Factors Influencing Student’s Choice for a Senior High School Academic Track

Vallente, Cleo Bernadette M.

Albia, Ian Jephonie
Gayosa, John Michael Vincent
Dollaga, Kaiser Vim
Nobleza, Marcho

ABSTRACT

Valliente M. Cleo Bernadette, Ian Jephonie G. Albia, John Michael Vincent M. Gayosa, Kaiser Vim
Dollaga, Marcho B. Nobleza. Bukidnon, State, University, March 2016, Evaluative Feedback on the
Factors Influencing the Students in Choosing Course.

This study sought to select the factors influencing the students in choosing course of Bukidnon,
National High School. Specifically, the study wanted to answer the following factors: Academic
Experience, Educational Aspiration/ Expectation, Advice of Others, Friends/ Peer Influence; and Family
Background. These was described by determining the Mean and Standard Deviation of the Senior High
School. This study involved One Hundred Seventy Nine respondents of Senior High School Students
school year 2015 – 2016. The result showed that majority of the defendants partial by Educational
aspiration/expectation. Advice or advise from others is the less factor subjective to the Senior High
School. Based in the survey on what Factors Influencing the Students in Choosing a Course of selected
Senior High School, most of them choose the Academic Aspiration/ Expectation.

Chapter 1

The Problem

Introduction

Choosing and deciding on something have consequences. The results of what you have chosen
can either help you, it will hinder you in the future. It is also the same with the course that you will have
to decide. In choosing a course, there are a lot of factors that the student must consider. According to
Boyer (1987), “in taking a course, one of the life’s major decision is being made. A lot of time, money,
and effort will be involved. The shape and excellence of the student’s life may rest on the result.” In
choosing a junior, senior academic track, a student should take a risk. F. Yates, Veinotte, & Patalano
(2003) define a decision as “…a commitment to a course of action that is intended to produce a satisfying
state of affairs.” A student will choose a course which he/she will be studying throughout his/her college
years, and decision-making should take part and should not take for granted. The decision of which
course to take is one of the farthest decisions for a student especially those who are graduating High
school students.
Making decision implies that there are choices to be considered, and in such case we want only to
identify as many of these alternatives as possible but to choose the one that best fits with our goals,
objectives, desires, values and so on. (Harris (1980)) Decision making is the best way to get one’s
satisfaction, and considered as the best-required thing to do to have a successful and a very satisfying life.
One decent decision that a person will do can make a huge impact in his or her life. Decision-making
happens in people, and some are for their future. This career choosing requires mature and severe
discussion since their choice will decide
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What their future will be. Selecting an upcoming course consists of different factors that will influence
their decisions.
As observed, the students that usually took the course that they don’t like to affect their grades.
For example, as a researcher, we even encounter having a hard time on deciding what course to take and
ended up having the course that our parents wants us to take. At first, it was good for taking the course
but as the time goes by it will become dull finding out that it does not meet your interest. Hence, the
grades will then become little and ended up thinking of shifting from another course.
 Consequently, the grades of a student will affect the performance of a child if deciding what
course to take will take for granted. This study aims to help the students be aware that there are lots of
factors that should considered before deciding what course to take. The grade is to make the students
realize that before they end up taking a certain course, it should be well planned to avoid regrets in the
end.
Choosing a career path can help you set professional goals and develop a strategy for getting
where you want to be. Part of selecting an appropriate career path involves making an honest self-
evaluation of your talents, skills, and interests. While elements of your path may change over time due to
choice or circumstance, having an overall professional objective with which to guide yourself will help
you make critical decisions with greater clarity. Your choice of profession can dictate where you live and
may affect if and when you marry and have a family. Choosing a career path can help you make other
important life decisions. Achieving a satisfactory work-life balance can be a trial for many professionals,
but profession criticizing can
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Help to minimize some of this stress. When you choose a career path, you site yourself to look far into the
future at your ultimate objectives. Taking a career path can help you identify positions you want to hold
and income stages you want to achieve. It can also support to guide you in building your personal and
professional networks in the industry in which you’re interested. Having long-term goals in place will
help you stay focused on your decisive career objectives, rather than moving meaninglessly from job to
job.
Students’ career success can attain if proper guidance is in choosing the right course in college,
suited to pupils’ personality, ability, and intellect. Helping student chooses the career that suits them can
be done by integrating career plan with the curriculum so that students can make good decisions in what
course to take in college. A collaborative effort of the school administrations, guidance counselor and
parents should also be made to come up with a better career plan for every individual student.
The purpose of the study was to identify factors that influence students’ choices. For this
persistence, the existing study employed a case study to understand college students’ choices, by selecting
the students in the Bukidnon National High School.
Framework of the Study
A course can have a lot to say about the employment prospects of job seekers it is important that
incoming students take some time to evaluate options. A path can make great impact for your future
which plays a great role on what you will become, that is why, as a graduating high school student, it is
important to consider various options that will affect your choices on what course to take in college.

4
The academic experience is a work experience obtained in an academic environment of the respondent.
Educational experience refers to the problem on the academic knowledge of the defendants, and the
general average of the grades).
Educational aspiration refers to the wants, ambition, and expectation among the grade 10
students. Educational aspiration denotes the determination of a student with the skills, capacity and
abilities. Parents, in particular, have been seen as the most significant others in shaping aspirations
because they provide the opportunities, encouragement, and support for their children are teaching (Garg
et al., 2002). For students who have aspirations and expectations for their future, they have perseverance
in pursuing their studies.
The advice of others refers to the people around the students. These are the advice of every
people around among students. There can be a good advice that student can get, and there can be a bad
one also. Advice of others is one of the factors that the students might choose whether they will base their
decision from the advice of other which includes the guidance counsellor, parents and some seek advice
from the students. This factor can either mark and may change the perspective of a learner.
Friends/peer influence refer to the influence that friends or peer gives to the students. This factor
effects students’ decision in choosing a course since, as a teenager it is important for you to feel accepted
in a group. There are different effects when a student refers all his/her decision on his/her peer or friends.
Sometimes, friends or peers can affect your decision like for example if most of your friends will decide
to choose a course which is related to business,

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You want to belong to a group will affect your decision and tend to end up taking a degree where they as
a friend or peer wants.
Family background refers to the kind of family and kind of surroundings of the student. Parents'
education is a powerful predictor of their children's educational attainment (Haveman, 1993). Parents’
information may affect a students’ decision in choosing course since, studying in college requires that you
are financially prepare. On this study, parents’ information may contribute to the unlimited effect of
students’ decision on what course that he/she should take. In this area, socio-economic factor will gross
place.

