course preference

8/18/2019 Course Preference

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“FACTORS AFFECTING THE COLLEGE COURSE PREFERRENCE

OF THE FOURTH YEAR STUDENTS OF ROOSEVELT COLLEGE

SAN MATEO FOR THE SCHOOL YEAR 2014-2015”

Submitted by:

Fernando, Zyra Mae Lanto, Tricia

Alcantara, Clarisse Villarta, Chloe

De Ocampo, ichelle Fumera, !abriel

!arillo, !lenabbey Sera"ica, #erome

$%lesias, Loriel


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Chap!" I

THE PRO#LEM AND ITS #AC$GROUND

I%"&'()*&%

&'ery year, %raduatin% hi%h school students are "aced

(ith the problem o" ha'in% to decide on "uture career paths)

The decision (hether or not to continue (ith post secondary

education and the choice o" an institution to attend are t(o

critical decisions that students ma*e at this time in their

li'es +#ohnson Chapman, -./.0) 1e"ore, (e are "ree to do

(hat 2ob (e (ant to do "or li'in% since li"e is simple) As

the (orld chan%es, li"e becomes to%ether that in order to be

success"ul in li"e, (e must consider (hat pro"it (e %ain

"rom a certain 2ob)

Due to the number o" courses today, a student %raduatin%

"rom hi%h school may "ind himsel" in a di""icult situation)

Choosin% a course is a 'ery important aspect) There are also

a lot o" "actors that may a""ect a %raduatin% hi%h school

student in choosin% a course) These "actors may include 2ob

opportunity, pre"erred course o" the parents, peer3s

in"luence and personal choice o" course)

The seniors are loaded (ith a pile o" school (or*s,

their theses, and some house chores but some still "ind time


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to spend it (ith their "riends or 2ust dillydally despite

their busy schedule (hile some ma*e use o" these days to

study their ne4t lessons) These thin%s made them "or%et that

soon, they (ill be lea'in% this school and they need to pic*

a course to "ind a uni'ersity or colle%e) They e'en missed

to search "or courses and uni'ersities they mi%ht (ant to

apply to but instead they arri'e "or a course they do not

e'en li*e)

Aimin% "or dreams is easy but "ul"illin% them is not)

Students must ta*e e'erythin% into consideration)

#a)+,"&(%' & h! S('.

Choosin% your course is already the "irst step on your

2ourney to a %ood career) 1e"ore bein% admitted to a

uni'ersity, your course pre"erence (ill al(ays be as*ed)

The researchers belie'e one "actor a""ectin% the course

pre"erence o" the %raduatin% students is the 2ob opportunity

or economic demand) Students should consider economic demand

in choosin% a career) Due to the number o" courses today,

students should *no( i" the course they (ant is needed by

the economy) This can be considered to raise the a(areness

in some situations li*e in lac*in% o" (or*ers in a

particular pro"ession or course) $" you consider this "actor


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students (ill ha'e a hi%her percenta%e o" ha'in% a %reat 2ob

(ith a %reat salary)

The pre"erred course o" the parents also a""ects the

child in choosin% the course) Some parents (ant the best "or

their child so they are the one (ho choose the course

instead o" their child) Some o" the reasons are li*e %ettin%

a 2ob in "uture (ith hi%h salary and a""ordable course)

The other "actor is the peer3s in"luence) 5art o"

%ro(in% up is ha'in% circle o" "riends) $n colle%e, students

do not (ant to be separated (ith their "riends up to their

colle%e li"e, so those (ho are (ith their "riends decide

their course to be the same)

The last "actor a""ectin% the course pre"erence is the

personal choice as course) Most o" the %raduatin% hi%h

school students "ollo( their passion and pic* a course

relatin% to it) Their reason is "or their "uture 2ob (hich

they could surely en2oy)

The researchers belie'e that students (ho %raduated "rom

colle%e (ith the course suited "or them (ould e'en ha'e a

hi%her percenta%e o" ha'in% a 2ob) There"ore, this study

intends to determine the "actors a""ectin% the colle%e

course pre"erence amon% senior hi%h school students o"


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oose'elt Colle%e San Mateo "or the school year 67-8967-)

These "actors ser'e as the pre"erence o" students in

choosin% a colle%e course (hich includes the economic

demand, pre"erred course o" the parents, peer3s in"luence

and the personal choice o" course) The researchers also aim

to *no( ho( to diminish these incidents) 1y conductin% this

research, the researchers (ould be able to propose solutions

that (ould help the students today)

Th!&"!*)a/C&%)!p(a/ F"a!&"+

Fourth ;ear Students

Fi%ure -) 5aradi%m o" the Study

1ased on the conceptual "rame(or* abo'e, the "actors

a""ectin% the colle%e course pre"erence o" the "ourth year

students are personal choice o" course, pre"erred course o"

5re"erred

Course

FACTOS

• 5eer3s $n"luence

• 5arent3s

Decision

• #ob Opportunity

• Sel" Decision


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the parents, peer3s in"luence, and 2ob opportunity) These

"actors can lead in decidin% and choosin% a colle%e course)

Sa!!% & h! P"&3/!

