Sie sind auf Seite 1von 42

Factors Affecting the

Career Preference of

Senior High School

Students of Veritas

College of Irosin
1
CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Choosing a career course for college is one of the


primary problems students in their senior year encounter.
Most of the time, they are uncertain on what path they
want to enter in tertiary level. Various factors affects them
in decision making, which is the main subject that will be
tackled in this study.
Literally speaking, career is a choose pursuit, life
work or success in one’s profession throughout his life
time, that may open opportunities for progress. It plays a
vital role in the society, not only because it establish the
pattern of income and economic growth, but also because
it affects every individual’s personality, welfare, and
perspective in life. While others define it as a
metaphorical journey obtained through learning, work and
2
other fundamental aspects, which will define a
person’s happiness and productivity, and choosing a
college course is0 the stepping stone for this.
Deciding on what course to take is a very crucial
thing, especially because one’s life will depend on it.
Thus, it is therefore a must to think early as possible. But
unfortunately, not everyone at an early age can make
career-decisions easily. They experience series of
confusion, anxiety, and priority can’t settle on an explicit
career-path.
In the same way, Villar (2009) pinpointed that most
of the students who are in secondary level, do not have
accurate information about occupational opportunities to
keep them make appropriate career choice.
With these troubles and difficulties, students tend to
consider a lot of factors to help them decide. Studies
suggest that one of these factors are the influence of
parents, role models, and friends. [ Herwitt (2010),
Nathalie (2006) and Stebleton (2007)]. While another
study shows that the prestige of a profession was a strong
motivating factor that influences students (Stanley). Also,
interest with the career and financial status are factors that
affects as well (Ezeonu).

3
Generally, career path students choose will affect
the way they’ll live the rest of their lives. Determining the
right course to take is a must, yet is not easy. The
aforementioned aspects led the researchers to conduct the
study, aiming to help Senior High School Students
through determining factors they can consider in choosing
a course.

4
SETTING OF THE STUDY

History

History of Veritas College of Irosin


In 1983, Mayor Roque Dorotan then of Irosin approached
the sister servant of the Holy Spirit to reopen the tertiary level,
the college program of the Holy Spirit Academy of Irosin was
previously closed due to the lack of enrolees. The academy
refused and he went to Msgr. Jesus Y. Valera for advice but
replied that to open a school one needs a lot of money.
With the closure of the Divine Word College in Sorsogon
that year, Msgr. Eladio T. Palces, its head, was willing to
manage the desired college in Irosin if Mr. Dorotan could raise
the amount of One Hundred Fifty Thousand (Php 150,000.00) as
starting capital. With the assurance of help he went back to
Irosin. His wife Mrs. Esperanza Uy Dorotan, who was the
treasurer of the parish pastoral council (PPC), together with
Msgr. Elias Pura Jr. and other officers of the PPC, the group
went around town to solicit donations. With the amount, books
and other educational materials, Veritas College of Irosin was
organized and Msgr. Eladio T. Palces was the first director of
the institution.
The Articles of the Incorporation and By-laws was
approved by the Securities and Exchange (SEC) on July 15,
1987 under SEC Registration No. 142489. This declared the

5
school as non-stock and non- profit catholic school with the
new name Veritas College of Irosin. Its original Incorporators
were:
1. Bishop Jesus Y. Valera, D.D.- Bishop of Diocese of
Sorsogon
2. Msgr. Eladio T. Palces, HP- Director of VCI
3. Msgr. Elias Pura Jr.- Irosin Parish Preist
4. Atty. Hailee F. Frivaldo –Director of HTCC
5. Asteria B. Elegado- President of CWL- Irosin Unit

The original Board of Trustees as approved were:


1. Msgr. Eladio T. Palces
2. Msgr. Elias Pura Jr.
3. Mr. Ramon Dreu
4. Mr. Arcadio Glipo
5. Mr. Adolfo Cielo
6. Mr. Roque G. Doratan
7. Mr. Roger Glipo
In its first year of operation A.Y. 1985-1986, Veritas College of
Irosin had only one hundred students. In 1987-1988, drought
and two strong typhoons brought much damage to agricultural
products in Irosin, enrollment dwindled from one hundred fifty-
one (151) to ninety five (95) although the tuition fee then was
only Twenty Five (Php. 25.00) per unit. The initial courses were
DAT, AB and Secretarial.
In July 25, 1994, Rev. Fr. Elias Escanilla was designated as the
second college director replacing Msgr. Palces. It was then that

