FACTORS INFLUENCING THE CHOICE OF TERTIARY

EDUCATIONAL INSTITUTION OF GRADE 12 STUDENTS

RESIDING AT BARANGAY WEST, GENERAL SANTOS CITY

BATALUNA, DRANREB
ESPINOSA, DIANNE DESIREE S.
GULAY, JUNEPHER B.
GURRA, APRILYN JOY A.
HEGUERA, EMARSAN
QUILAG, MARK ANTHONY S.
SOLMIA, JERICHO M.
VOLTURO, VENUS V.

COLLEGE OF EDUCATION
GENSANTOS FOUNDATION COLLEGE, INC.
GENERAL SANTOS CITY

JUNE 2024
 FACTORS INFLUENCING THE CHOICE OF TERTIARY EDUCATIONAL
INSTITUTION OF GRADE 12 STUDENTS RESIDING AT BARANGAY WEST,
GENERAL SANTOS CITY

A THESIS

Presented to

the Faculty of the College of Education

Gensantos Foundation College, Inc.
General Santos City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Management Accounting

BY:

BATALUNA, DRANREB
ESPINOSA, DIANNE DESIREE S.
GULAY, JUNEPHER B.
GURRA, APRILYN JOY A.
HEGUERA, EMARSAN
QUILAG, MARK ANTHONY S.
SOLMIA, JERICHO M.
VOLTURO, VENUS V.

JUNE 2024
 ABSTRACT

ACKNOWLEDGEMENT

DEDICATION
 CHAPTER I

INTRODUCTION

Background of the Study

Graduating senior high students faced the daunting task of choosing a

college and determining their future career paths. This decision-making process

is complex, with students considering factors such as financial considerations,

proximity to institutions, parental influence, and peers when selecting a tertiary

educational institution. The choice of college is crucial as it served as a training

ground for acquiring essential qualities, skills, and knowledge necessary for

future endeavors.

In the study conducted by Briones et al., (2019) stated that when making

decisions, students frequently take their parents’ and friends’ opinions into

account. So, when students are on the verge of difficulties in deciding their

college, it prompts them to rely on their parent’s or friends’ opinions, however

Tang, Fouad and Smith (2014) found out that students choose their university of

study according to their own choices. They also found that students select

institutions according to their potential and awareness they have. Therefore,

some students typically make their own decisions when selecting a tertiary

educational institution, despite the main influences they may encounter. This is

because their choices will benefit them personally.

However, it seemed that most of the graduates of high schools faced

challenges of choice of selecting their tertiary education and program to pursue.

 2

Some students came up with uncertain decisions over another in

accordance to their course selection in their journey because of factors that affect

the course selection of an individual. Meanwhile, the need for program choices

and selection of tertiary education is paramount and mandatory to students

(Edward & Quinter 2017). In the study conducted by Quiño (2022) the result

revealed that students' college enrollment decisions are influenced by factors

such as financial assistance, education quality, affordable tuition, and

environmental and cultural aspects. These factors are relevant to students

regardless of their age, gender, or family wealth. Moreover, the process of

making a choice is complex and unique for each individual depending on

cognitive factors and social structures of individual's social environment (Braza

&Guillo, 2015, Durosoro & Adebanke 2012, as cited in Som, 2016). Furthermore,

a choice is a decision that should be carefully considered since it can affect the

rest of a personal's life for better future career (Som, 2016).

By considering all, this study aimed to explore the factors influencing

Grade 12 students' choice of tertiary educational institutions in General Santos

City, assessed the primary considerations in selecting these institutions, and

examined how respondent demographics impact the correlation between the

students' institution choice and the influencing factors.

 3

Statement of the Problem

This study aimed to determine the contributing factors influencing the

Grade 12 Senior High School student's tertiary educational institution choice.

Specifically, it sought to answer the following:

1. What is the demographic profile of the Grade 12 Senior High School students

in Barangay Dadiangas West, General Santos City terms of:

2. Gender;

3. Age;

4. Senior High School Strand?

5. What are the factors that affect the choice of school among the Grade 12

Senior High School students in Barangay Dadiangas West, General Santos

City in terms of:

6. Financial Consideration and Affordability;

 4

7. Parents and Peers influence;

8. Institution Proximity;

9. Advertising;

10. Quality education; and

11. Personal Choice?

12. Is there a significant influence between the factors and the school choice

among Grade 12 Senior High School students in Barangay Dadiangas West,

General Santos City?

Significance of the Study

This study was conducted to find out the factors influencing the decision of

choosing their tertiary educational institution. The study may increase knowledge

about the factors that are considered influential. The result of the study is

significant to the following:

To the Students. This study will help them realize whether the knowledge

and skills developed in the program would be useful to them in their future

careers. It will also encourage them to appreciate and pursue their course and

chosen tertiary educational institution.

 5

To the Parents. This research could help them understand and support

the perspective of their children in choosing tertiary educational institution. This

study will give them practical tips and recommendations for parents to

encourage, guide and understand their children’s decisions.

To the Senior High School Teachers. The given data would guide the

teachers to have a deeper understanding and for them to identify the different

factors that influence the student’s educational institution choice. They could help

each other in implementing plans in helping the student’s choice.

To the Researchers. This will teach them to value time, patience and hard

work. It will help them to have in-depth knowledge about the factors influencing

the decision in choosing their educational institution. This study can contribute a

lot of data and information that can help researchers find convenience and

evidence which is beneficial to them.

To the Future Researchers. The conducted studies will further open

doors for future researchers to refine and expand studies. The ideas presented in

this study could be used as reference data in conducting new research in relation

to factors influencing the decisions in choosing educational institutions.

Scope and Delimitations

 6

This study focused on factors influencing the Grade 12 student's decision

of choosing their educational institution choice. The researchers choose Grade

12 Senior High School students located at Barangay Dadiangas West, General

Santos City. It employed three key variables: factors influencing senior high

student's choice (independent variable), senior high school student's choice of

tertiary education (dependent variable), and respondents’ demographic profiles

(intervening factors).

It was limited to identifying how Grade 12 students consider the factors in

choosing their tertiary education. The location of the study will be at Barangay

Dadiangas West, General Santos City. This study will be conducted in 2024-

2025.

CHAPTER II
 7

REVIEW OF RELATED LITERATURE AND STUDIES

This part explored the review of related literature and studies, established

the conceptual framework, and defined key terms essential for the study. This

chapter sets the foundation by examining existing knowledge and theoretical

frameworks to contextualize the research within the academic landscape.

Related Literature

Financial Considerations and Affordability

Financial aid and scholarships play a crucial role in helping students

finance their education, impacting their choice of institution. Some students

prioritize financial considerations, such as scholarships and grants, when

deciding on a university. Cajucom (2019) highlighted the significant influence of

scholarships and grants on university choice.

Similarly, Cruz (2018) emphasizes that the availability of scholarships is a

key factor in students' decision-making process. Semsia et al. (2018) also

conducts a study in Qatar with 1,427 participants, revealing that the cost of

education greatly influences high school students' decisions regarding college

and university choices.

