Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In life we have to choose and decide. The result of what we have chosen

can be either good for us, or it will hinder our future. It is same with the strand that the

students must choose. Going into senior high school, students must choose a strand and

track they would like to take for the next two years in their senior high school life.

There are different strands and tracks students can choose from which can also help

them choose a course they might want to take in college. This career choosing requires

mature and severe discussion since their choice will decide. What their future will be.

There are four tracks in senior high school, namely: Academic Track, Technical-

Vocational-Livelihood Track, Arts and Design Track, and lastly, Sports Track.

Choosing a strand consists of different factors that will influence a senior high

school students’ decision. For example, their decision can be influenced by the parents’

decision, peer influence and desire. This study aims to help the students be aware that

there are lots of factors that should be considered before deciding what strand to

choose. This study also aims to know what influenced the Grade 11 and 12 ICT students

of Army’s Angels Integrated School to take the TVL-ICT strand. The purpose of this

study was to identify factors that influence students’ choices. For this persistence, the

existing study employed a case study to understand senior high school students’

choices, by selecting the Grade 11 and 12 ICT students in the Army’s Angels Integrated

School.

1
BACKGROUND OF THE STUDY

Choosing a career is often considered a major turning point of a student. This

kind of decision alone has the potential to open the door for success or close the door of

opportunity. Career plays a very fundamental and significant role in the life of an

individual because career is something that is very hard to decide especially as their

lives will depend on it. Career planning is one of the most important steps students can

do in regards to applying to colleges for their own best outcomes.

The students are given a chance to pursue their career with a lot of knowledge,

because of the additional two years in senior high school. There are some instances that

it is not easy as most of people who are not yet ready to face a new chapter of their life.

They are having a hard time to choose a career because they’re looking for a career that

is in demand. This research shows that one of the reasons why students find it hard to

pick a career is because they are affected by what’s surrounding them.

According to a similar research entitled “Factors Influencing Student’s Choice

for a Senior High School Academic Track” conducted at Bukidnon National High

School. Some of the factors that influences student’s decision are academic experience,

educational aspiration/expectation, advice of others, Peer/friends influence and family

background. According to the result of that study, the factor that influences the most

with regards of students’ choice for a senior high school academic track is the academic

experience of the student. The researchers concluded that Academic Experience and

Educational Aspiration/expectation appear to have a greater impact when choosing a

course.

2
STATEMENT OF THE PROBLEM

This study aimed to determine factors affecting student’s decision on choosing their

strand of selected ICT students Senior High School of Army’s Angels Integrated School.

Academic Year 2019-2020.

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

1.1 Gender

1.2 Age

2. What factors has the greatest influence on the students in choosing the strand?

2.1 Academic experience

2.2 Educational Aspiration/Expectation

2.3 Advice of others

2.4 Friends/Peer Influence

2.5 Family Backgrounds

HYPOTHESIS

HO. There are no significant factors that influence student’s decision on their chosen

strand.

Ha. There are significant factors that influence student’s decision on their chosen strand.

3
SIGNIFICANCE OF THE STUDY

The result of this study will greatly benefit the following:

Students- This study will provide information about the factors that influence them to

choose ICT as strand among all strands offered. This study will assess the decision-

making of the selected ICT students, their skills and the environment factors that

matter.

Educators- This study will allow the educators to determine how the student’s decision

was influenced by their choice to pick ICT. The outcome will enable them to recognize

the importance of environmental factors and among others and give them the learning

about the core of the student’s decision in choosing ICT. The results can help them to

impart significant motivational factors in students’ learning, and can support students’

engagement with collaborative learning.

Principal- This study will provide the deeper understanding of how ICT Students were

influenced to choose ICT strand. The result will be the connection to awareness of how

the students’ involved different factors around them to their chosen decision, a tool that

can open collaborations with educators give them proper value in teaching and

learning, by enhancing the effectiveness of learning, or by adding a dimension to

learning that can give them proper understanding about ICT as their choice.

Future Researchers- this study would help the student researchers to be

aware and knowledgeable of factors influencing students’ decision on their

chosen strand. It would help them to be a better analyst and it can be a help as

a future reference for more studies in the future.

4
SCOPE AND DELIMITATION OF THE STUDY

SCOPE

The focus of the study will be on factors that influenced student’s decision in choosing

their strand.

 The study will cover the factors influencing student’s decision on their chosen

strand.

 The target respondents are the ICT Senior High School Students of Army’s Angels

Integrated School.

DELIMITATION

 The study will be limited to some Senior High School Students in Army’s Angels

Integrated School.

 Findings of the study cannot generalize with different levels and school.

DEFINITION OF TERMS

Advice- guidance or recommendations offered with regard to prudent future action.

Aspiration- is a strong desire to achieve something high or great.

Academic Track- one of the four tracks offered in the Senior High School program of

the Philippine's K-12 Basic Education Curriculum. It is intended for students who want

to pursue higher education after they graduate in senior high.

Background- the circumstances or situation prevailing at a particular time or

underlying a particular event.

5
Career- an occupation undertaken for a significant period of a person's life and with

opportunities for progress.