6
the buildings were renovated, the school compound fenced
and new facilities were installed.
In July 1996- 1997, Bachelor of Elementary Education (BEED)
and Bachelor of Secondary Education (BSED) were approved.
The enrollment rose to Three Hundred One (301). The
administration hired qualified and experienced teachers to work
as full-time and part-time instructors. In 1997-2000, the school
population rose to Five Hundred Seventy-Five (575). Additional
buildings were provided as vocational courses, Bachelor of
Science in Information Technology, Bachelor of Science in
Criminology were opened. With the tremendous increase in
enrollment, additional books, computers, typewriters,
mechanical tools and gadgets and other facilities were procured.
On March 21,2009, Rev. Fr, Elias Escanilla was replaced by
Rev. Fr. Cecil Datar as OIC VCI Director. On May 12,2009 at a
BOT meeting the chairman introduced the incoming president of
VCI. On June 2, 2009 Rev. Fr. Odine Ariola was formally
appointed as VCI president. The other officers of the BOT was
likewise appointed.
The following school year, the President embarked on a big
project, the 3 story school building was approved by the BOT in
coordination with the school, faculty, staff and students.
Additional school facilities were procured and the school legally
acquired a 4-hectare Demo Farm in Gulang-Gulang, Irosin.
The current Board of Trustees and College President Rev. Fr.
Areola together with its faculty and staff are doing their best to
produce graduates who are equipped with the values,

7
knowledge, and skills needed for the present time. The
school looks forward to the continued support and patronage of
the people.
On

Mission
To provide equal, higher and technical learning
opportunities to interested students in Irosin and neighboring
towns by:
 Offering holistic and affordable education
 Providing functional, relevant and accessible facilities
 Enhancing financial and technical capacities
 Developing human resources to be more qualified,
effective and efficient
 Ensuring transparent and accountable governance
Vision
A community college that upholds Christian values
producing morally responsible and empowered citizens,
managed and administered by transparent and accountable
leaders.

8
THE CONCEPTUAL FRAMEWORK

This portion shows the process on how the researchers derived the result of

the conducted study.

Block 1. (INPUT) This include the demographic profile of the


respondents such as name, age, and grade level. It also includes the
following questions.

1. What do you think is the advantage of choosing accurate strand to


your career choice?
2. How does your chosen strand help you in choosing your course in
college?
3. What is the relevance of your Senior High School strand to your
future career choice?
4. Is your Senior High School strand in line with your future career?
Why or why not?
5. How will choosing the incorrect Senior High School strand affect
future career choice?

Block 2: (PROCESS) This was taken from the input, on how it should
be done accordingly to have the best outcome which includes the survey
questionnaires, analysis of data, interpretation of data and
documentation.

9
Block 3: (OUTPUT) The aid of Senior High School curriculum in
future career preference of SHS students of Veritas College of Irosin is
determined.

FEEDBACK: After conducting the research study, the


researchers observed that the outcome was satisfactory and
students were cooperative.

10
Paradigm of the Study

INPUT PROCESS
1. Survey questionnaire
1. Demographic profile
2. Analysis of data
1.1 Name 3. Interpretation of data
1.2 Age 4. Documentation
1.3 Gender 5. Interview

1.4 Grade level/ Strand


2. What do you think is the
advantage of choosing
accurate strand to your
career choice?
3. How does your chosen
strand help you in
OUTPUT
choosing your course in
The factors affecting the career
college? preference of senior high school
4. What is the relevance of students of veritas college of irosin is
determined.
your Senior High School
strand to your future
career choice?
5. Is your Senior High
School strand in line with
your future career? Why
or why not?
6. How will choosing the
incorrect Senior High
School strand affect FEEDBACK
future career choice?

