1

CHAPTER I

The Problem and Its Background

Introduction

Introduced in 2011 by the Department of Education (DepEd), headed by the

Secretary Armin Luistro, FSJ, the K to 12 Program made kindergarten a prerequisite to

basic education. It lengthened basic schooling to include a two-year senior high school

and offered technical and vocational courses to students.

According to Department of Education, at least 1.3 million students from public

schools are expected to enter in Grade 11 this coming school year. Of the 1.3 million

incoming Grade 11 students close to 59 % will pursue the academic track, 40% will

pursue the technical vocational track, and the remaining will pursue arts and design and

sports.

K-12 is quite new to the Philippines than the other countries nearby. In terms of

going to Senior High School, students must go to their chosen strands which will serve as

a guidance in moving up to college. As the year 2018 came, four tracks has been

introduced to the Philippines which are: Academic track, technical-vocational-livelihood

track, and sports track. The researchers have notice that the high school students in the

Philippines is behind other country's students. (topnotcher.ph)

Now, it‘s getting harder for the students who are going to step forward to their

senior high school life, especially to the path that they are going to pursue. Everyone is

claiming to collect information about certain things than risking immediately. Collecting,

gathering, and making an official effort to determine the influences of choosing a strand
 2

is necessary for students to finalize their chosen strand. A lot of question is destroying a

one‘s mind but other than that as na individual with own thinking still considered his/her

personal factors, limitations, strengths, weaknesses and personality trait before stating a

final strand. Conducting decision making, being responsible, self-consciousness, and

being realistic is the bit better to determine the best strand for them. (Fritz Gerald Martin

as cited by Anthonette Sierra)

Making decision implies that there are choices to be considered, an in such case

we want only to identify as many of these alternatives as possible but to choose the one

that best fits with our goals, objectives, desires, values and so on (Harris, 1980) Decision

making is the best way to get one‘s satisfaction, and considered as the best-required thing

to do to have a successful and a very satisfying life.

Since 2013, the K-12 system has introduced to the Philippines that create changes

due to student‘s educational advancement and possible employment in the future. There

are four different strands that is under the academic track in Tomas Del Rosario College

which are: Science, Technology, Engineering, and Mathematics (STEM), Humanities and

Social Sciences (HUMSS), Accounting, Business and Management (ABM). Also an

additional strand is General Academics Strand (GAS) which is for students who is

undecided to their strand.

The main purpose of this study is to find out the determinants in choosing a strand

among Senior High School students in Tomas Del Rosario College. It will also examine

to what extent the factors affecting the choice of career will aid the students.
 3

Statement of the Problem

The general problem of the study is what are the determinants in the choice of

strand of senior high school at Tomas del Rosario College:

Specifically, it seeks to answer the following questions:

1.) How may the respondents be described in terms of:

1.1 Sex;

1.2 Economic Status; and

1.3 Education of Parents?

2.) Factors that may affect their choice of stand:

2.1 Own Interest;

2.2 Job Opportunities;

2.3 Academic Experience;

2.4 Peer;

2.5 Parents; and

2.6 Advice of others?

3.) What is the strand the students are enrolled in?

3.1 STEM;

3.2 ABM; and

3.3 HUMSS?
 4

4.) What is the strand of the students as reflected in their NCAE result?

5.) Is there a significant difference in the students‘ choice of strand and the NCAE result?

6.) Is there a significant relationship between the profile of Senior High School and the

chosen strand?

7.) What is the relationship between the choice of strand and the factors that influence

their choice?

Significance of the study

Students. This study will help the students who are an incoming Senior High

School to determine the considerations in selecting strand. They must consider their

interest, natural skills, abilities, aims and rewards. Also, this research will help them to

develop their decision- making ability.

Guidance Counsellor. The students‘ career success can be attained if proper

guidance was given in choosing the right strand, suited to student‘s personality, ability

and intellect. A collaborative effort of the high school Guidance Counsellor should also

be made to end with the better career plan for every individual student.

Parents. This study will help all the parents that serve as a main influencer in

their children‘s career development and career decision-making. Parents want their
 5

offspring to find happiness and success in life, and one factor which influences happiness

and success is a career choice.

Everyone. This paper is not only beneficial to the students, guidance counselor

and etc .This study will help them be aware that choosing a college degree should not be

taken for granted and should consider the different factors to avoid conflicts.

Future Researchers. This study would serve as reference that would serve as

reference that would help in conducting their own research studies

Scope and Delimitation

The researcher are focusing only on Grade 11 students of Tomas Del Rosario

College to know their choice of strand and if the National Career Assessment

Examination result had an impact to their choice. This study will be conducted at Tomas

Del Rosario College, San Jose Balanga City, Bataan in the year 2019.

Due to lack of time the researcher only puts the important and useful details of the

study. The study focuses on the students of Tomas Del Rosario College. This involves

surveys and questions for those who are Grade 11. The selection of respondents are only

limited since we only have a few time to undergo the study. This research is conducted to

further know the reasons of the Grade 11 students for choosing these strands.
 6

Definition of Terms

Advice of Others – To get some guidance from other people aside from family

members that can affect the choices of students

Job Opportunities – It talks about the jobs which are in demand today and how

does it affect one‘s choice of strand.

Own Interest – A person's personal likes and dislike of a certain topic and

things.

Peers – A group that a young adult may be belong in that might give affects to his

or her decisions in life.

Parents – Two people that give birth to a person that gives parental guidance in

decision making.
 7

Notes in Chapter I

Lanceste, J. (2017) Determinants in choosing senior high school strand.

Retrieved July, 2019, from Prezi:
https://prezi.com/7g7mbgl33hhi/determinants-in-choosing-senior-high-school-strand/

Topnotcher Philippines. (2019). Senior high school guide: choosing the right
track and strand. (2019). https://topnotcher.ph/k-12-tracks-and-strands/

Anderson, P. (2013). as cited by Dollaga, K. (2018). Factors Influencing

Student's Choice for a Senior High School Academic Track. Retrieved July,2019 from
Google:https://www.academia.edu/24592420/Factors_Influencing_Students_Choice_for_
a_Senior_High_School_Academic_Track

Martin, F.G (2014) as cited by Sierra, A. (2017) \An inquiry to the influence of
choosing the strands among the students. Retrieved July, 2019, from Google:
https://www.academia.edu/31785389/An_Inquiry_to_the_Influence_of_Choosing_the_St
rands_among_the_Students
 8

CHAPTER II

THEORETICAL FRAMEWORK

Relevant Theories

Circumscription and Compromise by Gottfredson (1981) According to

Gottfredson‘s theory, occupational aspirations are a reflection of one‘s self-concept.

People seek occupations that (a) arc congruent with their self-image and (b) reflect their

knowledge of different occupations. This theory describes that students become attracted

to certain specialization. According to this theory, self-concept is the key to specialization

selection. Students tend to choose jobs that are compatible with their personality. The key

determinants according to the theory are one‘s social class, level of intelligence and

experiences with sex typing. In the study of Siguan Jr., (1994) as cited by Sonsona (2012)

self-concept was also found significant on the choice of specialization of students.

The theory of Gottfredon can be used by the researchers to clearly understand

why the students chooses a career that are compatible with their self-concept, self-image,

to their knowledge and to their personality

Career Development Theory by Parsons (1980) was the most common way

advocated by advisers which it analyze a specific skill of the student. states that

occupational decision making occurs when people have achieved: an accurate

understanding of their individual traits (aptitudes, interests, personal abilities). One way

to determine the strand you will take is through identifying what are the skills you are

capable of doing, it‘s hard to do a certain thing if you don‘t have an experience doing it

because you must know the advantage of taking this, and you must be practical if this

strand will help you to reach your desired goals in life. Your thinking must also be
 9

futuristic to think about the benefits that you will gain if you choose this strand. The last

one is based on your interest and personalities, it is hard to do a work if you don‘t want to

that‘s why you should choose a strand because you want to not because you need to or

because that is the strand you parent want you to take. If this strand is based on your

personalities and interest your works will be a lot easier and you will not be that stress

because you‘re doing it according to your will and you‘re enjoying it.

This study can relate to the present study because Parsons says that the students

should choose their strand that they want to not because they need to, which can be used

by the researchers to know what are the factors that they‘re considering in choosing

strand.

Stages of Psychosocial Development by Erickson (1968). According to

Erikson‘s psychosocial theory of development considers the impact of external factors,

parents and society on personality development from childhood to adulthood. According

to Erikson‘s theory, every person must pass through a series of eight interrelated stages

over the entire life cycle. The fifth psychosocial stage takes place during the often

turbulent teenage years. This stage plays an essential role in developing a sense of

personal identity which will continue to influence behavior and development for the rest

of a person's life.

During adolescence, children explore their independence and develop a sense of

self. Those who receive proper encouragement and reinforcement through personal

exploration will emerge from this stage with a strong sense of self and feelings of

independence and control. Those who remain unsure of their beliefs and desires will feel

insecure and confused about themselves and the future.

 10

When psychologists talk about identity, they are referring to all of the beliefs,

ideals, and values that help shape and guide a person's behavior. Completing this stage

successfully leads to fidelity, which Erikson described as an ability to live by society's

standards and expectations.

While Erikson believed that each stage of psychosocial development was

important, he placed a particular emphasis on the development of ego identity. Ego

identity is the conscious sense of self that we develop through social interaction and

becomes a central focus during the identity versus confusion stage of psychosocial

development. Our ego identity constantly changes due to new experiences and

information we acquire in our daily interactions with others. As we have new

experiences, we also take on challenges that can help or hinder the development of

identity.

The theory is related to the study because the researchers assumed when choosing

a strand, students don‘t just consider their own. Students also consider their peers‘

choices.

Related Studies

Moldes et. al (2019). Peer pressure is often seen during the adolescence stage of a

teenagers because they often seek comfort among their peers and intend to do what their

peers does without knowing if it is good or bad for them. Adolescence is a period of an

individual that is transitory when a child reaches the point in changing its childhood to

adulthood (Adeniyi & Kolawole, 2015). Thus individuals are prone temptations in the

social contextualization concepts, for example, socializing with others tend to do some
 11

activities such as napping and drinking during classes or work day ( Bonein & Denont-

Boemont, 2013).

Human development is affected by its socialization with other people in the

environment. Specifically the academic achievements of students are conjectured to be

correlational by the support given by the parents, the teachers and the peer of teenagers

that affect their level of academic performance (Chen, 2008). In general teenagers spend

more time with peers. Peer pressure is described to have a positive and negative impact

among individuals and even without effect to a person because peer pressure is a

continuous learning (Gulati, 2017).

Eventually this study aimed to know the relationship of peer pressure the Senior

High School Students and their academic performance. Studies show that the influence of

peer groups among student can boost their anxiety especially pertaining to their education

(Kadir, Atmowasdoyo & Salija 2018). When a student is influenced and motivated by

peers he will perform excellent at school and got good grades in mathematics (Boechnke,

2018). Getting the support needed coming from the peer group, student tend to excel and

exceed its capability and concentrate more pertaining to his studies and do good in the

academic tasks in school (Olalekan, 2016).

Cervera et. al (2016). Stated the importance of having a good understanding of

one‘s self and knowing own personality in making strand choices. It was ask in this study

of what the student‘s they would like to be in the future and their likes. These questions

determines the factors in their choice of strand. Researchers also mentioned that the

personality factors or own interest was considered including their mental abilities, special
 12

abilities, and interest. Students become familiar with their personality in order to guide

their strand choice.

This study is related to the present study because it shows that own interest really

affects the choice of strand to the students and the problem is really existing in the

Philippines. Studies tell about that own interest help students decide on their own choice

of strand or course. The researchers also recognized that career choice among young

adults was influenced by personality, interests, and self-concept.

Neilson et. al (2010). Work experience has been a feature of the secondary school

curriculum in the United Kingdom for a number of years. Usually requested by the pupil,

it aims to provide opportunities for school pupils to enhance their knowledge and

understanding of an occupation. The main benefits are claimed to be that it can help

pupils develop an insight into the skills and attitudes required for an occupation and an

awareness of career opportunities. However the quality and choice of placements are

considered to be of great importance in this process and in influencing career choice

[Department for Education and Skills (DfES), 2002a. Work Experience: A Guide for

Employers. Department for Education and Skills, London]. As university departments of

nursing experience a decline in the number of school pupils entering student nurse

education programs, and with the competition for school leavers becoming even greater,

it is important to consider whether school pupils have access to appropriate work

placements in nursing and what influence their experience has on pursuing nursing as a

career choice.