This study aimed to determine the "actors a""ectin% the

colle%e course pre"erence o" the "ourth year hi%h school

students o" oose'elt Colle%e San Mateo o" academic school

year 67-8967-) Speci"ically, it sou%ht to ans(er the

"ollo(in%:

-) ) 5eer3s in"luence=

-)8 #ob Opportunity?

6)


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Selectin% a colle%e course to study is a multista%e decision

process a""ected by a 'ariety o" "actors in'ol'in% sel"9

decision, 2ob opportunity, parent3s in"luence and peer

%roups) This study assume to "ind (hich "actor amon% these

"our (ill %reatly a""ect the colle%e course pre"erence o"

the "ourth year students o" oose'elt Colle%e San Mateo "or

the school year 67-8967-)

@ypothesis -)

#ob opportunity o" the students in"luence hi%her choice

o" course in colle%e)

@ypothesis 6)

$n"luence "rom parents (ill sli%htly a""ect the colle%e

course o" the students)

@ypothesis >)

5eer3s in"luence does not directly a""ect the choice o"

course o" the students)

S*,%**)a%)! & h! S('.

&ducation is the totality o" learnin% acuired by

indi'idual (hich is inherited "orm one %eneration to

another, (hile career ser'e as its application) The


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collaboration o" these t(o "ields play a *ey in impro'in%

indi'idual3s competence and pro"essionalism and ser'e as

their personal achie'ement)

There"ore this study is deemed si%ni"icant to the

"ollo(in%:

S('!% $n this account o" the study, students are

placed to be more bene"ited and ad'anta%eous) They are the

center o" the research because ultimately they de'elop the

a(areness o" themsel'es, stren%th and (ea*nesses "or their

career de'elopment by continually summariBin% and re"lectin%

upon (hat they are learnin% "rom home, school and community)

1y conductin% this research, the students (ill be able to

decide (hat course to ta*e accordin% to the "actors that

a""ects them)

Pa"!% $n this modern society, parents or %uardians

play a bi% role in the li"e o" their child especially i" the

child is %raduatin%) A parent (ill %uide their child until

that child can stand and compete (ith other indi'iduals in

the business) All parents only (ish (hat is best "or their

child) $n this study, parents (ill loo* "or(ard in %i'in%

their child an assurance to acuire uality education that

(ould enable them to obtain better 2ob, better income and

bri%hter "uture)


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T!a)h!" Teachers ma*e a (ide contribution in the

*no(led%e and in moldin% e'ery %raduatin% student) $" a

student is able to "inish studies and %et a %ood 2ob,

teachers (ould be one o" the proudest people "or that

student) All o" the *no(led%e and ad'ices that teachers

tau%ht the students (ere (orth it) $n this study, the

teachers (ill be %i'en in"ormation about the pre"erences o"

the students such that they can "ocus in the s*ills needed

by the students i" e'er the latter (ould pursue the career

they ha'e chosen)

S)h&&/ a'*%*"a*&%) The result o" this study (ill

help the school administration in puttin% up an e""ecti'e,

inte%rated career in"ormation and %uidance system that plays

a 'ery help"ul role in %uidin% students to(ards ma*in% the

best possible career decisions)

S)&p! a%' D!/**a*&%

The study (as delimited to the -8> recent "ourth year

hi%h school students o" oose'elt Colle%e San Mateo "or the

school year 67-8967-) The uestionnaire (as distributed on

September and October 67-8)


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5articipants (ere as*ed to re"lect and recall situations

and decisions that occurred in the past) Students (ho (ere

absent "rom school on the day the sur'ey (as administered,

(ere not able to ta*e the sur'ey)

This study "ocused on their career pre"erence o" the

"ourth year hi%h school students o" oose'elt Colle%e San

Mateo) $t loo*ed into their socio9demo%raphic

characteristics in terms o" se4, a%e, parents3 educational

attainment, parents3 occupation, siBe o" income and siblin%

position)

D!*%**&% & T!"