Various studies have consistently highlights the importance of factors such

as tuition fees, scholarships availability, financial aid packages, and the overall

cost of living in the university's location on students' decision-making

(Rudhumbu, Tirumalai, & Kumari, 2017). Cost also influences the university

choice of Romanian students (Maniu & Maniu, 2014). Also, research in Malaysia
 8

indicates a significant connection between pricing and college selection (Connie

et al., 2022).

Parents and Peers’ Influence

Abeygunawardena (2018) studied on the influential factors in selecting a

bachelor’s degree from private higher educational institutes in Sri Lanka: a study

based on undergraduates of international degree programmes. Results found

that the most important influential information sources are messenger and peers.

Kaneez and Medha (2018) also contended that parental influence have

significant effect on the programme choice of their children.

Kiuru (2018) study also reveals the importance of peer interaction in

Finland when he stated that the academic orientation typical of the peer group

to which they belong may potentially have a long term impact on individual

students’ study programmes. Students often seek advice from friends, family

members, or mentors who have attended or know about specific universities. The

research with students at Somali University found that friends and parents

have influenced the study decision of university selection (Nor, 2018).

Personal Choice

A study conducted by Nyamwange on 296 first-year university students

from six universities found that student interest significantly influences career

choice decisions. Auditor et. Al, (2021) entitled "Factors Affecting Career

Preferences of Indigenous People Students in Secondary Schools of North

Cotabato, Philippines" states that Students’ career success can be attained if

 9

proper guidance is given in choosing the right course in college, suited to their

personality, ability and intellect considering their abilities, interest, values and

goal as vital foundation of the career development process.

Dyan, et al. (2016). Personal interest is learned from parents, in school,

from friends, and from your long-life experiences. It motivates people to do the

right thing that they like. A very strong and motivating interest in anything will

boost to do it whole heartedly. Studies done in many countries and in different

cultures came up with different results such as personal types and interest is a

factor that impact the career choices made by the students (Ahmed et al., 2017).

. Briones (2019) “Factors Affecting the Decision of First Year Students in

Choosing their Degree Program and School” results says that students strongly

agreed that it was their personal choice to enroll in their chosen school and

degree program.

Institution Proximity

The location of an institution is another major factor in the university

selection process. This factor refers to where a university is located

geographically, and close proximity to home or city center. Weerasinghe and

Fernando (2018) found that the quality of the university location is influenced on

the student satisfaction levels. Kunwar (2017) also seconded that location also

influences student on their university choice.

A research conducted at Somali University has affirmed the impact of

location on students' university selection decisions (Nor, 2018). A study involving

 10

postgraduate students at a private university in South-West Nigeria highlighted

the importance of the university's physical location for accessibility and security

(Adefulu, Farinloye, & Mogaji, 2020). Similarly, the location of the university

influences the choice of university among Romanian students (Maniu & Maniu,

2014). Furthermore, research in Malaysia has indicated a notable correlation

between location and college selection (Connie et al., 2022).

Advertising

According to a study Adamba (2020) entitled Understanding high school

students’ university choice: Implications for marketing and management of higher

education in Ghana stated choice factor related to promotion efforts and

demonstrated that students place more emphasis on choice factors such as

campus visit, the influence of institutional publication (such as career booklet,

prospectus), availability of the institutional website, facebook and advertisement

on various mediums such as print, television etc.

Another study by Jambhulkar and Siddiqui (2023) Impact of Advertisement

on Enrollment Decision of College Students, the study found that social media

advertisements are highly effective in influencing students' decisions about their

education and choice of institution. Institutions should focus on creating attractive

and cost-effective advertisements using their own resources and prioritize

promotional activities on popular social media platforms. Overall, the marketing

and promotional efforts of institutions directly impact students' decisions when

selecting an educational institution.

 11

Quality Education

Agrey and Lampadan (2014) conducted a study in Central Thailand,

surveying 261 respondents to explore factors influencing university choice. The

study identified support systems, learning environment, sporting facilities, student

life programs, activities, and a safe environment as significant factors.

Weerasinghe and Fernando (2018) investigated factors affecting student

satisfaction in higher education in Sri Lanka, finding that quality of education and

cultural values impact college and university choice decisions.

Research indicates that student support services and campus facilities

play a significant role in influencing students' university choices. Studies have

shown that students prioritize support services like career counseling, academic

advising, and access to internships or job placement services (Hemsley-Brown &

Oplatka, 2015). The influence of facilities on university selection was observed in

a study at Somali University (Nor, 2018).

Similarly, the educational offerings impact the choice of university among

Romanian students (Maniu & Maniu, 2014). Additionally, research in Malaysia

suggests a notable relationship between education, campus facilities, and

college selection (Connie et al., 2022).

 12

The studies on factors influencing students' choice of tertiary education

and university selection provide valuable insights into the decision-making

process of prospective students.

Related Studies

Asian Studies

In the study conducted by Connie (2022) with a title Factors Influencing

Students’ Choice of an Institution of Higher Education, the results suggested

that there is a significant relationship between programme, university reputation,

employment opportunity, pricing, security, education and campus facilities,

events, location, peers, mentoring, satisfaction and college choice.

Similarly, the study in Bangladesh by Islam and Shoron (2019) with a title

“Factors Influencing Students’ Decision Making in Selecting University in

Bangladesh” sheds light on the diverse range of factors that come into play when

students are selecting a university. The distance from home, educational

background, financial considerations, and social influences like friends and

maternal guidance all contribute to the decision-making process. These findings

emphasize the importance of considering various aspects beyond academic

reputation alone.

The study conducted in Turkey by Ilgan et al. (2018) entitled Factors

Affecting University Choice: A Study on University Freshman Students reinforces

the significance of future career expectations and education quality in students'

 13

university choices. It also highlights the influence of socioeconomic background

and academic performance on decision priorities, suggesting that institutions

need to cater to the diverse needs and preferences of their student population.

Nor (2018) “Factors Contributing to the Students Choice of University”

echoes the importance of university reputation, academic quality, and student

experience factors like course offerings, fees, and facilities. The inclusion of

parental and friends' opinions, as well as location considerations, further

underscores the multifaceted nature of university selection.

In the study conducted by Por et. Al. (2024) “Factors Influencing Students'

Decision In Choosing Universities: Build Bright University Students”. The study

proposes eight factors, such as parental or guardian influence, high school

teacher recommendations, graduate quality, colleague recommendations,

location, school fees, learning environment, and university reputation, on

students' university choices. The result highlights the significant impact of

factors such as parental involvement, relationships with high school teachers,

successful graduates, word-of-mouth recommendations, learning environment,

and reputation on students' university choices. Understanding these influences

can help universities develop targeted strategies to attract prospective students

effectively. By prioritizing these factors, universities can enhance their appeal

and competitiveness in the higher education market. Further research can

explore additional factors influencing students' decision-making in choosing a

university.