This is related to the present study because the main purpose of the three studies

said that the academic experiences of the students really affect the decisions in strand
 13

choice. Also, some schools here in the Philippines have an elective subjects during Junior

high school that can help them distinguish what they will pursue as a strand in senior high

school.

Buabeng et. al (2017). As mentioned by Kinlayson (2009) due to the respect of

the students to their parents, Filipino children want to do well for the sake of their family,

followed parent‘s advice about choosing a strand. Saysay (2011) stated that parents

usually encourage careers that will not cost much money, but at the same time, are have

stable source of income. The samples in the study shows that most parents wants their

child to take courses that includes medicine, engineering, etc.

Due to the respect for family is one of the most influential factors that affects the

Senior High School Students especially their parents for their strand decision or career

choices according to the studies that the researchers get. The factor of the parents tend to

be superior about choosing a strand for the students to continue the legacy of their family

profession. Some students are depending the what their parents want them to choose.

Young adults who grew up with their parents, dictates what profession or strand they will

take.

Mtemeri (2017). The study tells that the career guidance is usually offered at

institutions of learning such as school, colleges and universities among others. Baloch &

Shah (2014) mentioned that 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 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

competitiveness for positions. The transition from high school to university or the world
 14

of work has been understood as one of the most difficult development 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 influence students‘ career choices. (Fosciulek, 2003).

In the Philippines, guidance counselor and teachers usually help and give advices

to students in determining their career choice. It is said that advice from others is just one

of the many factors in determining the strand the student might choose in senior high

school. Coaches and advisers of the students also give them pointers in choosing a strand

and course in college. This variable have both negative and positive impact in students

and their career choice.

Reindolf et. al (2016). The study assesses the relationship between family income

and academic performance of tertiary students: the case of Ho Polytechnic, Ghana. 480

students were selected using stratified-quota-simple random techniques. Survey

questionnaires were used to collect data from respondents. There were mixed results from

the study. The findings of this study partly imply that family income of Polytechnic

students could affect their learning process, motivation and academic performance at the

long-run. Thus, strong financial status of families helps improve students‘ motivation,

learning process and hence better academic performance. However, some respondents

strongly argued that family income status is not an essential predictor of better academic

performance. This suggests that the objective of the study has been achieved with

reference to the outcomes of the study. The study concludes that though higher family

income may improve students‘ performance, but for the responsible and serious students,

low family income must not be an excuse for poor performance.

 15

The researchers can use this study because it has the similarity from the present

study. The income of the family may affect the choosing of strand of an individual

student because they cannot choose a strand wherein they can‘t afford to take it. Tuition

fee, Miscellaneous fees, the long-time or journey the student has to undergo the course

and other expenses will be a hindrance for someone to achieve or choose his/her desired

strand, but low family income must not be an excuse for someone to pursue his/her

chosen strand/course.

Machebe et. al (2017). The socioeconomic status of a child parent impacts on the

educational development and achievement of the child. This study evaluated the effect of

socioeconomic status, specifically parents income and parents-child relationship on

student‘s academic performance in Senior High School in Japan. Three hundred students

of Senior High Schools in Osaka and Hyogo prefectures of Japan were randomly selected

and used as the sample population. A well-structured questionnaire was used as an

instrument for data collection to ascertain the effect of parent‘s income status and attitude

on student‘s academic performance at school using a four point Likert scale

methodology. Academics grade point of students in an examination was also used as the

determinant of students‘ academic achievement. Results showed that greater academic

achievement for a student is attained by those students from financially buoyant families

(Mean ± SD = 2.97 ± 0.88, X2 = 11.991, P = 0.007), however, 29.7% of students strongly

disagree. More than half of respondents (>50%) disagree that financial constraint

determines the number of children that goes to school in low income families. Average

exam grade (Mean ± SD) points for students from parents with high, medium and low-

income status was 77.29 ± 13.1, 77.9 ± 23.3 and 80.79 ± 10.13, respectively (P > 0.05).
 16

In conclusion, our finding show parents involvement in children school activities matter

most than the parent‘s financial status in uplifting the children academic performance in

school. Our recommendation is that parents should always encourage their children and

provide moral support as well for the child to be emotionally stable and have confidence

in their academic pursuit to achieve excellence.

It is related to our study because it is true that the social status of an individual

affects his/her choice of strand but the moral support of the parents is much more

important. The parents of a student may not provide the students need but moral support

can help the child to be emotionally stable and have confidence in their academic

purusuit to achieve excellence.

Akan (2014). The study investigated the difference between the academic

performance of students from parents with high educational background and students

from parents with low educational background. It also investigated the influence of

having study facilities at home on academic performance. The population for this study

comprised all public secondary school students in Calabar, Municipal Council Area of

Cross River State. The sample consisted of 240 students from 6 randomly selected

schools.

The result revealed a significant difference between academic performance of

students from parents with high educational background and students from parents with

low educational background. A significant difference was also found between the

academic performance of students having study facilities at home and students with no

study facilities at home. It can be concluded from the results that parental educational

background and having study facilities at home have great influence on academic
 17

performance. Among others, it was recommended that the government at all levels should

establish and equip more adult education centres for the training of illiterate parents. It

was also recommended that principals of schools should discuss the importance of

learning materials with parents during Parent Teacher Association (PTA) meetings.

This study can relate to the present study because it says that parents who have

high educational background vary from those who have low educational background. It

was said that it affects a child‘s educational performance because those parents who have

high educational background are the ones who are likely to have study facilities at home.

In this way, students who own study facilities can explore the field they are good and bad

at. They view different possibilities and they can learn the difference between these

strands.

Muller (2018). Parent involvement has been treated as an intervening variable in

the process by which family background affects academic performance. This chapter

considers, analytically, a range of forms of involvement, how they are related to two

measures of academic performance—achievement test scores and grades—and how they

are constrained by available resources like income, education, and time. We consider

involvement in three contexts: the home, community and school. The purpose of this

chapter is to develop a broader understanding of the concept of parent involvement, both

what constrains action and its impact on achievement test scores and grades. Thus, the

central questions I address are two-fold. First, what are the similarities and differences in

the associations between the forms of involvement and achievement test scores and the

forms of involvement and grades? Second, are there discernible patterns in the

associations of involvement with student background measures that might enhance our
 18

understanding of the important factors constraining involvement? The positive

relationship between parent involvement and student achievement has been documented

by many empirical studies.

This study is related to the present study because it tackles about the involvement

of parents which also contributes to how students make choices in choosing a course or

strand. If parents are aware of the newest systems in school, they can help and give

advice to their children when it comes to making a major decision.

Chevalier et al (2013). In this paper the researchers show that a policy of

increasing family permanent income through increasing parental education would also

have some positive effects, especially for daughters. More importantly, a focus on

increasing participation can have ‗multiplier‘ effects through the intergenerational impact

- the recently proposed increase of the de facto school leaving age in the UK to 18 would

also benefit future generations through direct intergenerational transmission of

educational choice, especially through the father. This paper has addressed the

intergenerational transmission of education and investigated the extent to which early

school leaving (at age 16) may be due to variations in permanent income and parental

education levels. Least squares revealed conventional results - stronger effects of

maternal than paternal education and stronger effects on sons than daughters. We also

found that the education effects remained significant even when household income was

included. Current income remains significant even when some measures of permanent

income are included which indicates that some children could be financially constrained

in their decision to attend post-compulsory education.

 19

This study can be used because it is similar to our study. The income of the

parents is considered when choosing a strand. Some students leave school because of lack

of finances. It also affects the student in choosing a strand because he/she has to consider

his/her parents income

Wang (2013). This study draws upon social cognitive career theory and higher

education literature to test a conceptual framework for understanding the entrance into

science, technology, engineering, and mathematics (STEM) majors by recent high school

graduates attending 4-year institutions. Results suggest that choosing a STEM major is

directly influenced by intent to major in STEM, high school math achievement, and

initial postsecondary experiences, such as academic interaction and financial aid receipt.

Exerting the largest impact on STEM entrance, intent to major in STEM is directly

affected by 12th-grade math achievement, exposure to math and science courses, and

math self-efficacy beliefs-all three subject to the influence of early achievement in and

attitudes toward math. Multiple-group structural equation modelling analyses indicated

heterogeneous effects of math achievement and exposure to math and science across

racial groups, with their positive impact on STEM intent accruing most to White students

and least to underrepresented minority students.

This study is related to the present study because the researchers assumed that

students‘ academic experience or performance is one of the factors that they considering

in choosing their strand.

 20

Related Literature

Sex

DiPrete et. al (2015). The spread of egalitarian norms had a huge role in the

emergence of a female advantage in college academic achievement. Women now surpass

men in overall rates of college graduation in many industrialized countries, and women

attain master‘s, professional, and doctoral degrees at rates that approach equal, and even

sometimes exceed men‘s in some Western countries (DiPrete and Buchmann 2013). In

light of this spread in egalitarian norms and the attendant steady gains in relative

educational attainment, it is paradoxical that the trends in gender sex segregation in fields

of study have followed a very different trajectory.

During the period from the 1960s through the early 1990s, the closing and then

reversal of the gender gap in rates of college degree attainment was associated with a

decline in sex segregation in fields of study. In recent years, however, the trend in sex

segregation has stabilized even as the share of college degrees earned by women has

continued to grow (Mann and DiPrete 2013). Women still pursue science, technology,

engineering, and mathematics (STEM) degrees at much lower rates than their male peers

do, but segregation exists even within STEM majors (Mann and DiPrete 2013; Morgan,

Gelbgiser, and Weeden 2013). The persistence of horizontal sex segregation both in

general and particularly within STEM fields has negative implications for the supply of

qualified labor in science and engineering and for the closing of the gender gap in

earnings because the STEM fields that women pursue generally pay less.

Lally (2016). Cognitive neuroscientists Mara Mather, from the University of

Southern California, and Nicole R Lighthall, from Duke University, North Carolina,
 21

recently studied the way men and women make decisions and found that in times of

stress, they react very differently.

During their study, which involved playing a virtual gambling game, they found

that when the females became stressed, they made smart decisions – quitting while they

were ahead or taking safe bets – but when the men became stressed, they did the

opposite, risking everything for a (slim) chance of winning big. Another study, by

neurobiologist Ruud van den Bos from Radboud University in the Netherlands, also

found a greater tendency in men to make risky decisions when stressed. At the same time,

it found that women make better decisions when under pressure and the closer a woman

gets to a deadline or stressful event, the sharper her decision making skills become.

Heitler (2012). When women face a decision, they tend to begin by collecting

data. They do this by asking for others' thoughts on a question. When men hear these

questions, they think they are being asked for a plan of action. If the woman then thinks

further about other factors and then decides against the man's suggested plan, woops. The

man feels that his idea was rejected, and therefore that he was rejected. Trouble's

brewing.

As I mentioned above, this glitch happens because when men address a problem,

they tend to head straight for the finish line. They view success as finding a solution,

preferably. When women address a problem they tend to err on the side of excessive data

collection. They first explore the territory before being ready to choose an answer. And

therein lay the struggles of Joe and Alyssa.

 22

Men love to generate solutions. Women enjoy sharing the exploration of relevant

concerns. The good news though is that men can explore underlying concerns, and

women can create solutions. It's just that each tends to be more comfortable, and to do

more of, one or the other realm.

Put men's and women's strengths together and, wow, great solutions can emerge.

That way they can co-create plans of action responsive to all the concerns of both of them

and to the concerns of others who'll be involved in the plan as well.

Economic Status

Pinsker (2015). In 1780, John Adams wrote a letter to his wife, Abigail, in which

he laid out his plans for what his children and grandchildren would devote their lives to.

Having himself taken the time to master ―Politics and War,‖ two revolutionary

necessities, Adams hoped his children would go into disciplines that promoted nation-

building, such as ―mathematicks,‖ ―navigation,‖ and ―commerce.‖ His plan was that in

turn, those practical subjects would give his children‘s children room ―to study painting,

poetry, musick, architecture, statuary, tapestry, and porcelaine.‖

Two-hundred and thirty-five years later, this progression—―from warriors to

dilettantes,‖ in the words of the literary scholar Geoffrey Galt Harpham—plays out much

as Adams hoped it would: Once financial concerns have been covered by their parents,

children have more latitude to study less pragmatic things in school. Kim Weeden, a

sociologist at Cornell, looked at National Center for Education Statistics data for me after

I asked her about this phenomenon, and her analysis revealed that, yes, the amount of

money a college student‘s parents make does correlate with what that person studies.
 23

Kids from lower-income families tend toward ―useful‖ majors, such as computer science,

math, and physics. Those whose parents make more money flock to history, English, and

performing arts.