11
Statement of the Problem

This study aims to seek answer to the following


questions:

1. What are the factors that affect the career preference


of SHS students of VCI?
2. How can these factors help the SHS students in
choosing their future career?
3. How do these following factors affect the SHS
students of VCI in choosing their:
a. Financial Issue
 Chooses a course in line with the financial
status of the family.
 Cannot take the desired course due to high
tuition and expenses.
b. In demand Jobs/Certainty of Employment
 Taking a course needed in

12
 Taking a course with high possibility of
employment
c. Influence of parents, friends and role-models
 Taking a course wanted by the parents
 Influenced by a friend to take a course
 Taking the same course of an admired
successful professional
d. Passion
 Taking a course with interest
 Taking a course you excel

13
HYPOTHESIS

1. Most Grade 6 pupils of GGES have difficulties in Fractions, Problem

Solving, Integers, Fundamental Operation, Exponents, and Geometry.

2. The reasons why Grade 6 pupils of GGES find mathematics difficult are the

following

 Tend to answer questions without solving

 Difficulties in analyzing the given problem

 Difficulty in understanding keywords in a problem, thus, cannot

interpret it well.

 Impatience

 Uninterested with the subject

 Answers without accurate process and computations

3. Mathematics difficulty affect the Grade 6 pupils of GGES in terms of:

 Academic Performance

>Have difficulty in understanding subjects with Mathematics

application.

>Low grades

>Low grades in Mathematics affects general weighted average.

 Confidence

14
>Low self-esteem when failed to answer Mathematical

problems.

 Real-life situations

>Math concepts are applied in real-life, such as improve

analytic skill and non-mathematical problem-solving skill.

>Can compute and count well

15
SIGNIFICANCE OF THE STUDY

This study is significant to the following. It aims to:

Students: To inform them of the importance of choosing the appropriate SHS

strand related to their future career choices and help them to understand the

purpose of their SHS strand

Parents: To be able to guide and cultivate their children’s skills and abilities in

selecting the suitable strand they wish to pursue in the future

School: To help them convey to the students the true essence of choosing the

rightful SHS strand to avoid misinformation

Teachers: To be able to explain and make students understand the purpose of a

SHS strand

Future Researchers: The data gathered from this research study can provide

helpful information that can be used as future reference

16
SCOPE AND DELIMITATIONS

The topic’s most priority is to determine the particular mathematical topics,

in which students have difficulty with. Respondents are limited to selected 50

Grade 6 pupils and Grade6 Mathematics teacher of Gulang-Gulang Elementary

School.

17
DEFINITION OF TERMS

Anxiety- a feeling of worry, nervousness, or unease, typically about an imminent

event or something with uncertain outcome

Career- a job or profession that someone does for a long time; a period of time

spent in a job or profession

Crucial- extremely important

Economic growth- an increase in the amount of goods and services produced per

head of the population over a period of time

Factors- a circumstance, fact, or influence that contributes to a result or outcome

Fundamental- forming or relating to the most important part of something

Income- money that is earned from work, investments, business, etc.

Metaphorical- a word or phrase for one thing that is used to refer to another thing

in order to show or suggest that they are similar

Personality- the set of emotional qualities, ways of behaving, etc., that makes a

person different from other people

Perspective- a particular attitude toward or way of regarding something

Profession- a type of job that requires special education training or skill


18
Society- people in general thought of as living together in organized

communities with shared laws, traditions and values

Welfare- the state of being happy, healthy, or successful

Vital- extremely important

19
CHAPTER 2

REVIEW OF RELATED LITERATURE

Foreign Study
Jeofrey Mtemeri (Juanuary, 2017), on his study "Factors
Influencing the choice of Career Pathways of Highschool students in
Midlance Province, Zimbabwe", concluded that family influence, school
influence, and peer influence are the main factors that affects students'
career choices.
It used a quantitative research design, with survey questionnaire as
the primary tool in gathering data. Respondents are composed of one
thousand and ten (1010) students and 20 career guidance teachers in
Midlands Province, Zimbabwe. It was recommended for the parents and
teachers to be properly trained for them to be able to guide the students'
choice of career. It was also recommended to conduct a career
orientation in order to help students in choosing suitable courses.
Another study, entitled "Factors affecting tong Career Choice
among Senior Secondary School Students in Obio/Akpor Local
Government Area of River State", was conducted by researchers
Maxwell Eremie and Chiamaka Okwulehie. It aims to determine the
factos affecting students' career choice through investigating
environmental, opportunity and personality factors that possibly
influences them.