Local Studies
 14

In a study carried out by Quiño (2022) at Cagayan De Oro College with a

title of Factors Influencing the Career Preference of Senior High School Students

during Pandemic, the results found that students' college enrollment decisions

are influenced by factors such as financial assistance, education quality,

affordable tuition, and environmental and cultural aspects. These factors are

relevant to students regardless of their age, gender, or family wealth.

Another study by Oano et. Al. (2019) entitled Factors Influencing on Grade

12 Students’ Chosen Courses in Jagobiao National High School – Senior High

School Department, results show that the considerations about the institutions as

most significant, followed by decision-making and interest, peer influence and

future job opportunities. These factors gave an impact towards the graduating

learners in selecting a course in college. But much with more importance to the

considerations about the institution. Institutional factors that influence students’

college decision includes location, educational facilities, cost and employment

opportunities.

Bautista M. et Al. (2018) entitled Factors Affecting Career Track

Preferences Of Senior High School Students Of Lipa City Colleges (LCC)

Academic Year 2017-2018 stated that the study concluded that student's career

success can be best attained if the right course suited to their personality, ability

and intellect serves as their guide in choosing the course they are to take in

college. The students should also understand the important factors they have to

consider in choosing a course.The perceptions of the SHS Student-Respondents

 15

on the factors affecting their career track has high significant difference in terms

of job opportunity.

Almari O. (2021) entitled Factors Affecting The Career Choice Decision of

SHS in Central Luzon stated that Senior high school students need a lot of

professional advice especially when it comes in choosing their careers. It is in

this period, where students are advised to prepare for their future worthwhile

occupations. Choosing the perfect career that will fit is one of the most important

and crucial decision that every person has to make. This can be one of the

measures whether an individual will be successful in the future or not.

. Briones (2019) “Factors Affecting the Decision of First Year Students in

Choosing their Degree Program and School” results says that students strongly

agreed that it was their personal choice to enroll in their chosen school and

degree program. They also strongly agreed that one of the reasons for choosing

the school is its well-known high-quality standards, well-qualified

instructors/professors and the school’s ability to become home of board passers.

Thus, there was a high level of interest in their chosen degree program. Family

and friends are the biggest influences on students' choice of school and degree

program. He concluded that students consider factors like high-quality standards,

qualified professors, and school reputation. Schools should market themselves,

involve parents, and maintain quality assurance mechanisms. Implement

activities to increase student interest, offer internships, and create opportunities

for exploration. Ultimately, students are responsible for their career decisions,

and schools should enhance programs to motivate and support students.

 16

International Studies

A study conducted by Grigolienė and Tamoševičienė (2020) took place in

two cities of Lithuania: Vilnius and Klaipėda. Entitled “Factors Influencing

Student Choice in Higher Education”, results revealed that the primary factors

influencing students' choice of study are the desire for higher education and a

specific specialty, as well as personal development goals. 57% of respondents

disregarded the opinions of parents, relatives, friends, or teachers. Factors such

as the city of study, institution prestige, and study quality are crucial in selecting a

higher education institution.

In the study conducted by Onemayin et. Al. (2020) “Statistical Modeling of

Some Factors Influencing Student’s Choice of Institution” the result found that

economics and parental factors from the analysis contribute significantly to the

choice of institution by students, while a motivational factor does not contribute

significantly to the choice of institution by students. However a study conducted

at the Sunyani Technical University study by Asare et al. (2020) “Factors

Influencing Students’ Choice of Tertiary Education”, underscores the significant

impact of reputation, parental influence, and personal factors such as subject

combinations and career aspirations on tertiary education choices. It also

highlights challenges such as program costs and practical lesson resources,

pointing to areas that institutions may need to address to attract and retain

students.

Adamba (2020) entitled Understanding high school students’ university

choice: Implications for marketing and management of higher education in

 17

Ghana stated that the results show that the choice of a higher education

institution is influenced more by institutional reputation, infrastructure, economic

and family or relationship factors. The results further show that the best allies for

marketers of higher education institutions to attract prospective undergraduates

are the teachers and counsellors in senior high schools.

Golekanye (2021) entitled Factors Affecting Student's Decisions in

Choosing Private Institutions of Higher Education: The Case of Botho University

states the importance of external influence such as advice from parents, siblings,

relatives, alumni, high school friends and high school counsellors was clearly

reflected in the study. The second highest choice factor related to promotion

efforts and demonstrated that students place more emphasis on choice factors

such as campus visit, the influence of institutional publication (such as career

booklet, prospectus), availability of the institutional website, facebook and

advertisement on various mediums such as print, television etc. The third highest

choice factor related to institutional characteristics and showed that students

explore choice factors such as educational facilities, cost of study, employment

opportunities of graduates, college reputation and type of academic programme.

Monaheng (2023) entitled Factors Influencing Secondary Learners Career

Choices at one Tertiary Institution in Lesotho states that the learners' choices are

influenced by a variety factors, such as people around them, their experiences or

the lack of exposure, as well as their aggregate performance in the Lesotho

General Certificate of Secondary Education (LGCSE). The study concludes that

lack of career guidance in schools is likely to negatively affect the goals that
 18

Lesotho sets for its national development and grievously undermines the

immense investment made annually on tertiary education.

Govender & Nel (2021) "Institutional factors influencing post-graduate

students' loyalty to their university" the study finds a strong link between

university reputation, academic programs, quality of staff, career prospects,

attitude towards the university, and loyalty. It suggests universities should

enhance reputation, offer unique academic programs, prioritize staff quality, and

maintain academic excellence to improve career prospects for students.

The studies across Asian, Local, and International settings reveal that

factors influencing students' choice of tertiary education and university selection

include program offerings, reputation, employment opportunities, pricing,

security, education quality, campus facilities, location, peers, mentoring, and

satisfaction. These findings emphasize the multifaceted nature of decision-

making, highlighting the importance of considering diverse factors beyond

academic reputation alone to attract and retain students effectively.

CONCEPTUAL FRAMEWOK

Factors

 Financial Considerations and

Affordability

 Parent’s and Peer’s Influence

 Personal Choice
 19

“Grade 12 Student’s Tertiary

Educational Institution Choice”

The figure above shows the relationship between dependent and

independent variables. The grade 12 student’s choice of Tertiary Education

represented the dependent variable, while the factors influencing the Senior High

school in terms of financial consideration and affordability, parent’s and peer’s

influence, institution’s proximity, advertising and quality education were the

independent variables.

Definition of Terms

Advertising. Dahlen & Rosengren (2016), defines advertising as brand-initiated

communication intent on impacting people. In this study, it defines as how tertiary

educational institutions in General Santos City campaign their schools to attract

 20

grade 12 students which are their potential market to enroll in their respective

tertiary educational institutions.

Educational Institution. Pedro and Teixeira (2021) defines educational

institutions as places where school-aged individuals attend education, offering a

wide variety of teaching and learning processes. In this study, educational

institution is the tertiary schools that are located in General Santos City from

where the students can acquire knowledge, skills, and different aspect of ethical

practices that are necessary for their personal development and to be a globally

competitive individuals.

