will conduct a survey at the second semester of the school year 2018-2019
in the chosen school. It aims to help the parents, teachers and the future researcher to
2
Realize the factors affecting the Grade 12 students in choosing their course. And to
show to the students what are the factors affect them in choosing their course in college.
Statement of the Problem
There are lots of freshmen students who are undecided in choosing the course
that will take in college. This research aims to assess the opinion of the Grade 12
students which will serve as a guide to students. Specifically, it will have sought answer
to the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Ethnicity
1.4 Educational attainment of parents
1.5 General Average/ grade
2. Do the following factors affect students in their career choice?
2.1 Family/ relative backgrounds
2.2 Peers/ friends
2.3 Academic experience
2.4 Educational aspiration/expectation
2.5 Advice of others
2.6 Demand course
2.7 Intellectual Ability
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3. Is there significant relationship on the factors affecting the career choice of the
respondents when they are grouped by their profile?
Objectives of the Study
The main objectives of this study is to find out on how choosing course affect
the Grade 12 students in entering college life. Specially, the following specific
objectives will guide thus research.
1. Determine the profile of the respondents in terms of:
1.1 Sex
1.2 Age
1.3 Ethnicity
1.4 Educational attainment of parents
1.5 General Average/ grade
2. Determine the factors affecting the grade 12 students in choosing their
course in terms of:
2.1 Family/ relative backgrounds
2.2 Peers/ friends
2.3 Academic experience
2.4 Educational aspiration/expectation
2.5 Advice of others
2.6 Demand course
2.7 Intellectual Ability
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3. Assess the significant relationship between the factors and their career choice
when grouped according their profile.
Scope and Delimitation
The study was conducted during the second semester 2018-2019 in the District
of Cordon, Division of Isabela. The grade 12 students in the selected public school in
Cordon District will be the subject of the study. And this study covered by the chosen
grade 12 students of Diadi Region High School with 13 respondents, Cagasat National
High School-Annex with 16 respondents, and Dona Josefa E. Marcos High School with
9 respondents. The parameters for the study will be the profile of the students in term
of: age, sex, ethnicity, and educational attainment of parents. The main parameters are
the factors that affects the respondents in choosing their course in term of their academic
experience, educational aspiration, advice of others, friends, and family background,
and the factors that help students in choosing their course in college.
Using questionnaire, it will collect the data on the factors affecting the students
in choosing their path.
Significance of the Study
The study shows what are the Factors affecting the grade 12 Students in
choosing their Course in College? Choosing course may easy and may not be easy. So
this study can benefit the following:
Students. The students will have an overview towards the factors affecting in
choosing their course.
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Teachers. Teachers will give guidance to the student so they can choose the
right path.
Parents. Parents will be aware their child want to pursue and give guidance to
them.
Future researcher. The future researcher will have an overview about this
topic and to have basis.
Guidance Counselor. Deans will have an overview to give a guidance to the
students.
Definition of Terms
The following terms are defined in the purpose of better understanding the
context of the research.
Course. Is the degree that students want to take and it is specific study that a
student will be pursuing in the future for his/ her desired profession?
Factors. Refers to the condition, person or influence that bring about the certain
effect of choosing course of the student. The things a student should consider or not in
choosing a course for college.
Course Decision Making. Is one of the thing that student to knowing on what
career path they want and it is the process in making choices by identifying a decision,
gathering information and assessing alternative resolution?
Degree. An academic subject, a course of study at a college or university or the
qualification given to a student after he or she has completed his or her studies.
6
Interest. To induce or persuade the feeling of being motivated and to engaged
oneself in the desired course.
Skills and Talent. Skill or talent must appropriate to the course that a student
want to take.
Social affect. These are the situation wherein the student is being influence by
the family, friend financial and skill of the student.
Life Status. The decision making of student. In this situation he/she can’t think
well because of some problems like: financials, broken family and others.
Friends. Friends are people who help someone to accomplished others goal.
Family Background. Family background is a person that can influenced
someone can there in choosing a career.
Demand courses. Demand course is the work that is mostly needed in a society.
Intellectual ability. Intellectual ability refers to the skills required to think
critically see connections between disciplines and problem solves in new or changing
situation.
Advice of others. Advice of other is the guidance of others people that someone
need to follow or don’t to follow.
Educational aspirations. Educational aspiration is the attainment of someone
if he/she is a graduate of high school/college.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature
Senior high school is two years of specialize upper secondary education;
students may choose a specialization based on aptitude, interests, and school capacity.
The choice of career track will define the content of the subjects a student will take in
Grade 11 and 12. SHS subjects fall under either the core curriculum or specific tracks
(official Gazette, 2012). Senior High school (SHS) covers the last two years of the k to
12 program and includes Grade 11 and 12. In SHS, students will go through a core
curriculum and subjects under a track of their choice. (HTTP://k12Philippines.com/,
n.d). The k to 12 program covers kindergarten and 12 years of junior high school and
two years of senior high school (SHS) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners and prepare graduates for tertiary education,
middle-level skills development, employment and entrepreneurship. Each Student of
Senior high school can choose among three tracks: Academic: Technical-Vocational-
Livelihood; and sports and arts. The Academic be track includes three strands:
Accountancy, Business Management (ABM); Humanities and Social Science
(HUMSS); and Science, Technology, Engineering, Mathematics (STEM). Students
undergo immersion, which may include earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in their chosen track (Official Gazette,
2012).
Santos (2009), found that the students consider more carefully economic
factors in times of distress and financial difficulties. These factors include job
8
opportunities to supplement their income, accommodation costs and family home
proximity. This Literature is somehow related to this research because it focuses on one
factor that's can affect the choice of course which is to consider economic factors. This
factor can help financial difficulties.
Fermoso (2010), noted that whenever the economy is on downturn, as it has
been worldwide in the past two years, people begin to realize that some jobs are more
desirable than others because they are more suitable. Recent on project income alone
have found out that at this juncture, job security is can even more important criterion in
course selection. This article wants to inform that many people choose the wrong course
for them. It also tells that job security is one of the important criterions in choosing the
right course for us.
Foreign Literature
SLutsky (2010), discussed that choosing a career is a decision that affects the
standard of life, the daily activity and social life. Many people have difficulty deciding
on their career, but certain factors influence their decision. Researching careers, interest,
family business, family profession and education of parents and high school, are the
factors that mostly students take into consideration based on her study. SLutsky's article
is related to our study because it discusses that not only personal qualities a student
possess are only thing that needs to be considered but also the state of living of the
family, and family background. This article wants students to understand that parents
should also be part of the decision making.
O'Hare (2012) concluded that studying for a new qualification can often be one of the
most effective ways of boosting your career prospects, whether by enhancing or by
9
equipping you with professional qualifications that will enable you to move into a new
line of work. Some factors should be considered before signing up to a course, ensuring
that you find the right one, the ores and concepts, whereas vocational courses teach the
hands on skills relating to a specific profession such as nursing. One of the things
student should consider is neither to choose an academic or a vocational course. And
often the best way to get a feel for a course and the benefit it is likely to have is to
organize chats with former students. This Literature is related to our research study
because it discusses some hints that a student should understand and know. This article
helps students in deciding what course to take, if the students will focus in vocational
course or academic course. It discusses the difference between vocational courses
which is focused on enhancing skills while in educational courses focus on bachelor,
master degrees, theories and concepts.
Smith (2010) suggested that some factors students can consider in decision
making. First factor is knowing your natural talents. In this case we should choose a
course that fits your talents, a course that you can work on easily. Next is work style,
this means that you should examine yourself about how you work or study. He said that
in choosing a career doesn’t necessarily mean you have to re-evaluate down the line
based on your long-term objectives.
Smith’s article somehow related to this research study because it shows how
students should examine themselves. Students should more likely to prioritize their self-
decision than others. He showed that students should pick a course that they are good
with or a course that they can out their heart on. Self-chosen course should prevail.
Ogowewo (2010), explained that the choice career was gender biased and the
10
factors that influenced the student’s choice of career were: interest, life ambition,
challenging nature of the career, prestige attached to profession, intellectual ability,
high salary potential, and prospects of job opportunity. He also said that school
counselors should employ their expertise to determine the aptitude and interest of
students in a career choice.
Ogowewo (2010), this article embodies that there are lot of factors a student can
consider in choosing a course. It explains that a student should deeply examine
themselves about their interest, their ability and skills. And also they should have a
study about the state of economy. What courses are need, and if their course preferred
has great help in the future career paths.
Related Studies
The purpose of this is to provide an overview about the factors affecting the
Grade 12 students in choosing their courses.
Foreign Studies
Falk, Dunn and Norenzayan (2010) uncovered decision making is directly
linked to expected enjoyment. People are typically motivated to make decisions based
on perceived happiness in the outcome. In their study, students were given course
descriptions of classes and asked which one's they were more likely to take. Students
were asked to give their perception on how enjoyable each course would be versus how
useful each course would be and students noted they were more likely to take a course
based on the expected enjoyment rather than usefulness.
In Turkey, career choice is extremely important because it is directly tied to
11
social mobility after graduation and since students are restricted from changing major
during college. Their initial choice holds more weight in their future than it does for
students in the United States (Yazici and Yazici zolo).
Still other students feel sense of social responsibility. They have a desire to
serve others. Giving back to society as whole far outweigh their want for materialistic
or monetory rewards. They find satisfaction not from income or social status, but rather
making a difference in the world. These students want to take passion for social services
and parlay it into finding a major or field of kind of work (Duffy and Dik, 2009).
Lee and Chatfield (2010) identified that the factors that appropriate factors for
which most students affected with. The results are also beneficial to colleges in the
development of appropriate t themselves in a meaningful way to potential students over
the world. The study of Lee and Chatfield coined that identifying the factors that affect
the choice of course would be beneficial because students will find easier the
appropriate course for them.
Grace (2009) found out that by increasing career development activities,
which includes setting career goals, students had a higher self-esteem, it can help us to
choose more difficult goals. Students must be given an opportunity to identify and
explore their desired careers. Ultimately, student will further their education and have
a better chance of succeeding in the "do or die" world in which we live.
Local Studies
Mihyeon (2010), stated that the study suggested that parents, teachers and
guidance counselors should recognize their own critical notes in shaping high achieving
students career development and provide tailored career related services to meet
12
different needs of high achieving students.
The study of Mihyeon states that parents, teachers and guidance counselors
should shape their students and be a role model. They are responsible to provide
career services related to the students' course to achieve higher standards of
professions.
Perez (2010), studied that the factors that serve as preferences of students in
choosing a career in college include childhood aspirations, family, peers, interest,
values and in-demand job. Career preferences ate free opportunity to select a desired
course. It is also a decision making in a confusing situation which occurs during the
senior years of high school level.
According to this study, it points out the different factors that affect the course
of the students like childhood aspirations, family, peers, interest, values and in-demand
job. This factors also help the decision making of the students especially senior high
schools.
Del Norte (2013) believed that people who graduated college found more job
opportunities available to them than those who had a lower form of education. The
researcher believes that students who graduate college with the course suited for them
will even have a higher percentage of landing a job.
Del Norte believed that graduated people get more job opportunities than
those who did not finished their studies. They can easily find a job that is suited for
them and related to their chosen course.
Romero (2013) stated that each student has unique personality with special
13
drives and abilities. These drives affect their motivation to exert energy to decide.
Decision making opens to the portal of student to assess his/her liabilities and assets
and how he or she would want to use them. It is necessary to examine individual
decisions in the context of a set of need, preferences an individual has and values they
seek.
Romero (2013) stated that students have their own different skills and
personalities. It affects the students in choosing their college course.
Synthesis
This part shows the relationship of this research to the previous literature and
studies. The literature from OFFICIAL GAZETTE (2012) focused on the specialization
based on the aptitude, interest and school capacity. SANTOS (2009) and FERMOSO
(2010) found that the students consider more carefully economic factors in times of
distress and financial difficulties. And noted that whenever the economy is on downturn,
as it has been worldwide in the past two years, people begin to realize that some jobs
are more desirable than others because they are more suitable. SLutsky (2010),
discussed that choosing a career is a decision that affects the standard life, the daily
activity and social life. O'Hare (2012) concluded that studying for a new a qualification
can often be one of the most effective ways of boosting your career prospects, wether
by enhancing or by equipping you with professional qualifications that will enable you
to move into a new line of work. Smith (2010) suggested that some factors students can
consider in decision making. Ogowewo (2010) explained that the choice or career was
gender biased the factors that influenced the students choice of career were: interest,
life ambition, challenging nature of the career, prestige attached to profession,
14
intellectual ability, high salary potential, and prospects of job opportunity.
Data from the related studies of Falk, Dunn and Norenzayan (2010) uncovered
decision making is directly linked to expected enjoyment. Lee and Chatfield (2010)
identified that the factors that the appropriate factors for which most students affected
with. Garee (2009) found out that by increasing career development activities, which
includes setting career goals, students had a higher self- esteem, it can help as to choose
more difficult goals. Mihyeon (2010) stated that the study suggested that parents,
teachers and guidance counselors should recognize their own critical notes in shaping
high achieving students career development and provide tailored career related services
to meet different needs of high achieving students. Perez (2010) studied that the factors
that serve as preferences of students in choosing a career in college include childhood
aspirations, family, peers, interest, values and in-demand job. Del Note (2013) believed
that people who graduated college found more job opportunities available to them than
those who had a lower form of education. Romero (2013) stated that each student has
unique personality with special drivers and abilities.
15
Conceptual Framework
INPUT PROCESS OUTPUT
Researcher will use