Career Planning- encourages individuals to explore and gather information, which

enables them to synthesize, gain competencies, make decisions, set goals and take

action.

Choice- an act of selecting or making a decision when faced with two or more

possibilities.

Decision- is a choice that you make about something after thinking.

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

Family- is a group of people who are related to each other.

Influence-the capacity to have an effect on the character, development, or behavior of

someone or something, or the effect itself.

Peer- is a person who belongs to the same age group or social group as someone else

Pontificate- express one's opinions in a way considered annoyingly pompous and

dogmatic.

Senior High School- refers to the last two years of the K to 12 program that has been

implemented by the Department of Education.

Technical Vocational Livelihood- one of the tracks offered under Senior High School

programs in the Philippines. It is designed to provide students with job-ready skills that

they will need in the future.

6
Theoretical Framework

DEVELOPMETNAL THEORY OF CAREER DEVELOPMENT

According to Super’s (1990) Developmental Theory of Career Development, high school

students are at the exploration stage of career development, which involves

crystallizing and specifying their occupational preferences, while also making

preliminary decisions about their career choice. The review of the literature showed the

areas of a student’s life affect the plans, decisions, and career choice they make: Gender,

Parental Influence, and Peer Influence. The study attempted to identify and differentiate

to what extent these factors played varying roles in future career choice.

7
CONCEPTUAL FRAMEWORK

Socio Demographic Profile

of the respondents.

 Gender
 Age
 Parents
Educational
Attainment
 Parents  Gathering data through
Occupation administration of the
survey questionnaire.
1. What factors has the
greatest influence on the  Statistical treatment and  Will know the factors that
students in choosing the tabulation influence student’s
strand? decision on their chosen
 Presentation, strand.
1.1 Academic Experience
Interpretation and
1.2 Educational Analysis
Aspiration/Expectation
 Inferential Statistics
1.3 Advice of others

1.4 Friends/Peer Influence

1.5 Family Background

2. What are the anticipated

Problems encountered in
making decision of their
strand choice?

FEEDBACK

8
 CHAPTER II

Reviews of Related Literature and Studies

This chapter includes the ideas, finished thesis, generalization or conclusions,

methodologies and others. Those that were included in this chapter helps in

familiarizing information that are relevant and similar to the present study.

FOREIGN LITERATURE

Parents may 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)

Career guidance is offered at institutions of learning such as schools, colleges and

universities among others. High schools are a transition to higher institutions of

learning and the world of work so they have a critical role in assisting students choose

careers (Baloch & Shah,2014:547). If students have too many choices of careers or have

not made a decision on which career to take, school career guidance is helpful in

selecting their study paths and in identifying their potential strengths to enhance their

9
competitiveness for positions (Dodge & Welderndael, 2014; Sun & Yuen, 2012:204).

Krumboltz’s theory of Social Learning Theory of career development, which informs

this study, emphasizes teaching people career development techniques so that they can

give career guidance in schools. Similarly Lapan, Tucker, Kim and Fosciulek (2003:329)

stated that the transition from high school to university or the world of work has been

understood as one of the most difficult developmental challenges confronting

adolescents and that schools play a pivotal role in guiding the students towards a

career. The current study sought to find out whether career guidance offered in schools

influences students’ career choices.

Edwards and Quinter (2011:85) emphasised the influence of Kenyan schools in

students’ choices of careers when they argue that it is in schools where students learn

about and explore various careers before they make career choices. Korrir and Wafula’s

(2012:87) study highlighted the influence of the school on choosing a career. It

investigated the factors that influence the choice of hospitality careers at Moi

University. They concluded that Kenyan students’ interest in this career could have

been developed at high school. The study was carried. Out at a university and looked at

a particular career. The current study does not look at a particular career but careers in

general. Also, the participants in Korrir and Wafula’s study are different from the

current study which looks at high school students in Zimbabwe. Similarly, Faiter and

Faiter (2013:13) emphasised that American students were influenced at high school to

follow STEM subjects which eventually prepare students for careers that are scientific

in nature.

Decision making is an important tool in career choice. This is in line with Krumboltz’s

Social Learning Theory which informs this study that emphasises career decisions.

According to Ferreira and Lima (2010:298), decision making is a complex process

10
which can often be difficult and confusing for many Spaniards. In general, career

guidance interventions in American schools are concerned, not with telling students

what to do, but with helping them acquire knowledge, skills and attitudes that will help

them make better career choices and transitions hence ameliorating the problem of

career decisions (Watts & Sultana, 2004:111). Similarly, Hansen (2006:34) stated that,

in Switzerland, school career exploration and career decision-making activities can be

used to broaden students’ awareness of their interests and abilities as well as the career

opportunities that exist. Decision making is one of the basic tenets of Bandura’s Social

Cognitive Theory which emphasises self-efficacy. According to Social Cognitive Theory,

self-efficacy entails the belief in one’s capability to succeed on a given task. Hence,

students are likely to choose careers based on whether they have the capacity to do well

in their chosen careers. If career guidance enhances the acquisition of self-efficacy, it

was critical for the current study to establish its influence in Zimbabwe.