Financial Affordability. Combley (2011) defined financial affordability as the

state of being cheap enough for people to be able to buy. In this study. It is the

ability for the student’s parent or students’ itself to be enrolled in his chosen

tertiary educational institution located in General Santos City.

Financial Considerations. According to a book the State of New Jersey

sponsored by Wimberly and Quijano (2021) that financial consideration means

as the value that is given or received either directly or indirectly through sales,

barter, trade, fees, charges, dues, contributions, or donations. In this study, it is

the financial aids offered by the tertiary educational institution to somehow lessen

the burden of the students financially.

Institution Proximity. According Wang (2022) Institution proximity refers to the

spatial proximity between adjacent political or social institutions, including courts.

 21

In this study, it means as the convenience of the student’s address towards the

tertiary educational institution’s location.

Parent’s Influence. According to Nebor (1986) parental influence is defined as

any opinion, attitude, or action (other than direct tutoring) that somehow shapes

or molds the child's reading attitudes. In this study, it is defined as involvement of

parents in the student’s decision in his choice of tertiary educational institution.

Peer’s Influence. Laursen (2022) defined peer influence as a twofold process

that entails a behavior by an agent of influence that elicits conformity from the

target of influence. In this study, it is defined as the influential force by the

student’s group of friends and classmates experience or preferences towards the

choice of their tertiary educational institution.

Personal Choice. According to Cabaniss M.D. (2021) personal choice is central

to personal agency. It's the feeling that we are the masters of our own ship,

directors of our own fate. In this study, personal choice is the ability of an

individual specifically the student to decide on his own preference on where and

what college he will enroll considering all his personal interest.

Quality Education. According to Kaluge and Tjahjono (2004), the quality of

education is not only related to the curriculum and educational technology but

also to the content of the education and teaching itself. In this study, it defines as

the quality or standards of teachings the tertiary educational institution can impart

including the courses offered, teaching facilities, and instructors’ credential

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CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures that the researchers

used in conducting the study. It includes the research design, research locale,
 23

research respondents, research instrument, data gathering procedures, data

analysis and ethical considerations.

Research Design

This study employed a correlational research design which collects data

between the the two variables and describes their characteristics and determine

the correlations between them. The factors that influence the Grade 12 Senior

High School students; Financial Consideration and Affordability, Parent's and

Peers Influence, Personal Choice, Institutions Proximity, Advertising, and Quality

Education, were generate through instruments such as Likert scale and

collectively gathered and analyzed through excel for a comprehensive

examination of the relationships between the different factors, emphasizing of

how it may correlate with Senior High School students in choice of Tertiary

Educational Institution.

Research Locale

This study will be conducted at Barangay Dadiangas West, General Santos

City with an area of 3.2443 area kilometer is one of the urban barangays in
 24

General Santos City, was created by the virtue Commonwealth Act No. 4413

dated February 27, 1939.

Research Respondent

The study targeted the Grade 12 students that are residing in Barangay

Dadiangas West General Santos City who are planning to pursue college. This

focused selection ensured that the investigation delves into their factors
 25

influencing their Tertiary Educational Choice such as financial consideration and

affordability, parents and peers’ influence, personal choice, institution proximity,

advertising and quality education.

This study employed convenience sampling, It is a non-probability

sampling method were the respondents are selected to be included in the sample

for they were the most convenient for the researchers to access. This sampling

was used due to geographical proximity, availability at a given time, or

willingness to participate in the research.(Nikolopoulou, 2023).

Research Instrument

The researcher utilized a survey questionnaire in this study. The

questionnaire was designed to address the modified questions outlined in the

statement of the problem. Additionally, the researcher incorporate observations

and inquires as supplementary sources of information. To ensure the reliability

and accuracy of the questionnaire, it will underwent validation by qualified

experts and advisers, who will provide insights and corrections, particularly

regarding grammatical errors.

The survey questionnaires was comprised of two (2) parts. The first part

included questions related to the respondents demographic profiles. Then, the

latter part included the outlined questions related to the influential factors of the

respondents’ choice of tertiary educational institution choice. The questionnaire

used the following scale:

 26

4 - Strongly Agree

3 - Agree

2 - Disagree

1 - Strongly Disagree

Data Gathering Procedures

The researchers were primarily asked permission through a letter to

the Barangay. Dadiangas West General Santos City to conduct the study.

Initially, they will obtain the essential letters of approval from the barangay

captain and address the SK chairperson for the list of students who are currently

on their grade 12 senior high level and are residing in their respective

jurisdictions, who will be the possible repondents for the research to be

conducted ensuring ethical clearance for survey administration. After receiving

the approval letter, the researchers will be going to distribute survey

questionnaires to the identified respondents. The researchers will inform the

respondents about the study details and assure them that their personal

information will be keep confidential. Once the data collection phase concluded,

the researchers with the help of the statistician will tabulate, tally and collate the

survey each respondent's perspectives for the quantitative data analysis and

interpretation.
 27

Data Analysis

After the collection of the questionnaire, the responses will interpret and

analyze. The data will be analyzed using statistical tools specifically descriptive

statistics.

In exploration of quantitative variables related to Statement of the Problem

(SOP) 1, the researchers applied data counting, frequency and percentage. After

gathering all the data through manual counting it will be sum up to determine the

exact numbers based on the demographics of the respondents, afterwards,

through frequencies of the demographic profiles of the respondents it will be

calculated to get the percentage. By calculating the percentage data, the

researchers were able to highlight the relative numbers of different demographic

characteristics within the study sample. This analytical approach aids in

presenting a detailed overview of the participant's backgrounds as the

intervening variable of the factors influencing senior high schools’ tertiary

educational institution choice. The following process were done to ensure

accurate, consistent and uniform processing of the data.

Hence, in the Statement of the Problem (SOP) 2, there were different

subjected questions formulated that can be answered through checklist using a

Likert scale that are related to each factors provided. The answers were

analyzed using frequency and mean and then to come up with a comprehensive

result, the researchers utilized the weighted mean formula of the statements of

the different factors. The formula to get the weighted average mean is:
 28

∑f
x=
n

Wherein;

x is the weighted mean

f is the frequency

n is the sum of frequency

This approach provides a comprehensive understanding of the

central tendencies and variations in the respondents’ choice of school, ensuring

a thorough exploration of data.

Table 1. The Likert Scale for the Factors that Influence the Respondents’

Choice of Tertiary Educational Institution.