indirect or
questionnaire method
wherein the
The Grade 12 researcher will
DETERMINING THE
students of Diadi distribute printed or
VARIOUS FACTORS OF
Region High School, Xerox questionnaires
GRADE 12 STUDENTS
Cagasat National to the chosen
IN CHOOSING THEIR
High School-Annex, respondents, by
COURSE IN COLLEGE
and Dona Josefa E. personal delivery. In
Marcos High School this technique we can
save up more time to
finish more works for
research
Profile of the Respondents:
 Sex
 Age
 Ethnicity
 Educational attainment of parents
 General Average
The graph shows the IPO (INPUT, PROCESS, & OUTPUT) wherein they are
classified as INPUT: Age, Sex, Ethnicity, Educational attainment of parents and the
OUTPUT is determining the various factors of grade 12 students in choosing their
course in college.
16
Hypothesis
1. There is no significant relationship between the factors and help the students’ choice of
course in college when they are grouped by their profile.
17
CHAPTER III
Research Design
In gathering data and information for this research. The researchers will use
descriptive method for determining the factors affecting the grade 12 students in
choosing their course in college S.Y 2018-2019 where in descriptive method is
describes the characteristics of the population or phenomenon that is being studied. This
is use to assess demographic profile such as sex, ethnicity educational attainment of
parents, and even parent occupation if possible. This expresses the career choice; the
preferences of a student in choosing his/her course in college.
Respondents of the Study