Leitão (2013). The ability to process environmental cues and make advantageous

choices has been fundamental during human evolution. Discounting future rewards is a

capacity of our evolved mind and could be useful for understanding career decisions.

This paper investigated the relationship between real-life plans, career choices, and

income indicators based on an evolutionary approach of future discounting. Experiment 1

analyzed the plans of 200 senior high school students, and Experiment 2 analyzed a

database of 46,649 applicants to a Brazilian public university. The results demonstrated

that lower income subjects made career decisions with quicker returns and smaller

investments. They included a job in immediate plans more frequently than higher income

students who planned to go to a university. Analyzing the applicants' choices, higher

income subjects sought courses with greater entrance difficulty. We suggest that

individuals adjust career plans and choices according to their socioeconomic conditions

and assume different discounting rates by considering risks of failure and future gains.

Naong (2013). Students future career aspirations and expectations are essential

precursors of adult attainment. The study sought to determine the impact of poverty

influences the ability of children to pursue their preferred career choices. A cross-

sectional study amongst Education students was conducted at three universities of

technology in South Africa. The study sample comprised of 141 students. The study
 24

found that 69.2% bemoan lack of or inadequate family income as the most common

impediment towards realizing their chosen career choices. Furthermore, 34.8% ranked

teaching as the highest, followed by Engineering with 14.2% and Accounting Finance

with 11.3%. Through life-skills courses and programmers, learners should not only be

exposed to various career choices, but also made aware of available sources of finance

such as bursaries and loans.

Education of Parents

De Luna (2017). 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 interests

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

of the family, follow parents‘ advice about choosing a job or major in college and lastly,

make sacrifices for the family (Finlayson, 2009). For practicality reasons, it is also

reported that parents usually encourage careers that will not cost much money, but at the

same time, are stable sources of income. Careers in nursing, accounting, and engineering

are highly popular for Filipino families (Saysay, 2011). In an online blog article by

Angerman, family background is one of the major factors to examine for those who seek

career guidance. When talking about ―family background‖ issues, the extent of influence

of the parents and the extended family has on the person is at focus both at positive and

negative ways. This includes the place where he grew up, the economic realities facing

the family, illness, the countries of origin, among others.

 25

Garikai (2018). While the popular narrative suggests that, career choice is an

individual decision, research indicates a broad range of issues that are most likely to

determine one‘s ultimate career choice. Family structure, values and parents have been

found to be amongst the top influences that molds the thinking and the behavior of

adolescents towards choosing their future career path. Family of origin might knowingly

or unknowingly hold some sway over the direction the adolescent takes in career pursuits

than previously thought. Career development is a process which starts already in

childhood and one in which the family plays a particularly crucial role. A variety of

influences such as, parents, family, school, economic and social factors are likely to

manipulate an adolescent‘s career decision. Linda Gottfredson (1981) asserts that

children‘s career choices are influenced by seven major elements including gender, social

class, background, intelligence, interests, competencies, and values where the social class

and background is largely shaped by family.

Unknown (2010). Parents often wonder and worry about what their kids will do

when they grow up. After all those years of investing into their son or daughters‘ formal

and informal education, parents hope that their child launches into a successful career. As

with other areas of their development, parents are in a unique position in terms of

knowing their child and being able to guide and mentor them. But does a parent‘s advice

and encouragement have an impact in terms of the areas of specialization kids end up

choosing in post-secondary school?

Professor Jon Miller and his colleagues at Michigan State University recently

published a study that looked very specifically at this question. These researchers looked
 26

at data from the Longitudinal Study of American Youth that followed almost 6000

students from junior high through to post-secondary school. Their main interest was to

look at what influences kids to pursue so-called STEM careers, that is, careers in science,

technology, engineering, medicine and mathematics. The data revealed that if parents had

not encouraged their kids to attend post-secondary school, there was only a 4% chance

that kids would end up pursuing a STEM career in college. In contrast, 41% of students

choose to pursue a STEM career when parental encouragement was cited. Ideally, parents

want to be closely in tune with the direction their son or daughter is headed toward. The

research shows that parental guidance and encouragement can help guide the educational

and career choices kids make.

Own Interest

Fizzer (2013). There has been a lot of talk whether or not passion is the sole way

for choosing an individual‘s career path. But there are other significant factors that can

influence the career path, not just passion. Several recent studies shows that

understanding the personality the individual‘s own traits and characteristics, rather than

passion, are a key to career fulfilment and success. An article posted by Adecco UK

(Adecco UK, 2015), a part of a Swiss multinational human resource consulting company

of the same name, states that it is worth finding out what type of worker an individual is

with the increasing of employers utilizing personality and psychometric testing

procedures to analyze the employee‘s attributes beyond qualifications. It is also stated in

the article that choosing a job to which an individual is inherently suited rather than just

able to convince the interviewer that he/she is interested in the position This would imply
 27

that understanding what roles a person are best suited to base on his/her personality is

what will make him/ her the most happy at work.

Unknown (2019). ―Choose a job you love, and you will never have to work a day

in your life.‖ - (Confucius). Why would some of the most successful people agree that

interest matters in one‘s life to have a successful career? They do so, because they are the

ones who have passionately followed their interests and even achieved success. Their

success stories prove that when skills meet passion and interest, it only results in

achievements. But, why does interest really matter?

Certainly, this is the question that might arise in everybody‘s mind. According to

Hidi (1990), being interested in a topic is a mental resource that enhances learning, which

then leads to better performance and achievement. Why is interest important? For many

people, interest is a driving factor for motivation and happiness in their life. Interest is

one of the important parts while choosing a career. When we love what we are doing, we

will always put our best performance forward and strive to learn more. Consequently,

that will enhance our self-confidence as well. When we pick up the field or area we like

and enjoy, we would not crib to study or work in that field rather work harder and

perform our best.

A research (Interest, Learning, and the Psychological Processes That Mediate

Their Relationship, 2002) showed that interest was related to an individual‘s response,

persistence and learning. It stated that interest includes effective and cognitive

components which are part of individuals‘ engagement in activities. According to a met

analysis of number of researches, (Interest as a predictor of academic achievement,

 28

1992), conducted in 18 different countries to examine the relationship between interest

and performance, it was found that interest was highly correlated with academic

achievements. Therefore, these researches demonstrate that the role of interest is very

important for an individual‘s education as well as career.

Aziana (2014). There's not much to describe a bout this one. If you like the job

you are doing, regardless what it is, the of course you will be happy and feel at peace. It

all depends on your interest. You might not get interested in a certain job, but there are

some other people who are actually looking forward for the job. Other than that, you can

get over any stress or frustration in the job. I mean, if you already like the job, then all the

stress and frustration will be just for a short while. You will feel that those are the

challenges for you to deal with.

Another important thing is the job will give you the most personal satisfaction.

Money can but everything, but not personal satisfaction. You enjoy doing your job, you

feel happy doing the job, then you feel satisfied with it. Also, you will be loyal to the

organization and will stay long in the job. If your career is like a dream come true to you,

would you ever trade it for another job that you don't even know whether you will enjoy

or not? I believe that you will hold on the career and stay long in it.

Job Opportunities

Reddy (2016). Based on how much demand a particular career has, people either

choose to pick it or not. If a given career line is not much sought after then it is unlikely

that people choose to opt for it. Different countries have different job opportunities and a
 29

job which might be much in demand in one place, might have absolutely no value in

another country. So it is based on this factor that many individuals choose their career. In

some locations, machines do a lot of the work so there is no need for manual laborers, but

there are few other countries which cannot afford such expensive machines, there

workers are necessary in order to keep factories functioning.

Unknown (2019). Job markets change. Industries expand and contract, rise and

fall. Predicting the job market's moods and moves is a lot harder than predicting the

weather. It's also a lot more dangerous. Economic forces are like tides. IT is an example.

It used to be a specialized field, paying top dollar, an almost exclusive club. Now it's

saturated with people. Wages have dropped, and the big money goes mainly to the

experts, developers and researchers. Even being an expert's no guarantee of successful

competition with the market. The job market can affect career choices in a variety of

ways. What looks good today may have become stagnant tomorrow. Career paths open

and close, too. You have to be able to survive in the job market. You career choice needs

to give you options and skills which translate across a good bandwidth of job

opportunities. In any job you acquire skills which can be used in other areas, and

experience in whole fields of work which can also be valuable in a wide variety of other

jobs. The skills, in effect, are steering the career moves. This isn't perhaps the idealized

version of a professional career, but nearly everybody, at some point, equates skills with

jobs.
 30

Green (2014). There are still often hundreds of applicants for a single opening.

With nearly three times as many job seekers as there are job openings, employers are

often overwhelmed by the response for even low-paying jobs. The good news in that

sentence? In 2009, that number was six job seekers for every job opening.

Advice of Others

Warner (2016). Your course is one of the most important parts of your university

experience; arguably it should be one of your main motivations for applying to, and

accepting the offer of, that university. As the content is what you will study for at least

three years, it should be interesting to you. It should challenge your existing knowledge

and advance your potential understanding. It should teach you new skills and hone those

you already have. It should teach you to think, whether that‘s about a practical skill or a

philosophical concept. It should motivate you and inspire you – to work and want to

work.

But does this mean that students should have a say in their course content? I don‘t

think so. All students apply for a course: one that may not remain entirely consistent

throughout the duration of the degree, but one that follows the same basic ideas and

strands of teaching. That particular course may have particularly appealed to the interests

of some students, or be especially focused on a career path desired by others, so should it

be able to be altered once students have embarked on it just because it doesn‘t fit some

students‘ preferences?
 31

I chose my course because I was very interested in the geopolitics element: if,

after my first year, students had been allowed to vote that out of subsequent years, I

would have been angry and disappointed. Similarly, course content tends to match the

research interests of the universities and the teaching staff within them. It is unrealistic to

assign students the power of ultimate choice: it is impossible to continually manipulate

the teaching frameworks and lecturers within institutions based on a year group‘s

predilections.

Ongchoco (2017). As a Grade 11 student enrolled in STEM (Science,

Technology, Engineering and Mathematics), I felt lucky to have found the strand that I‘m

really comfortable with. Looking back, I also had difficulty in choosing a strand last year

in junior high.

My school offered only the academic track, and I had four strands to choose from.

It was a struggle—one day it was STEM, another day it was ABM (Accountancy,

Business and Management), and then some days it was HUMSS (Humanities and Social

Sciences), or even GAS (General Academic Strand).

If my school offered non-academic tracks like Arts and Design or Sports, I might

have considered them, as well as two of my great passions—archery and theatre. To help

out junior high school students with the same dilemma, I thought of listing down the

factors to consider in choosing their own strand.

What are your interests?

The first question is: ―What are your interests?‖

 32

In my case, I was into a bunch of things and all my diagnostic and personality

tests indicated that I was suited for not just one, but a number of strands. The reality is

you will only be sure of your interests once you experience bits and pieces of each strand.

In the meantime, you can consider previous subjects closest to your strand.

If you like solving math and science problems, go for STEM. If writing and

debating interest you, consider HUMSS. If you appreciate bookkeeping and

entrepreneurship, you may like ABM

Sometimes, things won‘t work, despite your interest in a particular field. Thus,

it‘s important to consider your own skills and talents, and if you‘re willing to put in time

and effort to overcome the difficulties you will encounter in your chosen strand.

For instance, if you want to be a lawyer though you‘re not adept at speaking or

writing, who is to say you can‘t take HUMSS? Or if want to be an engineer even if

you‘re not good in numbers, who is to say you can‘t take STEM?

In any case, it‘s best to choose the strand most suited to your natural abilities.

Unknown (2016). Many high school and college students are gearing up for

competitive examinations which are just a couple of months away. With so many

competitive exams out there it becomes overwhelming for students to gather information

about each of them and deciding which exams would lead them to the right course and

college. The situation worsens when students start to realize that this is not something

that they want to pursue. Also, there is not much information about what that field entails
 33

them to do once they start working as professionals there. Clearly, there is a huge

mismatch between what students think and what the job actually is.

According to ACT test results, roughly 2 out of three students did not select a

major that was a good fit with their interest.

Before you select a discipline for yourself and deploy the necessary resources

towards it, it‘s crucial to weigh your interests and analyze which course and college

would be the best fit for you. Factoring in all these aspects can make decision-making a

lot easier and help you channelize your time & money in the best way possible. Use your

talents to build a durable career, not a disposable one. According to the National Center

for Education Statistics, about 80 percent of students end up changing their major at least

once.

