CHAPTER 1

THE STUDY AND ITS BACKGROUND

Introduction

Education is universally recognized as the answer to socio-economic problems of

the world. Nations and individuals look up to education to provide a cure for poverty,

ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad government,

poor communication system, hunger and inadequate shelter among other things. Every

nation of the world aspires toward quality of life and social status. Career selection is

one of many important choices students will make in determining future plans. This

decision will impart them throughout their lives. The essence of who the student is will

revolve around what the student wants to do with their life- long work. Career path

exploration is important during adolescence as adolescents begin to engage in self-

exploration and explore potential career options (Dupont & Gingras 1991; Gati & Saka

2001; Julien 1999; Super 1990).

Career refers to a variety of work and non-work situations which usually span

through the entire life of an individual according to Okobiah and Okorodudu (2004). It is

generally related to a pattern of education, transaction and adjustments which affects

one’s role in work, education, family, community development and leisure. Career path

decision is the problem most of the students have. They will decide if they want to

pursue college or find a job to earn money. The National Career Development

Association NCDA (2003) stated that “career is the totality of work – paid and unpaid –

one does in his/her lifetime”. There are factors that affect the students’ career path
decision. These factors are considered as the reason why students choose the path

their taking.

In the year 2012, the Department of Education officially implemented the k-12

curriculum as prescribed in the Enhanced Basic Education Act of 2013 and in June

2016 Department of Education launched senior high school (SHS) nationwide. In Asia,

Philippines is the last country, and one of only 3 countries (Angola and Djibouti)

worldwide, with a 10-year pre-university cycle.

According to Philippine Government official gazette, Senior High School (SHS)

covers the last two years of the K to 12 program and includes Grades 11 and 12. In

Senior high school, students will go through a core curriculum and subjects under a

track of their choice – Academic track, Technical-Vocational Livelihood, sports track and

Arts and Design – It provides sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment and entrepreneurship. Students that completes the senior

high school level can already work or pursue a higher degree in education.

There is no assurance that senior high school graduates will get a job

immediately due to insufficient knowledge and skills about the work field and the

standards of the company in meeting their requirements for a job they are applying. The

K-12 program was precisely supposed to either prepare students for gainful work after

basic education or prepare students for college. The either/or has become a both/and.

It intends both to equip the students with the skills necessary for gainful employment

and to prepare them for college within the same time constraint. Despite the fact that
the K-12 reform was inspired by the conviction that not all need to go to college, it is

designed so that all can go to college. This either disrespects the requirements for

work, or disrespects the requirements for college. Department of Education has chosen

to disrespect the requirements for work. For Fr. Inocensio to continue respecting the

requirements for work, he must sacrifice the Department of Education requirements for

senior high school.

Background of the Study

There is no denying that not all senior high school student would pursue higher

education after graduation for reasons caused by the factors affecting career path

decision of the student. Some of the reason are stated below:

1. Lack of financial ability, they don’t have the ability to pay for the tuition fee and

other miscellaneous fees.

2. Some students think that opportunities offered after graduating as a senior

high school student would be able to support their needs in the future they

think that some jobs like call center agent, Airline Booking Associate, and

CSR-internet does not require a college degree could be a better option that

going to school because call center agent who graduated senior high school

has a salary of 14,000 pesos monthly and Airline Booking Associate have

about a 17,000 pesos of salary. Considering they are just high school

graduates their salary is pretty good and can provide the needs of their family.

3. Some student loose interest in studying

 4. Some senior high school student envisions their future and for them to make

it happen, is to start working as early as possible that provides them a head

start and experience throughout the years. Examples of these are the

students engaging in networking, students that are offered with job

opportunities abroad. Also there is a program offered by TESDA where in a

senior high school graduate can be certified for work after finishing the K-12

program without the need to go to college.

5. Some senior high school student believes in the idea of the earlier you get a

job the higher the chance in earning money to save or spend. Some senior

high school students saw work as a chance to immerse themselves in the

industry and see if it is for them. Some Professionals open up slots in their

companies for senior high school students, giving the students a chance to

see if that job fits them and to train those students in the real world. Examples

are a STEM student working for an Engineering firm, an ABM student trained

as a bookkeeper in an Accounting firm and an ICT student that helps in

repairs in a computer shop.