Table 1: Number of the Respondents
School Number Of Students Number Of Respondents

Diadi Region Highschool
65 13
Dona Josefa E. Marcos
Highschool 43 9
Cagasat Natonal
Highschool-Annex 79 16
Total 187 38
The respondents of the study will be 38in all, the respondents will be from
three schools which include DIADI REGION HIGHSCHOOL, DONA JOSEFA E.
MARCOS HIGH SCHOOL, and CAGASAT NATIONAL HIGH SCHOOL- ANNEX.
The researchers get 20% of the schools’ total population as the sample for the
respondents.
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Research Instruments
The researchers prepared questionnaire to determine the view of the
Grade12 student regards the Factors affecting the grade 12 student in choosing their
course in college. The questionnaire had questions that relates to the study and these
questions must be answered consequently.
Data Gathering Procedure
The materials and instruments used for gathering data are the questionnaire.
The researchers adopted a questionnaire from factors influencing student choice for a
Senior High School Academic Track and researcher present it to Panelist and to our
Adviser. The researcher will use the indirect or questionnaire method wherein the
researcher will distribute printed or Xerox questionnaires to the chosen respondents.
Statistical Treatment of the Study
This research entitled "Factors affecting the Grade 12 student in choosing
their courses in college", used the frequency and percent to determine the profile of the
students and different factors that affect the students in choosing their course in college
which includes, family factors, financial factors, peers or friend’s factors, and the skill
of a student. The formula for percent is shown below.
FORMULA: P= (F/N) 100
WHERE: P=percentage F=frequency N=number
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CHAPTER IV
SUMMARY, PRESENTATION AND INTERPRETATION OF DATA
Table 2: Frequency and Percentage Distribution of Respondents According To Their

Sex
Sex Frequency Percentage
Female 25 65.79 %
Male 13 34.21 %
Total 38 100 %
The Table Show the Frequency and percentage distribution according to
their sex, out of 38 respondents there are twenty- five (25) or 65.79 % female and
thirteen (13) or 34.21 % of male.

Age
Age Frequency Percentage
17 15 39.47 %
18 19 50 %
19 1 2.63 %
20 3 7.89 %
Total 38 100 %
The table show the frequency and percentage distribution according to
their sex. Out of 38 respondent, nineteen (19) or 50% of the respondents are 18 years
old, fifteen (15) or 39.47% of the respondents are 17 years old, one (1) or 2.63% is 19
years old and three (3) or 7.89% are 20 years old.

Ethnicity
Ethnicity Frequency Percentage
Ilocano 22 57. 89 %
Ifugao 10 26.32 %
Tagalog 4 10.52 %
Igorot 2 5.59 %
Total 38 100 %
The table shows the frequency and percentage distribution of respondents
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according to their ethnicity. Out of 38 respondents, twenty-two (22) or 57.89% are
Ilocano, ten (10) or 26.32% are Ifugao, four (4) or 10.54% are Tagalog and two (2) or
5.26% are Igorot.