Kimiti and Mwova (2012:366) reported that Kenyan school career guidance

positively influenced career decision-making, understanding of careers and career

related adjustments about students’ career choices. Moreover, the study revealed that

when students are not guided.

In their choice of careers, they do not know what is good for them or even what they

want. Hence, a lack of career guidance may cause students to make wrong choices and

enrol for studies they know little or nothing about (Kimiti & Mwova, 2012:366). This

implies that schools play a pivotal role in preparing students for future careers.

Similarly, a South African study by Shumba and Naong (2012:171) found that career

choices are decided long before the learners come to universities. The majority of

respondents in the above South African study attributed their career choices at

universities to subject choices they made whilst they were still in schools.

11
 It is the role of the school from early adolescence, to assist learners to find

meaning in their present and future lives (Mampane & Bouwer, 2011:124). American

school engagement involves behavioural as well as emotional components that play a

mediational role in the association between developmental assets such as careers and

academic competence (Li, Lerner & Lerner, 2010:811). According to Jackson and Nutini

(2002:58), the goal of American school counselling is not to determine a delimited

career choice but rather to expand students’ learning about potential career and

educational interests, abilities, beliefs and options. Nigerian school youths who are

ignorant of the nature and requirements of various occupations can find the issue of

selecting an occupation difficult and complex (Petters & Asuquo, 2009:211). As such,

schools engage a variety of activities to help students cope with the complexity of career

choices. Hence, career guidance was seen in Nigeria as enabling guidance counsellors to

assist individuals to identify and learn the skills for more effective planning and

choosing jobs, in making effective transitions and adjustments to work and in managing

their own careers and career transitions effectively (Lazarus & Chinwe, 2011:58). The

current study sought to establish the extent to which Zimbabwean school career

guidance and counselling services influence the choice of careers among high school

students.

Mghweno, Mghweno and Baguma (2014:13) established that Tanzanian school

career guidance teachers play a key role in preparing students to successfully proceed

to the next level, whether for further education or a job. The same study also revealed

that access to guidance and counselling services influence students’ attitude towards

studies, which will consequently influence their career choices (Mghweno et al.,

2014:13). The current study sought to establish whether the above results could be

obtained in Zimbabwe.

12
 Due to the difficulties encountered in making career choices in schools, many

students in Israel seek guidance from career guidance teachers (Gati, Amir & Landman,

2010:393). This is in line with Krumboltz’s (1996:58) Social Learning Theory, one of the

theories informing this study, which purports that career guidance teachers could take a

proactive stand in encouraging clients to try out new activities to determine whether

new interests can be identified. A Nigerian study confirmed the role of school career

guidance teachers when it established that school career guidance counselling has an

effective and significant influence in increasing the students’ career awareness when

compared to a group with no career counselling (Eyo, 2011:338). The major finding of

Eyo’s study was that students who are exposed to career guidance are more equipped

with career seeking techniques when compared to those who did not get the guidance.

Hence, the more in-depth the counselling the students receive, the more proactive they

become.

Career guidance teachers in schools have an important role in advocating for

broad based career plans that focus on the student’s interests and abilities and that will

increase future career options (Mghweno et al., 2014:13). Similarly, Zayas and

McGuigan (2006:1529) emphasised the role of career guidance teachers when they

stated that American school guidance teachers are uniquely positioned to stimulate

students’ interest in the health professions. In the same American study, it was revealed

that many of the focus group participants felt career guidance teachers were largely

helpful.

Bardick et al. (2004:114) revealed that a proactive career counselling approach

that benefits Canadian students would include building trusting relationships with

students, encouraging them to closely examine and explore their occupational interests,

13
providing students with information about the stages of decision making involved in

career planning and guiding them in their search for information about careers. This

could build trust and legitimacy in the counsellor making him or her influential in the

students’ career choices. Bardick et al. (2004:114) further purported that counsellors

who wish to become more influential in students career planning may need to become

more actively involved in students’ everyday lives. Career guidance is not only confined

to the classroom but could be extended to the external world. The current study sought

to establish whether counselling in schools in the Midlands Province of Zimbabwe

played a pivotal role in students’ career choices.

In developed countries, career guidance is not solely the duty of school

counsellors and teachers but also includes independent counsellors. Such counselling

may require a fee which could deter some students from getting that help. However,

Balin and Hirschi (2010:174) advocate that the students who do not go to independent

counsellors to seek help may benefit from classroom career guidance, where they may

have the chance to build relationships with school counsellors and become more

comfortable in seeking one-to-one interactions later in the process. School career

counselling may be the answer for those who may have problems with attaining

professional guidance offered elsewhere. Balin and Hirschi (2010:174) argued that

Swiss school career guidance or group work activities can help students develop career

adaptability. School career guidance was seen as influential in preparing Kenyan

students for their career choices (Owino & Odundo, 2016:2240; Edwards & Quinter,

2011:85). The present study sought to find out whether career guidance in Zimbabwean

schools influenced students’ career choices.