6. Some senior high school student is left undecided what would they pursue in

college and in order to make up for the time that will be lost they would

engage in the labor force. That’s the reason why some students in the PUP

are not yet decided if they are going to pursue college or work.

The researchers aim to analyze the factors affecting the decisions of senior high

school students in choosing their career path after the graduation. There have been
many studies conducted in analyzing factors that affect the student’s career path

decision in foreign countries and no study have been conducted in the Philippines.

Based on the Department of Education’s Learner Information System (LIS),

senior high school enrolment in Central Luzon reached 114,044 in June 2016 and an

estimated 5,000 of this students are enrolled in the Polytechnic University of the

Philippines expected to graduate in the year 2018.

The study will be conducted inside the Polytechnic University of the Philippines

Mabini Campus with one hundred senior high school respondents under the following

strands:

List of strands in PUP main campus.

 ABM (Accountancy, Business, Management)

 STEM (Science Technology Engineering and Mathematics).

 GAS (General Academic Strand)

Conceptual Framework
 The study aims to analyze the factors affecting career path decision of senior

high students in the Polytechnic University of the Philippines. The data gathered will

then be analyzed and interpreted by the researchers using appropriate statistical tools.

Career development as defined by the National Career Development Association

NCDA (2003) as the absolute conglomeration or constellation of psychological,

sociological, educational, physical, economic and chance factors which influence the

nature and significance of work in the total lifespan of any given individual. It is a

process by which individuals choose a career path or occupation, continue to develop in

it throughout their lives, and have several major career changes as personal needs and

interests change. A thorough study of these factors should reveal a highway towards

career path.

Statement of the Problem

The study aims to know the factors affecting the senior high school career path

decision making.

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

 1.1 Gender

1.2 Age

1.3 Year level

1.4 Track/Strand

2. What are the factors considered in PUP SHS career path decision:

2.1 Internal Factors

2.1.1 Academic performance

2.1.2 Attitudes and satisfactions

2.1.3 Organizational/Institutional

2.1.4 Academic engagement

2.2 External Factors

2.2.1 Economic

2.2.2 Psychological

2.2.3 Sociological

3. How do the factors affect the career path decision of senior high school students

graduating in April 2018?

Hypothesis

For this study the following hypothesis will be tested:

The internal factors and external factors have no significant relationship with

student’s career path decision.

Scope and Limitation

Significance of the Study

 The significance of this study was in determining what factors influence students

choosing a career path.

Definition of Terms

Academic performance refers to the general weighted average earned in the

strand.

Attitudes and satisfaction. Attitudes is the predisposition or a tendency to respond

positively or negatively towards a certain idea, object, person, or situation and

satisfaction refers to the level of coherence between the individual’s expectations and

his actual experience.

Organizational/ Institutional relates to structures in society. These include rules,

norms, and routines that guide behaviour. These processes can exist within an

organization or the structure may be part of the culture in a particular area.

Academic engagement is an indicator that combined academic identification

(which refers to getting along with teachers, having an interest in the subject matter, and

related behaviours and attitudes) and academic participation (which captures the

student's work effort both inside and outside of school, including hours spent on

homework, meeting deadlines, not skipping classes, and so on)

Economic refers to family income, educational cost, and expected earnings if the

student decides to work.

Psychological refers to the student’s motivation, will power, and concentration

towards goals influenced by an external being.

 Sociological refers to the current condition of the society that may affect the

student’s decision in choosing his career path.

Career path decision it is the result of all contributing factors namely: Academic

performance, attitudes and satisfactions, organizational/institutional, academic

engagement, economic, psychological and sociological factors.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter will discuss the literature and studies relevant to the factors affecting

student’s persistence and departure as it relates to the role of institution, student

development theories, student’s persistence, socialization of students with higher

education, family roles and responsibilities, challenges faced by students in persistence

and opportunities for senior high school graduates.

 The review of literature will include sources relevant to the issues of persistence

and departure within the last ten years. Older sources will be included to provided basis

and background of each major theme and to illustrate the development of persistence

research throughout the years.

Socialization

Socialization is a process by which an individual acquires the social knowledge

and skills necessary to assume an organizational role.

Rendón, Jalomo, and Nora (2004) offered the concept of dual socialization.

According to this concept, institutions share responsibility in the successful cultural and

social integration of students into college. Kuh and Love (2004) found that students who

made cultural connections through social groups that reflect their culture of origin were

more likely to persist in higher education. Tierney (2004) proposes that students should

not be required to leave their identity at home while furthering their education.