Factors that has the greatest Influence on

Student’s Decision in Choosing a Senior
High School Academic Track

Academic experience
Educational aspirations/expectations
Advise and advice of Others
Friends/peer influence Senior High School Academic Track
Family Background

Figure1. A
Schematic
diagram
showing the
relationship
between the
independent
and dependent
variable.

Statement of the Problem

This study is to determine the different factors influencing the students in choosing a course in the
secondary level of Bukidnon National High School in Fortich St., Malaybalay City during the school year
2015-2016.
 Specifically, it answered the following question:
1. What factor has the greatest influence on the grade 10 students in choosing an academic track
1.1 Academic Experience;
1.2 Educational Aspiration/ Expectation;
1.3 Advice and advise of Others;
1.4 Friends/ Peer Influence; and
1.5 Family Background?
Significance of the Study

These studies have significance to several areas. First, the results of this study will be beneficial
to students, their parents and high school counsellors in providing insights into college selection process.
Moreover, the findings “may provide a useful tool for self-discovery by providing a framework for
assessing appropriate college choices. The outcome of this study should support the students in choosing
the correct and suitable degree for them.
This study helps the students who are an incoming senior high school to determine the
considerations in selecting college degree. They must consider their interest, natural skills, abilities, aims
and rewards. This study will help them to develop their decision-making ability. Many
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Students make the wrong decision because they don’t take time in thinking what to choose. This research
will be a big help for the students who are confused on what to take. This exploration will serve as their
awareness and to help young people find their career direction contributes directionless of youth. Grade
10 students use online resources to guide students into specific career clusters. It will help the student to
know the factors influence’s them in choosing college degree. The main factors that affect them are
family background, socio-economic income, and the general average during high school and the
demanding course during the year.
This study will also help the junior and senior high school guidance counsellor. The students
career success can best attained if proper guidance was given in choosing the right course in college,
suited to students personality, ability, and intellect. Helping student chooses the career that suits them can
finished by integrating career plan with the curriculum enable the students can make a worthy decision in
what course to take in college. A collaborative effort of the high school guidance counsellor should also
be made to end with the better career plan for every individual student.
This study will help all the parents that serve as a main influence in their children’s career
development and career decision-making. Parents want their offspring to find happiness and success in
life, and one factor which influences happiness and success is a career choice. Research also indicates
that when students feel supported and loved by their parents, they have more confidence in their ability to
research careers and to choose a career that would be interesting and exciting. This is significant because
studies display that adolescents, who feel competent regarding career decision-making, tend to make
more satisfying career choices later in life. Parents influence the level of education or training that their
children
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achieve knowledge they have about work and different occupations. The beliefs and attitudes they have to
work, and the motivation they have to succeed. Most of this was learned unconsciously – children and
teenagers absorb their parent’s attitudes and expectations of them as they grow up.
This paper is not only benefited to the students only but also for the parents etc. because as
observed, most students who chose the course which is not really the course that they want affects their
performance in school, mostly because they will lose their interest and they will find it boring which
causes their grades to be little. This study help them be aware that choosing a college degree should not
be taken for granted and should consider the different factors to avoid conflicts.
Delimitation of the Study
This study deals with the factors influencing students in choosing junior, senior academic track at
Bukidnon National High School during the school year 2015-2016. The study was focused on the grade
10 students in Bukidnon National High School who are having a hard time deciding on what course to
take.
The data was gathered using the questionnaire on the factors influencing students’ decision in
choosing a college degree from Bucong (2010) and patterned from the work of Beltran (1993). This
examination was given to 179 respondents out of 986 grade 10 students in Bukidnon National High
School.
Definition of Terms
For better understanding of the footings used in the study, these were defined theoretically and
operationally:
The Course is term refers to a degree given to students of a higher learning institution signifying
obligatory credits have obtained in exact areas of study. There are several levels of college degrees
ranging from an Associate's degree to a Doctoral degree.
Factors in this study this refers to the circumstance, person, condition, or influence that bring about a
certain effect; family background, academic experience, recommend of others, and educational aspiration.
These are some of the factors that could affect students’ decision in choosing a college degree.

Chapter 2

Review of Literature

This chapter presents the literature relevant to the concept of the present study. It also analyses
some studies and materials from the Internet to provide sufficient background and information essential
for the accomplishment of this study. It sought to collect claims of previous studies about Factors
Influencing Students’ Choice junior, senior academic track.
Factors Influencing the Student’s in Choosing a Course.
There are several factors that impact the students from high school seniors’ decision in what
course they should take. From the phases that have proposed by Jackson, which could affect a student’s
decision in finding a decent course, there is still a relevant factors in it.
According to investigation, 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 want to do with their life- long work. The choice of career
has been a serious problem among the secondary school students in Nigeria. No matter what one’s age is,
the choice of career or desire is an important question for everybody. A lot of student in secondary
schools believe that their future is a glorious adventures in which they are bound to succeed. Many of
them have the idea that they would be able to work in the public or private establishments as soon as they
complete secondary school education.