It‘s common to see students choosing a particular career path, later realizing that

they have an inclination towards some other field. As a result of disinterest towards the

chosen field, they fail to grip the finer nuances and feel the subjects to be too dry and

devoid of practical applications. They slog to get ―good grades‖ without ever gaining an

in-depth understanding of their field. They keep going just for the sake of obtaining a

―degree.‖

On the other hand, if a student knows his/her inclination from the beginning, he

would choose a course and college that is in line with his interests and would naturally be

inquisitive to learn about the subject. He would make efforts to hone his skills in the field

and go on to achieve an innate understanding of his/her field.\

 34

Peers

Waters (2017). I just ran across this National Bureau of Economic Research

paper called ―How Does Peer Pressure Affect Educational Investments?‖ Authors

Leonardo Bursztyn and Robert Jensen took two groups of 11th graders and offered them

free SAT prep courses. One group had to sign up publicly, in full view of peers, and the

other group signed up confidentially. The experiment was conducted in both honors and

non-honors classes. The authors write, ―In non-honors classes, the signup rate was 11

percentage points lower when decisions to enroll were public rather than private.‖ There

was no change in honors classes.

To further isolate the impact of peer pressure, the authors studied a group of

students enrolled in both honors and non-honors classes, offering again a free SAT prep

course. ―When offered the course in a non-honors class, these students were 25

percentage points less likely to sign up if the decision was public rather than private. But

if they were offered the course in one of their honors classes, they were 25 percentage

points more likely to sign up when the decision was public. Thus, students are highly

responsive to who their peers are and what the prevailing norm is when they make

decisions.‖

They conclude, ―Peer pressure appears to be a powerful force affecting

educational choices and whether students undertake important investments that could

improve academic performance or outcomes. In our case, in non-honors classes, even

very low-income students are willing to forgo free access to an SAT prep course that

could improve their educational and possibly later life outcomes, solely in order to avoid
 35

having their peers know about it‖. In other words, peer pressure profoundly affects

student willingness to accept opportunities that may lead to more post-secondary options.

Whatever else you can glean from this experiment, it‘s a powerful argument for school

choice programs that allow families to enroll children in schools outside their zip code.

Unknown (2015). When a person makes a decision, different parts of the brain

spring into action. The brain‘s limbic system generates an emotional response, and the

prefrontal cortex produces rational thinking. In situations like the two above, ―what we

are doing is very quickly, and often unconsciously, calculating the rewards and costs of

different actions,‖ says psychologist Laurence Steinberg, a leading expert on adolescent

peer influence. ―When we do this calculation and come to the conclusion that the

potential rewards of a particular action outweigh the potential costs, we act in that way.‖

Teen Decision Making process occurs naturally in humans throughout our lives.

But during our teen years, our brains have unique characteristics that impact this

calculation. One reason for the difference in teen decision-making involves a chemical

called dopamine in the brain‘s reward center. Dopamine helps transmit signals in the

brain that make people feel happy. The number of brain receptors interacting with

dopamine is higher in adolescence than at any other time of life. This means that when a

teen is exposed to a reward—such as a compliment—the reward center reacts more

strongly than it would for an adult or a child.

In addition, being with friends increases adolescents‘ sensitivity to rewards. Thus,

the presence of peers makes the already sensitive reward system even more sensitive to

potential rewards. At the same time, says Steinberg, ―when adolescents are criticized or
 36

rejected by friends, there is a bigger response in parts of the brain that control negative

emotions.‖ Feeling rewards more strongly and responding more intensely to what peers

may think means that there are biological reasons for why teens sometimes decide to do

things with their friends that they would never do on their own. This can be positive, by

encouraging peers to take on new challenges. But it can also lead to dangerous decisions

—such as using alcohol or drugs, or getting into other high-risk situations.

For teens, friends are both a reward and the fuel that encourages them to seek

more rewards. ―Being around peers makes people more sensitive to the potential

rewards,‖ says Steinberg, ―and less sensitive to the downsides.‖ But not all risk taking is

bad. As explained by Steinberg, ―Risk taking is normal during adolescence.‖ For

instance, trying a new activity when you don‘t know that you‘ll succeed is a type of risk

that helps a person develop into an independent adult. ―The solution is not to eliminate

risk taking, rather it is to facilitate good risk taking.‖

Ijeoma (2012). The occupational choice of young adolescents have become an

area of interest to educational planners and educational psychologists. This is as a result

of the awareness by stakeholders of the inherent dangers and frustrations suffered by the

young adolescents, who find themselves in wrong occupations. Consequently,

educational authorities have realized the need for schools to have guidance counselors

who would help the adolescents select an appropriate career in line with their capabilities.

The choice of a particular career is influenced by certain factors among which are peer

group influence and parental influence. Parental influence surpasses that of gender, socio-

economic status and academic achievement (Penick and Jepsen 1992).

 37

Both parents and peers play an important role in the development of the

adolescents. It has been observed that adolescents are less influenced by peers when they

have close and involving relationships with their parents, the ability of peers to influence

the behaviours and attitudes of the adolescents is magnified when adolescents perceive

that their parental relationship is negative or deficient in support and guidance Middleton

and loughead (1993). Peer group influence is more influential in adolescence than at any

other time in life. The quality of the relationship between adolescents and their peers, as

well as the type of peers they associate with, play important roles in aiding or impeding

their career choice.

Parents

Unknown (2015). Ensuring your children are set up for a successful career, future

financial security and a good quality of life is a pressing challenge for every parent. As

parents, your children will look to you for advice and guidance even if they don‘t like to

admit it!

Parents have a key role to play in the decision-making and the general career path

your children choose to pursue; but how involved should you be in this decision-making

process? Should you adopt a hands-on role? What is the best advice you can give your

child at this point? Parents have adopted beliefs about success, how to be successful and

what constitutes a ‗good job‘ or ‗ideal life‘. Anything we feed back to our children is

based on these beliefs and our own experiences. Many of us make the mistake of trying

to shield our children from the mistakes that we made - whether knowingly or

unknowingly. While we can guide them away from some of the pitfalls we encountered,
 38

they‘ll inevitably make mistakes and hiccups along the journey – but these hiccups are

vital for their personal growth.

The decisions we make in our early life (e.g what school we go to, the subjects we

chose to study, the decision to go to university/college, the courses we choose) can

impact our career path. If this decision is heavily swayed by parental preference, the child

may end up following a vocation that, deep down, they aren‘t interested in. At the same

time, without practical guidance and support when pursuing interests, poor choices can be

made. Everyone has a unique set of skills and aptitudes. Each child is individual in their

own way, and so may possess different skills and abilities to their parents. With this in

mind, adopting a similar career role to either parent may not be the right course of action.

We all take time to ‗find our feet‘. Parents will often say things such as ―pick a

course you think you‘ll like‖ or ―why don‘t you apply for this job‖. Though it may seem

they‘re doing the right thing in terms of steering their children in the right direction,

parents also need to understand that we all need space and time to discover what we truly

want to pursue. University, for example, isn‘t for everyone – and engaging in relevant

work experience and/or undertaking an apprenticeship can be just as valuable in finding a

suitable vocation in which you can thrive.

Unknown (2019). How important is the role of the parent in the career guidance

process? Parents serve as a major influence in their children‘s career development and

career decision- making. Parents want their\ children to find happiness and success in life

and one factor which influences happiness and success is career choice. Research also

indicates that when students feel supported and loved by their parents, they have more
 39

confidence in their own ability to research careers and to choose a career that would be

interesting and exciting. This is important because studies show that adolescents who feel

competent regarding career decision making, tend to make more satisfying career choices

later in life. (Keller 2004).

Parents influence the level of education or training that their children achieve; the

knowledge they have about work and different occupations; the beliefs and attitudes they

have to working; and the motivation they have to succeed. Most of this is learned

unconsciously – children and teenagers absorb their parents‘ attitudes and expectations of

them as they grow up.

Seo (2018). In this era of stiff competition, selecting a decent career path has

become very important for every individual. At times they get confused while deciding

which career to choose. During such a situation, teachers and parents in particular play an

important role to identify a child‘s skills and interests. They can provide proper guidance

to students and can assist them in realizing their dreams.

A parent is the sculptor of child‘s behavior, attitude, thinking, and character. They

are the ones who have regular interactions with the child and understand their ambitions,

dreams, and aspirations. Parents should identify at an early stage what the child‘s interest

areas are. A child might be interested in diverse fields like automobiles, film making, or

geography. Accordingly, the parent should encourage them to read books or watch videos

or similar content related to the subject matter of their interest. They should work towards

exploring their child‘s hidden talents and nurture them. Children should be taught about

dreaming and visualizing their future goals and to accomplish them with hard work and
 40

proper planning. Parents should interact with other individuals who are currently

pursuing a course, or are pursuing the career their children are also interested in. They

should introduce these individuals to their children for better idea and understanding.

This will assist children to have a clear picture of the course/job and career prospects.

Advice of others

Unknown (2017). Over half of 1500 first-year undergraduates admitted they

became interested in a particular career through somebody they knew. The survey found

that students‘ friends and family are a major influence on career choices. Of the 51% that

admitted being influenced by people close to them, 17% said they were influenced by

family members, whilst 34% had been influenced by their friends. However, there were

differences between state and privately educated responses. 54% of state-educated first

year said they didn‘t know any friends of family members who had sparked their interest

in a particular career. This is compared to 41% of privately-educated students. Perhaps

unsurprisingly, two-thirds of survey respondents said they received practical help and

advice from friends and family when applying for internships or jobs. Chris Phillips,

Research Director at GTI Media said, ―The influence of friends and family is clearly a

significant factor in helping students choose careers but question marks surely remain

over the objectivity and accuracy of the advice being offered.‖

Honeysett (2018). You‘re clear about how your decision will affect other people

in your life. But what do those same people think about how the decision you‘re about to
 41

make will affect you? Talk to your partner, family, friends, colleagues, and mentors about

your options. What do they think?

Lucas (2016). Have you ever sat, staring at a blank email, trying to figure out

what to say and how to say it? Have you rehearsed a conversation over and over in your

head, trying to figure out what to say and you just can't come up with something? Then

you ask a friend and the friend just spouts out the perfect response? There's a reason why

advice columnists are so popular. I grew up reading Dear Abby and Ann Landers every

day (my parents subscribed to two different newspapers). I grew up to be an advice

columnist myself, and often get people asking me questions that are simple for me to get

right, and they say, "I would never have thought of that wording!" But what they don't

know, is that when I'm stuck on a work problem, I turn to fellow Inc. Columnist Alison

Green (probably the best advice columnist on the web). When I'm stuck on a personal

problem, I turn to my friends. Everyone needs advice and it seems everyone else is better

at figuring out answers to our problems than were are ourselves.

STEM

Ryan (2018). STEM is important because our world depends on it. The economy,

our general well-being—it‘s all backed by science, technology, engineering, and math.

Thus, when we refer to STEM, it‘s not just coding and lab coats. It‘s the underpinning of

manufacturing, food production, health care, and so much more that\ frankly, we might

take for granted, but surely can‘t live without. You might be wondering then, if STEM is

so important, so necessary, then why do we have to keep talking about it? You might be
 42

saying, ―This is the 25th blog post you‘ve written that features ―STEM‖ in the title…we

get it, STEM is important, so let‘s move on‘‘

And therein lies the rub. The collective ―we‖ haven‘t yet ―gotten it.‖ If we had,

then there wouldn‘t 2.4 million STEM jobs projected to go unfilled this year. There

wouldn‘t be a severe underrepresentation of women in STEM fields. There wouldn‘t be

just as much of an underrepresentation of minorities. (Here are a few STEM education

stats that tell quite the story.) There wouldn‘t be the need to constantly put STEM in the

spotlight or on proving grounds, or in this 26th STEM-related blog post if these massive

gaps didn‘t exist.

Unknown (2016). According to the U. S. Department of Commerce, STEM

occupations are growing at 17%, while other occupations are growing at 9.8%. STEM

degree holders have a higher income even in non-STEM careers. Science, technology,

engineering and mathematics workers play a key role in the sustained growth and

stability of the U.S. economy, and are a critical component to helping the U.S. win the

future. STEM education creates critical thinkers, increases science literacy, and enables

the next generation of innovators. Innovation leads to new products and processes that

sustain our economy. This innovation and science literacy depends on a solid knowledge

base in the STEM areas. It is clear that most jobs of the future will require a basic

understanding of math and science. Despite these compelling facts, mathematics and

science scores on average among U.S. students are lagging behind other developing

countries. Here's how STEM education can be so important to young students.