Tierney’s model of persistence suggests that students need to be provided with

the cultural capital necessary to succeed in an educational system where barriers to

persistence and integration exist. Pidgeon (2008) builds on the work of Tierney and calls

for institutions to “validate Indigenous capital, epistemologies”. In institutions where

mainstream culture and values dominate, indigenous understandings and worldviews

are often excluded from notions of success in higher education and corresponding

retention theories. Acknowledging indigenous and other minority perspectives could

greatly inform the development of broader and more effective theories of retention.

Benham (2006) echoes this need to reaffirm indigenous knowledge and finds

that successful educational models incorporate cultural identity and cultural capital.
Theoretical frameworks that consider factors related to cultural and social capital in

general are growing in studies of student retention (Wells 2008, Astin 1991, Teranishi et

al. 2004, Berger 2000). For example, socioeconomic status affects college choice and

access directly and indirectly through often coinciding with a lack of social and cultural

capital, such as the knowledge of which ‘signals’ to transmit to college admission

offices. To promote the integration and retention of minority students, higher education

institutions could recognize and honor the cultural capital of minority students. At the

same time, programs and communities need to increase minority students’ awareness

of the social and cultural knowledge necessary to enter into and finish college.

Student Relationships

Student socialization, or the student’s ability to adapt to the environment, has a

direct relationship to the student’s interaction with faculty and peers at the institution

(Gardner, 2008). Student socialization is the most important tenet of retention following

student entry characteristics (Bragg, 1976). Van Maanen (1976) states that socialization

is a process which is constantly evolving during an individual’s time within an

organization. Van Maanen also describes anticipatory socialization which takes into

consideration the entry characteristics of an individual as part of the socialization

process. This is similar to the institutional view of retention in that institutions assume

that students who have thirty-six been high academic performers, have parents who

achieved degrees within higher education, and have knowledge of the importance of

higher education to future career success will be more likely to persist than those who

do not possess these entry characteristics.

Challenges in Career Decision-Making

First-year university students face many life challenges, not least of which is the

decision about which career path to follow. Unfortunately, many first-year students often

experience career indecision, which is conceptualized as “a construct referring to

problems individuals may have in making their career decision” (Gati, Krausz, &

Osipow, 1996). While few if any students are “ideal career planners” (primarily due to

the complexity of career planning), some appear to have less career indecision and

seemingly find it easier to decide on a career path than others do. Those who struggle

with career indecision are likely unable to resolve one or more career decision-making

difficulties.

Gati, Krausz and Osipow develop a taxonomy for understanding the various

difficulties contributing to career decision. In their taxonomy, a basic distinction was

made between career decision-making difficulties occurring prior to the beginning of the

career decision-making process and those occurring during the career decision-making

process itself. They further subdivided the latter factor, resulting in three sub factors

overall: lack of readiness, lack of information, and inconsistent information.

The lack of readiness sub factor was used to account for those career decision-

making difficulties that precede engagement in the career decision-making process.

Gati, Krausz, and Osipow (1996) identified three theoretical categories of career

decision-making difficulties that they believed contributed to a lack of readiness to begin

the career decision-making process. These three categories were: (1) a lack of

motivation on the part of the individual to begin career decision-making, (2) a general

indecisiveness that permeates all types of decision-making for the individual, and (3)
various beliefs in dysfunctional career decision-making myths (e.g., career decisions are

best made by experts).

The lack of information and inconsistent information sub factors were used to

account for those career decision-making difficulties that occur during the process of

career decision-making. The lack of information sub factor was divided into four

additional categories of career decision-making difficulties: (4) lack of information about

the career decision-making process (i.e., not knowing how to make a career decision);

(5) lack of information about the self (e.g., not having knowledge about capabilities,

personality traits, or interests); (6) lack of information about occupations (e.g., not

understanding what work is involved in specific occupations and not knowing about the

wide range of occupational options available); and (7) lack of information about ways of

obtaining career information (i.e., confusion about how to begin researching vocational

options). The inconsistent information sub factor was divided into three categories of

career decision-making difficulties: (8) inconsistent information due to unreliable

information (i.e., difficulties related to unreliable or fuzzy information); (9) inconsistent

information due to internal conflicts (e.g., difficulties related to the evolving personal

identity of the individual); and (10) inconsistent information due to external conflicts

(e.g., conflicts involving significant others). However, they believed their taxonomy of

career decision-making difficulties needs further elaboration, especially the ten decision-

making difficulty categories, before it can be claimed that the construct of career

indecision is well understood (Gati, Krausz, & Osipow, 1996).