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How students have seen themselves in a role in which personality is a determining factor may
influence a chosen course. Some course demand that you have the personality to match the qualities of the
occupation. For example, sales people have to be out- going. Splaver (2000) said “personality” plays an
important role in the choosing of the right course. A student’s personality must be self-motivated type, as
to investigate courses possibilities from early on in their lives, and not the procrastinating type that waits
till they are compelled to decide. Students must take seriously the role grades play in limiting
opportunities in the future. Splaver went on to say “It is important for you to have a good understanding
of yourself, your personality, if you are to make intelligent upcoming plans”. (Splaver 2000, p. 12).
Opportunity is the third factor that has shaped career choices for students. Opportunity may influence how
students have perceived their future in terms of the reasonable probability of a future in particular career
fields. The issue of poverty has played an important determining role in the opportunities available to all.
Socioeconomic status is a factor that influences the predisposition, search, and choice stages of
the college choice process (Cabrera & Nasa, 2000). Rendering to the National Centre for Education
Statistics’ Descriptive Summary of 2003-2004 Beginning Postsecondary Students: Thirty percent of
dependent start postsecondary students at 4-year organizations came from peoples with annual incomes of
92,000 or more, matched with 17 percent of those at two-year foundations and 4 percent of those at less
than two year associations. Paulsen (1990) noticed that when tuition expenses, room and board costs, and
distance from home increased; the college option became less attractive to students.
However, these effects are significantly bigger for students at lower income levels those with
lower ability. At higher levels of student income and aptitude, these effects
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Become less important (Paulsen, 1990, p. 27). Hossler (2000), reviewing several meta-analyses on the
effects of financial aid on enrollment choices.
A high school Academic resource is a factor that influences the predisposition and search stages
of the college choice process (Cabrera & Nasa, 2000). According to some research, High School
academic factor has an impact on the college choice process of all students, with the greatest impact on
minority and low SES students (Rowe, 2002).
Parental encouragement and support is a factor that influences the predisposition, search, and
choice stages of the college choice process while collegiate parental experiences and parental saving for
college affect the inclination stage (Cabrera & Nasa, 2000.). Bers and Galowtch (2002) found that
research shows that parents of four-year college students often play important roles throughout the college
choice process, regarding setting expectations for their children and taking the most positive approach of
debating college plans and redeemable for college expenses.

Summary
Choosing a course track should consider different factors in order to come a virtuous decision. As
observed most of the students in college has a course that been chooses by parents they should take up.
Most of them have the tendency to have lower grades because they found the course is not interested.
There are different effects on students if the course that they take is not relevant to the development that
they want. A few of them will continue the course they have and some will decide to shift or if not, their
grades are low. Some students who have

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the course that they don’t want to tend not to take the course seriously and their goal will only to
graduate.
There are some factors that impact the students from high school seniors’ decision in what path
they should take. Choosing a course should not be taken for granted and this study aims to know what
would be the stations of the Senior High School students in Bukidnon State University in choosing a
course based on the results of the survey gave to them. In this case, the study will conclude what could be
the things that the students should consider in choosing a course.
This reviewed literature contributed facts and results from previous studies that help in the
justification of the present study. Researcher revealed that many individuals especially students would
agree that in deciding on whatever specifically on the course is not easy and there are many factors that
the student will face.

Chapter 3
Methodology

This chapter will present the research design, locale of the study and the respondent of the study,
sampling procedure, research instrument, the administration instrument, scoring procedure, and the
treatment of the data. A descriptive method such as frequency and, percentage computation, analysis of
variance and analysis was used to describe the general findings of the study. A survey instrument was too
utilized to gather data. The survey for the factors that influence students in choosing a course was
administered to senior high school students at Bukidnon National High School. This survey instrument
was designed to obtain the topics assessment of the relative importance of major college choice factors as
well as definite demographic data.
Research Locale
Bukidnon National High School was in earlier times named Bukidnon National High School,
which was later retitled Bukidnon Provincial High School by the Republic act 2301.

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The school is presently located along the busy street of the Sayre Highway also known as Fortich
Street, making it accessible to any form of land transportation. A towering three-story building is a district
landmark as one approaches the school campus. Bukidnon National High School sits on an aggregate
12.035 hectares. Bukidnon National High School has been one of the leader schools in the Division of
Bukidnon. Over the years, the school has evolved into various programs and projects to respond
effectively to the diverse needs and interests of students.
The school serves not only the youth of the province but also students who hail from other places.
In its portals are students representing a cross-section of society both from within and outside of
Bukidnon unselective of their ethnic related, religious belief and economic status? Bukidnon National
High School teaches students in grades seventh through tenth in Malaybalay City, Bukidnon of Northern
Mindanao (Region X). The school has 89 instructional rooms and 23 non-instructional rooms, which are
all powered by authority grid. With 4,546 students, class size is around 55 students. Pariso L. Orong is in
charge of the school, acting as the school's Principal.
Participants of the Study
The grade 10 class were divided into 17 sections with 58-60 students in every classroom.
Bukidnon National High School has 986 senior high school students projected to graduate 2016. Not all
of the grade 10 students at Bukidnon National High School students was given the opportunity to take the
survey since; we only have to get 20 percent of the population.
 18
Research Instrument
For this study, the Likert scale was used to achieve the core objective of the revision. A self-
administered question was distributed to the selected grade, 10 students. The questionnaire given to the
grade 10 students aimed to assess their knowledge about the factors that affect in choosing their college
course. This focus of the assessment were based on the principles introduced by various author. The study
used an adapted questionnaire from the study of Joel P. Betacura was revised and used to gather the
primary information and to attain the objectives of the study and determined the factors affecting students
result in choosing a course was not given the opportunity to answer the survey because we only aim for
the 20% of the population.
In order to mitigate the properties of experimenter bias, the researcher followed the precautions
suggested by Gall, Gall and Borg (2003), namely, (a) provided instructions for the proctors of the survey,
(b) not personally administer the survey, and (c) not inform the proctors that the reaction of the honours
classes would be the investigational group in the study (p.380). The instructor in each classroom
distributed the survey to the students.
Sampling Procedure
The total number of participants was obtained using the slovin’s formula. From the entire
population of 986 grade 10 students, 197 were taken as participants. The selection of 197 students were
make by listing the total number of grade 10 students in Bukidnon High School.