 43

Dela Rosa (2017). Many people especially the students thought that Science,

Technology, Engineering and Mathematics (STEM) is probably the most difficult strand

in Senior High School. Some of them are afraid to take this strand because of the subjects

that they may encounter especially the Science and Mathematics. Also, some of them are

afraid to take this strand because they thought that it is only for intelligent students. See,

there are a lot of perceptions that a person had when we say STEM. When I was Grade-

10, I really don‘t know what track or strand I will choose when I enter Senior High

School. I was afraid of choosing STEM that time, it‘s because I only thought that

activities and subjects on it is too hard and it will make me crazy. But, my cousin who is

an Engineer right now gave me an inspiring advice that makes my decision final- to

choose the STEM Strand. Being a Grade-11 STEM student right now, I must say that all

that I am\ experiencing right now is totally different from what I am thinking when I was

grade 10. I experienced a lot of new things and met a lot of new friends and classmates

with different personalities and characteristics. Being a STEM student makes me more

patient and responsible especially when it comes on the activities and performance tasks

that I need to do. It makes me become more serious on studying because our subjects are

not easy and it requires hard work to pass on it. Those subjects like Statistics and

Probability, General Chemistry and Basic Calculus really made my journey as a grade 11

student more challenging.

ABM

Pajo (2017). This strand focuses on learning the basic concepts of business and

learning associated skills in other related fields like finance, management, corporate and

operations. When we‘re talking about

 44

ABM surely it is all about Math and how to handle or manage the business,

marketing or else. ABM Strand is not really my first choice but when I saw a small

description about ABM there is something that encourage me to took this track and here

it is, I‘am studying this preparatory course for my college degree. Though I‘am afraid

because suddenly appear the different thoughts comes up in my mind, many what ifs,

what if I can‘t make this, what if I can‘t understand the lesson, and don‘t know how to

analyze the solving problem. But it‘s just temporary questions, because when you start to

learn about this subject you will start to love this subject as well. Now, I am here to

motivate each student who‘s able to enroll this strand or student who still undecided for

what strands to take, ABM can help you to grow individually as a youth grown to a Man

and Woman. Because this strand is not focuses only for solving problem but also to

manage and communicate others. It will help you to develop your communicating skills.

The ABM Strand of the Academic track of Senior high school has nine

specialization subject, namely: Applied Economics, Business Ethics and Social

Responsibility, Fundamentals of Accountancy, Business and Management 1,

Fundamentals of Accountancy, Business and Management 2, Business Math, Business

Finance, Organization and Management, Principles of Marketing, Work Immersion /

Research / Career Advocacy / Culminating Activity.

Pencilicious (2017). Many reasons why you should have to choose ABM instead

of any track that have been given today — if you are an analytic person. ABM or

Accountancy Business and Management is not just a one topic to study about but three,

which is important for our economic today. Whatever happened in your life choosing
 45

ABM than other choices would be a good and better decision because ABM will help you

to stand up with your own. Some reasons why ABM, A day will not last without money,

and that is one of the pros of choosing ABM because ABM focuses on the basic financial

management which will help you to simply manage money and other Laws in a business.

ABM will help you to be financially free — the most common dream of all people why

they have to think the best of the other tracks.

All companies (including schools, Bakery, stores, all) needed an accountant,

manager and other office literate. They will need a person that will organized their

business papers which are all in line with ABM, this studies accounting, marketing and

oral management, financing and etc. This courses offered by the ABM program will help

you to be hired in a job easily. Because our economy needs a managers.

Compared to other jobs tracks, ABM students are aware on the Laws of a

business, like Value added tax, taxes, and salaries and how this happened. Because ABM

also studies about Taxation Laws (well actually Accounting) Financing and Accounting

Laws and ABMs pros is that ABM are the owner while other tracks will be just an

employees. Choosing ABM track is just Choosing to be more future oriented because this

program will not just give you learns but also knowledge to stand alone, to start a

business and to be financially free without investing a large amount of money, but just a

big risk and faith. ABM track isn‘t hard if you‘ll be a persuasive person, ABM is just an

awesome game that would make you crazy but at the same time would make you cry with

laughter. ABM just need a heart and a brain. So choose to be one of the DREAMERS,

choose to be an ABM.
 46

Soriano (2017) ―Our country recently implemented the K-12 Program. Senior

High School, this phrase is familiar for some but for Filipinos, it‘s a phrase some chose to

love and some to hate. Senior High School is a 2 year program where in students choose

a track and there will be specific core subjects under their chosen track. Although

choosing a track is difficult for some, I was able to choose my track immediately after it

was implemented and announced to us. Our school was one of the first schools who

implemented K-12. Our first batch of

Grade 12 Students graduated last school year (2016-2017). I was Grade 6 when

this was announced to us. Our school actually made up skip a grade level so that K-12

won't make such a big step for us which is a really good decision, in my opinion. When I

found out about the different tracks, my heart was immediately set on ABM

(Accountancy, Business, Management), why? Because it's what I want to do the rest of

my life. I believe that entrepreneurship is my passion and I hope to one day start a

business of my own. I have considered the other tracks like STEM (Science, Technology,

Engineering, Math) because it seems that it covers essential subjects I need and I would

like to build something someday. I also considered A&D (Arts and Design) because I

want to create art (even though I can't draw) and I love to perform. But ABM is what I

really want because I plan to take Business Management for college. I really didn't have a

hard time in choosing my track because it's been my passion. I've been into

entrepreneurship and selling since I was in Grade 6 and I enjoyed doing such.‖
 47

HUMSS

Theocson (2017). As we all know, Senior High School in the Philippines offers

four major tracks which are Academic Track, Technical- Vocational Livelihood (TVL),

Sports Track, and Arts & Design Track. The Academic track then offers four strands

which are Accountancy Business and Management (ABM), General Academic Strand

(GAS), Science, Technology, Engineering, and Mathematics (STEM). And HUMSS.

Well, HUMSS stands for Humanities and Social Sciences. It‘s a strand focused on

literature, politics, religion and social sciences. It helps improve student‘s reading,

writing, speaking and social skills, and the skills this strand is trying to develop are

critically needed for students who want to take up journalism, education, and other social

science-related courses in college. And it is not an easy strand like everybody thinks.

Yes, you may not have to face formulas, numbers, and chemicals but you will deal with a

lot of reading and comprehension. And this strand is just as challenging as the others but

if your passion is related in the subjects offered in HUMSS, it‘s guaranteed that you will

enjoy and learn a lot in this strand.

Since I was in elementary, I already told myself that I‘m going to be a teacher

someday because I want to share my knowledge to students as much as possible. I

continued dreaming of it up until now and as luck would have it, K-12 program was

implemented. Upon entering Senior High School, there are so many options of which

strand I‘ll choose. But why did I chose HUMSS? Well first, I find the other strands very

hard and I feel it wouldn‘t suit me and the pressure it brings. And then, there‘s HUMSS,

they say it‘s a great opportunity for those who want to take up Education, and hearing

that makes me feel it very much suits me. Memorization, lots of paper works and
 48

reporting may sound hard and stressful but I think it will be a great way for me to practice

my skills in teaching. And finally, this strand will help me learn how to deal with people

since I will encounter lots of different individuals with different values and beliefs and I

think that‘s something I critically need.

Humss875 (2017). Humanities and Social Sciences or HUMSS is a track that

belong to academic strand. The HUMSS refers to subjects that study people, their ideas,

history and literature. To put another way HUMSS are those branches of learning

regarding primarily as having a cultural character. Why I choose HUMSS? because in

HUMSS, it helps me a lot to understand others through their languages, histories, culture

and I want also to build skills in writing and critical reading. The HUMSS encourage me

to think creatively and it teach me to reason about being human and to ask questions

about our society and to our world, and it helps me develop a global perspective by

studying different cultures throughout the world.

Many people says that being a HUMSS student is hard, but in my own experience

HUMSS helps me a lot to show my talents and capabilities to other people. HUMSS

helps me to enhance my skills and it helps me to be successful someday.

Olino (2017). I don't even know why I chose HUMSS. Maybe it's because I'm

still undecided of my college course, but my heart shouts for HUMSS. Humanities and

Social Science, I'm studying this strand for the humanity. I want to explore, be open

minded, and expand my knowledge and understanding in the fields of understanding our

culture, politics, society, and our own selves. Yes, there are times that I questioned
 49

myself on why did I chose this strand where there's no chill time, we have loads of paper

works, and new requirements after submitting the other one. My friends from other

strands here in our university were enjoying their vacant and chill times, while there's me

and my current classmates who can't even have our sleep. I'm not saying that HUMSS is

more stressful than other strands, but there are students who were from STEM, ABM or

TVL that expresses their "ahay luoy man" comments for their HUMSS taker friends in

our university. I experienced being in HUMSS, and now I don't think people should

belittle this strand because clearly, this strand stands for "Humanities and Sobrang

Stress". Hahahaha, just kidding. Every strand has their own strengths and weaknesses so

we must respect that, and avoid belittling each other.

What I like being here, is even though we are flooded with works, we are surely

learning from our requirements. Indeed, all those reflections, reaction papers, reviews,

journal, argumentative essays, debates, skits; there will be the time where we can actually

apply what we have learn about those things. I am glad that my friends from STEM asks

for my help when it comes to essays, speeches or anything written-related stuffs; and I'm

even happier when they help me with my Math! Not all HUMSS students are idiot when

it comes to Math though, so why do some people assume in that way? Generalizing and

stereotyping, eh?

I did choose HUMSS because I personally think that my likes, skills, and

personality suit this strand the best. So if you're thinking about taking this strand, think

about it carefully. You might be really stressed out, but everything's worth it. Future

Psychologists, Educators, Police, Lawyers, Journalist, etc., the HUMSS Strand will

prepare your path!

 50

Conceptual Framework

IV

Profile of the respondents:

 Sex

 Economic Status

 Education of Parents

Factors that affects their choice of strand:

 Own Interest Choice of Strand:

 Job Opportunities  STEM

 Academic Experiences  ABM

 Peers  HUMSS

 Parents

 Advice of others

NCAE Result

Figure 1.1 Paradigm of the Study

The first frame of the paradigm which includes the independent variable is the profile of the

respondents with respect to Sex, Social Status, Education of Parents and Family Income. It also cohere

to the factors that may affect the choice of strand that correlates to Own Interest, Job Opportunities,
DV
Academic Experience, Peers, Parents and Advice of others. Moreover, the NCAE Results adhere. The

second frame consists of the dependent variable is the strands of STEM, ABM and HUMSS.
 51

Hypothesis of the Study

H0 = There is no significant difference in the students‘ choice of strand and the

NCAE result.

H0 = There is no significance in the relationship between profile of Senior High

School and the chosen strand with respect to their NCAE result.

H0 = There is no significant relationship between the choice of strand and the

factors that influence their choice.

 52

Notes in Chapter II

Linda S. Gottfredson. (1996). “Gottfredson’s Theory of Circumscription and

Compromise.” pp. 179-232 in Career Choice and Development (3rd ed.), edited by D.
Brown and L. Brooks. San Francisco: Jossey-Bass. Retrieved August, 2019 from
Google: https:// www.udel.edu.1996CCtheory

Bill Gothard et. al (2001). Career Developmental Theory. pp. 10-14

Erik Erikson. (1994). Identity: Youth and crisis (No.7) as cited by David L.
Erickson's stages of development. Retrieved July 28, 2019 from, https://www.learning
theories.com/ericksons-stages-of-development.html

Vangie Moldes (2019, January). Students, peer pressure and their academic
performance in school. Retrieved August 3, 2019, from ResearchGate:
https://www.researchgate.net/publication/330818074_Students_Peer_Pressure_and_their
_Academic_Performance_in_School

Ma. Adriah Therese Cervera et. al (2016, March). Factors Affecting Grade 10
Students in Choosing Their Preferred Tracks for Senior High School. Retrieved August
3, 2019, from Academia:
https://www.academia.edu/35074962/Factors_Affecting_Grade_10_Students_in_Choosin
g_Their_Preferred_Tracks_for_Senior_High_School

Gavin Neilson et. al (2010, January). Not choosing nursing: Work experience
and career choice of high academic achieving school leavers. Retrieved August 3, 2019,
from ScienceDirect:
https://www.sciencedirect.com/science/article/abs/pii/S0260691709001014

Isaac Buabeng et. al (2012, June). Senior high school female students’ interest in
physics as a course of study at the university level in ghana. Retrieved August 4, 2019,
from ResearchGate:
https://www.researchgate.net/publication/319931631_Senior_High_School_Female_Stud
ents'_Interest_in_Physics_as_a_Course_of_Study_at_the_University_Level_in_Ghana

Jeofrey Mtemeri (2017, January). Factors influencing the choice of career

pathways among high school students mindlands, province, zimbabwe. Retrieved August
3, 2019, from Google:
http://uir.unisa.ac.za/bitstream/handle/10500/23174/thesis_mtemeri_j.pdf

Reindolf Yao Nani, et. al (2016). Assessment of family income on academic

performance of tertiary. international journal of academic research in accounting,
finance and management sciences, Vol. 6, No 3 pp. 154-169.