Factors in Student Retention

According to Jensen (2011) there are three main categories involve in student

retention: (1) Individual level; (2) Institutional level: and (3) Social and External level.

The individual level accounts student’s academic performance and attitudes and

satisfaction. In a study conducted by Makuakane-Drechsel and Hagedorn (2000) they

found out that a student’s GPA was the most significant predictor of persistence for both

liberal arts and vocational community colleges in Hawaiian ancestry, followed by

financial aid as the second predictor. In a study of Asian/Pacific Islander student

satisfaction, Orsuwan and Cole (2007) found that greater social connectedness or

sense of belonging had a significant association with greater educational satisfaction.

They argued that academic integration alone is not sufficient to explain the retention of

ethnic minority students, who experience different and often lower degrees of social

integration when compared to racial majority students. Institutional level pertains to the

academic engagement of the student as Social and External level accounts social and

family support.

Career Uncertainty

According to Mattison, Uncertainty is one of the factors that affect the career

choice of a student. Studies have shown that uncertainty can be experienced at any

point in one's career and influences individuals' feelings, mentalities and practices

(TrevorRoberts, 2006). Other lines of research in career uncertainty focus on wider

environmental variables (such as economic necessity). Also cited downturns in the

economy as a factor involved in career indecision and disillusionment in American

college students Baumgardner (1982). These factors are very the same in the
Philippines. Encouraging Filipino Youths to choose path basing their decision on

economic purposes, such as medical routes (so that they could go abroad as nurses or

medical technicians). It may not be unconvincing to think that Filipino students choose

their majors, because of the “market value” of the field, rather than choosing their

interest or capability.

Career Opportunities (TESDA)

According to Del Mundo (2013), half of the Philippine student population then

was not even in school; a national test on reading given to about a million Grade 6

students in 2003 showed that 99.4 percent of them were unprepared to enter high

school and that their level of proficiency was only at Grade 4; teachers who did not wish

to be accused of incompetence gave “wholesale” passing marks.

The Core Subject Curriculum, remaining invariable for all schools, provides an

opportunity for everyone to be equally well-prepared for a college education

academically (Shahani 2015). By integrating the awarding of TESDA National

Certificates at the high school level, K-12 students—now of employable age upon

graduation—would already qualify for decent entry-level jobs. This also increases the

financial capabilities of high school graduates who desire to pursue advancement

through higher education. This can result in higher education institutions being more

focused on the specifics of various degrees, rather that consuming so much of the first

two years remedying the inadequate competencies of the old 10-year program.

Del Mundo stated that 70% of high school students do not continue into college.

So under the K-12 program, they would at least be assured of a vocational certificate

that would enable them to land jobs and they will have a chance.
Retention

Many of the theories used in studies of college student retention have been

developed in reference to a theoretical model of persistence by Tinto (1975). This model

of persistence focused on the idea of integration and claims that whether a student

persist or drops out is quite strongly predicted by their degree of academic integration,

and social integration. Hagedorn (2005) defined persistence as a student’s desire to

continue their academic studies at a single institution. When a student successfully

integrates into the institution academically and socially, persistence occurs. This

integration is influenced by factors such as pre-college characteristics and goals,

interactions with peers and faculty, and out-of-classroom factors. As the need for

knowledge about student’s persistence, other scholars have built upon the foundation

set by Tinto to question the role of the institution in the social and cultural integration

and retention of minority students.

Retention defined by Hagedorn is an institutional term which refers to

maintaining student enrolment from the first to second year of study. Tinto (1993)

describe the best practice in student’s retention can be employed to examine colleges

and universities from administrative lens. Tinto’s (1993) internationalist theory, focuses

on level of commitment of the institution towards its students based on academic and

social group, which require the institution towards its student needs before the needs of

institution.

Institutional Characteristics

Pascarella and Terenzini (1991) also offer views on retention, based upon

qualities of an institution. These authors base their views on retention largely on the
entry characteristics of students; however, they do note that some inherent qualities of

colleges and universities have some bearing over the retention rate at a specific

institution. These authors do not focus on retention as a function of socialization, unlike

most of the current research; instead, the focus is placed on specific qualities of the

institution which contribute to retention.