The "ollo(in% (ords are operationally de"ined to enhance

the understandin% o" the readers o" this paper)

Ca"!!" A "ield "or pursuit o" consecuti'e pro%ressi'e

achie'ement specially in public, pro"essional, or business

li"e) $n this study career is the application o" education

(hereby it is the totality o" acuired *no(led%e)

C&("! A speci"ic study that a student (ill be pursuin%

in the "uture "or his or her desired pro"ession)

Fa)&" The thin%s a student should consider or not in

choosin% a course "or colle%e)


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I%!"!) To induce or persuade, the "eelin% o" bein%

moti'ated and to en%a%e onesel" in the desired course)

6&3 &pp&"(%*.) $t re"ers to the ma2ority o" present

occupation (hich many companies are in need "or a particular

2ob)

P"!!"!%)! $t is the other term "or recommend, the

po(er or opportunity o" choosin%) $n the study, the term

career pre"erence re"ers to the basis o" student in choosin%

the course (hether it comes "rom sel" decision, parent3s

in"luence, peer3s in"luence or 2ob opportunity)

Chap!" II

REVIE7 OF RELATED LITERATURE AND STUDIES


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This chapter presents a re'ie( o" related studies and

literature re%ardin% the "actors a""ectin% the course

pre"erence o" %raduatin% hi%h school students)

R!/a!' L*!"a("!

The purpose o" this re'ie( o" literature is to

establish the "acts (hich are already *no(n "rom pre'ious

researches) The literatures that (ill be discussed (ill add

up to the *no(led%e o" the researchers "or the research

study)

F&"!*,% L*!"a("!

O8Ha"! 92012: concluded that studyin% "or a ne(

uali"ication can o"ten be one o" the most e""ecti'e (ays o"

boostin% your career prospects, (hether by enhancin% or by

euippin% you (ith pro"essional uali"ications that (ill

enable you to mo'e into a ne( line o" (or*) Some "actors

should be considered be"ore si%nin% up to a course, ensurin%

that you "ind the ri%ht one, theories and concepts, (hereas

'ocational courses teach the hands on s*ills relatin% to a

speci"ic pro"ession such as nursin%) One o" the thin%s

student should consider is (hether to choose an academic or

a 'ocational course) And o"ten the best (ay to %et a "eel


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"or a course and the bene"its it is li*ely to ha'e is to

or%aniBe chats (ith "ormer students)

This literature is related to our research study because

it discusses some hints that a student should understand and

*no() This article helps students in decidin% (hat course to

ta*e, i" the students (ill "ocus on 'ocational course or

academic course) $t discusses the di""erence bet(een

'ocational courses (hich is "ocused on enhancin% s*ills

(hile in educational courses "ocus is on bachelor, masters

de%rees, theories and concepts)

S*h 92010: su%%ested that some "actors students can

consider in decision ma*in%) First "actor is *no(in% you

natural talents) $n this case (e should choose a course that

"its your talents, a course that you can (or* on easily)

e4t is (or* style, this means that you should e4amine

yoursel" about ho( you (or* or study) @e said that in

choosin% a career does not necessarily mean you ha'e to re9

e'aluate do(n the line based on your lon%9term ob2ecti'es)

Smith3s article is someho( related to this research

study because it sho(s ho( students should e4amine

themsel'es) Students should more li*ely to prioritiBe their

sel" decision than others) @e sho(ed that students should


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pic* a course that they are %ood (ith or a course that they

can put their heart on) Sel" chosen course should pre'ail)

O,&!& 92010:; e4plained that the choice o" career (as

%ender biased and the "actors that in"luenced the students3

choice o" career (ere: interest, li"e ambition, challen%in%

nature o" the career, presti%e attached to pro"ession,

intellectual ability, hi%h salary potential, and prospects

o" 2ob opportunity) @e also said that school counselors

should employ their e4pertise to determine the aptitude and

interest o" students in the career choice)

This article embodies that there are a lot o" "actors a

student can consider in choosin% a course) $t e4plains that

students should deeply e4amine themsel'es about their

interest, their ability and s*ills) And also the should ha'e

a study on about the state o" the economy)


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di""icult and a number o" di""erent "actors play into the

decision o" (hat career to pursue)

The messa%e o" this article is related to our study

because it e4plains the decision in choosin% a career path)

A student should not ta*e decision ma*in% easily) They

should %i'e time in decidin% (hat course to ta*e) Career is

(hat a student (ill ha'e a"ter %raduatin% colle%e) This is

about the pro"ession a student can ha'e in the near "uture)