Chioma Henrietta Machebe et. al (2017). The impact of parental level of

income on students'. Retrieved August 4, 2019, from Google:
http://www.hrpub.org/download/20170830/UJER19-19506871.pdf
 53

Ukap Akan (2014, June). The influence of parental education background and
study facilities on academic performance of secondary school students. Retrieved August
3, 2019, from Google:
https://www.academia.edu/8360384/The_Influence_of_Parental_Education_Background
_and_Study_Facilities_on_Academic_Performance_of_Sec._School_Students

Muller, C. (2018). Parent involvement and academic achievement: An analysis of

family resources available to the child. Retrieved August 3, 2019, from
https://scholar.google.com.ph/scholar

Arnaud Chevalier. (2012, September 8). The impact of parental income and
education on the schooling of their children. Retrieved August 4, 2019, from Springer
Open: https://izajole.springeropen.com/articles/10.1186/2193-8997-2-8

Thomas A. DiPrete et. al (2015, February 18). Gender differences in the

formation of field of study choice set. Retrieved August 3, 2019, from Google:
https://people.socsci.tau.ac.il/mu/salon/files/2015/05/SocSci_v2_50to81.pdf

Maria Lally. (2016, July 3). Are women better decision makers than men?
Retrieved August 3, 2019, from The Telegraph:
https://www.telegraph.co.uk/women/life/are-women-better-decision-makers-than-men/

Susan Heitler Ph.D (2012, February 2). How gender differences make decision-
making difficulties. Retrieved August 3, 2019, from Psychology Today:
https://www.psychologytoday.com/us/blog/resolution-not-conflict/201202/how-gender-
differences-make-decision-making-difficulties

Monique Leitão, Á. G. (2013, December 23). Do people adjust career choices

according to socioeconomic conditions? An evolutionary analysis of future discounting.
Retrieved August 3, 2019, from SciELO: http://www.scielo.br/scielo.php

Matsidiso Naong et. al (2013, January 1). The influence of family income on
students' career choice at the universities of technology. Retrieved August 4, 2019, from
Google Scholar: https://scholar.google.com/citations

Joe Pinsker (2015, July 6). Rich kids study english. Retrieved August 4, 2019,
from The Atlantic: https://www.theatlantic.com/business/archive/2015/07/college-major-
rich-families-liberal-arts/397439/

Larry Deluna (2017, March 9) Tracking a career path; courses to allied health
among grade 11 student. Retrieved August 4, 2019, from Prezi: https://prezi.com/

Hoto Garikai (2018). Family Influence and Career Choice: What is the impact of
family influence on the career decision of adolescents? Retrieved August 4, 2019, from
 54

Word Press:
https://www.google.com.ph/amp/s/behavioraldevelopmentblog.wordpress.com/
Unknown (2010, April 7). Can parents influence their child's career choice?
Retrieved August 9, 2019, from Family Anatomy:
https://www.familyanatomy.com/blog/2010

Darrel Fizzer (2013, December). Factors Affecting Career Choice of College

Students. Retrieved August 9, 2019. from Google: https://www.utm.edu/departments/

Unknown (2019). Importance of interest in career. Retrieved August 4, 2019,

from Google: www.careerdishanepal.org/educators/

Eda Aziana (2014, October 8). Factors to consider when choosing a career.
Retrieved August 4, 2019, from Google: edaaziana.blogspot.com/2014

Chitra Reddy (2016). What Influences your choice: parents, Family or Gender.
Retrieved August 2, 2019, from Google: https://content.wisestep.com/influences-career-
choice-parents-family-gender/

Unknown (2019). How does the job market influence your career choice?
Retrieved August 4, 2019, from Google: www.cvtips.com/results.html

Alison Green (2014, January 8). 8 ways the economy is still affecting the job
market. Retrieved August 4, 2019, from U.S News:
https://money.usnews.com/money/blogs/outside-voices-careers/

Laura Warner. (2016, January 11). Should students choose their course content?
Retrieved October, 2019 from Google:
https://www.timeshighereducation.com/student/advice/student-blog-should-students-
choose-their-course-content

Julia Ongchoco. (2017, October 21). High school dilemma: choosing the right
strand. Retrieved October, 2019 from Google: https://lifestyle.inquirer.net/276459/high-
school-dilemma-choosing-right-strand/

Unknown (2016). The tightrope walk of choosing course and college. Retrieved
October, 2019 from Google: https://navigus.in/blog/dilemma-of-choosing-course-and-
college/

Laurel Waters (2014, December 4). The impact of peer pressure on student
achievement. Retrieved August 3, 2019, from NJ Left Behind:
https://njleftbehind.org/2014/12/the-impact-of-peer-pressure-on-student-achievement/
Unknown (2015). The science of decision making and peer pressure. Retrieved
August 2019, from Scholastic: http://headsup.scholastic.com/students/the-science-of-
decision-making-and-peer-pressure
 55

Alika Henrietta Ijeoma(2012, September). Career choice in engineering: the

influence of peers and parents implication for counseling. Retrieved August 9, 2019,
from ERIC: https://eric.ed.gov/

Unknown (2015). The role of parents in their child's career choices - Careers.
(n.d.). Retrieved August 2019, from MidKent College:
https://www.midkent.ac.uk/news/blog/the-role-of-parents-in-their-childs-career-choices//

Unkown (2019). The parent's role in career selection. Retrieved August 9, 2019,
from Qualifax: https://www.qualifax.ie/index.php

Seo (2018). Role of parents and teachers in career development of students.

Retrieved August 4, 2019, from Google: https://theknowledgereview.com/role-parents-
teachers-career-development/

Unknown. (2017). 50% of students influenced by friends & family when choosing
career. Retrieved August 4, 2019, from Current Affairs: https://www.allabout
careers.com/features/article/50-students-influence-friends-family-choosing -career

Alex Honeysett (2018). 8 factors you really need to consider before you make
any big decision. Retrieved August 4, 2019, from Google:
https://www.google.com.ph/amp/s/www.themuse.com/amp/advice/8/factors-you-really-
need-consider-before-you-make-any-big-decision-/

Susan Lucas (2016, November 4). 5 reasons you should let others make your
decisions. Retrieved August 4, 2019, from INC: https://www.inc.com/suzzane-lucas/5-
reasons-you-should-let-others-make-your-decisions-/

Ryan. (2018, January 26). Why is stem important? why do we keep talking about
it? Retrieved August 3, 2019, from https://www.idtech.com/blog/why-is-stem-important

Unknown (2016, February 2). Why is stem education so important? Retrieved

August 2019, from Engineering for Kids:
https://www.engineeringforkids.com/about/news/2016/february/why-is-stem-education-
so-important-/

Mary Joy Dela Rosa (2017, March 19). My journey as a grade-11 in stem
strand. Retrieved August 4, 2019, from
https://maryjoydelarosablog.wordpress.com/2017/03/19/my-journey-as-a-grade-11-in-
stem-strand/

Pencilicious. (2018, September 3). Why choose abm. Retrieved August 3, 2019,
from Random Thoughts: https://lovelyismehblog.wordpress.com/2018/09/03/why-
choose-abm/
 56

Jessa Mae Pajo (2017, October 11). Choose abm strand for the better future.
Retrieved August 3, 2019, from Site title:
https://jessamae3.wordpress.com/2017/10/11/choose-abm-strand-for-the-better-future/

Zoe Soriano (2017, October 7). Why I chose abm. Retrieved August 3, 2019,
from Google: http://www.ayeitszoe.com/2017/10/why-i-chose-abm.html

Katherine Theocson (2017, October 7). Why did I chose humss? Retrieved
August 3, 2019, from https://bluehost975.wordpress.com/2017/10/07/why-did-i-chose-
humss/

HUMSS825. (2017, March 1). I choose humss. Retrieved August 3, 2019, from
https://humss825.wordpress.com/author/humss825/

Stephanie Olino (2017, October 7). Why choose humss? Retrieved August 2019,
from Google:https://stephaniemaeolino01.blogspot.com/2017/10/why-did-i-choose-
humss/
 57

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents methods and techniques, population and sampling

procedure, research instrument, construction and validation of instrument, data gathering

procedure and the statistical of data that will be used in the study.

Methods and Techniques of the Study

The researchers used the Descriptive research design to record, analyse and

interpret the students‘ profile, choice of strand with respect to their NCAE result.

Descriptive research is a quantitative method which corresponds to identifying the

characteristics of an observed phenomenon and drawing conclusions from it through a

process of data collection. The 3 main purposes of descriptive research are describing,

explaining and validating the findings (Bhat, 2019).

Furthermore, Kenton (2019), reviewed descriptive statistics as brief descriptive

coefficients that summarizes given data set, which can either be a representation of the

entire or sample of a population. Descriptive statistics are broken down into measures of

central tendency, and measures of variability.

Population and Sampling of the Study

As shown in the table below, there will be 12 STEM students respondents from

section A, D, E as same as the respondents in ABM C, 14 respondents from STEM B, 13

from STEM C and F as well as ABM A and B, 11 from ABM C and 13 from both

HUMSS A and B, for a total of 140 students-respondents.

In total, there are 458 Grade 11 students in Tomas Del Rosario College during SY

2019-2020. It could be notice that STEM section B gets the most of students-respondent
 58

because they also have the largest number of population per section with a total number

of 46 students.

Table 1

Frequency and Percentage Distribution of the Respondents of the Study

The study will be conducted among Grade 11 students in Tomas Del Rosario

College during SY 2019-2020.

Strand &
Section Population Sample Percentage
STEM
41 12 29.27%
A
46 14 30.43%
B
44 13 29.56%
C
41 12 29.27%
D
41 12 29.27%
E
40 13 32.5%
F
ABM
44 13 29.55%
A
39 13 33.33%
B
38 12 31.58%
C
HUMSS
42 13 30.95%
A
42 13 30.95%
B
TOTAL 458 140 30%
 59

Instrument of the Study

This study will use a two set of questionnaire to gather data relevant to the study.

Part I questionnaire is a researcher-made checklist constructed for the respondents

Grade 11 students, which will be composed of the profile of the respondents in terms of

sex, education of parents and economic status. It also includes the Grade 11 students-

respondents‘ strand and their NCAE result.

Part II questionnaire will determine how the factors affect the respondent‘s choice

of strand using a 5- point scale

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

Construction and Validation of Instrument

The questionnaire for this study is researcher made which is a tool used to assess

the students‘ profile , it also includes the factors that may affects the students choice of

strand and whether the strand they belong now is according to their NCAE results.

Since the questionnaire is researcher made it needs to undergo content validation.

The questionnaire upon completion will be shown Research teacher and other school

administrators who are knowledgeable in constructing instrument for further comments

and suggestion. A dry run of questionnaire among the 10 Grade 10 students of Tomas Del
 60

Rosario College who are not included in the study will also be conducted as part of the

validation process.

After modification, the questionnaire will be reproduced in final form.

Data Gathering Procedure

An endorsement letter from Research Teacher will be requested by the

researchers. It will be attached to the letter to secure permission to conduct the study to

the school Principal of Tomas Del Rosario College (TRC) to float the questionnaire

among the identified respondents.

Through the concerned school faculty and school heads, the researchers will

personally distribute the questionnaire to the respondents. The researchers will ensure

100% retrieval of questionnaires from student-respondents.

Moreover, the researchers will employ documentary analysis and will ask

permission to the Guidance Office to look for the respondents‘ NCAE result as a part of

the questionnaires in this study.

Statistical Treatment of Data

The statistical treatments that will be used are frequency and percentage

distribution, T-test and Pearson‘s Product Correlation Coefficient.

The profile of the respondents and the factors that may affect their choice of

strand will be determined by using the frequency and percentage distribution.