20
The said study used a descriptive research method, by means
of utilizing t-test statistic for the comparison of mean score, while
responses were analyzed using mean and standard deviation. The
population is consists of 1,120 students from eight secondary schools in
Obio/Akpoe local government area, Nkpolu-Oroworukwo, Port
Harcourt, Nigeria. The instrument for the investigation was Likert Scale
which is an interval scale-ranging from Strongly Agree, Agree,
Disagree, and Strongly Disagree, with qualitative values ranging 4-1
points respectively.
The result shows that majority of environment factors that affects
career choice are family influence, socio-economic status, and peer
groups. While under opportunity factors are education resources and
Mentorship or Role Models. And lastly, under Personality Factors are
the Interest, Values and Skills.
With these findings, the researchers recommended that there
should be a school counseling to educate students with various career
opportunities. Furthermore, Parents and Teachers should know how to
prepare students at an early stage by choosing the right career. Also,
they should not force students to select a particular career, but should
only guide them on the career path they wish to pursue.
While in 2010, Rev. Fr. Jude J. Obiunu and Oghenebrorhie Ruth
Ebunu conducted the same study entitled "Factors affecting career
development of Senior Secondary School Students in Ethiope East Local
Government Area, Delta State, Nigeria". It used a descriptive survey
method, which is comprised of two thousand five hundred and fifty six
(2556) students in twenty-four (24) senior secondary schools in Ethiope
East Local Government Area of Delta State. Survey questionnaires were
distributed to the participants, and was tabulated using simple
percentages.
21
From all the data collected, the researchers concluded that
some of the factors that affects career development are psychological
factors (interest, prestige, personality and self-esteem), sociological
factors (peer group, mentors, governmental policies and socio-economic
status of parents), economic factors (poverty, needs, demands and
wants), hereditary factors (physical appearance and aptitude) and
educational factors (position of students in schools and acquired skills).
Based on the result of the study, the following recommendations
was made: (1) Career development should be seen as inevitable to the
happiness and self-actualization of the child and as such, the home,
classroom and the community at large should be seen as a workplace
and all members as workers (NCDA, 2003); (2) Career counselling
should be seen as imperative to appropriate career development and as
such should be given priority in school administration; (3) Considering
the importance of counselling, parents, teachers, friends, mentors and all
capable members of the community should act as support groups, for
appropriate career development; (4) Professional counsellors or
otherwise, should harness discriminately, the factors highlighted in this
study for counselling students with respect to appropriate career
development.

22
Foreign Literature
The article “Self- Efficacy Beliefs as Shapers of Children’s

Aspiration and Career Trajectories” of Albert Bandura et al. focuses on

factors through which socioeconomic status, parental aspirations and

perceived efficacy and academic achievement influences children’s

perceived occupational efficacy and career choices. The author stated

that a major part of people’s daily life is spent in occupational activities.

Occupations simply provide income for one’s livelihood. It structures a

large part of people’s everyday reality and self–evaluation. It is also a

good part of people’s daily social relations that contributes to people’s

psychosocial well-being. (Bandura, et al. 1997), an aversive has

detrimental spillover effects on family relations, whereas productive,

fulfilling work life has a positive spillover on the quality of life in a

family.

A proposed causal model of the pattern of socio cognitive

influences governing children’s perceived occupational efficacy and

emerging occupational preferences and choices was tested by a present


23
research. In pertinent to conceptual model, familial socioeconomic

status had only an indirect effect on children’s perceived occupational

efficacy and career choice by raising parental education aspirations and

belief in their efficacy to promote their children’s academic

development. That socioeconomic influences are mediated through their

impact on parental socio-cognitive orientations is consistent with

findings regarding developmental outcomes in other spheres of

childhood functioning (Baldwin et al., 1989; Bandura et al., 1996; Elder,

1995).