G"!!% 92010:; re'ie(ed that many "actors in"luence your

choice o" career, ran%in% "rom personality and indi'idual

pre"erences to practical concerns such as salary, 2ob

outloo* "or the "ield, career stability and opportunities

"or ad'ancement) Other people choose their careers based on

a desire to help others, sol'e a speci"ic problem, or

continue a "amily le%acy in a speci"ic industry)

The literature o" !reen is someho( related to our study

because it discusses that education, "amily needs, 2ob

mar*et, 'alues, %oals, and talents are the thin%s a student

could accept in pre"errin% their course) $t enables students

to understand that many thin%s can be ta*en into

consideration be"ore comin% up to a speci"ic course to

pursue)


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S/(+. 92010:; discussed that choosin% a career is a

decision that a""ects the standard o" li"e, the daily

acti'ity and social li"e) Many people ha'e di""iculty

decidin% on their career, but certain "actors in"luence

their decision) esearchin% careers, interest, "amily

business, "amily pro"ession and education o" parents, and

hi%h school, are the "actors that mostly students ta*e into

consideration based on her study)

Sluts*y3s article is related to our study because it

discusses that not only personal ualities a student possess

are the only thin% that needs to be considered but also the

state o" li'in% o" the "amily, and "amily bac*%round) This

article (ants students to understand that parents should

also be part o" the decision ma*in%)

M!/&%! 92014:; claimed that choosin% the ri%ht career

path is one o" the most important thin%s you can do "or

yoursel" and your "amily)


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"actors that Melone said to be the main considerations o"

students in ta*in% up a course)

Melone said that students should "ind out their career

to pursue soon) Students need to pursue a de%ree that (ill

ta*e into account the months or years reuired to train) The

author also said that students should put their passion and

s*ills into a career, because students (ould li*ely to en2oy

their colle%e li"e and succeed in their "uture pro"ession)

Ha%&% 92011:; coined that a career choice is a decision

that a""ects the rest o" a student3s li"e) Career choices

are pi'otal points in adolescents3 li"e) So no matter i"

they are headed "or (or* or "or colle%e, there are "actors

that a""ect their career decisions) ole models, peers,

%rades, economics, location, and time orientation are some

o" the "actors a student should consider)

1ased on (hat @anson said, this article is related to

the current study because career choice is connected to the

colle%e li"e o" each student) A"ter colle%e, a student (ill

pursue (hat heEshe studied by ha'in% a career or pro"ession)

$n career choice students (ill apply (hat they learned (hen

they are still studyin%)


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#"&% 9200=:; emphasiBed that "indin% the per"ect

colle%e "or students is a time consumin% tas* that reuires

patience and research) As you search "or the per"ect school

to "ul"ill your academic dreams, ta*e time to meet (ith

colle%e administrators and pro"essors at each o" your

prospecti'e schools) Ta*e the "ollo(in% "actors into account

durin% your selection process) The "actors are cost, siBe,

location, housin%, student li"e, admissions, and pro%rams)

$n this article it points out that students should not

only thin* about (hat course they should ta*e but also bear

in mind in (hat school they should study) Determinin% (hat

course to studied and in (hat school to study is connected

to each other, that is (hy this article is related to each

other)

S)h(/' 92011:; cited that decidin% (here to apply can

be a dauntin% tas* considerin% that the )S) boasts about

>,777 colle%es) The *ey to narro(in% do(n your options is to

pic* an initial pool o" 67 to 6 colle%es that interest you

and to "ocus your research e""orts on these schools)

Selectin% a lar%e pool o" colle%es up"ront %i'es you the

"le4ibility to eliminate colle%es that you decide do not

suit you, still lea'in% you (ith a ran%e o" colle%es to

(hich you can apply) Try not to be too ri%id in your

http://www.howtogetin.com/colleges/http://www.howtogetin.com/colleges/


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pre"erences as they may chan%e as you learn more about the

colle%es durin% the search process in choosin% a colle%e or

uni'ersity students should consider %eo%raphic location,

enrollment, campus settin%, academic "ocus and the

en'ironment)

$t is someho( related to our research study because the

main topic o" this article is about ho( to "ind a school

that is suited to each student and "or their desired course)

Students should also study and research about their desired

school because i" a student ha'e a %ood course but the

school he or she is enrolled (ith is not e4pert in the

course that they pic*ed, their uality o" their education is

not that hi%h)

P!"*//* 92014:; shared that people (ho %raduated "rom

colle%e earn si%ni"icantly more than those (ho do not) $t

also indicates that lo(9income students in particular

bene"it "rom colle%e, becomin% nearly three times more

li*ely to ma*e it into the middle class than their peers (ho

earn some or no colle%e credits) And it3s not 2ust about

money: Colle%e %raduates are also healthier, more in'ol'ed

in their communities, and happier in their 2obs)