19
The study were conducted among the selected senior high school students of Bukidnon National
High School located at Fortich Street Malaybalay City. The researchers get the valid result of the
respondent through random sampling. Random sampling is a subset of individually chosen from a larger
set (a population). It is an unbiased surveying technique and basic type of sampling, since it can be a
component of other more complex sampling methods. The principle of random sampling, is that very
object has the same probability of being chosen. Senior high school students were given approximately 20
minutes to take the survey. The completed surveys was sent back to us. One hundred ninety-seven
surveys were returned, with a response rate of 20 percent.
Scoring Procedure
The researchers used the revitalized where each numeric or quantitative score has each respective
qualitative equivalent. The rating and equivalent the qualitative are as follow.
Score Limits Qualitative Description Qualitative Statement
5 4.21-5.00 Strongly Agree Very Influencing
4 3.41-4.20 Agree Influencing
3 2.61-3.40 Neither Moderately Influencing
2 1.81-2.60 Disagree Less Influencing
1 1.00-1.80 Strongly Disagree Not Influencing

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The Administration of the Instrument
The researcher followed proper protocol in the conduct of the study. First, the researcher asked
for the approval from the instructor of the subject and the Dean of the College of Teacher Education to
conduct ours study. After the approval, a letter was issued from the Supreme Student Council to the
school Principal of Bukidnon National High School that allowed us to launch the research instrument to
the senior high school students of every section. Then the questionnaire was administered to the senior
high students. The entire population of seniors
Treatment of Data
In analysing and understanding the data collected from the study, the following quantity will be
employed:
To answer problem number 1, the factors that have an excessive influence in students’ decision in
choosing a course are the academic experience, educational aspiration/expectation, an advice of
others, friends/peer influence and parents’ background, the mean and standard deviation will be
used.

Chapter 4

Presentation, Analysis, and Interpretation of Data

 This chapter comprises the presentation, analysis and interpretation of data about the problems
stated in chapter one. It further decodes the most imperative knowledge and understandings necessary for
drawing conclusions and recommendations. This part describes the factors influencing students’ decision
choosing a course.
The purpose of this study was to define the importance of considering some factors that powers
student’s decision in picking a course to high school seniors and to know if there are differences in the
relative importance ascribed to these factors, according to demographic attributes of the students.
Factors that has the greatest influence on student’s decision in choosing an academic track.
Table 1.
Academic experience x sd R QD
High school grades can be a factor that influences the most. 4.85 0.41 1 Strongly
Agree
Your interest in a certain subject 4.17 0.63 2 Agree
Passion affects your decision to what course to take. 4.09 0.90 3 Agree
Talent, skill and ability based. 4.68 0.65 4 Strongly
agree
Valedictorian or a salutatorian factor. 3.85 0.70 5 Agree
Average 3.77 0.94 Agree

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Table 1 represents the factors that have the greatest influence on student’s decision in choosing a
college degree in terms of academic experience. The results in the table only imply all about the grades. It
concludes that the senior student often considers their scores as one of the factors on choosing a course.
This result was connected with the statement of Paulsen (1990), after reviewing previous research,
concluded that a person is more likely to desire to college “when student academic aptitude is greater”
and “when student academic achievement is bigger.”
Table 2.
Educational aspiration/expectation x Sd R QD
4.91 0.29 1 Strongly
Parents expectation on what you will be in the future
agree
When you are worthy in literacy, it is required that you should 4.87 0.32 2 Strongly
take a course related to your skill. agree
To be engaged in an activity that will enhance your ability and 4.57 0.23 3 Strongly
talent can give a large impact in making decisions agree
Based on you wanted to become 3.76 0.64 4 Agree
Grades can affect your decision in choosing a course 3.64 0.76 5 Agree
Average 4.35 0.47 Strongly
agree

Table 2 represents the educational aspiration as one of the five factors which can influence
students on choosing a course. These result was related with this statement; “Parents, in particular, have
been seen as the most significant others in shaping aspirations because they provide the opportunities,
encouragement and supports for their children’s learning” (Garg et al., 2002). This statement support the
answer above which is the parent’s expectation on what will be

23
the future of the student tomorrow. The lowest results were all about the grades, possibly because there
are many schools now offer a different kind of courses that grades is not the basis of all.
Table3.
Adviced of others x sd R QD
A person around you has a lot of knowledge than you, and 3.58 0.63 1 Agree
then makes them as a basis.
People who offer unsolicited advice from this motivation may 3.57 0.62 2 Agree
have a lot of knowledge in a firm area that pertains to your
situation.
People offer advice just because of the simple purpose that 2.95 0.91 3 Neither
they think they can help you.
Some advice-givers would like to take the role of ‘more 2.61 0.93 4 Neither
knowledgeable person’ in the relationship dynamic, and giving
advice puts them in that position.
 Advises can be worthy and relevant to your situation. 2.97 1.21 5 Neither
Average 3.13 0.86 Neither

Table 3 represents the factors that can affect the most in the students on what course they will
choose. The common of the respondents was in favour and agreed with the statement “people around you
has a lot of knowledge than you, resulting to have advised from them, and then make them as a basis.”
The results were the same and compatible with (Mathay, 1989; Carnegie Foundation for the
Advancement of Teaching, 1986), he said, and he found friends and peers and many other people around
the environment to be influential in the academic track choice process.

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Table4.
Friends/peer influence x sd R QD
Peer influence will take you on a right path. 4.26 0.58 1 Strongly
agree
I do believe on what my friends said. 3.72 1.33 2 Agree
The friend’s statement can influence career choice. 3.28 1.60 3 Neither
Friends in this new generation can be a tool in taking the right 3.16 1.07 4 Neither
thing included the course that you will take.
Friend’s course can be a factor in taking a course. 2.34 0.90 5 Disagree
Average 3.35 1.10 Neither

Table 4 represents the friends or peer influence as a factor in deciding what degree should take.
The majority of the respondents said peer influence will take the defendant on the right path. The result
was related with the statement according to Skinner, M.L. et.al. (2009), investigated the impact of
parental influence and peer group influence on the decision of a student.