Scale Range Description

4 3.35-4.00 Strongly Agree

3 3.25-2.60 Agree

2 1.85-2.50 Disagree

1 1.00-1.75 Strongly Disagree

Furthermore, in the Statement of Problem (SOP) 3, the researchers used

correlation analysis specifically the Pearson’s correlation coefficient (r) that

measures, evaluate and analyze if there is a significant influence between the

 29

two variables- the factors and the school choice among Grade 12 students in

Barangay Dadiangas West, General Santos City. It ranges from -1 to +1, where:

+1: perfect positive correlation between two variables

0: no linear correlation (no relationship between two variables)

-1: perfect negative linear correlation

Formula for Pearson’s Correlation Coefficient:

Wherein:

is the correlation coefficient

is the values of the x-variable in a sample

is the mean of the values of the x-variable

is the values of the y-variable in a sample

is the mean of the values of the y-variable

Ethical Considerations
 30

This study examines the quality of the research by examining the following

areas to make sure the respondents' rights are respected, protected from

damage, and ethical responsibility:

Voluntary involvement. Without any pressure or compulsion, each

participant in this study is free to choose whether or not to take part. They are

advised that they are not obligated to continue and have the option to stop the

investigation at any time, and they are also informed that they are not expected

to give a justification for their decision to stop.

Informed approval. This is accomplished by providing all possible

participants with the information they require to make an informed decision about

whether or not to join. The informed consent letters are carefully checked with all

possible participants underlining that their participation in the research is

completely optional before being distributed to the pool of eligible individuals, or

prospective tertiary students majoring in literature. These goals are further

expressed by providing participants with the opportunity to read and comprehend

the terms of the informed consent forms, which served as confirmation of their

participation and included their individual signatures.

Anonymity. This is achieved by removing any links between the data and

specific participants. It is gathered by identifying some of the information needed

for the study, and participants are offered the choice to have their data removed

at a later time.
 31

Confidentiality. By safeguarding each participant's personal information,

this is accomplished. It further guarantee their protection from any dangers to

their data privacy and adhered to the data privacy policies of the school.

Furthermore, in qualitative terms, rigor is a means of establishing trust or

confidence in the research study's conclusions. It enables the researcher to

maintain consistency across time in the procedures employed. Additionally, it

gives a true picture of the population under study. As an educator, it had to base

its practices on the best available data and keep an eye out for the following:

Credibility. Through the interpretation of the experiences of the tertiary

students, this rigor enables others to perceive the experiences that are part of the

study. Individual transcripts and a detailed examination of participant

commonalities are done in order to demonstrate believability. Their experiences

with reflexivity, member checking (also known as informant feedback), peer

inspection, peer debriefing, spending a lot of time with participants, and using the

participants' words in the data report's final analysis are further interpreted in this

way.

Transferability. The research findings can be transferred from one group

to another thanks to this rigor. In this study, it is accomplished by giving a

thorough description of the participants, applying the same data collection

techniques to various demographic groups or geographical locations, and

providing a range of experiences from which the reader can construct

interventions and an understanding in order to determine whether the research is

applicable to practice.
 32

Dependability. This rigor is demonstrated in the study by outlining its

precise objectives, going over how and why participants are chosen, going over

the data collection process and duration, going over how the data is reduced or

transformed for analysis, going over how the findings are interpreted and

presented, and going over the methods used to assess the reliability of the data.

Confirmability. Once reliability, transferability, and credibility have been

established, this rigor takes place. This is accomplished by remaining alert and

receptive to the research and its findings. After each interview, notes on one's

own thoughts, prejudices, and observations were taken, and the path of the

interview was followed rather than dictated by asking for clarifications as needed.
 33

CHAPTER IV

RESULTS AND DISCUSSION

This chapter concerns with the presentation, analysis, and

interpretation of the data gathered by the researchers. This data serve as the

basis for answering the specific questions of this study.

Table 2. The Demographic Profile of the Respondents: Age

Age Frequency Percentage

15-17 years old 28 56%
18-20 years old 19 38%
21 years old and above 3 6%
Total 50 100%

Table 2 shows the demographic profile of the respondents in terms of

Age. As a result, there were 28 respondents who’s age were from 15-17 years

which comprised to be 56% of the overall respondents. Furthermore, the least

numbers of the respondents participated were at the age of 21 years and above

and the 19 respondents who’s age were 18-20 years shows significant minority

which concludes that most of the grade 12 senior high school students

participated were at the said age bracket between 15-17 years old and 18-20

years old. Senior High School were consisted of two years specialized upper

secondary education, grade 11 and 12 ages from 16-18 years old. Macha et. al.

(2018).
 34

Table 3. The Demographic Profile of the Respondents: Gender

Gender Frequency Percentage

Male 26 52%

Female 24 48%

Total 50 100%

Table 3 shows the demographic profile of the respondents in terms of

gender, based on the result there are 26 or 52% male while 24 or 48% female

Strand Frequency Percentage

ABM 5 10%

STEM 9 18%

HUMSS 23 46%

GAS 6 12%

Others 7 14%

Total 50 100%

which means that there is an evenly split between males and females of the

respondents with a slight majority of males.

Table 4. The Demographic Profile of the Respondents: Strand

Table 4 shows the demographic profile of the respondents in terms of

strand. Majority of the respondents are enrolled in HUMSS strand with a total

respondents of 23 which taking up almost the half of the total respondents (46%).
 35

Respondents who are in ABM strand has the least population with a total of 5

and 10% of the total percentage. Digo et. al. (2024) shown that there is a

significant relationship between the students’ chosen track and course

preference. This implies that the correct selection of high school tracks may

guide them to fit their skills and interests to course selection in college or even

their educational institution.

Table 5. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Financial Consideration and Affordability

Statements Mean Description

I prefer to be in a tertiary educational 3.7 Strongly Agree
institution that is committed to providing
affordable education for all students.
I prefer to be in a tertiary educational 3.76 Strongly Agree
institution that offers financial aids like
scholarships, grants, and discounts.
I prefer to be in a tertiary educational 3.6 Strongly Agree
institution where the prices of foods in
the canteen and other educational
amenities are affordable.
I prefer to be in a tertiary educational 3.64 Strongly Agree
institution where financial policies are
fair and equitable.
I prefer to be in a tertiary educational 3.44 Strongly Agree
institution where the cost of education
has significantly influenced my decision
to attend this institution.
Grand Mean 3.628 Strongly Agree

Financial Consideration and Affordability are crucial for many students

when selecting a university. Based on the data above, it shows a grand mean of

3.628 which means that most of the respondents considered that financial
 36

consideration and affordability has significantly influenced their preferences in

choosing their tertiary educational institution, wherein financial aids, scholarships

and discounts with the highest mean of 3.76 was the most preferable. Based on

a study conducted by Connie et. al., (2022) in Malaysia it suggested that there is

a significant relationship between pricing and the choice of college of the

students. Also, according to a study of Rhudhumbu et. al., (2017) it shown that

tuition, availability of scholarships, financial aids packages signifcantly impact

students’ preferences in choosing their college.