5etrilli3s article is related to our study because it

sho(s the bene"it o" studyin% the course that the students


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really lo'e) And it also sho(s that students (ho %raduated

ha'e the opportunity to earn more, in this case students

should stri'e hard in studyin% so in the "uture their li"e

(ill be success"ul and %reat)

6a)h*+ 9201>: hinted that maybe it is much more simple:

under%raduates are si%ni"icantly more li*ely to ma2or in a

"ield i" they ha'e an inspirin% and carin% "aculty member in

their introduction to the "ield) And they are eually li*ely

to (rite o"" a "ield based on a sin%le ne%ati'e e4perience

(ith a pro"essor) $n choice o" ma2or is due to "aculty

members, althou%h the in"luence can %o either (ay) Faculty

determine students taste "or academic "ields by actin% as

%ate*eepers, either by (elcomin% them into an area o"

*no(led%e, encoura%in% and inspirin% them to e4plore it, or

by raisin% the costs o" entry so hi%h so as to e""ecti'ely

prohibit continuin% in it) Faculty can positi'ely or

ne%ati'ely in"luence student taste "or a "ield 99 some

compellin% teachers can %et students en%a%ed in "ields that

they pre'iously disli*ed, (hile other, more uncharismatic

"aculty can alienate students "rom entire bodies o"

*no(led%e, sometimes permanently)

$n this article it e4plains that some students consider

their teachers or pro"essors in their decision ma*in%) Their


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teachers set as the role models "or them, some students

choose the same course that their teacher too*) $t is

related to our study because it is about the teachers (ho

became a ma2or "actor in the decision ma*in% o" the

students)

E/*)&% 9200=:; pointed out that choosin% a colle%e

ma2or is probably one o" the hardest decisions they (ill

ma*e in their li"e) $t does not help that there are no( a

lot o" colle%e courses and colle%e pro%rams amon% (hich

students ha'e to choose) There are some ma2or considerations

in choosin% a colle%e course= interest, aptitude, 'alues,

money matters, time and practical considerations,

commitment, times, choices and spiritual considerations)

This column is related to the current study because it

sho(ed that students (ell bein% is considered in the

decision ma*in%, (hich is a "actor "or choosin% the ri%ht

course) Students should *no( that they should learn ho( to

choose a ri%ht course that their parents can a%ree (ith

especially (hen it comes to "inancial support) Students

should also consider the state o" li'in% o" the "amily

because students should not choose a course that the parents

could not a""ord)


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H!)"%! 9200=:; a""irmed that parents are deeply

in'ol'ed and in"luential to their hi%h9achie'in% children3s

colle%e choices) The report also "ound out open houses,

dialo%ue (ith colle%e "riends, alumni and admitted9student

pro%rams are e4tremely in"luential to students)

Other people3s in"luence to students can be considered

but it depends on the student i" they should ta*e the

opinion o" their "riends in choosin% a course) $t is related

to our study because the researchers (ant the students to

realiBe that not all the opinions o" others should be ta*en

into consideration) Students should *no( ho( to (ei%h thin%s

so that they can choose a ri%ht course "or them)

H&//a%' 92012:; hinted that indi'iduals are attracted

to a %i'en career by their personalities and numerous

'ariables that constitute their bac*%rounds) Career

counselors ha'e traditionally "ocused on a career choice,

'alues, interests, abilities, s*ills and (or*9li"e

e4periences are 'iable "actors that are discussed and

clari"ied)

This column is someho( related to our study because it

tal*s about the abilities o" each student, (hich is a ma2or

"actor in choosin% a course) Students should *no( their

stren%ths and (ea*nesses so that they can e'aluate (hat


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course "its them) $t is important that e'ery students *no(

(hat they (ant and (hat can they do, so that it (ill not be

di""icult "or them choosin% a course)

7&/ 92014:; stated that there are many "actors to

consider (hen e'aluatin% prospecti'e colle%es) $t is up to

you and your "amily to determine (hich criteria is most

rele'ant "or you) Some criteria are Gma*e or brea*H, one

thin% that colle%es on your list must ha'e in order "or you

to consider them= others (ould be desirable to ha'e but they

are not mandatory)

This column is related to our study because it helps

the students to realiBe that many "actors can be considered

but it is up to the student i" they (ill consider it) The

most important thin% in decision ma*in% is to choose a

course that the student really (ants not because others (ant

it "or them)