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Table5.
Family background x sd R QD
Having degree holder parents can be a factor on deciding what 4.90 0.31 1 Strongly
course to take. agree
Poor parents will be the reason on the path that I will take. 3.50 1.18 2 Agree
Abundant parents can be one of the factors. 4.28 1.07 3 Strongly
agree
Single guardian. 3.22 0.41 4 Neither
Extended parentages. 2.41 0.95 5 Disagree
Average 3.67 0.74 Agree

Table 5 represents the kind of family of the respondents in which it can also be a factor in
choosing a career degree. Connected with the statement, this is a “father or mother or an individual
serving as a mentor or guide for a dependent child” (Thomas, 2003, p. 16). This study explored “the
influence that parents (or guardians) have on their child’s decision to attend one institution rather than
another” (Rowe, 2002, p. 10). The result of the factors, the family background, was so high, almost the
entire respondent chooses agree as the result was the highest of all. It could be because of the tradition
that whatever the work of your parents is also the same with the work of the offspring.

26
Summary of the factors which have the greatest influence on Student’s Decision in Choosing a College
Degree
Factors x sd QD
Educational aspiration/expectation 4.15 0.47 Strongly agree
Academic Experience 4.11 0.70 Agree
Family background 3.67 1.74 Agree
Friends/peer influence 3.35 1.10 Agree
Advice from others 3.13 0.86 neither

Table 6 shows the summary of the factors have the greatest influence on Student’s Decision in Choosing
a College Degree regarding of academic experience, educational aspiration/expectation, recommendation
from other, friends or peer influence and family background. The overall mean is qualitatively described
as moderately influencing. Among the five factors, educational aspiration had the highest mean followed
by the academic experience. The third one is the family background followed by the 2nd lowest means,
the friends or peer influence and the advice from others.

Chapter 5

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 that influences student’s choice for a college course.
Summary
In general, this study aims to determine the factor that effects student’s decision in choosing a
course of senior high school students in Bukidnon National High School in terms of academic ability,
educational aspiration, and advice of other, friends/peer influence and parents’ background. Analysis also
presented on which of the independent variables significantly has a large impact on the student’s decision.
The study conducted at Bukidnon National High School, Fortich St., Malaybalay City, Bukidnon.
The respondents randomly selected by the researchers through a selection method from 17 sections in 4 th
grade 10.
This study used a revised questionnaire intended to firm information on the factors influencing
student’s decision in choosing a course. Frequency distribution and percentage counting was used to
answer the objectives of the study.
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Findings
Based on the analysis and interpretation of the data gathered, the following answers drawn;
The academic experience is the most influencing factor in choosing junior, senior academic track.
1. Recommendation of others, friends/ peer encouragement and family background has a moderate
influence in taking the course. But it might change the decision of the student because of these
factors.
Conclusions
The following are the finishes of this study:
1. The factors influencing students’ decision in choosing a course appears to be significant to
students from Bukidnon National High School as their bases in picking what course to take.
2. Academic experience and Educational aspiration– appear to have a greater impact in choosing a
course.
3. Among High School students in Bukidnon National High School, the academic ability may
account for differences in assessment of the importance of choosing a course.

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. Future studies should verify student’s self-reported grade averages with their actual scores.
3. The guidance office should identify students who have the problem in choosing the course and
offer to counsel.
4. Offer more scholarship program to help students who financially hand up.
5. Parents should support the passion and interest of their children.
6. Students should base on their talent, skill and ability in choosing junior, senior academic track.
7. Students should know what he wanted to become.
8. Students should take advice from a knowledgeable person that can be decent or relevant to your
situation.

References
Anderson, P. (1999). Factors influencing student choice in higher education.
Perspectives, 3(4), 128-131.
Bers, T. H., & Galowich, P. M. (2002). Using survey and focus group research to learn
about parents' roles in the community college choice process. Community
College Review, 29(4), 67-82.
Bers, T. H., & Galowich, P. M. (2002). Using survey and focus group research to learn about parents'
roles in the college degree choice process. Community
College Review, 29(4), 67-82.
 Dawes, P. L., & Brown, J. (2002). Determinants of awareness, consideration, and choice set size
in university choice. Journal of Marketing for Higher Education,
12(1), 49-75.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7thed.). New
York: Allyn and Bacon.

Hossler, D. (2000). The role of financial aid in enrollment management. In The role student aid
plays in enrollment management (pp. 77-90). San Francisco: Jossey-
Bass Publishers.

Hossler, D., Braxton, J., & Coopersmith, G. (1989). Understanding student college choice. In J. C.
Smart (Ed.), Higher education: Handbook of theory and research
(Vol. V, pp. 231-288). New York: Agathon Press.

Hossler, D., & Foley, E. M. (1995). Reducing the noise in the college choice process: The use of
college guidebooks and ratings. In R. D. Walleri & M. K. Moss (Eds.),
Evaluating and responding to college guidebooks and rankings (pp. 21-30). San
Francisco: Jossey-Bass.
Lange, D. K., & Stone, M. E. (2001). Parental involvement in admissions and financial aid. In B. V.
Daniel & B. S. Ross (Eds.), Consumers, adversaries, and partners:
Working with the families of undergraduates (pp. 15-26). San Francisco: Jossey-
Bass Publishers.

Bukidnon State University

College of Teacher Education
Malaybalay City, Bukidnon

Factors Affecting Students’ Decision in Choosing a College Degree

General Instuction: 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: ______________________________ Grade and Section: ___________

Age: ______

Chapter I

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.

32

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
1. Friends in this new generation can be a tool in taking the right thing included the
course that you will take.
2. Friend’s course can be a factor on taking a course.
3. Peer influence will take you in a right path.
4. The friends statement can influence career choice.
5. I do believe on what my friends said.
33

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.