Table 6. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Parents and Peers Influence

Statements Mean Description

I consider my parent’s opinions which 3.34 Agree
significantly influence my choices of
tertiary education.
I consider my parent’s financial 3.54 Strongly Agree
support which is a crucial factor in my
decision about which tertiary
educational institution to attend.
I consider my parent’s educational 3.3 Agree
backgrounds in choosing my tertiary
educational institution.
I consider my peer’s opinion about 3.26 Agree
different tertiary educational
institutions which influence my
decisions.
I take part in my options of my peer’s 3.24 Agree
experience in tertiary education which
affects my perception of different
institutions.
Grand Mean 3.336 Agree
 37

As shown in the table 6 below, the respondents that considered their

parent’s financial support shows the highest mean with 3.54 which signifies that

they are strongly agree however, respondents that considered their parents’

opinions, parents’ educational backgrounds, peers’ opinions and peers’

experiences shows a mean of 3.34, 3.3, 3.26 and 3.24 respectively which means

that they agree with the aforementioned statements. Overall, the grand mean

was 3.336 reflected that the majority of the grade 12 students considered their

parents and peers influence significant in choosing their tertiary educational

institution. As a matter of fact, based on the study conducted by Ogunleye (2018)

concluded that parents and peers are influential on their wards’ career choices,

however the influence of parents are predominant.

 38

Table 7. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Institution Proximity

Statements Mean Description

I consider the distance between my 3.38 Strongly Agree
house and the university as a key
factor in my decision-making process
in choosing a tertiary educational
institution.
I choose to be in a tertiary educational 3.32 Agree
institution from where the location is I
am familiar with.
I believe that the proximity to family 3.3 Agree
significantly impacts my choice of
tertiary education options.
I find that the length of the daily 3.36 Strongly Agree
commute from my house to the
institution has a significant impact on
my choice of where to pursue my
tertiary education.
I think that proximity to shopping and 3.14 Agree
essential stores plays a significant role
in my choice of a tertiary institution.
Grand Mean 3.3 Agree

Table 7 shows the the Influential Factor of the Respondents’ Choice of

Tertiary Educational Institution in terms of Institution Proximity which obtained a

grand mean 3.3 or Agree. Specifically, respondents strongly agreed with

distance from their home to the university and the length of the daily commute

with a mean of 3.38 and 3.36 respectively. Hence, respondents agreed with the

familiarity of the institution (3.32), proximity to their families (3.3), proximity to the

shopping/essential stores (3.14). Addtionally, research suggests that the

university's location is an essential factor in students' decision-making process

 39

when choosing a university. On a study conducted by Nor, (2018) at Somali

University has confirmed that the location of the university has an influence in the

selection of university by the students. Studies have found that students consider

proximity to home, climate, safety, and cultural attractions when making

decisions.

Table 8. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Advertising

Statements Mean Description

I find that availability of the institutional 3.2 Agree
website, such as Facebook and other
mediums, has a positive impact on my
academic influence.
I consider that groups and pages 3.54 Strongly Agree
related to academic matters help me to
acquire more information.
I observe that giving and distributing 3.54 Strongly Agree
institutional publications (such as fliers,
booklets) about the special programs
offered by the schools helps me in my
academic choice.
I believe that direct advertising on 3.62 Strongly Agree
school property influences me to
choose my educational institution.
I find that posting and sharing 3.48 Strongly Agree
beneficial information about quality
programs directly impact my decisions
in selecting my educational institution.
Grand Mean 3.476 Strongly Agree

Table 8 shows that advertising has a significant impact on the

respondents' selection from higher education schools. A mean scores shows that

respondents strongly agree about the effects of different advertising tactics. It

 40

influences their method of making decisions. Their academic impact is positively

impacted by the availability of their institution's website on Facebook and other

media, according to those who firmly agreed and has a mean of 3.2. They also

strongly agreed that, in addition to institutional publications about specialized

programs and direct advertising on school property, they were able to learn more

by participating in groups and pages pertaining to academic themes. It is

regarded as a highly significant determinant in academic selection. Furthermore,

the respondents strongly agreed that sharing and posting helpful information

about high-quality courses has a direct impact on their choice of school and has

a mean of 3.54.A significant trend toward the influence of advertising in

influencing respondents' choices of higher education institution is indicated by the

overall mean of 3.476. Jambhulkar and Siddiqui (2023) advertisements made in

social media was very effective. Student’s decisions regarding their education

and the institutions that will provide it are directly influenced by the marketing and

promotional efforts of the institution. In addition, since most of the students are

active in social media platforms according to Afako and Afako (2019), students

mainly rely on websites or any social media platfroms when they were looking for

information regarding higher educational institutions.

 41

Table 9. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Quality Education

Statements Mean Description

I prefer to be in a tertiary educational 3.7 Strongly Agree
institution where instructors are
knowledgeable and passionate about
their subject matter.
I prefer to be in a tertiary educational 3.5 Strongly Agree
institution where traditional sources of
information like library are present.
I prefer to be in a tertiary educational 3.52 Strongly Agree
institution where curriculum is relevant
and aligned with industry standards.
I prefer to be in a tertiary educational 3.62 Strongly Agree
institution where physical facilities are
well-maintained and suitable for
learning
I prefer to be in a tertiary educational 3.66 Strongly Agree
institution where they provide
adequate service, such as counselling
and academic advising.
Grand Mean 3.6 Strongly Agree

Table 9 shows the influential factor of the respondent’s choice of tertiary

educational institution in terms of quality education. Respondents strongly agree

that being in a tertiary educational institution with knowledgeable and passionate

instructors is a key preference for them. They also express a strong preference

for institutions that provide access to traditional sources of information such as

libraries. Both has a mean of 3.5 and 3.7 respectively. Furthermore, respondents

strongly agree that having a relevant curriculum aligned with industry standards,

well-maintained physical facilities conducive to learning, and adequate support

services like counseling and academic advising are crucial factors in their choice
 42

of educational institution. The grand mean of 3.6 indicates a strong overall

agreement among respondents that quality education factors significantly impact

their decisions when selecting a tertiary educational institution. This underscores

the importance of factors related to instructors, curriculum, facilities, and support

services in shaping the preferences of individuals seeking higher education. In

the study conducted by Gunarto (2023) also revealed that the quality education

of a university specifically the image of the university and the quality of the

lecturers have an influence on student decisions to choose a campus.

Table 10. The Influential Factor of the Respondents’ Choice of Tertiary

Educational Institution: Personal Choice

Statements Mean Description

I believe my own personal interest and 3.78 Strongly Agree
passions are the most important
factors in choosing a tertiary institution.
I believe my own personal values and 3.52 Strongly Agree
beliefs are important considerations
when choosing a tertiary educational
institution.
I consider that reputation of the 3.56 Strongly Agree
institution is a significant consideration
for me
I consider to be in an institution that 3.46 Strongly Agree
offers course that fits on my future
career.
I consider it important that an 3.62 Strongly Agree
institution supports extracurricular
activities, aligns with my personal
values, and encourages student
leadership.
Grand Mean 3.588 Strongly Agree
 43

Table 10 below revealed that the personal interests and passions has the

highest mean (3.78) which suggest that the respondents prioritizes their

individual preferences when selecting an institution. The respondents also has a

substantial agreement that the personal values and beliefs are important

considerations with a mean of 3.52 which means it highlights the importance of

aligning institutions ethos with the respondents’ values. Furthermore, the

reputation of the institution is also significant with a mean of 3.56 which

suggested that the respondents value the prestige and the quality of the

institution. Also, respondents emphasizes the practical considerations influencing

their choice of university which is based also in the table below it has a mean of

3.46 which indicates a relatively high agreement regarding the availability of

courses that fits on their future career goals. Educational institutions also that

offers extracurricular activities aligned on their personal values and supports

leadership has a strong agreement with a mean of 3.62 which indicates the

respondents’ interest in holistic development more than in academics. The grand

mean of 3.588 indicates that the overall statements aforementioned with regards

to the personal choice of respondents has been significantly influenced their

choice of educational institution

 44

Table 11. Correlation Analysis between School Choice and Financial

Consideration and Affordability.