14
 Balin and Hirschi’s (2010) study was carried out in the German speaking region

of Switzerland. They concluded that Swiss students should work on more career

guidance activities that will provide awareness, comfort and skills for career

exploratory behaviours. This, they believed, would develop career adaptability, such as

learning about the educational and vocational system and transitions, the actual

opportunities and barriers of the system and individuals, decision-making skills and the

importance of seeking help from professionals (Balin & Hirschi, 2010:165). It is notable

that the participants in this study were predominantly white Europeans however the

current study is a clear effort to find how Africans, particularly Zimbabweans, are

influenced by career guidance in schools. Balin and Hirschi’s results could have been

affected by other variables that affect foreigners. The current study used Zimbabwean

citizens in their country.

Teachers were found to influence students’ choice of careers. Several studies

revealed the influence of teachers on a variety of careers, for example, in Pakistan

(Abbasi & Sarwat, 2014:811), in America (Faiter & Faiter, 2013:13), in the Philippines

(Aguado et al., 2015:237) and in Nigeria (Gbenga & Toyin, 2014:59). High school

teachers were found to guide students toward IT careers (McInerney, Didonato,

Giagnacova & O’Donnell, 2008:46). In addition, McInerney et al. (2008:47) stated that

prior experience with technology in high school or university directs students towards

IT careers.

LOCAL LITERATURE

According to Mark Catarroja, the Kto12 system in the country aims to develop

the social and economic progress. This progress is being promoted since Jan 20, 2012,

by former president Benigno Aquino signed a contract by which it is approving the

15
Kto12 system this make education system better. The kindergarten education law has

been started successfully the Kto12 system. By which all of the country have this system

expect for the Philippines. former president want that the education system much

suitable to the new students in which students can have their job when they finish the

Kto12. In theKto12 system the studies are being enhance. This Kto12 system have

lengthen the year for high school students it adds 2 more years by which we call the

students in grade 11to12 as senior high school and some known this more likely as

college students. In Kto12 system you have 4 tracks to choose for these are academic,

technical vocational livelihood, sports and arts design track. This RA 10533 Which is to

expand job opportunity by the reducing job skill for high school graduates In this article

researchers did have read, how is this Kto12 system apply to the students and talks

about how can you getting a job when you finished this Kto12 system. You can choose

different tracks in the Kto12 system by which involve your skills. This Kto12 system

ensures that students that can’t go to college can a decent job if they graduated from

high school. Student that can’t choose their proper track and will be correct by basing it

to their skills. The Kto12 system want to secure that all student can have a job. The

Kto12 system have lengthen the school year of high school student it adds 2 years. It is

not only the main goal of the Kto12 system for you to have decent job but to improve

and enhancing your skills.

FOREIGN STUDIES

According to the study conducted by Garcez (2007), it was found out that by

increasing career development activities, which includes setting career goals, students

had a higher self-esteem. Maybe even more important, however, is that students were

more satisfied about the education they were receiving. This will, in turn, hopefully lead

16
to students having a deeper desire and commitment to succeed in their education.

Another outcome of a higher self-esteem, is that those students chose more difficult

goals than students with low self-esteem.

She noted that excellent detailed plan for teaching parents and teachers how to teach

young students to set career goals. The plan requires a total community effort through

educators, parents, and businesses. Students must be given an opportunity to identify

and explore their desired careers.

They can accomplish this through the “School to Work Transition” or “job shadowing

Program.” Though the cooperative efforts of the entire community, students can identify

career choices, set career goals, and have higher self-esteems at an early age. Ultimately,

they will further their education and have a better chance of succeeding in the “do or

die” world in which we live. 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).

Factors that influence the choice of specialization of students

Future Opportunities/ Ideal Job

Opportunity may influence how students have perceived their future in terms of

the reasonable probability of a future in particular career fields.

Personality

“Personality” plays an important role in the choosing of the right career (Splaver,2000)

17
Family

Parental support and encouragement are important factors that have been found

to influence career choice (Taylor et al, 2004).

Peer/Classmate

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 (Pummel, Harwood and Lavallee ,2008).

LOCAL STUDIES

According to the study conducted by Siguan Jr, (2009), it was found out that the

student self-concept showed no significant influence on their career preference.

The academic achievements of student proved to be significant related to their career

preferences. The school were students came from had no influence on their choice of

career. He recommends that a more improved and functional guidance provided in

school must be collaborative effort of the administrator, guidance counselors, and

teachers.

Classroom teachers are encouraged to do their best in improving teaching learning

processes, considering that academic achievement of student influences their career

preferences. Another study conducted by Almerino, (2003), it was found out that a big

picture of a big family with low educational attainment and inadequate investment was

the sole foundation of choosing a course, which was psychologically motivated.

The respondent’s level of preferred intelligence did not match to their chosen course.

This could be drawn from the required level of the course in contrast with their level of

18
preferred intelligence. The necessity of developing a career development program was

need in order to prevent any misfits and assist students in the process of crystallizing

their career in life.

She recommended that this program be effectively implemented. Personal interests,

abilities, skills, and values are the most influential factors in coming chosen occupation

by the participants according to Pabiton (2007). These imply that like other graduating

students in high school students, the participants seemed to have chosen occupation.