R!.%&/' 9200=:; uoted that (hen students be%in

colle%e, they are o"ten intimidated by the rari"ied

atmosphere o" intellectual li"e, so their colle%es (al* them

throu%h course enrollment and see to it that they enroll in

a 'ariety o" courses desi%ned to %i'e them a %ood start on

academic li"e) A"ter the "irst semester, ho(e'er, students

be%in to ma*e more in"ormed and independent course choices,


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(hich may be based on reuirements, practicalities, and

personal bent)

This script is related to our research study because it

indicated that colle%e li"e may be "un but it is not only

about "un, it is also about studyin% i" the course you too*

is really suited to you)

G&"!'&% 92012:; 'ie(ed that people become attracted

to certain occupations) Sel"9concept is the *ey "actor to

career selection and people (ant 2obs that are com"ortable

(ith their sel"9ima%e) The *ey determinants o" sel" concept

are one3s social class, le'el o" intelli%ence and social

e4periences)

This script is related to our study because it laid out

that the decision o" the student should really be

considered) $n choosin% a course a student should e4amine

himsel" about ho( "ar can he %o, and (hat are his talents

and s*ills that are appropriate "or his desired course)

L&)a/ L*!"a("!

P"&!*&%a/ R!,(/a*&% C&**&% 9PRC: C&**&%!"

6!%*!" 6a"'*%- Ma%a/*/*92011:;belie'ed that students

loo*in% to be hired immediately upon %raduation should


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steer a(ay "rom courses li*e nursin%, criminolo%y, and

education) $nstead , they (ould do (ell to %o into "ields

li*e: Optometry, nutrition and dietetics, %uidance

counselin%, social (or*, medical technolo%y, pharmacy,

library science, psycholo%y and dentistry) 1ased on their

"indin%s, there (as an o'ersupply o" licensed pro"essionals

buyin% "or 2obs in the "ields o" nursin%, education and

criminolo%y)

This literature is related to this thesis because it

helps us choose the ri%ht course "or us) $t also tells us

the di""erent courses that are needed no(adays) $t states

that nursin%, education and criminolo%y has an o'ersupply o"

licensed pro"essionals)

C&**&% &% H*,h!" E'()a*&% 9200=:; obser'ed that as

many as -86,777 or 6I , o" all %raduates too* up business

administration and related courses)Medical related courses

are the ne4t most popular cate%ory, (ith about --7,777, or

67 percent) The other popular courses are in"ormation

technolo%y +$T0, education or teacher trainin%, and

en%ineerin%)C@&d data o'er the past decade sho(ed the same

popular courses amon% colle%e %raduates)On the other hand,

the least popular courses based on the number o" %raduates


26/81

include a%riculture9related courses, reli%ion, home

economics and %eneral courses)

$t is someho( related to this thesis because it tells

the top courses that are ta*en up by the %raduates) $t also

%i'es us an idea on (hat are the least popular courses)


27/81

2uncture, 2ob security is an e'en more important criterion

in course selection)

This article (ants to in"orm that many people choose

the (ron% course "or them) $t also tells that 2ob security

is one o" the important criterions in choosin% the ri%ht

course "or us)

L*paha% 92014:; emphasiBed that colle%e is all about

preparin% "or the real (orld, and choosin% the ri%ht colle%e

course is the best preparation one can ha'e)


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yoursel" "or a career that is based on the realities o"

your talent and the 2ob mar*et)

elated to this literature, it is related to this

research because one o" its "actors in choosin% the colle%e

course is sel"9critical analysis) She considered this in

pic*in% a career)

Pa)(a/ 92014:; considered that the in'ol'ement o"

"amily, school administrators and %uidance counselor to help

students ma*e %ood career choice in the "uture) espect "or

"amily is one o" the most in"luential "actors that impact

Filipino student3s career decision) Aside "rom "amily

realted "actors, economic "actors (hich includes the

employability and a'ailability o" 2ob in the "uture is also

considered by students)

This column is related to this research because it

states the di""erent "actors to be considered in choosin% a

course) Accordin% to him, "amily is one o" the most

in"luential "actors that a""ect Filipino student3s course

decision)

D!/ N&"! 9201>: asserted that choosin% a course

care"ully is an important aspect (hich (ill %i'e conclusion

to a student3s academic endea'or) The researchers ha'e


29/81

decided to ma*e a study about the "actors that %raduatin%

hi%h school students consider in choosin% a colle%e course)

The researchers pro'ides the in"ormation that (ill co'er

'arious "actors such as: ha'in% better 2ob opportunities,

pursuin% your passion, etc) This research (ill help students

and parents ali*e in choosin% a course)

$n accordance to this literature, it is related this

research because it co'ers the importance o" choosin% the

ri%ht course care"ully) $t also studies the "actors that the

students consider in choosin% a colle%e course)