Martes, Marso 14, 2017

REVIEW OF RELATED LITERATURE

(Charlyn Barnachea)
This chapter presents a review related literature and studies related to choice of specialization of senior high
school students. The chapter includes the following topics: senior high school, factors that influence the choice of
specialization of students, theoretical framework, and conceptual framework.
Senior High School
Senior High School is two years of specialized 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 Grades 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 Grades 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 basic education
(six years of primary education, four 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 entrepreneur ship. Each student in Senior
High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The
Academic track includes three strands: Accountancy, Business Management (ABM); Humanities and Social
Sciences (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).
Filipinos are known to be competitive in the international community. However, our current education
system hinders us from becoming even more competitive. Starting in the 2012-2013 school year, the education
system of the Philippines was enhanced from the ten years of basic education to a 12-year program through an
initiative called the K-12 Education Plan sponsored by the Department of Education (HubPages Inc. 2016). The K-
12 program offers a decongested 12-year program that gives students sufficient time to master skills and absorb
basic competencies. The K-12 program accelerates mutual recognition of Filipino graduates and professionals in
other countries (K-12 Philippines, 2015)

Factors that influence the choice of specialization of students

The following are literature reviews and studies related factors that influence senior high school students in
their choosing track/strand: future opportunities/ideal job, personality, family, and peer/classmate.

Future Opportunities/ Ideal Job

The earning potential of your chosen profession is likely to be a factor that influences your career path. You
may find one aspect of your career is more financially rewarding than another, or that working your way through the
ranks holds greater financial incentive than staying in the same job. Your personal financial needs are also likely to
influence the career choices you make. Opportunity is the third factor that has shaped career choices for students.
Opportunity may influence how students have perceived their future in terms of the reasonable probability of a
future in particular career fields. The issue of poverty has played an important determining role in the opportunities
available to all (McQuerrey, 2006)
Opportunities in career choice would include academic settings, technical schools, entry level
job openings, job shadowing, vocational guidance, job placement, and industry
Contacts (Kroll, Dinklage, Lee, Morley, & Wilson, 1970)

0
Personality
“Personality” plays an important role in the choosing of the right career. A student‟s personality must be
self motivated type, as to investigate career possibilities from early on in their lives, and not the procrastinating type
that waits till they are compelled to decide. Students must take seriously the role grades play in limiting
opportunities in the future. Splaver went on to say “It is important for you to have a good understanding of yourself,
your personality, if you are to make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable for
particular jobs also has been found to be influenced by a number of factors including ethnic background, year in
school, level of achievement, choice of science subjects, attitudes and differences in job characteristics (McQuaid
and Bond, 2003).
Most of the students lack adequate information regarding various careers hence the choices that they make
are embedded in their perception of the ideal job and the subjects they study in secondary school (Taylor et al, 2004)

Family
Parents often have an influence on the career paths their offspring pursue. A parent may urge a child into
a vocation similar to their own, or to one that has demonstrated high earning power. You may find yourself attracted
to a particular line of work because of your parents’ professional history, which likely has given you a first-hand
perspective on that type of work. Many children grow up idealizing the professions of their parents. If you always
looked up to your mother and admired her teaching skills, that may influence you to pursue a career in education.
Parents may also intentionally or unintentionally push a child toward a particular career path, especially in the cases
of family-owned businesses, where parents expect their children to take over the company. Still other parents apply
pressure on their offspring to strive for particular high-profile careers, feeling they are encouraging their children to
reach high (McQuerrey, 2006)
One consistent finding in research suggests that adolescents’ own aspirations are influenced by their
parent’s aspirations or expectations. Parental support and encouragement are important factors that have been found
to influence career choice. Children may choose what their parents desire simply to please them (Taylor et al, 2004)

Peer/Classmate
Pummel, Harwood and Lavallee (2008) report that the external influences that help to shape an
individual’s career choice are also influenced by significant others through social support from peers. People around
contribute a lot in one’s decision-making .Friends may influence an individual choice of career . Individual interest
may be affected by peers for the reason that one wants to be with them in fulfilling dreams or a certain career .
Classmates also play an important role in the formation of student’s achievement, related beliefs and values , even if
these classmates do not always correspond with the peer group of leisure-time friends (Frenzel, Goets, Pekrun &
Watt , 2010). Id n a cross-sectional study relating aspects of classroom climate to student enjoyment , Frenzel
,Pekrun and Goetz (2007) reported that class aggregated student perceptions of classroom values were significantly
and positively related to students’ enjoyment . Developments of students interest were really affected by their peers
and classmates.

Theoretical Framework
According to Elmer(1989) as cited in Arguelles & Miranda (2014) , specialization planning is life goal
setting. Sound decision -making is a need to prevent any misfits and to assist students in the process of solidifying
their course specialization. Below are several theories on the choice of specialization.
 First, Gottfredson’s theory, occupational aspirations are a reflection of one’s self-concept. People seek
occupations that (a) arc congruent with their self-image and (b) reflect their knowledge of different occupations.
This theory describes that students become attracted to certain specialization. According to this theory,self-concept
is the key to specialization selection. Students tend to choose jobs that are compatible with their personality. The key
determinants according to the theory are one’s social class, level of intelligence and experiences with sex typing. In
the study of Siguan Jr., (1994) as cited in Sonsona (2012) self-concept was also found significant on the choice of
specialization of students. Another is Holland’s theory of career choice suggested that people can function and
develop best and find jobs satisfaction in work environments that are compatible with with their personalities.
People tend to choose a career that is reflective of their personality. Holland (1994), suggest that the closer the
match of personality to job, the greater the satisfaction. Holland’s theory places emphasis on the accuracy of self-
knowledge and career information necessary for career decision making (Zunker, 1994 p. 49) as cited in Abernathy
(2003).
Additionally, Socioeconomic theory suggest that many people follow path of least resistance in their career
development by simply falling into whatever work opportunities happen to come their way. Furthermore,
happenstance theory says that people choose their career based on what they learned. Certain behaviors are modeled,
rewarded, and reinforced.
Sonsona (2012) further cited the need approach of Roe (1993) which gives emphasis on the role of early
childhood experiences in finding satisfaction in one’s choosen field. Thereupon, structure of individual would be
greatly influenced by early childhood frustration and satisfaction. Personalities and backgrounds determines an
individuals choice of specialization. To Holland (2000) as cited in Sonsona (2012), specialization choice is an
expression or an extension of personality into the world of work followed by subsequent identification with specific
occupational stereotype. This approach can also have in explaining why certain students choose their strand as their
specialization.