Educational Attainment of Parents
Educational Attainment Frequency Percentage
Of Parents
Elementary Graduate 4 10.52 %
Elementary Under 2 5.26 %
Graduate
High School Graduate 19 50 %
High School Under 4 10. 52 %
Graduate
College Graduate 8 21.05 %
College Under Graduate 1 63 %
Total 38 99.99%
The table shows the frequency and percentage distribution according
to their educational attainment of the parents. Out of 38 respondents, nineteen (19) or
50% of the respondents have parents that are high school graduate, eight (8) or 21.06%
of the respondents have parents that are college graduate, four (4) or 10.52% of the
respondents have parents that are elementary graduate, four (4) or 10.52% of the
respondents have parents that are high school under graduate, two (2) or 5.26% of the
respondents parents are elementary graduate, and one (1) or 2.63% of the respondents
have parents that are college under graduate.

General Average
General Average Frequency Percentage
89-Below 20 52.63 %
90-94 17 44.73 %
95-97 1 2.63 %
Total 100 %
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The table shows the frequency and percentage distribution of respondents according in
their general average. Out of 38 respondents, twenty (20) or 52.63% of the respondents
have 89 below general average, seventeen (17) or 44.73% of the respondents have an
average of 90-94, and one (1) or 2.63% of the respondents have an average of 95-97.
Table 7: Factors Affecting the Grade 12 Students in Choosing Their Course in

College In Terms Of Academic Experience By Age
17 15 72.53%
18 19 72.84%
19 1 68%
20 3 78.66%
The table shows the frequency and percentage distribution about the
factors affecting the grade 12 students in choosing their course in college in terms of
academic experience according to their age. Most of the respondents who are twenty
(20) years old have the highest percentage of 78.66% think that academic experience
can be factor in choosing career path in college, while respondent who nineteen (19)
years old have the lowest percentage of 68% believe that academic experience can’t
affect them in choosing their career path in college.

College In Terms Of Educational Aspirations by Age
17 15 78.66 %
18 19 77.68 %
19 1 88 %
20 3 77.33 %
The table shows the frequency and percentage distribution in terms of
educational attainment according to their age. Most of the respondents who are nineteen
(19) years old believe that educational aspiration or numeracy skill of a person can be
22
factor in choosing course in college, while twenty (20) years old believe that
educational aspirations can’t affect their choice in choosing course in college.

College In Terms Of Advice of Others by Age
17 15 64.46 %
18 19 73.89%
19 1 88%
20 3 69.33%
advice of other according to their age. Most of the respondents who are nineteen (19)
years old that the most important factor in choosing a course in college who are much
more knowledgeable person that give advice to them is acceptable to them, while
twenty (17) years old believe that advice of others can’t affect their choice in choosing
course in college.
College In Terms Of Friends Influence by Age
17 15 62. 13 %
18 19 60. 84 %
19 1 68 %
20 3 66.66
friends’ influence according to their age. It shows that nineteen (19) years old believe
that their friend statements or choice can be factor in choosing their course in college,
while eighteen (18) years old believe that friends influence doesn’t affect their choice
in choosing a course in college.
23
College In Terms Of Family Background by Age
17 15 59. 46 %
18 19 59.78 %
19 1 64.9 %
20 3 62.66 %
family background according to their age. Respondents who are nineteen (19) years old
have the highest percentage of 64.9% Out of 38 respondents, 59.46% of the respondents
are 17 years old, 59.78% of the respondents are 18 years old, 64.09% of the respondents
are 19 years old and 62.66% of the respondents are 20 years old.
College In Terms Of Demand Course by Age
17 15 72.26%
18 19 75.36%
19 1 80%
20 3 77.33%
The table shows the frequency and percentage distribution in
terms of demand course according to their age. This table shows that respondents that
are nineteen (19) years old that have a percentage of 80% believes that demand course,
or where person works after graduating is a big factor that can affect their choice course
in college, while respondents who are seventeen (17) years old believes that demand
course or the opportunities that government can offer to them after graduating doesn’t
affect their choice course in college
24
College In Terms Of Intellectual Ability by Age
17 15 80.26%
18 19 76.63%
19 1 80%
20 3 76%
intellectual ability according to their age. This table shows that respondents that are
seventeen (17) years old believes that intelligence and willingness is a big factor that
may affect in choosing course in college, while respondents that are twenty (20) years
old believe that intelligence doesn’t affect the choice course in college of student.
College In Terms Of Academic Experience By Educational Attainment of Parents
Of Parents
Elementary Graduate 76 76 %
Elementary Under 37 74 %
Graduate
High School Graduate 338 71.15 %
High School Under 70 70 %
Graduate
academic experience according to their educational attainment of parents, most of the
respondents who have a parents that are college graduate have 77.5% believe that the
achievement of a certain parents can be a big factor that affect the choice of a student
in choosing their course, while the respondents who have parents that is high school
under graduate have 70%, believe that academic experience of a parents doesn’t affect
their choice course in college.
25
College In Terms of Educational Aspirations by Educational Attainment of Parents
Of Parents
Graduate
Graduate
College Under Graduate 1 80%
The table show the frequency and percentage distribution in terms of
educational aspiration according to their educational attainment of parents, most of the
respondents who have a parents that are elementary graduate have 84% believe that the
numeracy skills is a big factor that affect the choice of a student in choosing their course,
while the respondents who have parents that is high school under graduate have 71%,
believe that their numeracy skills doesn’t affect their choice course in college.
Table 16: Factors Affecting the Grade 12 Students in Choosing Their Course in College
In Terms of Advice of Others by Educational Attainment of Parents
Of Parents
Graduate
Graduate
College Graduate 8 70.5%
advice of others by educational attainment of parents, most of the respondents who have
a parents that are college under graduate get the highest percentage believe that listening
to the advice of others can affect the choice of a student in choosing their course, while
the respondents who have parents that is elementary under graduate believe that advice
26
of others doesn’t affect their choice course in college.
In Terms of Friends Influence by Educational Attainment of Parents
Of Parents
Graduate
Graduate
The table show the frequency and percentage distribution in terms of friend
influence by educational attainment of parents, most of the respondents who have a
parents that are college graduate believes that a friends influence can affect the choice
of a student in choosing their course, while the respondents who have parents that is
high school under graduate think that doesn’t affect their choice course in college.
In Terms Of Family Background By Educational Attainment of Parents
Of Parents
Graduate
Graduate
College Graduate 8 69 %
family background by educational attainment of parents, most of the respondents who
have a parents that are college under graduate believe that family background can affect
their choice in choosing their course, while the respondents who have parents that is
27
elementary graduate believe that family background doesn’t affect their choice course
in college.
Table19: Factors Affecting the Grade 12 Students in Choosing Their Course in