The authors indicated that the more strongly parents believe that

they can play a part in their children’s scholastic development, the

higher the educational aspirations they hold for them. A strong sense of

efficacy promotes high aspirations in both children and adults were

concurred with evidence in these findings. The impact of parental

aspirations on children’s judgments of their occupational efficacy and

career choice is entirely mediated through the effect on children’s self-

conceptions of efficacy, academic aspirations, and promote their

24
scholastic achievement. Aspiring parents act in ways that build their

children’s academic, social, self-regulatory efficacy, raise their

aspirations and promote their scholastic achievements.

Children’s aspirations and beliefs in their personal efficacy

accounted for a significant share of the variance in career choice, but a

fair amount of variance remains unexplained. These factors operate in

conjunction with other socio cognitive contributors to the courses of

action taken. Given an example, the types of observed benefits provided

by given occupational pursuits and the cost they entail contribute to

career choice and development (Lent, Lopez, & Biesche, 1991; Wheeler,

1983).

The outcome expectations may be material ones in the form of

monetary rewards and burdensomeness of task demands; social

outcomes in the form of social status and the various social costs and

benefits associated with different occupations; and the selfevaluative

outcomes that take the form of pride and self-satisfaction derived from

one’s work or self-evaluation over some of the adverse things the

25
occupations require one to do to succeed. The potential costs and

benefits are weighed in terms of personal values that are reflected in

career priorities. It should be noted that the directive and motivating

potential of outcome expectancies is partly governed by beliefs of

personal capabilities (Bandura, 1997). The contribution of perceived

self-efficacy to career choice has important bearing as well on

theoretical conceptions of decision making. According to expectancy-

value theories, people judge the instrumentality of possible options,

weigh their costs and benefits, and then select the course of action with

the highest expected value (Ajzen & Fishbein, 1980; pFeather, 1982;

Vroom, 1964). Instrumental value and outcome considerations are only a

part of the basis of choice, and even the weighting of these factors is car

ried out quite inefficiently (Behling & Starke, 1973; Brandt, 1979;

Simon, 1978). People act on their beliefs about what they can do as well

as their beliefs abouthe likely outcomes of various courses of action

(Bandura, 1997; Lent et al., 1994).

26
The authors stated that this prospective study has furthered our

understanding of some of the origins of children’s perceived

occupational efficacy and how these self-beliefs, in turn, influence

career choices that will shape the pathways the children follow into

adulthood. Different courses of occupational development immerse one

in particular types of social networks and normative influences that play

important contributory roles in setting the courses that lives take.

According to Matt Mcfadden (2015), the author of the article

“What Factors Influence College Choice For Today’s Student?”, today’s

world isn’t anything like it was when he was choosing a university. He

doesn’t have any access to cellphone until his senior year and he had to

borrow it from their athletic department. Also, making decisions about

college in 2015 of students are connected to information everywhere. He

furnished some of the common factors influencing today’s students in

career preference: Geography; Financial; Academic Excellence and

Reputation; Parent’s and Peers; and Marketing. The location is

significant in many students, either because they want to live in certain

27
part of the country or because of financial constraints. A study by

the National Association for College Admission Counseling that was

posted by The New York Times indicates that the education level,

income and travel experience of parents are the easiest way to determine

how far away a student is willing to go for college. Then, a recent survey

by the Higher Education Research Institutes shows that the availability

of financial aid heavily influences college selection. It is reported that

48% rate financial aid offer was a “very important” factor, up from 33%

in 2004. More than half of first generation students indicated that the

cost of attending was a “very important” factor. Continuing- generation.

Continuing- generation students consider cost also, but at lower rate only

43% rated cost as “very important” in their enrollment decision. Another

was academic excellence and reputation. According to USA Today,

although students see academics as important, they’re not looking at

ranking lists to judge them. The broader academic reputation leads

student’s decision- making. Inside Higher Education says that the

aptitude play an important role in college decisions in college decisions

(citing the book How College Works). Key faculty and their major are
28
really influential in student’s choice of career. Parents and peers is

also one of the factors. The Education Consultants Noel-Levitz stated

that, as much as kids don’t like to admit that their parents affect their

decisions, parental input does matter. About 60% of prospective students

reported that they research colleges with their parents and 61% of

parents said that the final decision on where to enroll is made together.