Documentary analysis will be utilized to determine the strand of the students as

reflected their NCAE result.

T-test allows us to compare the average values of the two data sets and determine

if they came from the same population (Will Kenton).

 61

To determine the difference in the students‘ choice of strand and their NCAE

result T-test will be used.

Moreover, Pearson‘s product correlation coefficient will be used to determine

which among students‘ profile and factors that affects their choice of strand including

their NCAE result best relate to the chosen strand of students. This statistical tool is used

to measures the statistical relationship, or association, between two continuous variables.

 62

Notes in Chapter III

A. Bhat. (2019). What is research – Definitions, Methods, Types & Examples.

Retrieved August 17, 2019 from Google: https://www.questionro.com.blog/what-is-
research/

W. Kenton. (2019).Descriptive Statistics. Retrieved August 17, 2019, from

Google: https://www.investopedia.com/terms/d/descriptive-statistics.asp.

W. Kenton. (2019). T-test. Retrieved August 28, 2019, from Google:

https://www.investopedia.com/terms/t/t-test.asp

Unknown. (2019). Pearson’s Correlation Coefficient Retrieved August 28, 2019,

from Statistics Solutions: https://www.statisticssolutions.com/pearsons-correlation-
coefficient
 63

CHAPTER IV

PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data

relevant to the study on the Determinants in the Choice of Strand of Senior High School

at Tomas Del Rosario College. This chapter discusses the findings and relates these to

related studies conducted by other researchers.

Table 2
Profile of the Grade 11 Students-Respondents
Sex Frequency Percent
Male 46 32.86
Female 94 67.14
Total 140 100.0
Educational Attainment of Mother Frequency Percent
High School 13 9.30

College Undergraduate 25 17.90

College Graduate 90 64.30

Post Graduate 12 8.60

Total 140 100.0

Educational Attainment of Father Frequency Percent
Elementary 1 0.70

High School 12 8.60

College Undergraduate 20 14.30

College Graduate 96 68.60

Post Graduate 11 7.90

Total 140 100.0

Monthly Household Income Frequency Percent
Above P51,000 29 20.71
P41,000 - P50,000 37 26.43
P31, 000 - P40, 000 30 21.43
P21,000 - P30,000 29 20.71
P11,000 - 20, 000 10 7.14
Below P10,000 5 3.57
Total 140 100.0
 64

On Sex. As shown in Table 2, the frequency of the male is 46 or 32.9% and the

frequency of the female is 94 or 67.1% with a total of 140 respondents.

On Educational Attainment of Parents. As reflected on Table 2, there are

thirteen (13) or 9.30% mothers and twelve (12) or 8.60% fathers who attained high

school; twenty five (25) or 17.90% mothers and twenty (20) or 14.30% fathers are

college undergraduate, whereas those college graduate mothers got a frequency of ninety

(90) or 64.30% and ninety six (96) or 68.60% for fathers, followed by those post

graduates with a frequency of twelve (12) or 8.60% mothers and eleven (11) or 7.90%

fathers and the least frequency of one (1) or 0.70% father is with academic requirement

for elementary.

Generally, majority of the parents of Grade 11 students are college graduate. It

could be assumed that their parents‘ educational background has an influence on their

chosen strand.

On Monthly Income of Parents. As could be gleaned from Table 2, the highest

frequency of 37 or 26.4% was recorded on P41,000- P50,000, next is P31,000- P40,000

with a frequency of 30 or 21.4%, followed by above P51,000 same as P21,000-P30,000

with a frequency of 29 or 20.7%, the lowest possible income is P10,000 with a frequency

of 5 or 3.6%.

This result implied that the common range of the monthly income of Grade 11

students‘ parents is between P41,000-P50,000. It could be presumed that they have the

capability to send their children to any school and has possibility that the students can be

able to choose what strand they want to take.

 65

Table 3

Factors That May Affect Their Choice of Strand in terms of Own Interest

DESCRIPTIVE
Own Interest Mean SD
RATING
I know the things that I‘m into very well. 4.00 0.88 Often
I always study the history and background of
3.80 1.00 Often
things that interest me.
I usually ask for other people‘s suggestions but
I always end up following mine. 3.79 0.88 Often

I take time to hear myself out. 3.76 0.84 Often

I don‘t like making an action that is decided by
others. 3.57 1.06 Often

Component Mean 3.78 0.62 Often

Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79

The table 3 shows the affection of their choice of strand in terms of own interest.

All descriptive ratings were rated as often as revealed by the component mean of 3.78

and standard deviation of 0.62.

As seen in the table, knowing the things that they into very well scored the highest

mean of 4.00 and standard deviation of 0.88. These findings indicate that knowing the

things that students are into very well affects the choice of their strand.

Conversely, the lowest mean of 3.57 and the standard deviation of 1.06 were the

things that some students don‘t like making an action that is decided by others. Perhaps

as it was written that they know the things that they are into very well, they know what

action or decision they will make, it‘s not about that you are rejecting others opinion or

suggestion but you know to yourself what things you are good at and things you are not.
 66

Furthermore, in the study of Fizzer (2013), stated that choosing a job to which an

individual is inherently suited rather than just able to convince the interviewer that he/she

is interested in the position This would imply that understanding what roles a person are

best suited to base on his/her personality is what will make him/ her the most happy at

work.

Table 4

Factors That May Affect Their Choice of Strand in terms of Job Opportunities

DESCRIPTIVE
Job Opportunities Mean SD
RATING
Knowing the job/company to work in. 4.32 0.80 Always
Aware of environmental you‘ll work in. 4.16 0.85 Often
Knowing a salary rate of a certain job. 4.07 0.87 Often
Knowing one‘s skill (in which job are you 4.04 0.87 Often
fit in).
Do research of which job in demand. 3.94 0.98 Often

Component Mean 4.12 0.67 Often

Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79

Table 4 lay out the factors that may their choice of strand in terms of job

opportunities. Most of the descriptive ratings were rated as often and one was rated as

always. As revealed by the component mean of 4.12 and standard deviation of 0.67

As shown in the table, choosing a strand in terms of job opportunity scored the

highest composite mean of 4.32 and standard deviation of 0.80. This tends to indicate that

job opportunity have an affects to the students in grade 11 in choosing a strand. Perhaps,

having background knowledge in the students' possible job and companies that they

might like in the near future can help them in choosing a career path. The lowest mean of

3.94 and the standard deviation of 0.98 were students researched for future jobs that is in
 67

demand so that they can easily get a job or have large salaries. Not minding their desired

jobs, they want to get a job immediately after college.

The results tend to show that job opportunity doesn't strongly affect the choice of

strand of grade 11 students. They need to have knowledge to the job opportunities to their

near future jobs, so that they are capable to prepare their selves in choosing their career

path.

Table 5

Factors That May Affect Their Choice of Strand in terms of Academic Experience

DESCRIPTIVE
Academic Experience Mean SD
RATING
I exert more effort when I do difficult 3.80 0.94
assignments. Often
Actively participating in discussion and 3.80 0.81
oral recitation in my class. Often
I make myself prepared when there is an
3.76 0.94
exam or quizzes. Often
I clarify things which I don‘t understand
3.60 0.96
from the topic discussed by the teacher. Often
I am good in science and mathematics. 3.18 1.15 Sometimes

Component Mean 3.63 0.67 Often

Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79

On table 5, the factors that may affect their choices of strand in terms of academic

experience were shown. It is indicated in the descriptive ratings that the factors stated

really affect their choice of strand.

As seen in the table, exerting more effort when doing difficult assignments scored

the highest composite mean of 3.80 and standard deviation of 0.94. This immediately

shows that the more difficult the job given to students, the harder they work on it.
 68

Perhaps, these difficult jobs intimidate the students and that pushes them to work better

and harder. Meanwhile, skills in Science and Mathematics got the lowest mean of 3.18

and standard deviation of 1.15. It is indicated in the table that students aren‘t good at

these two subjects that often. Jumping into conclusions, students might be good at these

when they get the chance to truly listen to discussions and/or when the lessons are well-

discussed.

Overall, the results point out that academic experience really affects the students‘

choice of strand. Students‘ academic skills and practices make a significant factor in

choosing a strand.

Table 6

Factors That May Affect Their Choice of Strand in terms of Peers

DESCRIPTIVE
Peers Mean SD
RATING
Sharing common interest with a group. 4.05 0.82 Often
Listening to the suggestions of your belonged 3.98 1.04 Often
group.
Talking about a certain topic that indicate
3.86 0.90 Often
career paths.
Resisting a peer pressure in any decision 3.61 0.97 Often
making.
Pressuring you to choose a career that they will
also take. 2.89 1.19 Sometimes

Component Mean 3.68 0.61 Often

Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79

Table 6 shows the level of factors that may affect their choice of strand in terms

of peers. Most of the descriptive ratings were rated as often and one was rated as

sometimes. As revealed by the component mean of 3.68 and standard deviation of 0.61
 69

As seen in the table, sharing common interest with a good score the highest

composite mean of 4.05 and standard deviation of 0.82. It tends to imply that the grade

11 students of senior high school share similar interests tend to understand each other

better. However, the lowest mean of 2.89 and a standard deviation of 1.19 were

pressuring to choose a career that they will take.

The findings tend to say that the level of factors that may affect their choice of

strand in terms of peers often affect their choice of strand of the respondents. In general

teenagers spend more time with peers. Furthermore, in the study of Gulati, (2017), said

peer pressure is described to have a positive and negative impact among individuals and

even without effect to a person because peer pressure is a continuous learning.

Table 7

Factors That May Affect Their Choice of Strand in terms of Parents

DESCRIPTIVE
Parents Mean SD
RATING
Following their advices. 3.66 1.41 Often
Observing their work. 3.60 0.97 Often
Encourage me to follow their education
3.02 1.23 Sometimes
background.
Pressuring me to take what they want for me. 2.74 1.41 Sometimes
Letting them to decide for me. 2.70 1.25 Sometimes

Component Mean 3.15 0.80 Sometimes

Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79

Table 7 presents the factors that may affect their choice of strand in terms of

parents. Most of the descriptive ratings were rated as sometimes and two was rated often.

As revealed by the component mean of 3.15 and standard deviation 0.80.

 70

As seen in the table, following their parents‘ advices scored the highest composite

mean of 3.66 and standard deviation of 1.41. This tends to indicate that their parents‘

advices are one of the factors that affect their choice of strand. Conversely, the lowest

mean of 2.70 and the standard deviation of 1.25 were letting their parents to decide for

them.

These results tend to indicate that their parents are one of the factors that they

consider in choosing their strand. Furthermore, Buabeng, (2015) said due to the respect

for family is one of the most influential factors that affects the Senior High School

Students especially their parents for their strand decision or career choices according to

the studies that the researchers get.

Table 8

Factors That May Affect Their Choice of Strand in terms of Advice of Others

DESCRIPTIVE
Advice of Others Mean SD
RATING
I weigh the pros and cons of the advice of others 3.71 1.05 Often
before deciding.
I read people‘s feedback upon the same situation
I am in and see if what they did to theirs 3.67 0.97 Often
succeeded.
I ask for people‘s advice and consider it. 3.56 1.03 Often
I conduct a poll whenever I couldn‘t decide. 3.16 1.24 Sometimes
I am indecisive so I just rely on other people‘s 3.01 1.21 Sometimes
decisions.
Component Mean 3.42 0.75 Often
Always: 4.20-5.00 Often: 3.40-4.19 Sometimes: 2.60- 3.39 Rarely: 1.80-2.59 Never: 1.0-1.79
 71

Table 8 presents the factors that may affect their choice of strand in terms of

advice of others. Most of the descriptive ratings were rated as often and two was rated

sometimes with the component mean of 3.42 and standard deviation of 0.46.

As seen in the table, weighing the pros and cons of the advice of others before

deciding got the highest mean of 3.71 with the standard deviation of 1.05. It helps to

explain that with the weighing of pros and cons of advice of others before deciding is

often done by the Grade 11 senior high school students. Conversely, being indecisive got

a lowest mean of 3.01 and a standard deviation of 1.21 which means that students

sometimes just rely on other people‘s decisions.

These findings tend to say that the level of factors that may affect their choice of

strand in terms of advice of others often affect the choice of strand of the students.

Furthermore, Chris Phillips, Research Director at GTI Media, (2017) said, ―The influence

of friends and family is clearly significant factors in helping students choose careers but

question marks surely remain over the objectivity and accuracy of the advice being

offered.

The table 9 presents the chosen strand and NCAE result of Grade 11-students-

respondents.