The phenomenon of high retention for private colleges and universities is

explained by Pascarella and Terenzini through the need for a higher level of

commitment to degree attainment due to the increased financial investment. Private

institutions also often carry a reputation of providing a higher quality education or of

demanding a higher level of rigor for student success (Palmisano 2012). The perception

of private institutions having a better quality often attracts students who display high

prior academic performance and are more likely to complete due to their academic

goals and aspirations without any action taken by the institution. Yet another institutional

quality which affects retention is the size of the campus population. The size of the

institution is an important factor in understanding why smaller colleges and universities

are more likely to retain students. In these smaller institutions the student to faculty ratio

is generally small allowing students to have a greater level of interaction with their

instructors.

Student Development Theories

The student’s wellbeing should also be considered, as the student’s

psychological development related to socialization and student persistence.

Cultural theory, explained by Newman and Newman (2009) as a form of cognitive

development which is derived from both ethnic and family setting an individual
experience from birth to adulthood. Development stems from the family norms which

may or may not be dependent upon a specific ethnicity (Palmisano 2012). If the family is

closely connected to a specific ethnic group, it is more likely that the development of a

child will follow the norms of this ethnicity. However, families do create their own norms

and these ideals are passed to the children to form a cognitive belief system. Newman

and Newman are careful to include that an individual may break away from their cultural

beliefs as they progress in development if they leave the ethnic or family group, but the

individual is more likely to retain many cultural norms with some adaptation imposed

through personal development. This is similar to the adjustment which must occur for

college students when beginning higher education. The students must learn to adapt to

the institutional norms and to the culture of the institution and of fellow students.

Student Goal and Needs

When compared to Tinto’s (1993) work, Astin (1997) found that institutions have

less impact on retention through their interactions with currently enrolled students than

the goals and needs of students. Astin (1991) suggests that retention is greatly

impacted by the students who chose to attend the institution, as described in his Talent

Model.

Astin’s Talent Model asserts that students who attend institutions with high retention

rates are those with higher standardized test scores and high academic achievement in

the K12 setting and are likely to persist in higher education regardless of the college or

university they attend. This work clearly shows that retention is a direct effect of the type

of students who select to attend a specific institution.

Finances

Herzog (2005) found that a common issue which affects student persistence is

finances. The author found that financial aid offerings, family socioeconomic status, and

residency directly affect a student’s decision to persist. Herzog further suggest that

students with limited or no financial support from family often experience difficulty in

persistence as employment influenced their goals and priorities. Likewise, the same

study suggests that students attending out-of-state schools experience increased tuition

costs, limitations on scholarships, and additional costs of living apart from family. The

financial burdens often felt by students have strong implications on persistence

decisions. These factors are often not remedied by institutional support and are thought

of as factors which cannot be solved or prevented by institutional effort

Interdependence of Family, Money, Opportunity

According to Dr. Nancy Pascual (2014), one of the most influential factor in

career decision making is respect for family. Filipino Children wants to do well and make

sacrifices for the sake of the family. They follow their parent’s advice in choosing a job

or major in college. Financial status of the family is also a most influential factor. Parents

encourage their children to choose careers that will not cost much money, but at the

same time it will be stable sources of money. Students also considered economic

factors such as employability and availability of the job in the future. They will choose

the course that will have a benefit for them in the future (such as accounting, nursing

and engineering).
School Choice

Graduating students from secondary schools may not have solid decision on

where to go 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). According to Aguado, Laguador, Deligero, (2015), selection

of the school is also a factor in career path decision making. They may sometimes

consider the people and the information they received within their environment. There

are several factors that may affect the decision of students 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. They consider

the quality of education that the school can give and the tuition fee.

Student’s Aptitude

According to Bertol, De Mesa, Martin, Mestosamente, Zaguirre, & Reyes (2010),

decision-making is the logical way of setting one’s mind to choose amidst the

possibilities to satisfy man’s ease. This is true as stated that good decision-making is an

essential aptitude for career success generally, and effective leadership particularly.

Students’ possess good decision-making and have their own aptitude is advantage.

These skills can help the student to choose right decision for the future. The students

who can possibly pursue their career because the aptitude they have is suitable for their

course. Their aptitudes are developed in their homes and too in their school.