She also noted that the students be given all the chances to learn and develop the skills

and attitudes required for various occupations. She recommends that career counselors

could give more emphasis on the environmental factor during individual and small

group career counseling.

There are different factors that affect students’ choice of course in college. One of this is

family related factors. Studies revealed that Filipino immigrants and non-immigrants

rely heavily on their family’s decision-making. Students cope by following their parents’

advice. They also have to cope with an expectation of financially supporting the family

upon completing their education. Studies from other Asian countries also show parents’

impact in decision making of students when it comes to students’ course preference. For

the more, it is reported that parents are deeply involved and influential to their high-

achieving children’s college friends, alumni, and admitted-student programs are

extremely influential to students. The report claimed these sources are not well known,

but very powerful to student’s decision making for their college. The study also found

26% of sampled students paid a specialist or advisor during the college decision

process. The studies presented are important to the present study since the studies

19
explain the importance of taking parents’ advice and permission in choosing a college

course.

Respect for family is one of the most influential factors that impact Filipino students’

career decision. It is concurred that “Out of respect and loyalty, it may not be

appropriate to express personal desires: rather, one may alter one’s interest to maintain

harmony. “As a sign of respect, Filipino children want to do well for sake of the family,

follow parents’ advice about choosing a job or major in college and lastly, make

sacrifices for the family.

20
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the methods and procedures used in this research study,

the procedure of how the research is being investigated and the instruments used to

gather data as well as the statistical treatment employed. This will include the research

design used in the study, respondent of the study, research locale, sampling technique,

the research instrument, the data-gathering procedure and the statistical treatment of

data used in analyzing and understanding the whole data.

Research Design

The researchers implemented the simple descriptive design. This design used

survey questionnaires which were distributed to the respondents in order to attain the

main objective of the study which is to examine the factors that influence students’

decision on their chosen strand. The survey or the research itself tried to describe,

analyze and interpret the status of the respondents. The design is a non-experimental

correlation research. This design investigated the relationship of the variables without

manipulating them. The five main variables evaluated were Academic Experience,

Educational Expectation, Advice of Others, Peer Influence, and Family Background are

the factors that influence students’ decision on their chosen strand.

21
Respondents of the Study

There were 100 respondents who took part in the study. The population

consisted of Selected ICT Grade 11 and Grade 12 students from Army’s Angels

Integrated School.

SEX Frequency Percentage

Male 78 78%
Female 22 22%
Total 100 100%

Research Locale

This study was conducted at Army’s Angels Integrated School located at Block

24, Lots 2,3,4,5, Salazar St. Central Signal, Taguig City which is a private school. The

classes are held in two shifts (morning and afternoon). The K to 12 curriculums was

utilized from Grade 7 to Grade 10. There are five (5) strands available namely; ICT,

STEM, ABM, HUMSS and GAS.

22
Sampling Technique

Purposive sampling (also known as judgment, selective or subjective sampling)

is a sampling technique in which researcher relies on his or her own judgment when

choosing members of population to participate in the study. Purposive sampling is

a non-probability sampling method and it occurs when “elements selected for the

sample are chosen by the judgment of the researcher. Researchers often believe that

they can obtain a representative sample by using a sound judgment, which will result in

saving time and money”.

This sampling method requires researchers to have prior knowledge about the

purpose of the study so that we can choose and approach eligible participates.

Alternatively, purposive sampling method may prove to be effective when only limited

numbers of people can serve as primary data sources due to the nature of research

design and aims and objectives.

23
Instrumentation

The instrument used to gather necessary information is the questionnaires made

by the researchers. The researchers used the questionnaires because the data can be

collected quickly and the researcher would not need .to be present when the

questionnaire were completed. The questionnaire is divided into two parts. The Likert

scale and Multiple choice. Questionnaire were use because they are the main method of

data collection. It is used to satisfy the objectives of the study and it is more convenient

to use.

Data Gathering Procedure

The researchers used the questionnaire to gather the necessary data and information

from the target respondents. It includes the demographic profile of each respondents.

The question asked every respondent about the possible factors that affects their

decision on their chosen strand. The researcher guided the respondent on answering

the survey by giving them the instructions and explanations on how the respondents

will answer every question.

The researchers tallied and tabulate the results according to the frequency of

items answered by the respondents. After the tabulation, the data will be computed and

interpreted using various statistical tools.

24
 Statistical Treatment of Data

To understand the gathered data, the following statistical treatment was used by the

researchers:

1. To determine the demographic profile of the respondents in terms of age and

gender, frequency and percentage distributions was used. The frequency and

percentage distributions are a treatment of data that uses the formula.

%= X 100

Where;

% = Percentage

f = Frequency

n = Total Number of Respondents

100 = Constant

2. To determine the student’s response regarding the factors Influencing Student’s

Decision on Their Chosen Strand. Weighted mean was used. Weighted mean is a

statistical treatment that uses the formula:

25
 ∑x

WM =

Where;

WM = Mean

∑x = Sum of all Responses

N = Number of Responses

3. To determine how many respondents will be conduct on selected ICT Grade 11

and Grade 12. To get the sufficient number of respondents Slovin’s equation was

applied.

n=

1 + N℮2

n = Sample Size

N = Population Size

e = Margin of Error

26
 Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter exhibits, explains and examines the gathered data about the factors

influencing students’ decision on their chosen strand of selected ICT students at Army’s

Angels Integrated School. The tables are shown in the series as required in the

Statement of Problem in Chapter 1.