Conceptual Framework
The reviewed materials suggest that there are varied factors that affect the decisions of senior high school
students in choosing their field of specialization. These factors ranged from future opportunities, personality, family,
and peer/classmate. In this study, the choice of specialization is dependent on the said factors.

FACTORS THAT INFLUENCE SENIOR HIGH SCHOOL STUDENTS OF SCC IN

THEIR CHOICE OF STRAND
MARCH 10, 2017RIMMIA
By: Irish Yvonne Mae O. Ambong

Abstract. This study was aimed at finding out the factors that influenced Grade 11 Senior High
School student of Southern Christian College, Midsayap, Cotabato in their choice of strand for
the 2ndsemester of the school year 2016-2017.This study utilized descriptive statistics using
percentage to analyze the data gathered. The respondents of the study were 80 Grade 11 Senior
High School students with 37 male students and 43 female students .Result showed that the
foremost factor that influenced Senior High School Students in their choice of strand was
personality with a percentage of while future opportunities was the least factor that influenced
their choice of strand with a percentage of
Introduction. A career choice is important because it determines your success in the next
stages of your life (PAMS, n.d). One of the tasks of high school students is to explore and plan
for their postsecondary career options. High school students are at the exploration stage of
career development. Many factors affect career choices of high school students. Identifying these
factors would give parents, educators, and industry an idea as to where students place most of
their trust in career selection process (Super, 1990).

Senior High School is two years of specialized upper secondary education; students may choose
a specialization based on aptitude, interests, and school capacity. Each student in Senior High
School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports
and Arts. The Academic track includes three strands: Accountancy, Business Management
(ABM); Humanities and Social Sciences (HUMSS); and Science, Technology, Engineering,
Agriculture, and Mathematics (STEAM). The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12 (Official Gazette, 2012).

On the first semester SHS students were divided by their chosen strand. However,
for this second semester there are SHS students who opt to transfer to the other
strand. It is in this context that the proponents of the study would like to
determine the factors that influence SHS student of SCC in the choice of strand.

MethodsThis study is aimed at finding the factors that influence the senior high
school students in their chosen strand. It seeks answers to the following
questions: What are the factors that influences senior high school students in
choosing their strand and what is the demographic profile of senior high school
students who choose their specialization in terms of: (a) Ideal Jobs, (b)
Personality (c) Family and (d) Peer/Classmate. The result of the study may
provide them information on the most and least influential factors of Senior High
School students in choosing their strand. The result will help the faculty members
in their programs to guide students in choosing the strand for themselves. This
study may give information on the factors that influence Senior High School
students in choosing their strand. This study may serve as reference for other
researchers who may be interested in the same problem and in others that are
related to it. This study was focused on the factors that influence the senior high
school students in choosing their strand. Only the Senior High School students
enrolled in the 2nd semester at Southern Christian College (SCC) in the school
year 2016-2017

Descriptive survey design was used in determining the factors that influence Senior High School
track/strand. Two sections from the four track/strands specially for HUMSS sections B and C,
for STEAM sections G and H, for ABM sections O and P, for TVL sections L and N. The
researchers asked permission from the principal of senior high school to conduct the study.
Upon approval, the questionnaire was administered by the researchers to the respondents in the
school campus. The data gathered was tabulated by statistical analysis.

RESULTS AND DISCUSSION

This chapter deals with the results and discussion of the data collected from the respondents.

Demographic Profile of the Respondents

Figure 1 shows that out of 80 respondents, 37 (46%) were males and 43 (54%) were
females. Hence, female respondents are more than male.

Figure 1. Demographic Profile of the Respondents according to Sex

Sex Frequency (f) Percentage (%)

Male 37 46

Female 43 54

Total 80 100

Figure 2 shows that out of 80 respondents, 20 (25%) were 16 years old, 56 (70%) were 17 years
old and 4 (5%) were 18 years old. Hence, the 17 years old is the highest percentage than the 16
and 18 years old.

Figure 2. Demographic Profile of the Respondents according to Age

Age Frequency (f) Percentage (%)

16 20 25%

17 56 70%

18 4 5%

Total 80 100%

Factor that influence Senior High School Students in choosing their Strand
according to Personality

Table 1 shows that out of 80 respondents under personality, 76 (95%) agreed that the strong
desire for the strand is one of the factors that influence them in choosing their strand and 4
(5%) disagree, 61(76.25%) agreed that the self-image help them to choose their strand and 19
(23.75%) disagreed, 65 (81.25%) agreed that the grades were one of the factors that influence
them in choosing their strand and 15 (18.75%) disagreed, 51 (63.75%) agreed that gender is one
of the factors that help them in choosing their strand and 29 (36.25%) disagreed. Students must
take seriously the role grades play in limiting opportunities in the future. As Splaver went on to
say “It is important for you to have a good understanding of yourself, your personality, if you are
to make intelligent career plans”. (Splaver 2000, p. 12)
Table 1. The percentage distribution of the respondents according to their
Personality.