Financial Consideration Remarks

and Affordability

School Choice Pearson’s r - 0.730 SIGNIFICANT

p- value - <.001

Table 11 shows the correlation analysis between school choice and

financial consideration and affordability. Based on the table, the Pearson’s r had

a result of 0.730 which indicates a strong positive correlation between school

choice and financial considerations. It also implies that a higher value of financial

consideration (meaning higher cost or less affordability) is associated with higher

likelihood of particular school choice. Moreover, if the p-value is less than or

equal to 0.05 (the significant level), it conclude that the result is statistically

significant. Furthermore, the above result shows that the p-value is less than

0.001 which signifies that this is extremely low p-value and is far below the

typical significance level of 0.05, simultaneously, it also means that it is

statistically highly significant correlation and the probability of observing such

strong correlation by chance alone is very low. Additionally, the p-value’s result is

remarks as a strong positive correlation indicates that financial factors

significantly influence school choice.

The analysis shows a strong relationship between financial aspects and

school choice, suggesting that affordability is not the primary factor in the
 45

decision-making process for these students. Further investigation would be

needed to understand why this is the case. Perhaps other factors, such as

prestige or perceived quality outweigh financial considerations. Based on the

study of Cruz (2018) emphasizes that the availability of scholarships is a key

factor in student’s decision-making process. Semsia et,al.(2018) also conducts a

study in Qatar with 1,427 participants, revealing that the cost of education greatly

influences high school student’s decisions regarding college and university

choices.

Table 12. Correlation Analysis between School Choice and Parents and

Peers Influence.

Parents and Peers Remarks

Influence

School Choice Pearson’s r - 0.654 SIGNIFICANT

p- value - <.001

Table 12 shows the correlation analysis between school choice and

parents and peers influence. Based on the table, it shows a Pearson’s

correlation coefficient (r) equal to 0. 654 which indicates that there is a very

strong positive relationship between school choice, parental and peer influences.

This implies that the greater the influence of parents and peers, the more likely it

is that the respondents’ choice of school will be in accordance with their

suggestions. The fact that the value of p<0.001 strengthens this positive

relationship is very unlikely to have occurred due to chance. According to a study

 46

conducted by Abeygunawardena (2018), studied on the influential factors in

selecting a bachelor’s degree from private higher educational institutes in Sri

Lanka: a study based in undergraduates of international degree programmes.

Results found that the most important influential information sources are

messenger and peers. Kaneez and Medha (2018) also contented that parental

influence have significant effect on the programme choice of their children.

Table 13. Correlation Analysis between School Choice and Institution

Proximity.

Institution Proximity Remarks

School Choice Pearson’s r - 0.763 SIGNIFICANT

p- value - <.001

Table 13 shows the correlation analysis between school choice and

institution proximity, revealing a strong positive correlation between the two

variables. Based on the table, the Pearson’s correlation coefficient (r) denotes a

statistical measure of the strength and direction of the linear relationship existing

between two variables. Here, the r-value of 0.763 suggests that there is a strong

positive correlation; hence, when one variable increases, the other one is likely to

show similar behavior.

The p-value is yet another important statistics that determines the

significance of correlation. A p-value of less than 0.001 indicates that the

chances of the correlation in being due of random chance are very slim. Such a
 47

p-value also strengthens the earlier findings regarding the nature of relationship

existing between the school choice and distance from the institutions being more

than just chance. According to Weerasinghe and Fernando (2018) they found

that the quality of the university on the students satisfaction levels. Kunwar

(2017) he also seconded that the location also influences students on their

university choice.

Table 14. Correlation Analysis between School Choice and Advertising.

Advertising Remarks

School Choice Pearson’s r - .875 SIGNIFICANT

p- value - <.001

Table 14 shows the correlation analysis between school choice and

advertising. Based on the table, it shows that the values of Pearson’s correlation

coefficient (r) to be 0.875, portraying a very strong positive between advertising

and school choice. The implies that the more ads are placed, the more likely the

respondent’s choice of schools is. That the p-value is less than 0.001 supports

the contention that this correlation is something worth examining as it is unlikely

to be result of coincidence. Jambhulkar and Siddiqui (2018) Impact of

Advertisement on Enrollment Decision of College Students, they found the study

that social media advertisements are highly effective in influencing students

decisions about their education and choice of institutions.

 48

Table 15. Correlation Analysis between School Choice and Quality

Education

Quality Education Remarks

School Choice Pearson’s r - 0.821 SIGNIFICANT

p- value - <.001

Table 15 shows the correlation analysis between school choice and

Quality Education. The table shows a Pearson’s correlation coefficient (r) pf

0.821 is representative. This is an excellent positive correlation since a p-value of

less than 0.05 explains that the correlation is significant and extremely low

likelihood of occurring by chance. In other words, as the understanding of the

quality of education rises the school choice of the respondents seems to sway in

that direction. Every choice made in regards to school equity has the ability to

increase or decrease. Weerasinghe and Fernando (2018) investigated the

factors affecting students satisfaction in higher education in Sri Lanka, finding

that quality of education and cultural values impact college and university choice

decisions.

Table 16. Correlation Analysis between School Choice and Personal Choice

Personal Choice Remarks

School Choice Pearson’s r - 0.745 SIGNIFICANT

p- value - <.001
 49

Table 16 presents a correlation analysis examining the relationship

between school choice and personal choice, which is likely referring to factors

like individual preferences, values and aspirations. The table shows a Pearson’s

correlation coefficient (r) pf 0.745, reflecting a strong positive relationship

between school choice and personal choice. This indicates that as personal

choice becomes more important, the school selections or respondents

increasingly correspond with their unique preferences and values. Additionally,

the p-value being under 0.001 reinforces that this correlation is statistically

meaningful, implying it is very improbable that it happened by chance. Personal

interest is learned from parents, in school, from friends and from your long-life

experiences. It motivates people to do the right thing that they like. A very strong

and motivating interest in anything will boost to do it wholeheartedly.

 50

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations made for this study.

FINDINGS

This study investigated factors influencing Grade 12 student’s choice of

tertiary educational institutions in Barangay West, General Santos City.