As seen in the table below, there is a frequency of sixty six (66) or 47.4% of

students whose NCAE result is STEM but seventy seven (77) or 55% individuals took

STEM; thirty two (32) or 22.86% whose NCAE result is HUMSS but twenty six (26) or

18.57% took the strand and the frequency of twenty nine (29) or 20.71% whose NCAE

result is ABM but thirty seven (37) or 26.43% took ABM.

 72

For a reason, Tomas Del Rosario College has only 3 strands available which is

STEM, ABM and HUMSS. The frequency of eight (8) or 5.71% who‘s NCAE Result is

GAS (General Academic Strand) . the frequency of five (5) or 3.57% whose NCAE result

is others (Technical Vocational and ARTS and Design) took one of the available strands

even if it‘s not the result of their NCAE.

Table 9
Present Strand of Grade 11 Students-Respondents
Strand Frequency Percent

STEM 76 55.00

HUMSS 26 18.57

ABM 38 26.43

Total 140 100.0

Strand of Grade 11 Students-Respondents as reflected their NCAE Result

NCAE Result Frequency Percent

STEM 66 47.14
HUMSS 32 22.86
ABM 29 20.71
GAS 8 5.71
Others 5 3.57
Total 140 100.0

Table 10 presents the result of independent t-test to determine the difference

between the NCAE results and the chosen strand of the students. As seen the t value of

.226 is not significant at .05 level as supported by the sig. value of .832. The result

reflects that the chosen strand of the students goes with the given assessment as reflected

in the result of the NCAE.

 73

According to Cortez (2011), with regards to the NCAE results utilization, the

student respondent said that NCAE helped them found in their choice of college course,

74% of them chose their own course, 13% had consulted their parents and 9% was

influenced by their parents to take the course for certain reason as increase job demand

and it will serve as their ticket to an overseas employment.

Similarly in the study of Gonzavo (2018), majority of the students-respondents

did not rely on the NCAE result in choosing their career path instead they choose their

own course based on what they want and might be different from what they actually

learned.

Table 10

Difference in the Chosen Strand of Grade 11 Students-Respondents and their NCAE Result

T Sig. (2-tailed) Decision

NCAE Result
.226 .832 Not Significant
Chosen Strand

The table 11 presents the relationship between the profile of the Grade 11

students-respondents and their chosen strand.

Evidently, as seen from the table below, there is no significant relationship found

between the profile of the Grade 11 students and their chosen strand as supported by the

negligible relationships. These imply that the chosen strand of Grade 11 students-

respondents do not rely on the profile of the students. This probably mean that the profile

of students do not necessarily relate in the chosen strand of Grade 11 students.

 74

The result of this table shows that the profile of the respondents does not have

significant relationship with their chosen strand. On the other hand, in the study of Alon

et, al. (2015) said that sex affects the choice of career people take. It is also stated in the

study of Garikai, (2018), that career development is a process which starts already in

childhood and one which the family plays a particularly crucial role.

Furthermore, in the article by Hadley Malcolm (2016), the economic status has

significant correlation in the choice of career the students take in relation to affordability.

Table 11

Relationship between the Profile of the Grade 11 Students-Respondents and their Chosen
Strand

Profile Statistic Strand Decision

Pearson Correlation -0.009
Sex Sig. (2-tailed) 0.918 Not Significant
Relationship Negligible
Educational Pearson Correlation 0.044
Attainment of Sig. (2-tailed) 0.606 Not Significant
Mother Relationship Negligible
Pearson Correlation 0.08
Educational
Sig. (2-tailed) 0.345 Not Significant
Attainment of Father
Relationship Negligible
Pearson Correlation 0.003
Monthly Household
Sig. (2-tailed) 0.968 Not Significant
Income
Relationship Negligible

Correlation Coefficient Relationship

+.81 – +1.0 High Correlation
+.61 - +.80 Moderately High Correlation
+.41 -+.60 Moderate Correlation
+.21 - +.40 Low Correlation
+.01 - +.20 Negligible Correlation
 75

Table 12

Relationship between the Choice of Strand of Grade 11 Students-Respondents and

the Factors that Influence their Choice

Academic Strand

Factors Pearson Correlation Relationship Sig. (2-tailed) Decision

Not
Own Interest .114 Negligible .181
Significant
Job Not
-0.03 Negligible .973
Opportunities Significant
Academic
Experience .230 Low .001 Significant
Not
Peers .128 Negligible .132 Significant

Parents .251 Low .003 Significant

Not
Advice of Others .054 Negligible .526 Significant

Correlation Coefficient Relationship

+.81 – +1.0 High Correlation
+.61 - +.80 Moderately High Correlation
+.41 -+.60 Moderate Correlation
+.21 - +.40 Low Correlation
+.01 - +.20 Negligible Correlation

The Table 12 shows the relationship between the choice of strand of grade 11

students-respondents and the factors that influence their choice in terms of their own

interest, job opportunities, academic experience, peers, parents, and advice of others.

As seen in Table 12, it can be observed that the factors that affect their choice of

strand in terms of own interest, job opportunities, academic experience, peers and advice
 76

of others did not reveal a significant correlation in the Grade 11 students‘-respondents‘

chosen strand. However, for the parents the relationship is significant at .05 level as

supported by the sig. value of .003. Furthermore, the academic experience is also

significant correlation with sig. value of .001.

Consequently, Wang (2013) study results suggest that choosing a STEM major is

directly influenced by intent to major in science, technology, engineering and math, high

school math achievement, and initial postsecondary experiences, such as academic

interaction and financial aid receipt. It concludes that the senior students often consider

their academic experience as one of the factors on choosing a course. Moreover, this

result has connected with the statement of Paulsen, (1990), after reviewing previous

research, concluded that a person is more likely to desire to college ―when student

academic aptitude is greater and when student academic achievement is bigger.‖

Furthermore, Seo (2018) said on his blog, a parent is the sculptor of child‘s

behaviour, attitude, thinking, and character. They are the ones who have regular

interactions with the child and understand their ambitions, dreams, and aspirations.

Similarly in the article by Ijeoma (2012), said both parents and peers play an

important role in the development of the adolescents. It has been observed that

adolescents are less influenced by peers when they have close and involving relationships

with their parents, the ability of peers to influence the behaviours and attitudes of the

adolescents is magnified when adolescents perceive that their parental relationship is

negative or deficient in support and guidance.

 77

Notes in Chapter IV

Moldes, V. (2019, January). Students, peer pressure and their academic performance in
school. Retrieved August 3, 2019, from ResearchGate:
https://www.researchgate.net/publication/330818074_Students_Peer_Pressure_and_their_Acade
mic_Performance_in_School

Fizzer, D. (2013, December). Factors Affecting Career Choice of College Students.

Retrieved August 9, 2019. from Google: https://www.utm.edu/departments/

Buabeng, I. (2012, June). Senior high school female students’ interest in physics as a
course of study at the university level in ghana. Retrieved August 4, 2019, from ResearchGate:
https://www.researchgate.net/publication/319931631_Senior_High_School_Female_Students'_In
terest_in_Physics_as_a_Course_of_Study_at_the_University_Level_in_Ghana

Unknown. (2017). 50% of students influenced by friends & family when choosing career.
Retrieved August 4, 2019, from Current Affairs: https://www.allabout
careers.com/features/article/50-students-influence-friends-family-choosing -career

Gonzalvo, R.D (2018). Determinants of national career assessment examination

performance of junior high school students in the second district of bataan s.y 2015-2016. pp.
124-125

DiPrete, S. A. (2015, February 18). Gender differences in the formation of field of study
choice set. Retrieved August 3, 2019, from Google:
https://people.socsci.tau.ac.il/mu/salon/files/2015/05/SocSci_v2_50to81.pdf

Garikai, H. (2018). Family Influence and Career Choice: What is the impact of family
influence on the career decision of adolescents? Retrieved August 4, 2019, from Word Press:
https://www.google.com.ph/amp/s/behavioraldevelopmentblog.wordpress.com

Malcolm, H. (2013, August 14). Picking college, major, comes down to money.
Retrieved August 4, 2019, from USA TODAY:
https://www.usatoday.com/story/money/personalfinance/2013/08/14/finances-affect-college-
major/2649665/

Wang, X. (2013). Why students choose stem majors: motivation, high school learning,
and postsecondary context of support. Retrieved September 29, 2019, from Google:

Seo (2018). Role of parents and teachers in career development of students. Retrieved
August 4, 2019, from Google: https://theknowledgereview.com/role-parents-teachers-career-
development/

Ijeoma, A. H. (2012, September). Career choice in engineering: the influence of peers

and parents implication for counseling. Retrieved August 9, 2019, from ERIC:
https://eric.ed.gov/
 78

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the finding of the study based on the data gathered together

with the conclusions and the recommendations drawn from the findings and conclusions.

Specifically, it seeks to answer the following questions:

1.) How may the respondents be described in terms of:

1.1 Sex;

1.2 Economic Status; and

1.3 Education of Parents?

2.) Factors that may affect their choice of stand:

2.1 Own Interest;

2.2 Job Opportunities;

2.3 Academic Experience;

2.4 Peer;

2.5 Parents; and

2.6 Advice of others?

3.) What is the strand the students are enrolled in?

3.1 STEM;

3.2 ABM; and

 79

3.3 HUMSS?

4.) What is the strand of the students as reflected on their NCAE result?

5.) Is there a significant difference in the students‘ choice of strand and the NCAE result?

6.) Is there a significant relationship between the profile of Senior High School and the

chosen strand?

7.) What is the relationship between the choice of strand and the factors that influence

their choice?

Summary of the Findings

1. The researchers found out the majority of the respondents are female with a total

of 94 out 140 or 67.1% of the respondents.

2. Most of the parents of Grade 11 students-respondents are college graduate with a

frequency of 90 or 64.30% for mothers and 96 or 68.60% for fathers.

3. According to gathered data, the highest frequency of 37 or 26.4% was recorded

on P41,000- P50,000 monthly income of parents.

4. The factors that may affect their choice of strand in terms of own interest garnered

the component mean of 3.78.

5. Based on the highest mean with 4.00 the respondents affirmed that they know the

things that they‘re into very well, followed by studying the history and

background of things that interest them.

6. The lowest mean with 3.57 claimed that they don‘t like making an action that is

decided by others.

7. In terms of job opportunities accumulate the component mean 4.12

 80

8. Most of the students always know the job/company that they will work in with a

highest mean of 4.32.

9. The lowest mean with 3.94 says that they often do a research of which job in

demand.

10. In terms of academic experience accumulated a component mean of 3.63.

11. It is indicated that they exerting more effort when doing difficult tasks and

actively participating in discussion and recitation in class both got the highest

mean of 3.80 and followed with the mean of 3.76 that represents the preparations

students take when there are upcoming exams and quizzes.

12. The researchers found out that students aren‘t good at Science and Mathematics

often for it has the lowest mean of 3.18.

13. In terms of parents garnered the component mean of 3.15

14. Most of the grade 11 students-respondents say that they often follow their parents‘

advices with a highest mean of 3.66.

15. The lowest mean with 2.70 affirmed that sometimes they letting their parents to

decide for them.

16. In terms of advice of others accumulate the component mean 3.42.

17. The grade 11 students-respondents says that they weigh the pros and cons of the

advice of others before deciding with a highest mean of 3.71 and followed with a

mean of 3.67 that they read people‘s feedback upon the same situation they are in

and see if what they did to their succeeded.

18. The lowest mean with 3.01 says that they are indecisive so just they rely on other

people‘s decision
 81

Conclusion

Based on the gathered, interpreted and analysed data, the researchers were able to

conclude the following:

1. There is a sufficient evidence to accept the claim that there is no significant

difference between the chosen strand of Grade 11 students-respondents and their

NCAE result. Therefore, the null hypothesis is accepted.

2. There is no significant relationship between the profile of the Grade 11 students-

respondents and their chosen strand. Therefore, the null hypothesis is accepted.

3. There is a significant relationship between the factors that may affect their choice

of strand in terms of parents and academic experience. However, there is no

significant relationship in terms of own interest, job opportunities, peers and

advice of others. Generally, the null hypothesis is accepted.

Recommendations

1. The researchers strongly recommend to make further studies on investigating the

factors influencing the choice of strand of the students by focusing upon the

process of career decision-making and by adding new factors affecting career

choice excluded in our study.

2. Given that this study only focuses on grade 11 students of Tomas Del Rosario

College, the researchers recommend to future researchers to expand the scope of

the study and to increase the number of their respondents for a more accurate

result.
 82

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