Strong desire
Personality Self-image Grades Gender
for the strand

f % f % f % f %

Agree 76 95% 61 76.25% 65 81.25% 51 63.75%

Disagree 4 5% 19 23.75% 15 18.75% 29 36.25%

TOTAL 80 100% 80 100% 80 100% 80 100%

Factor that influence Senior High School Students in Choosing their Strand
according to Family

Table 2 shows that out of 80 respondents under family, 53 (66.25%) agreed that their choice of
strand is based on the family decision and 27 (33.75%) disagreed, 41 (51.25%) agreed that the
financial status of the family is also one of their basis in choosing their strand and 39 (48.75%)
disagreed. One consistent finding in research suggests that adolescents’ own aspirations are
influenced by their parent’s aspirations or expectations. Parental support and encouragement
are important factors that have been found to influence career choice. Children may choose
what their parents desire simply to please them (Taylor et al, 2004)

Table 2. The percentage distribution of the respondents according to their family

Family Family decision Financial status of the family

f % f %

Agree 53 66.25% 41 51.25%

Disagree 27 33.75% 39 48.75%

TOTAL 80 100% 80 100%

Factor that influence Senior High School Students in Choosing their Strand
according to Future Opportunities
Table 3 shows that out of 80 respondents under future opportunities, 66 (82.5%) agreed that job
opportunities is one influence in their choice of strand and 14 (17.5%) disagreed, 46 (57.5%)
agreed that employment demand is a basis that help them to choose their strand and 34 (42.5%)
disagreed, 69 (86.25%) agreed that career goal is the one of the influences in choosing their
strand and 11 (13.75%) disagreed. Opportunity may influence how students have perceived their
future in terms of the reasonable probability of a future in particular career fields. The issue of
poverty has played an important determining role in the opportunities available to all
(McQuerrey, 2006)

Table 3. The percentage distribution of the respondents according to the future

opportunities

Future
Job opportunities Employment demand Career goal
Opportunities

f % f % f %

Agree 66 82.5% 46 57.5% 69 86.25%

Disagree 14 17.5% 34 42.5% 11 13.75%

TOTAL 80 100% 80 100% 80 100%

Factor that influence Senior High School Students in Choosing their Strand
according to K-12 program

Table 4 shows that out of 80 respondents, 51 (63.75%) agreed that the teachers were one of the
influences in choosing their strand, and 29 (36.25%) disagreed, 57 (72.25%) agreed that the
subjects help them to choose their strand and 23 (28.75%) disagreed, 58 (72.5%) agreed that the
topics/lessons are one of the influences that choosing their strand and 22 (27.55) disagreed. The
choice of career track will define the content of the subjects a student will take in Grades 11 and
12. (Official Gazette, 2012).The K-12 program offers a decongested 12-year program that gives
students sufficient time to master skills and absorb basic competencies. (K-12 Philippines, 2015)
Teachers like parents are viewed as key players in the career paths that young people eventually
pursue especially girls (Barnett 2007). Such constructs including curricular subjects, quality of
teaching, student participation in school activities, school practices and policies and learning
materials for the student were found to impact on career

choice among learners (Bojuwoye and Mbanjwa 2006).

Table 4. The percentage distribution of the respondents according to the K-12

program
K-12 Program Teachers Subjects Topics/lessons

f % f % f %

Agree 51 63.75% 57 71.25% 58 72.5%

Disagree 29 36.25% 23 28.75% 22 27.5%

TOTAL 80 100% 80 100% 80 100%

Factor that influence Senior High School Students in Choosing their Strand
according to Peer Influence

Table 5 shows that out of 80 respondents, 55 (68.75%) agreed that their classmates influenced
them in choosing their strand and 25 (31.25%) disagreed, 54 (67.5%) agreed that their close
friends were the ones who influenced them to choose their strand and 26 (32.5%) disagreed, 55
(68.75%) agreed that their special friends influenced them to choose their strand and 25
(31.25%) disagreed. Friends may influence an individual choice of career . Individual interest
may be affected. Classmates also play an important role in the formation of student’s
achievement, related beliefs and values , even if these classmates do not always correspond with
the peer group of leisure-time friends (Frenzel, Goets, Pekrun & Watt , 2010)fected by peers for
the reason that one wants to be with them in fulfilling dreams or a certain career .

Table 5. The percentage distribution of the respondents according to their peer

influence

Peer Influence Classmates Close friends Special friends

f % f % f %

Agree 55 68.75% 54 67.5% 55 68.75%

Disagree 25 31.25% 26 32.5% 25 31.25%

Total 80 100% 80 100% 80 100%

Factor that influence Senior High School Students in Choosing their Strand
according to Skills

Table 6 shows that out of 80 respondents, 67 (83.75%) agreed that communication skills is one
of the factors that influenced them to choose their strand and 13 (16.25%) disagreed, 62 (77.5%)
said that manipulation is one of the skills they have that influenced them in choosing their
strand and 14 (22.5%) disagreed, 60 (75%) agreed that kinesthetic skill help them on choosing
their strand and 20 (25%) disagreed, 44 (55%) agreed that retention is one of their skills that
influenced in choosing their strand and 36 (45%) disagreed, 57 (71.25%) agreed that problem
solving skills that help them to choose their strand and 23 (28.75%) disagreed, 64 (80%) agreed
that critical thinking is one of their skills that influenced them to choose their strand and 16
(20%) disagreed. Perception of being suitable for particular jobs also has been found to be
influenced by a number of factors including ethnic background, year in school, level of
achievement, choice of science subjects, attitudes and differences in job characteristics
(McQuaid and Bond, 2003). The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four 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.

Table 5. The percentage distribution of the respondents according to their skills

Problem Critical
Skills Communication Manipulation Kinesthetic Retention
solving thinking

f % f % f % f % f % f %

Agree 67 83.75% 62 77.5% 60 75% 44 55% 57 71.25% 64 80%

Disagree 13 16.25% 14 22.5% 20 25% 36 45% 23 28.75% 16 20%

TOTAL 80 100% 80 100% 80 100% 80 100% 80 100% 80 100%

Conclusion

Majority of the respondents were female and 17 years old in terms of the sex and age of the
respondents according to their demographic profile. Personality is the foremost factors that
influence Senior High School Students in choosing their track/strand which may have attributed
to the account that personality plays an important role in choosing the right career as stated in
Splaver (2000). Future Opportunity is the least factor that influence them in choosing their
strand. Opportunity may influence how student perceived their future in terms of the reasonable
probability of a future in a particular field (McQuerrey,2006).
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