College In Terms Of Demand Course By Educational attainment of parents
Of Parents
Graduate
Graduate
demand course by educational attainment of parents, most of the respondents who have
a parents that are elementary under graduate believes that they need to consider where
the student work after graduate in college, and what can the society offer to them after
graduating, while the respondents who have parents that is high school under graduate
think that demand course doesn’t affect their choice course in college.
College In Terms Of Intellectual Ability by Educational Attainment of Parents
Of Parents
Graduate
Graduate
The table show the frequency and percentage distribution in terms
intellectual ability of others by educational attainment of parents, most of the
respondents who have a parents that are elementary under graduate believes that a
28
students need to have intellectual ability in choosing course in college, while the
respondents who have parents that are high school graduate think that intelligence
doesn’t affect their choice course in college.
College In Terms of Academic Experience by Ethnicity
Ilocano 397 71.18%
Ifugao 177 70.8%
Tagalog 77 77%
Igorot 43 88%
This table show that respondent who are Igorot believes that the
passion of a student on a certain subject/course can affect in choosing their course in
college , while respondents that are Ilocano believes that the passion of student doesn’t
affect the choice up of student in choosing course.
College In Terms of Educational Aspirations by Ethnicity
Ilocano 428 77.81%
Ifugao 185 74%
Tagalog 72 72%
Igorot 41 82%
The table shows that are Igorot think that the numeracy skill or literacy
skill of a student is a big factor in choosing a course in college, while respondents that
are Tagalog believes that activities that will enhance one’s skill and talent can’t give a
big impact in choosing course in college.
College In Terms Of Advice of Others by Ethnicity
Ilocano 400 72.72%
Ifugao 173 69.2%
Tagalog 68 68%
Igorot 37 74%
29
The table shows that Igorot respondents believes that listening to the advice
of other can help them in choosing a course in college, while respondents that are Ifugao
think that advice of others doesn’t affect them in choosing career path.
College In Terms of Friend Influence by Ethnicity
Ilocano 333 60.54%
Ifugao 157 62.8%
Tagalog 60 60%
Igorot 30 60%
This table shows that Ifugao respondents can be easily influence bythe
friend in choosing a course in college, while respondents that are Tagalog and Igorot
believes that friends influence doesn’t affect their choice in choosing a course in
college.
College In Terms of Family Background by Ethnicity
Ilocano 322 58.54%
Ifugao 144 57.6%
Tagalog 73 73%
Igorot 31 62%
This table show that Tagalog respondents can hardly affected by their
family background, if their family are rich or poor, if their parent a single parent, while
Ifugao doesn’t affect their choice in choosing their course in college by their family
background.
College in Terms Demand Course by Ethnicity
Ilocano 410 74.54%
Ifugao 181 72.4%
Tagalog 71 71%
Igorot 45 90%
30
This table implies that Igorot respondents hardly think on where they can
work after graduating in college, while Tagalog respondents believes that demand
course doesn’t affect their choice in choosing a course in college.
In Terms of Intellectual Ability by Ethnicity
Ilocano 427 77.63%
Ifugao 191 76.4%
Tagalog 77 77%
Igorot 42 84%
This table implies that Igorot respondents give importance to their
intellectual ability in choosing career path, while Ifugao respondents believe that
intellectual ability doesn’t affect their choice course in college.
Table28: Factors Affecting the Grade 12 Students in Choosing Their Course in College
in Terms Academic Experience by General Average
89-Below 72%
90-94 92.35%
95-97 80%
This table shows that respondents who have an average of 90-94 believe
that passion of a student is a factor in choosing course in college, while respondents
who have an average of 89 below believe that academic experience or passion won’t
affect their career choice.
College in Terms Educational Aspirations by Average
89-Below 74.8%
90-94 98.82%
95-97 88%
31
This table implies that respondents who have an average of 90-94 believe
that numeracy and literary skill can be a big factor in choosing a course in college, while
respondents who have an average of 89 below believe that numeracy and literary skill
won’t affect their career choice.
College in Terms Advice of Others by General Average
89-Below 63.6%
90-94 90.29%
95-97 88%
advice of others according to their general average, respondents who have an average
of 90-94 have the highest percentage, most of them think that the advice of other, the
people who offer unsoliated advice or people who experience such thing can be a factor
in choosing a course in college while respondent who have an average of 89 below has
the lowest percentage of 63.6% believes that the advice of others can’t be a factor in
choosing their course in college.
Table31: Factors Affecting the Grade 12 Students in Choosing Their Course in