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

1.1 Sex

1.2 Age

Table Number 1

Profile of the ICT students at Army’s Angels Integrated School

in terms of Sex and Age

Respondents Population Percentage

Female

16 years old 7 7%

17 years old 5 5%

18 years old 10 10%

Male
16 years old 17 17%

17 years old 39 39%

27
 18 years old 9 9%

19 years old 4 4%

20 years old 9 9%

Total 100 100%

LIKERT SCALE

Likert scale is a type of rating scale use to measure attitudes or

opinions. With this scale, respondents are asked to rate items on a level of

agreement.

Scale Range of Means Interpretation

5 4.21-5.00 Highly Competent

4 3.41-4.20 Competent

3 2.61-3.40 Neither

2 1.81-2.60 Moderately Competent

1 1.0-1.80 Low Competent

Table 2
Arbitrary Scale of Values
Questionnaire’s Likert Scale, Range of Means and Implementations

2. What factors has the greatest influence on the students in choosing the strand?

2.1 Academic experience

2.2 Educational Aspiration/Expectation

2.3 Advice of others

2.4 Friends/Peer Influence

2.5 Family Backgrounds

28
 This scale shows what has the greatest influence on students’ decision on their

chosen strand in terms of:

Table 3. Academic Experience

Questions Mean Interpretation

1. High School grades can be a factor that influence the most 4.14 Competent

2. Passion affects your decision to what strand to take 4.11 Competent

3. Your interest in a certain subject 4.1 Competent

4. Talent, skill, and ability based 3.93 Competent

Total 4.07 Competent

In terms of Academic Experience

The table shows what has the greatest influence in decision making in terms of

Academic Experience. On question number 1, we got a mean of 4.14 and is equivalent to

competent in verbal interpretation. Statement 2, has a mean of 4.11 and is competent.

Statement 3, has a mean of 4.1 and is competent. And lastly the statement got a 3.93

mean and is competent. The Weighted Mean of this table is 4.07 which is competent.

Table 4. Educational Expectation

Questions Mean Interpretation

5. Grades can affect your decision in choosing a strand 3.73 Competent

6. To be engaged in an activity that will enhance your skill and
4.04 Competent
talent can give a big impact in making decisions
7. When you have the numeracy skill, it should be necessary to
4.04 Competent
take a strand which are related to your skill.
8. When you are good in literacy, it is required that you should
4.09 Competent
take a strand related to your skill.
Total 3.98 Competent
In terms of Education Expectation

29
 The table shows what has the greatest influence in decision making in terms of

Educational Expectation. On statement number 5, we got a mean of 3.73 and is

equivalent to competent in verbal interpretation. Statement 6, has a mean of 4.04 and is

competent. Statement 7, has a mean of 4.04 and is competent. And lastly the statement 8

got a 40.9 mean and is competent. The Weighted Mean of this table is 3.975 which is

competent.

Questions Mean Interpretation

9. People offer advice just because of the simple reason that they think
4.02 Competent
they can help you
10. People who offer unsolicited advice from this motivation may have
3.75 Competent
a lot of knowledge in a certain area that pertains to your situation
11. Some people need to be in the role of ‘teacher’ all the time, or
3.69 Competent
perhaps just like to hear they pontificate.
12. Some advice-givers would like to take the role of ‘more
knowledgeable person’ in the relationship dynamic, and giving advice 3.74 Competent
puts them in that position.
13. Advises can be good and relevant to your situation. 3.95 Competent

Total 3.83 Competent

In terms
Table of Advice
5. Advice of Others
of Others

The table shows what has the greatest influence in decision making in terms of

Advice of Others. On statement number 9, we got a mean of 4.02 and is equivalent to

competent in verbal interpretation. Statement 10, has a mean of 3.75 and is competent.

Statement 11, has a mean of 3.69 and is competent. Statement 12 got a 3.74 mean and is

competent. And lastly, statement 13 has a mean of 3.95 and is competent. The Weighted

Mean of this table is 3.83 which is competent.

Table 6. Friends Influence

Questions
Mean Interpretation
14. Friends in this new generation can be a tool in taking the right
3.67 Competent
thing including the strand that you will take.

30
15. Friend’s course can be a factor on taking a strand. 3.7 Competent

16. Friends statement can influence career choice 3.69 Competent

Moderately
17. I do believe on what my friends say. 2.59
Competent
Total 3.4 Competent
In terms of Friends Influence

Questions Mean Interpretation

18. Having degree holder parents can be a factor on deciding Highly

4.33
what course to take. Competent
Moderately
19. Single Parent 2.6
Competent
Total 3.4 Competent
The table shows what has the greatest influence in decision making in terms of

Friends Influence. On statement number 14, we got a mean of 3.67 and is equivalent to

competent in verbal interpretation. Statement 15, has a mean of 3.7 and is competent.