Students are also affected by peers because friendship affects college

choices. Marketing also matters in choosing career. The 2014 social

Admissions Report, a survey of college-bound high school students,

have shown that institutions’ websites are the most highly accessed

online resources, with 86% of respondents rated these as extremely

useful. On the other hand, 97% of students have viewed college sites on

their phones stated that they had no interest in downloading a

university’s app. The report included a few great insights on social

media usage. Two thirds of the students said that conversations over

social directly influenced their decision.

29
The author lastly quoted that many of the factors are things

that institutions can’t change. Geography, cost, and faculty are all part of

college’s identity. There are more channels than anyone can probably

manage, but if you can hone in on a few that are most effective and

focus on content specific to prospective students, you’ll be giving

yourself a nice advantage over your rivals.

In October 1, 2004, Terrence Willett of Gavilan College,

stated in his work as a requirement, that there are various factors that

affects students’ decision when it comes to choosing a career. He

divided this into three major classifications: College Attendance Factors

(Getting better jobs, gaining general knowledge, and enhancement of

self-esteem); college information sources (College students, Friends,

High school counsellor, Parents/family and Importance of sources varies

at different stages of decision process); and college choice factors which

is further divided into three sub-types namely (1) General Community

College (Parental direct influence, Parental education level, reputation of

college both local and global, Socioeconomic Class, Availability of

30
desired programs, Faculty reputation, Financial aid, Location of

courses, Quality of programs, Social life, Athletics, Campus climate,

Counselors’ recommendations, Days/times of needed classes, Friends

attending the same college, Friends’ advice, Friendliness of Staff,

Perceived student/institution fit, Residency Status, Size of college,

Spousal considerations, and Work), (2) Vocational college (Friends and

relatives, Reputation, Location and Childcare), and (3) Special Groups

(Safety and academic charges, First generation students, Second

generation and previous course success).

31
Local Study
The study entitled “Factors Affecting Senior High School Student’
Career Preferences a Basis for Career Planning Program” conducted by
Dr. Nancy T. Pascual is one literature chosen to be reviewed for this
study.
The study given attention to the increasing unemployment rate and
how career choices affect this phenomena. The study aims to determine
the factors that affect the choices of graduating high schools students
make towards their future careers, the author stated in her literature and
study review some common factors such as family related factors,
economic factors and elective subjects taught under the curriculum.
In order to truly determine their factors a research method was
designed, the study utilized descriptive assessment method of research,
descriptive normative method and descriptive correlational method. For
data gathering the author used validated questionnaire checklist,
Brainard Occupational Preference Inventory (BOPI) scale and student’s
general grade and elective subject grades. The study was conducted in
school year 2012-2013 using 69 fourth year student-respondents of
University of Rizal System Laboratory School of Morong Rizal. After
the data gathering procedure result show the students’ first consideration
in choosing a course in college is the availability of possible work and
the least to be considered is peer influence.
The author concluded that career success can be attained if the
right course suited to the personality, ability and intellect of the student
serve as their guide in choosing a college course.

32
Another study entitled “Factors affecting career preference
among senior high school students in Tacloban City” by author Jayson
S. Penedilla and Lilibeth B. Rosaldo focuses on determining and
pointing out certain basis of students in picking a future career.
There are various factors that affect career preferences such as
personal attributes academic background and socio economic factors,
can be directly or indirectly affect the students. Piaget’s (1936) theory of
cognitive development explains how a child constructs a mental model
of the world. The cognitive development was a progressive
reorganization of mental processes as a result of biological maturation
and environmental experience. There is also the executive function and
self-regulation skills which depends on the three types of brain function:
working memory, mental flexibility and self-control.
The study used a descriptive-casualty research design, and was
conducted during the school year 2017-2018 within Tacloban City. The
chosen respondents for the study was the senior high school students
who were officially enrolled in Leyte National High School, San Jose
National High School, Northern and TVHS, there were 50 respondents
for each school. The researchers used nonprobability sampling method.
A 5-point likert-type questionnaire was employed, a likert scale
measures attitudes and behaviors using answer choices that range from
one extreme to another.
After the conduct of the survey, the researcher found out that the
choice of career and college degree are mostly personal choice and is not
free from any influence, they preference are affected by multiple factors-
from academic qualifications to social and academic factors.