College in Terms Friend Influence by General Average
89-Below 63.6%
90-94 76.17%
95-97 52%
This table shows the frequency and percentage distribution in terms of
friend influence according to their general average, respondents who have an average
of 90-94 have the highest percentage of 76.17%, they think that friends influence can
influence their career choice, while respondent who have an average of 95-97 have the
lowest percentage of 52 %, they believe that friends influence can’t affect their career
choice.
32
Table 32: Affecting the Grade 12 Students in Choosing Their Course in College in
Terms of Family Background by General Average
89-Below 59.6%
90-94 72.35%
95-97 80%
family background according to their general average, most of the respondents who
have a general average of 95-97 have the highest percentage of 80%, they believe that
family background of a family can be a big factor in choosing their course in college,
while the respondents who has an average of 89 below have the lowest percentage
59.6%, they believe that family background can’t affect their career choice in college.
College in Terms Demand Course by General Average
89-Below 76.2%
90-94 90.29%
95-97 100%
demand course according to their general average, respondents who have an average of
95-97 believe that considering the demand course as of now is a factor in choosing
course in college, while respondents who have average of 89 below believe that demand
course of the society can’t affect their career choice.
College in Terms Intellectual Ability by General Average
89-Below 75.8%
90-94 100%
95-97 84%
intellectual ability according to their general average, who have an average of 90-94
33
believe that intellectual ability of a student is a factor in choosing course in college,
while respondents who have an average of 89 below believe that willingness, creativity,
and analytical thinking or intellectual ability of a student can’t affect their career choice.
College in Terms Academic Experience by Sex
Female 231 74.08%
Male 163 71.07%
academic experience according to their sex, female respondents believe that passion,
talents, and skills of one person or student can be a factor in their career choice, while
male respondents believe that it can’t affect them in choosing course in college.
College in Terms Educational Aspirations by Sex
Female 240 79.04%
Male 494 73.84%
educational aspirations according to their sex, female respondents believe that
numeracy and literary skill or the educational aspiration can be factor or may affect
them in choosing their course in college, while male respondents believes that
educational aspirations can’t affect them in choosing their career choice.
College in Terms Advice of Others by Sex
Female 427 68.32%
Male 228 70.15%
advice of others according to their sex, male respondents believe that listening to the
advice of other knowledgeable person can be a factor in choosing their course in college,
34
while female respondents believe that it cannot affect in choosing their career choice.
College in Terms Friend Influence by Sex
Female 64.48%
Male 57.23%
friend influence according to their sex, and it implies that female respondents can easily
affect to their friends influence in choosing their course in college, while the male
respondents believe that their friends influence can’t affect them in choosing their
career path.
College in Terms Family Background by Sex
Female 59.84%
Male 60.30%
family background according to their sex, and implies that male respondents can easily
affected by their family background while female respondents can’t affect it in choosing
their course because male have more responsibilities in their family than a female.
in Terms Demand Course by Sex
Female 75.68%
Male 72.30%
demand course according to their sex, and implies that female respondents believe that
knowing the demand course or demand work in a country is a big factor in choosing
their course in college, while male respondents believe that demand course won’t affect
their career choice.
35
College in Terms Intellectual Ability by Sex
Female 79.52%
Male 75.38%
intellectual ability according to their sex, and implies that female respondents believe
that intellectual ability of a certain person can affect them in choosing their course in
college, while male respondents believe that intellectual ability won’t affect their choice
in choosing a course in college.
36
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter summarizes the result of the study followed by the conclusion
based on the findings and recommendation for the factors affecting the grade 12
students in choosing their course in college.
Summary
This study aims to determine the factor affects student decision in
choosing of grade 12 students in Cagasat Nartional High School-Annex, Diadi Region
High School, and Dona Josefa E. Marcos in terms of academic experience, educational
aspirations, advice of others, friend influence, demand course and intellectual ability.
Analysis also presented by using IPO (input, process, output), it shows how affect the
grade 12 students in choosing their course in college.
The study conducted at Cagasat Nartional High School-Annex, Diadi
Region High School, and Dona Josefa E. Marcos. The respondents’ ramdomly selected
by the researchers through a selection method in six (6) sections in grade 12 senior high
school.
Findings
Based on the analysis and interpretation of the data gathered, the following
answers drawn;
By age, educational attainment of parents, ethnicity, general average and by sex
the most factors that affecting the grade 12 students in choosing their course in college
are educational aspirations and demand course
37
Conclusions
The following are the finishes of this study:
1. The factors affecting the grade 12 students in choosing their course in college
appears to be significant to students from Diadi Region High School, Cagasat
National High School-Annex, and Dona Josefa E. Marcos as their bases
Educational aspiration and demand course appear to have a greater impact in
choosing a course of grade 12 student in college.
Recommendations
Given of the findings and conclusion, the following recommendations were put forward:
1. Parents should have educational savings for their children for the preparation in
their college.
2. Parents should support the passion and interest of their children.
3. Students should base on their talent, skill and ability in choosing course
4. Students should know what he wanted to become.
5. Students should take advice from a knowledgeable person that can be decent or
relevant to your situation.
6. Get a course that are demand on your country and other country so that you can
easily get a work after graduating college
38
References
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Hrnciar, M., & Madzík, P. (2013). Improving the Quality of Higher Education in
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http://dx.doi.org/10.5539/hes.v3n4p75
Koni, A., Zainal, K., & Ibrahim, M. (2012). An Assessment of the Services Quality of
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Pafili, E., & Mylonakis, J. (2011). Occupation Structure and Career Choice vs
Education Development and Training Level: A Presentation of Theoretical Approaches.
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Nadelson, L. S., Semmelroth, C., Martinez, G., Featherstone, M., Fuhriman, C. A., &
Sell, A. (2013). Why Did They Come Here? The Influences and Expectations of First-
Year Students’ College Experience. Higher Education Studies.
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gh_F3L65ZEK6ZZS
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http://docshare.tips/factors-affecting-the-college-course-preference
574faea5b6d87f032c8b65c9.html
http://www.officialgzette.gov.ph/k-12
https://www.sunstar.com.ph/article/3971
https://www.scribd.com/doc/310251549/Course-Preference
39
QUESTIONNAIRE
I. General Instruction: Read each item carefully and answer the following
questions provided below. (Please be assured that all of the answers provided
herein shall be kept confidential. Please indicate (✓) mark on the appropriate
box.
Name: ______________________________
Age: ( ) 16 ( ) 17 ( ) 18 ( ) 19 ( ) 21 ( ) 22
Sex: ( ) Male ( ) Female
Ethnicity: ( ) Ilocano ( ) Ifugao ( ) Tagalog ( ) Igorot ( ) Visaya
Educational Attainment of Parents:
( ) Elementary Under Graduate ( ) Elementary Graduate

( ) High school Under Graduate ( ) High school Graduate
( ) College Under Graduate ( ) College Graduate
General Average: ( ) 98-100 ( ) 95-97 ( ) 90-94 ( ) 89-below
II. Please read each item carefully. Use the scale below to guide you in checking
the appropriate column that best describes your factors greatest influence on
choosing a degree.
Score Limits Qualitative Description Qualitative Statement
5 4.21-5.00 Strongly agree Very influencing