Ha%%a 9201>:concluded that pic*in% a colle%e to attend

is only hal" o" the decision, thou%h) The other

hal" in'ol'es choosin% an actual course to pursue) Seniors

troopin% to 'arious uni'ersity campuses "or ta*in%

their entrance e4ams) A"ter all, that is a ma2or step in

bein% able to attend the colle%e o" their choice)

@anna tal*s about the courses (hich is connected to the

current study) Accordin% to her, another "actor to consider

is the uni'ersity campus) Choosin% the colle%e course to

attend is still the ma2or step)

E!"%a 92011:; coined that %oin% to colle%e and bein%

in the presence o" boo*s, home(or*, and traumatiBin%


30/81

teachers (ere the least o" my (orries)


31/81

This literature pointed out that preparin% "or colle%e

is not easy) Students should *no( all the thin%s they ha'e

to consider in order to ha'e a success"ul colle%e li"e and

to be producti'e "or the "uture)

C"(*9200=:; e4plored that choosin% a colle%e ma2or

"or some is easy= some people *no( e4actly (hat they (ant to

be (hen they %ro( up) For others, choosin% a colle%e ma2or

is probably one o" the hardest decisions they (ill ma*e in

their li"e) The most basic consideration in the choice o" a

colle%e ma2or or colle%e course is, o" course, (hat you

(ant) The ne4t thin%s to consider are 'alues and money

matters) Money because it (ill dictate (hat course you can

or cannot a""ord)

This literature (ants to imply that there are lots o"

thin%s to consider (hen choosin% a colle%e course) There are

also di""erent people that may "ind choosin% course as easy

or di""icult dependin% on their "inancial capability)

D! G(?a% 9200=:; assumed that pic*in% a colle%e to

attend is only hal" o" the decision (hen %oin% to

uni'ersities) The other hal" in'ol'es choosin% an actual

course to pursue) One strate%y is to "ind out (hat most

colle%e courses people are into these days)


32/81

The messa%e o" this literature is that e'ery student

should decide accordin% to (hat she prioritiBes because

colle%e is all about decidin%) $n order to mo'e "or(ard you

should learn ho( to choose the ri%ht (ay) Li*e in this

thesis, students should learn the "actors a""ectin% their

course to be satis"ied about their "uture career)

#a/'&? 92011:; uoted that GThe moratorium, $ belie'e,

is a decisi'e action on the part o" the C@&D to miti%ate

potential o'ersupply o" %raduates in certain disciplines,

and in the process, to encoura%e incomin% students to opt

"or courses that o""er the best chances o" employment a"ter

%raduation,H The country should e""ort to(ards mar*et

intelli%ence, responsi'e trainin% and education pro%rams,

adeuate in'estments on education and trainin%, and better

uality learnin% inputs and outputs that (ill pa'e the (ay

to(ards better matchin% o" the s*ills o" Filipinos (ith

reuirements in the 2ob mar*et)

Li*e the C@&D secretary says, in order to ha'e a %ood

economy and producti'e (or*ers, e'ery indi'idual should be

care"ul at the 'ery "irst sta%e o" their career (hich is

choosin% the course that (ill tell o" (ho are they "or their

li"etime) $t is someho( related to our thesis because this


33/81

study aim to *no( the "actors a""ectin% the choice o" course

o" students to help them choose the ri%ht course "or them)

DOLE S!)"!a". R&a/*%'a D*ap*/*-#a/'&?

92011:;pointed out that parents should ta*e an acti'e role

in their childrens career choice) JCareer %uides are 'ery

important to parents) !one are the days (hen a parents tas*

is merely disciplinary) o(, parents should ha'e a

de'elopmental role as they acti'ely en%a%e themsel'es in the

career plannin% process o" their children) They must be able

to con'ey to their children the si%ni"icance o" choosin% the

ri%ht career,J DOL& secretary said)

This literature (ants to imply that parents ha'e a bi%

role in decidin% on (hat course their children should choose

because they are the one that (ill %i'e the "inancial

support) ot only the "inancial but also their opinion about

a certain course because they are the one (ho are more

*no(led%eable in li"e)

S(ah 92014: e4pressed that the career e4tra'a%anBa, a

pro%ram (hich the Department o" Labor and &mployment +DOL&0

conducted (as realiBed (ith a 'ision to ma*e (or* and

pro'ide %raduatin% hi%h school students (ith an insi%ht

about career paths in di""erent industries, %et in"ormation


34/81

about the labor mar*et and opportunities, understand the

(orld o" (or* and reduce the number o" 2ob mismatch) $t (as

also endea'ored to reduce the number o" 2ob s*ills mismatch

by %i'in% the students and parents (ith adeuate in"ormation

that (ill %uide them in choosin% a course that could lead to

either %ain"ul employment or success"ul business 'enture)