33
Local Literature
An article entitled “Choosing a College Course: Child’s Passion or
Parent’s Will?” by Celine Carpio states that parent’s contributes big
factors affecting the career choice of student.
Picking a college course is one of the biggest and the most
challenging decision that the student will make. In making these
decision it cannot be denied that parents play an important role on
deciding the “right”, “best” and “most practical course” their children
should take. These choices usually lean towards more traditional courses
that promise a financially stable and secure job. For some parents, it
becomes the way of passing the unfulfilled dream that they wanted.
Children who are unsure of what they want to be, follow their parent’s
advice to meet their expectations. However, not all children who pursue
the course of their parents’ choice college smoothly because some of
them struggled. Some of the struggles experienced by students as the
following: (1) failing grades or low academic performance. A study
conducted in Rizal Technology University states that motivation is or of
the most important factors in a student success or failure in learning.
Since children are forced to study a course they’re not interested in, they
lack of motivation resulting to low academic performance or even
failing grades. (2) Shifting course. Students tend to shift different course
they may get tired or lose of interest. According to the National Center
of Education Statistics about 30 % of undergraduates in associate’s and
bachelor’s degree program had changed their major at least one within 3
years of initial enrollment. Parent’s child also do the same thing when
they realize they can no longer endure the course that their parent’s
asked them to take up. Shifting course would mean an additional time
before graduate, cost on tuition, fees and other expenses. (3) Risk of
34
depression. A study found that parents excessive involvement in the
child’s lives tend to yield unfavorable results and leading to feeling of
depression and dissatisfaction. Another study shows that excessive
parental control can lead to depression symptom among Filipino
students.
Another article written by an anonymous online writer and blogger
states the different considerations on choosing the course on college.
Many students struggle in choosing the right course in college.
Some are stuck with their courses they don’t like an they are not
interested in. since the decision that the students made will have a lot to
study to their future career, it’s important that they decide which course
will be the best for them. Here are few things to consider: (1) Strength
and talents. Figuring out one’s strength and talents is one of the most
important steps in which course that suits to your skill. (2) Interest and
willingness to learn. (3) Goals. Considering these aspects will help
students to choose and decide the best course for them.

35
36
Name: Justine Gregori Sales

Address: Talinga, Juban, Sorsogon

Place of birth: Sta. Cruz, Laguna

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Darwin Guardian Sales

Mother’s Name: Jennifer Gregori Sales

Educational Background

Elementary Education: Cogon Elementary School

Secondary Education: Juban National High School

37
Name: Robin Fruto Fulo

Address: San Vicente, Bulusan, Sorsogon

Place of birth: Irosin, Sorsogon

Gender: Male

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Roberto Goncena Fulo

Mother’s Name: Delia Fruto Fulo

Educational Background

Elementary Education: Buhang Elementary School

Secondary Education: Jaime G. Espena High School

38
Name: Krista Aldi Nanoz Sarte

Address: Gulang-Gulang, Irosin, Sorsogon

Place of birth: Sorsogon City, Sorsogon

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Allan Valencia Sarte

Mother’s Name: Digna Nanoz Sarte

Educational Background

Elementary Education: Gulang-Gulang Elementary School

Secondary Education: Gallanosa National High School

39
Name: Giselle Guban Grayda

Address: Pawa, Matnog, Sorsogon

Place of birth: San Vicente, Bulan, Sorsogon

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Rolando Gacis Grayda

Mother’s Name: Gina Guban Grayda

Educational Background

Elementary Education: Matnog Central School

Secondary Education: Matnog National High School

40
Name: Rency Llabore Germedia

Address: Batang, Irosin, Sorsogon

Place of birth: Batang, Irosin, Sorsogon

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Victor Gerona Germedia

Mother’s Name: Rowena Llabore Germedia

Educational Background

Elementary Education: Batang Elementary School

Secondary Education: Gallanosa National High School

41
42