Statement 16, has a mean of 3.69 and is competent. And lastly the statement 17 got a

2.59 mean and is moderately competent. The Weighted Mean of this table is 3.4125

which is competent.

In terms of Family Background

Table 7. Family Background
The table shows what has the greatest influence in decision making in terms of

Family Background. On statement number 18, we got a mean of 4.33 and is equivalent

to

competent in verbal interpretation. And lastly Statement 19, has a mean of 2.6 and is

moderately competent. The Weighted Mean of this table is 3.4 which is neither

competent.

31
 Question 13
Question 2

4%2%
1% The following
6%3% Very Influencing (%)
19%
15% Moderately Influencing (%)
27%
16% 32%
43%
Neither Influencing (%) graphs illustrates
Less Influencing (%)
Not Influencing (%)
the percentage of
36%
48%48% each scale for

each question.

Very Influencing has accumulated the highest percentage which is 43% of the

respondents. Moderately Influencing has 36%. 15% neither Influencing. 4% Less

Influencing. And lastly 2% of the respondents answered not influencing.

Figure 3

Q: High School grades can be a factor that influence the most

Moderately Influencing has accumulated the highest percentage which is 48% of the

respondents. Very Influencing has 27%. 16% neither Influencing. 6% Less Influencing.

And lastly 3% of the respondents answered not influencing.

Figure 4

Q: Passion affects your decision to what strand to take

Figure 4
Q: Passionhas
Moderate Influencing affects your decision
the highest to what
accumulated strand to take
percentage which is 48% of the
respondents. 32% of the respondents answered Very Influencing. 19% Neither
Influencing. Lastly, 1% not influencing.
32
 Question 5
4

8%
9% Very Influencing (%)
9% Moderately Influencing (%)
31%
32%
21% Neither Influencing (%)
Less Influencing (%)
16% Not Influencing (%)

38%
36%

Figure 6

Q: Talent, skill, and ability based

Moderate Influencing has the highest accumulated percentage which is 38% of the
respondents. 32% of the respondents answered Very Influencing. 21% Neither
Influencing. Lastly, 9% Less influencing.

Figure 7

Q: Grades can affect your decision in choosing a strand

Moderately Influencing has the highest accumulated percentage which is 36% of the
respondents. 31% of the respondents answered Very Influencing. 16% Neither
Influencing. 9% Less influencing. And lastly, 8% Not Influencing.

33
 Question 6

6%
Very Influencing (%)
15% 31% Moderately Influencing (%)
Neither Influencing (%)
Less Influencing (%)

48%

Figure 8

Q: To be engaged in an activity that will enhance your skill

and talent can give a big impact in making decisions

Moderate Influencing has the highest accumulated percentage which is 36% of the
respondents. 31% of the respondents answered Very Influencing. 16% Neither
Influencing. 9% Less influencing. And lastly, 8% Not Influencing.

Question 7

5%
Very Influencing (%)
20% 34% Moderately Influencing (%)
Neither Influencing (%)
Less Influencing (%)

41%

Figure 9

Q: When you have the numeracy skill, it should be necessary

to take a strand which are related to your skill

Moderately Influencing has the highest accumulated percentage which is 41% of the
respondents. 34% of the respondents answered Very Influencing. 20% Neither
Influencing. And lastly, 5% Less influencing.
34
 Question 8

4%2% Very Influencing (%)

Moderately Influencing (%)
17%
Neither Influencing (%)
40%
Less Influencing (%)
Not Influencing (%)

37%

Figure 10

Q: When you are good in literacy, it is required that you

should take a strand related to your skill.

Question 9
Very Influencing
has the highest
accumulated
1%
1% Very Influencing (%) percentage which
22% Moderately Influencing (%)
29%
Neither Influencing (%)
is 40% of the
Less Influencing (%) respondents.
Not Influencing (%) 37% of the
respondents
47% answered
Moderately
Influencing. 17%
Neither
Influencing. 4%
Less influencing. And lastly, 2% Not influencing.

Moderately Influencing has the highest accumulated percentage which is 47% of the
respondents. 29% of the respondents answered Very Influencing. 22% Neither
Influencing. 1% Less influencing. And lastly, 1% Not influencing.

35

Figure 11
 Question 11
13

6%5%1% 14%
4% Very Influencing (%)
Question 10 19% Moderately Influencing (%)
26% Neither Influencing (%)
21% Less Influencing (%)
Not Influencing (%)

5%4% 20%
Very Influencing (%)
54%
Moderately50%Influencing (%)
Neither Influencing (%)
29% Less Influencing (%)
Not Influencing (%)

42%

Moderately Influencing has the highest accumulated percentage which is 42% of the
respondents. 29% of the respondents answered Neither Influencing. 20% Very
Influencing. 5% Less influencing. And lastly, 1% Not influencing

Moderately Influencing has the highest accumulated percentage which is 54% of the
respondents. 26% of the respondents answered Neither Influencing. 14% Very
Figure 12
Influencing. 5% Less influencing. And lastly, 1% Not influencing.
Q: People who offer unsolicited advice from this motivation may have a
lot of knowledge in a certain area that pertains to your situation
Question 12