Deciding on which college to attend to is not a “gut reaction”. It requires mature

and serious discussion, and may not, despite the long run, lead to initial choice.
However, during this crucial stage in each student’s life, there are some factors in which

results to confusion, and further lead to a mistake.

Career Guidance

A famous adage tells us “If you chose the career you love, you don’t have to work

a single day in your life “. This means that choosing a career can be very satisfying if

you have made the right choice.

According to Brazza and Guillo Jr. (2015), initiatives for career guidance started

when the Philippine government got alarmed with the growing number of unemployed

college graduates and some who got employed in areas not related to their

specialization. The lack of career information that could help students make rational

decisions was observed to be the premier explanation for unemployment, job mismatch,

and underemployment. Moreover, parents tend to influence their children with their own

deeply ingrained prejudice about what they perceive to be low status and high-status

occupations / professions.

Choosing a career is not easy. It is a fact that work is the center of all human

activities and that it is not meant only as a means of earning a living but also for

achieving a satisfaction. Students need to look for possible factors that affect their

decision making. They need to choose a career that fits in their skills and abilities which

they want to engage in. If they are properly educated, chances are they will have a

better future and ever ready to face the world of work for the improvement of their lives.
 CHAPTER 3

RESEARCH METHODOLOGY

Research Method Used

The researchers will be use correlative method in their research. Correlative is a

type of research method that shows the extent and direction of variable relationships

whether a negative or positive relationship exists between or among the variables. The

research method will be able to help the researchers figure out the factors affecting the

senior high school career path decision and its possible results.

Population and Sampling Technique

Probability sampling will be use in determining the population of the respondents.

According to the Office of the Senior High School, there is an approximate five thousand

senior high school students enrolled in the Polytechnic University of the Philippines

expected to graduate in the year 2018. 2,850 out of 5,000 of these students are in the

main campus. Since there will be a large number of senior high school students in the

Mabini campus, pure random sampling technique will be use. This will give a chance for

anyone to be chosen and have an equal chance of being included in the sample.

Respondents of the Study

The researchers will gather information from three hundred fifty respondent

senior high school currently studying in the Polytechnic University of the Philippines

expected to graduate in April 2018. Senior high school tracks in Mabini Campus: (1)
Accountancy and Business Management (ABM); (2) Science Technology, Engineering

and Mathematics (STEM); and (3) General Academic Strand (GAS).

The researchers will use Slovin’s Formula to estimate the sample size. The

population size will be 2,850, the margin of error is 5% or .05 and the sample size will

be 350.

Formula: n = ___N____

[1 + (Ne2)]

N is the population size e is the margin of error

n is the sample size 1 is the constant value

The Instrument

The research instrument that will be use is a research-developed instrument. The

instrument will be designed to collect basic information about the respondents (eg.

section, track/strand and sex) and to determine the factors affecting their career path

decision. The instrument will be in the form of a graphical rating questionnaire.

Validation of the Instrument

The instrument will be validated by experts. The instrument will be examined for

validity and approved for distribution if the instrument will pass the criteria for validity.

The experts will ascertain the validity and the reliability of the instrument to make sure

that the data that will be collected is accurate as possible. The suggestions and

corrections of the experts will be incorporated in the draft for the next stage of

validation.

Data Gathering Procedure

In order to support the validity of the data, the researchers will conduct a survey

in the Polytechnic University of the Philippines together information. In conducting the

survey, questionnaires will be distributed to the students in different tracks of Senior

High School in the Mabini campus, which are ABM, STEM and GAS. The research will

also look for and read articles and other research paper that are relevant to the study

that will be conducted. After the information gathering, researchers will choose the best

materials from the gathered data that will best serve in helping them out in the research

that they are conducting.

Statistical Treatment of the Data

 To interpret the data effectively, the researcher will employ the following statistical

treatment. The percentage, Weighted Mean and T-test are the tools use to interpret

data.

1. Percentage

This will employ to determine the frequency counts and percentage

distribution of personal related variables of the respondents.

F
Formula: = ×100
N

% is the percentage

F is the Frequency

N is the total number of respondents

100 is a constant value

2. Average Weighted Mean

This will be use to determine the assessment of the respondents with

regards to their personal profiles.

Fx
Formula: X=
N

X is the weighted mean

F is the frequency

x is the weight of each item

N is the number of cases