4 3.41-4.20 Agree Moderately influencing
3 2.61-3.40 Neither Neither influencing
2 1.81-2.60 Dis-agree Less influencing
1 1.00-1.80 Strongly dis-agree Not influencing
Academic experience 5 4 3 2 1
Passion affects your decision to what course to take.
Your interest in a certain subject
High school grades can be a factor that influence the most
Talent, skill and ability based.
Valedictorian or a salutatorian factor.
47
Educational aspiration/expectation 5 4 3 2 1
Grades can affect your decision in choosing a course
Based on you wanted to become
To be engaged in an activity that will enhance your skill and
talent can give a big impact in making decisions.
When you have the numeracy skill, it should be necessary to take
a course which are related to your skill.
When you are good in literacy, it is required that you should take
a course related to your skill.
Advice of others 5 4 3 2 1
People offer advice just because of the simple reason that they
think they can help you.
People who offer unsolicited advice from this motivation may
have a lot of knowledge in a certain area that pertains to your
situation.
Some people need to be in the role of ‘teacher’ all the time, or
perhaps just like to hear they pontificate.
Some advice-givers would like to take the role of ‘more
knowledgeable person’ in the relationship dynamic, and giving
advice puts them in that position.
Advises can be good and relevant to your situation.
Friends/peer influence 5 4 3 2 1
Friends in this new generation can be a tool in taking the right
thing included the course that you will take.
Friend’s course can be a factor on taking a course.
Peer influence will take you in a right path.
The friends’ statement can influence career choice.
I do believe on what my friends said.
Family background 5 4 3 2 1
Rich parents can be one of the factors on choosing your course.
Poor parents will be the reason on the course that I will take.
Having degree holder parents can be a factor on deciding what
course to take.
Single parent.
Extended parents.
48
Demand Course 5 4 3 2 1
Opportunities for International Cooperation.
Clearly defined course outcomes, which knowledge and skills the
students should have acquired by the end of the course.
Coherence of assessments criteria in different course.
Continuous assessment in courses during the semester.
Overall satisfaction with the implementation of the study
programme.
Intellectual Ability 5 4 3 2 1
Use of creativity ability to use your imagination and creativity
fully in order to innovate, develop ideas to carry out plans.
Critical/ analytical thinking ability to consider issues from range.
Problem solving ability to confront obstacles in pursuing an
objective and arrive at positive ways of overcoming them.
Willingness to take an active role and take responsibility for your
own learning.
Ability to identify a range of options open to you in work and in
community life and have a realistic sense of what qualities they
might require.
49
TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. iv
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . v
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Viii
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Objectives of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 14
Conceptual Framework of the Study . . . . . . . . . . . . . . . . . . . . . . . . . .. 16
Hypothesis of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

III. RESEARCH METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Data Gathering and Instrumentation. . . . . . . . . . . . . . . . . . . . . . . . . . 19
Data Analysis Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..19
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

According To Their General Average . . . . . . . . . . . . . . . . . . . . . . . . . . 22
According to their Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
According to their Ethnicity . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
According to the Educational aspiration of parents . . . . . . . . . . . . . . . . 31
V. SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
CONCLUSION . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . .38
RECOMMENDATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
LIST OF TABLES
Table 2: Frequency and Percentage Distribution of Respondents

According To Their Sex……………………………………………………………...20
According to their Age...……………………………………………………………..20
According to their Ethnicity……………………………………………………….....20
Table 5: Frequency and Percentage Distribution of Respondents According
To Their Educational Attainment of Parents…………………………………………21
According To Their General Average………………………………………………..21
Table 7: Factors Affecting the Grade 12 Students in Choosing Their
Course in College In Terms Of Academic Experience by Age……………………...22
Course in College In Terms Of Educational Aspirations by Age……………………22
Course in College In Terms Of Advice of Others by Age…………………………...23
Course in College In Terms Of Friends Influence by Age…………………………...23
Course in College In Terms Of Family Background by
Age…………………………………………………………………………………...24
Course in College In Terms Of Demand Course by
Age…………………………………………………………………………………...24
Course in College In Terms Of Intellectual Ability by
Age…………………………………………………………………………………...25
Course in College In Terms Of Academic Experience By Educational Attainment of
Parents………………………………………………………………………………..25
Course in College In Terms of Educational Aspirations by Educational Attainment of
Parents……………………………………………………………………………….26
Course in College In Terms of Advice of Others by Educational Attainment of
Parents…………………………………………………………………………….….26
Course in College In Terms of Friends Influence by Educational Attainment of
Parents………………………………………………………………………….…….27
Course in College In Terms Of Family Background By Educational Attainment of
Parents……………………………………………………………………………..…27
Table19: Factors Affecting the Grade 12 Students in Choosing Their
Course in College In Terms Of Demand Course By Educational attainment of
parents………………………………………………………………………………..28
Course in College In Terms Of Intellectual Ability by Educational Attainment of
Parents……………………………………………………………………………….28
Course in College In Terms of Academic Experience by
Ethnicity…………………………………………………………….………………..29
Course in College In Terms of Educational Aspirations by
Ethnicity…………………………………………………………………..………….29
Course in College In Terms Of Advice of Others by
Ethnicity………………………………………………………………….…….........29
Course in College In Terms of Friend Influence by
Ethnicity…………………………………………………………………….….…….30
Course in College In Terms of Family Background by
Ethnicity…………………………………………………………………….……..…30
Course in College in Terms Demand Course by
Ethnicity……………………………………………………………………….….….30
Course in College In Terms of Intellectual Ability by
Ethnicity…………………………………………………………………………..….31
Course in College in Terms Academic Experience by General
Average…………………………………………………………………………...….31
Course in College in Terms Educational Aspirations by
Average………………………………………………………………………………31
Course in College in Terms Advice of Others by General
Average………………………………………………………………………………32
Course in College in Terms Friend Influence by General
Average…………………………………………………………………………...….32
Table 32: Affecting the Grade 12 Students in Choosing Their Course in
College in Terms of Family Background by General
Average………………………………………………………………………………33
Course in College in Terms Demand Course by General
Average………………………………………………………………………………33
Course in College in Terms Intellectual Ability by General
Average………………………………………………………………………………33
Course in College in Terms Academic Experience by
Sex……………………………………………………………………………………34
Course in College in Terms Educational Aspirations by
Sex……………………………………………………………………………………34
Course in College in Terms Advice of Others by
Sex……………………………………………………………………………………34
Course in College in Terms Friend Influence by
Sex……………………………………………………………………………………35
Course in College in Terms Family Background by
Sex……………………………………………………………………………………35
Course in College in Terms Demand Course by
Sex................................................................................................................................35
Course in College in Terms Intellectual Ability by
Sex……………………………………………………………………………………36
LIST OF FIGURES
Conceptual framework…………………………………………………….....20
APPENDICES
a. Questionnaire
b. Endorsement Letter
c. Curriculum Vitae
CURRICULUM VITAE
A. PERSONAL INFORMATION:
Name: Mikee mae S. David