Respondents were predominantly aged 15-17 years (56%) with a slight male

majority (52%) and most enrolled in the HUMMS strand (46%). Key factors

impacting their choice included financial considerations, where affordability and

sholarship opportunities scored a high mean of 3.76, suggesting these were the

primary concerns. Parental and peer influences were also notable, with a grand

mean 3.336, particularly regarding financial support from parents. Institutional

proximity, with a grand of 3.3, indicated that distance and commute times were

relevant but less crucial than other factors. Advertising showed a strong impact,

with social media presence and promotional material rated highly ( men of 3.54).

Quality education factors, such as curriculum relevance and access to resources

like libraries, received a grand mean of 3.6, underscoring their importance.

Finally, personal choice, reflected in the preference for an institution’s reputation

and alignment with student’s interests, scored a grand mean of 3.588,

emphasizing student’s prioritization of institutions that resonate with their

personal and career aspirations.

 51

CONCLUSIONS

The study concludes that multiple factors collectively influence student’s

selection of tertiary educational institutions, with financial considerations, quality

education, and personal choice being the most significant. Financial constraints

and scholarship availability heavily impact student choices, highlighting the need

for affordable educational options. The influence of family and peers, as well as

institutions proximity though secondary, still play a meaningful role. Advertising

strategies, particularly social media engagement, also notably influence decision-

making. Finally, students prefer institutions that not only provide academic quality

but also align with their values, personal interests, and career goals, indicating

the importance of holistics offerings in education.

RECOMMENDATION

For Educational Institutions. Increase accessibility by expanding

financial aid options, scholarships, and flexible payment plans to attract

financially constrained students. Emphasize quality education elements, such as

updated libraries, relevant curricula, and knowledgeable faculty, as these are

major determinants in student’s choices.

Families and Community Leaders. Encourage open dialogues within

families about educational goals and options, as parental influence is significant.

Community organizations could also provide resources and workshops on

college planning to help students and their families make informed choices.
 52

For Educational Marketers. Strengthen social media presence and

targeted advertising that highlights the institutions unique offerings, student

success stories, and career-related programs. Engaging students through online

platforms and groups can enhance visibility and reputation among potential

applicants.

For Policymakers. Consider policies that support more affordable and

accessible higher education pathways, especially for students in financially

constrained communities. Efforts to expand scholarship availability and support

services for students would financial concern and aid students in pursuing their

educational aspirations.

For Students. Reflect on personal and career goals when selecting

institutions, focusing on those that align with their interests, values and

aspirations for holistic development, including extracurricular activities.

 53

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APPENDIX

PERMISSION LETTER

APPENDIX B

SURVEY QUESTIONNAIRE

GENSANTOS FOUNDATION COLLEGE, INC

Bulaong Extension, General Santos City 9500
Tel. no. (083) 554-6285; Fax no. (083) 552-3008
Email Address: [email protected]
________________________________________________________________

FACTORS INFLUENCING THE CHOICE OF TERTIARY EDUCATIONAL

INSTITUTION OF GRADE 12 STUDENTS RESIDING AT BRGY. WEST,
GENERAL SANTOS CITY
Survey Questionnaire
Part I. Demographic Profile
Direction: Below are statements regarding the demographic profile of
Grade 12 Senior High School students at Barangay West General Santos City.
Please check (√) the box that corresponds to your answer.

Age: 15-17 yrs. old 18-20 yrs. old 21 yrs. old and above
 62

Gender: Male Female

Senior High School Strand:

ABM STEM HUMSS GAS Others

Part II. Factors Influencing School Choice of Grade 12 Senior High School
Students
Direction: Below are the statements that correspond to the factors that
influence the Grade 12 Senior High School student’s choice of tertiary
educational institution at Barangay West, General Santos City. Please check (√)
the box that corresponds to your answer.

Indicators:
4 – Strongly Agree 2 – Disagree
3 – Agree 1 – Strongly Disagree
STATEMENTS
I. Financial Consideration and Affordability 4 3 2 1
I prefer to be in a tertiary educational institution that is
committed to providing affordable education for all students.
I prefer to be in a tertiary educational institution that offers
financial aids like scholarships, grants, and discounts.
I prefer to be in a tertiary educational institution where the
prices of foods in the canteen and other educational amenities
are affordable.
I prefer to be in a tertiary educational institution where the
tuition fees are reasonable and equitable.
I prefer to be in a tertiary educational institution where the cost
of education has significantly influenced my decision to attend
this institution.
II. Parents and Peers Influence 4 3 2 1
 63

I consider my parent’s opinions which significantly influence my

choices of tertiary education.
I consider my parent’s financial support which is a crucial factor
in my decision about which tertiary educational institution to
attend.
I consider my parents educational background in choosing my
tertiary educational institution.
I consider my peer’s opinion about different tertiary educational
institutions which influence my decisions.
I take part in my options my peer’s experience in tertiary
education which affects my perception of different institutions.
III. Institution Proximity 4 3 2 1
I consider the distance between my house and the university
as a key factor in my decision-making process in choosing a
tertiary educational institution.
I choose to be in a tertiary educational institution from where
the location is I am familiar with.
I believe that the proximity to family significantly impacts my
choice of tertiary education options.
I find that the length of the daily commute from my house to the
institution has a significant impact on my choice of where to
pursue my tertiary education.
I think that proximity to shopping and essential stores plays a
significant role in my choice of a tertiary institution.
IV. Advertising 4 3 2 1
I find that availability of the institutional website, such as
Facebook and other mediums, has a positive impact on my
academic influence.
I consider that groups and pages related to academic matters
help me to acquire more information.
I observe that giving and distributing institutional publications
(such as fliers, booklets) about the special programs offered by
the schools helps me in my academic choice.
I believe that direct advertising on school property influences
me to choose my educational institution.
I find that posting and sharing beneficial information about
quality programs directly impact my decisions in selecting my
educational institution.
V. Quality Education 4 3 2 1
I prefer to be in a tertiary educational institution where
instructors are knowledgeable and passionate about their
subject matter.
I prefer to be in a tertiary educational institution where
traditional sources of information like library are present.
I prefer to be in a tertiary educational institution where
curriculum is relevant and aligned with industry standards.
 64

I prefer to be in a tertiary educational institution where physical

facilities are well-maintained and suitable for learning
I prefer to be in a tertiary educational institution where they
provide adequate service, such as counselling and academic
advising.

VI. Personal Choice 4 3 2 1

I believe my own personal interest and passions are the most
important factors in choosing a tertiary institution.
I believe my own personal values and beliefs are important
considerations when choosing a tertiary educational institution.
I consider the reputation of the institution that significantly
impacted my personal choice.
I consider to be in an institution that offers the course that fits
on my future career.
I consider it important that an institution supports extracurricular
activities, aligns with my personal values, and encourages
student leadership.
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APPENDIX C

VALIDATION TOOL

APPENDIX D

CERTIFICATE OF OWNERSHIP

APPENDIX E

CERTIFICATE FROM AUTHORIZED STATISTICIAN

APPENDIX F

CERTIFICATE FROM TURNITIN CHECKER

APPENDIX G

DOCUMENTATION

CURRICULUM VITAE