Moderately
4%4% Very Influencing (%)
Figure 13 Moderately Influencing (%) Influencing has
16% 31% Neither Influencing (%) the highest
Q: Some people need to be in the role ofInfluencing
Less ‘teacher’ (%)all the time,
or perhaps just like to hearNot
they pontificate
Influencing (%)
accumulated
percentage which
is 45% of the
45%
respondents.
31% of the
respondents
answered Very Figure 14
Influencing. 16% Neither Influencing. 4% Less influencing. And lastly, 4% Not
Q: Some advice-givers would like to take the role of ‘more knowledgeable person’ in the
influencing.
relationship dynamic, and giving advice puts them in that position

36
 Question 16
14
15

5%
9%
15% Very Influencing (%)
11% 17%
18%
21% Very Influencing (%)
Moderately Influencing (%)
Moderately Influencing (%)
Neither Influencing (%)
Neither Influencing (%)
17% Less Influencing (%)
31%
17% Less Influencing (%)
Not Influencing (%)
Moderately
42% Influencing has
51%
46%
the highest
accumulated
percentage which
is 50% of the
respondents. 21% of the respondents answered Neither Influencing. 19% Very
Influencing. 6% Less influencing. And lastly, 4% Not influencing.

Moderately Influencing has the highest accumulated percentage which is 46% of the Figure 15
respondents. 21% of the respondents answered VerycanInfluencing.
Q: Advises be good and17% Neither
relevant to your situation
Influencing. 11% Less influencing. And lastly, 5% Not influencing.

Q: Friend’s course can be a factor on taking a strand

Figure 16
Moderately Influencing has the highest accumulated percentage which is 51% of the
respondents. 17%new
Q: Friends in this of generation
the respondents
can be a answered Neither
tool in taking Influencing.
the right 17%the
thing including Very
Influencing. And lastly, 15% Less influencing.
strand that you will take

Figure 17

37
 Figure 18

Q: Friends statement can influence career choice

Moderately
Question 17 Influencing has
the highest
accumulated
percentage which
8% 12% Very Influencing (%)
is 42% of the
Moderately Influencing (%)
17% Neither Influencing (%) respondents.
26%
Less Influencing (%) 31% of the
Not Influencing (%)
respondents
answered
37% Neither
Influencing. 18%
Very Influencing.
And lastly, 9%
Less influencing.

Neither Influencing has the highest accumulated percentage which is 37% of the
respondents. 26% of the respondents answered Moderately Influencing. 17% Less
Influencing. 12% Very influencing. And lastly, 8% Not influencing.

Question 18

7% Very Influencing (%)

4%
Moderately Influencing (%)
Figure 19
Neither Influencing (%)
51% Less Influencing (%)
Q: I do believe on what my friends say
38%

Figure 20

Q: Having degree holder parents can be a factor on deciding what course to take.
38
Very Influencing has the highest accumulated percentage which is 51% of the
respondents. 38% Moderately Influencing. 7% Less influencing and lastly, 4% Neither
Influencing

Question 19

Very Influencing (%)

16%
Moderately Influencing (%)
35% Neither Influencing (%)
Less Influencing (%)
18% Not Influencing (%)

11%
20%

Figure 21
Q: Single Parents

Not Influencing has the highest accumulated percentage which is 27% of the
respondents. 22% of the respondents answered Neither Influencing. 19% Moderately
Influencing. 16% Less influencing. And lastly, 16% Very influencing.

Chapter 5
Summary, Conclusions, and Recommendations

After the data have been presented, interpreted and analyzed, the researchers come up

with findings. From the findings, they have drawn conclusions. The recommendations

are being enumerated in the part of this segment. These are all indicated in this part of

the paper.

Summary

39
The research study determined the factors influencing students’ decision on their

chosen strand of selected ICT students of Army’s Angels Integrated School in terms of

Academic Experience, Educational Expectation, Advice of Others, Friends Influence and

Parents Background. Analysis also presented on which of the independent variables

significantly has a large impact on the students’ decision.

Findings

Based on the analysis and interpretation of the data gathered, the following answers are

drawn;

Family Background and Friends/Peer Influence are the least influencing factor in

students’ decision with a weighted average mean of 3.4 and its verbal interpretation is

competent. Which means that the students are not so much influenced by their Family

Background and Friends/Peer.

Academic Experience is the most influencing factor in students’ decision on their

chosen strand with a weighted average mean of 4.07 and its verbal interpretation is

Competent. Which means that most of the students ‘decision is influenced by their

academic experience.

Conclusion

Majority of the students are influenced by their Academic Experience. Meaning,

High School grades, Passion, Interests, Talent, Skill, and Ability are the sub-factors that

influence students.

40
 In conclusion, the result of our research justified our affirmative hypothesis

which states that there are significant factors that influence student’s decision on their

chosen strand.

Recommendations

Given of the findings and conclusion, the following recommendations were put forward:

 Parents should support their children on their chosen strand.

 Parents should have educational savings for their children for preparation in

their Senior High school or college.

 Student should know what he wanted to become and not rely too much on

their friends’ decision or choice.

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