Address: Purok 5 Wigan, Cordon Isabela
Age: 17
Birthdate: May 2, 2001
Birthplace: Wigan, Cordon Isabela
Contact Number: 09752089373
Email Address: Mhikaylexa@gmail.com
Father’s name: Michael B. David
Mother’s name: Gemma S. David
B. EDUCATIONAL BACKGROUND
Elementary WIGAN INTEGRATED SCHOOL
Wigan, Cordon, Isabela
2007-2013
Junior High School: WIGAN INTEGRATED SCHOOL

2013-2017
Senior High School: WIGAN INTEGRATED SCHOOL

2017-2019
MOTTO:
“Success is not final; failure is not fatal; it is the courage to continue that counts.”
43
CURRICULUM VITAE
PERSONAL INFORMATION:
Name: John G. Ngittit

Address: Purok 2 Wigan, Cordon, Isabela
Age: 19
Birthdate: December 14, 1999
Birthplace: Lagawe, Ifugao
Email Address: johnngittit14.gnail.com
Father’s name: Reynaldo Ngittit
Mother’s name: Marcela Ngittit
C. EDUCATIONAL BACKGROUND
Elementary DUNUAN ELEMENTARY SCHOOL
Lagawe, Ifugao
2007-2013

2013-2017

2017-2019
MOTTO:
“In this world there are no ugly, but we live in a judgemental society.”
44
CURRICULUM VITAE
D. PERSONAL INFORMATION:
Name: Jose M. Ogasna

Address: Halag, Aginaldo, Ifugao
Age: 19
Birthdate: September 10, 1999
Birthplace: Halag, Aginaldo, Ifugao
Email Address: Joseogasna13@gmail.com
Father’s name: Nesthor Ogasna Sr.
Mother’s name: Magdalena Ogasna
E. EDUCATIONAL BACKGROUND
Elementary HALAG ELEMENTARY SCHOOL
Halag, Aginaldo, Ifugao
2007-2013
Junior High School: UBAO NATIONAL HIGH SCHOOL

Halag, Aginaldo, Ifugao
2013-2017

2017-2019
MOTTO:
“We are not given a good life or bad life. We are given a life. It’s up to us to make it
good or bad.”
45
CURRICULUM VITAE
F. PERSONAL INFORMATION:
Name: Jessalyn L. Pucno

Address: Taliktik Cordon Isabela
Age: 20
Birthdate: June 28, 1998
Birthplace: Wigan Cordon, Isabela
Contact Number:0997134745
Email Address:pucnojessalyn@gmail.com
Father’s name: Caloy Pucno
Mother’s name: Maricel Pucno
G. EDUCATIONAL BACKGROUND
Elementary WIGAN INTEGRATED SCHOOL
2007-2013

2013-2017

2017-2019
MOTTO:
“Success is not final; failure is not fatal; it is the courage to continue that counts.”
46

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FACTORS AFFECTING THE GRADE 12 STUDENTS IN CHOOSING THEIR

COURSE IN COLLEGE S.Y 2018-2019

Faculty and staff

WIGAN INTEGRATED SCHOOL

Of the Requirements for the Course

INQUIRY, INVESTIGATION AND IMMERSION

DAVID, MIKEE MAE S.

In partial fulfillment of the requirements for the subject of Inquiry, Investigation

and Immersion, this Thesis Proposal entitled FACTORS AFFECTING THE

GRADE 12 STUDENTS IN CHOOSING THEIR COURSE IN COLLEGE S.Y

JOHN G., OGASNA, JOSE M., PUCNO, JESSALYN L. who is hereby

recommended for Oral Examination.

Approved by the committee on Oral Examination with a grade of _________.

MERCY M. BANGLIG, HT-I

CELIA B. PAHALON VIRGILIO M. PUN-AD

Accepted in partial fulfillment of the requirements for the subject Inquiry,

Investigation and Immersion.

SHAIRA JOYCE G. BARTIDO APRIL B. CORTEZ

To our panel members, for there to improve this study.

most of all financially.

To the respondents who cooperatively and honestly answered the questionnaire.

To the teachers who gave us to make this research paper.

strength to handle all obstacles in making this research successful.

Thank you very much.

following factors: Academic Experience, Educational Aspiration/ Expectation,

Advice of Others, Friends/ Peer Influence, Family Background, Demand Course,

percentage of the Senior High School. This study involved thirty-eight

respondents of Senior High School Students school year 2018 – 2019.

The research project is dedicated to our brothers, sisters, friends, relatives,

PROBLEM AND ITS BACKGROUND

expectations and demands of the community. Academic institutions sought to observe

university (Nadelson, Semmelroth, Martinez, Featherstone, Fuhriman, Sell 2013). The

realization of having successful profession. Pafili and Mylonakis (2011) emphasized

the intention to obtain the degree.

Statement of the Problem

to the following questions:

1. What is the profile of the respondents in terms of:

1.4 Educational attainment of parents

1.5 General Average/ grade

2. Do the following factors affect students in their career choice?

2.1 Family/ relative backgrounds

2.2 Peers/ friends

2.3 Academic experience

2.4 Educational aspiration/expectation

2.5 Advice of others

2.6 Demand course

2.7 Intellectual Ability

respondents when they are grouped by their profile?

Objectives of the Study

objectives will guide thus research.

1. Determine the profile of the respondents in terms of:

1.4 Educational attainment of parents

1.5 General Average/ grade

2. Determine the factors affecting the grade 12 students in choosing their

course in terms of:

2.1 Family/ relative backgrounds

2.2 Peers/ friends

2.3 Academic experience

2.4 Educational aspiration/expectation

2.5 Advice of others

2.6 Demand course

2.7 Intellectual Ability

when grouped according their profile.

Scope and Delimitation