$n some means, this is related to this study because

this article tells about a pro%ram (hich help e'ery

%raduatin% students in choosin% their career paths)in this,

they (ill ha'e an insi%ht about (hat 2obs (ill be in demand

"or the "uture that is related to one "actor in this study

(hich is the 2ob opportunity)

Ga*/ 92011:; coined that students loo*in% to be hired

immediately upon %raduation should steer a(ay "rom courses

li*e nursin%, criminolo%y and education, accordin% to the

5ro"essional e%ulation Commission +5C0)

$nstead, they (ould do (ell to %o into the "ollo(in% "ields:

Optometry, nutrition and dietetics, %uidance counselin%,

social (or*, medical technolo%y, pharmacy, library science,

psycholo%y and dentistry) ManBala said that to measure i"

the labor supply (as in proportion to the 2ob mar*et demand

in a particular pro"ession, they too* note o" the number o"


35/81

people (ho passed the board) Manalili e4plained that

Go'ersupplyin%H occurs because the career choices o" colle%e

students are Gbased on demands "rom the pre'ious years)H

The messa%e o" this literature is that e'ery student

should determine (hat course he (ants to ta*e accurately

because it has a hu%e e""ect in economy and their income in

the "uture) This is related in this study because 2ob

opportunity, one "actor that a""ects the choice o" course o"

the students %reatly a""ect because they consider the

assurance o" (or* a"ter %raduatin%)

#a)a%* 92014:; The Commission on @i%her &ducation

+C@&D0 is ad'isin% incomin% colle%e students to %o "or

Jpriority coursesJ "or them to %et "inancial assistance and

to land in9demand 2obs that could help spur economic %ro(th)

Accordin% to the ne( list, the priority courses are those in

the "ields o" a%riculture, en%ineerin%, science and math,

in"ormation technolo%y, teacher education, health sciences,

arts and humanities, social and beha'ioral sciences,

business administration, architecture, maritime and

communication) S*ills and 2obs that match the pro2ected

employment reuirements o" *ey industries until 6767)


36/81

Accordin% to this literature, one should consider the

2ob opportunity in choosin% a colle%e course (hich is one o"

the "actors a""ectin% the choice o" course in our study) 1y

prioritiBin% (hat 2ob are in demand, this could help a lot

to our economic %ro(th)

R!/a!' S('*!

The purpose o" this re'ie( o" related studies is to

pro'ide an o'er'ie( o" pre'ious research on *no(led%e about

the "actors a""ectin% the course pre"erence o" %raduatin%

students)

F&"!*,% S('*!

L!! a%' Cha*!/' 92010:, identi"ied that the "actors

that in"luence the appropriate "actors "or (hich most

students a""ected (ith) The results are also bene"icial to

colle%es in the de'elopment o" appropriate promotion o"

courses= to di""erentiate themsel'es in a meanin%"ul (ay to

potential students o'er the (orld)

elate to this research study, the study o" Lee and

Chat"ield coined that identi"yin% the "actors that a""ect

the choice o" course (ould be bene"icial because student


37/81

(ill "ind easier the appropriate course "or them)

Ta% 9200=: that the described the relati'e importance

o" ma2or colle%e course choice "actors) $t (as also

conducted her in the 5hilippines so it can help many

ni'ersities around the nation to determine (hat and ho(

many slots "or the colle%e course should be ta*en by means

o" ho( in demand the courses are)

This study is related to this thesis because it tells

that one ma2or "actor o" colle%e course pre"erence are the

2obs that are in demand) They need to *no( ho( many slots

are a'ailable dependin% on the students choice o" course)

E'a"' a%' @(*%!" 92011: stated that the main

ob2ecti'e o" this study (as to "ind the "actors in"luencin%

career choice)

Accordin% to Mr) &d(ards and Kuinter, the main

ob2ecti'e o" this research is to "ind the di""erent "actors

that are a""ectin% the course choice) $" the students *no(

the di""erent "actors that a""ects their course choice it

(ill be a %reat help "or them to *no( (ho should consider

the most)

S6 L!! 92011: asserted that the si%ni"icant "actors


38/81

used to choose colle%es amon% in9state, out9o"9state and

international students mi%ht not be the same) Tuition and

"inancial aid are di""erent "or each o" these %roups) #ob

opportunities durin% and a"ter %raduation are not the same)

Also, the reputation reco%nition o" a colle%e mi%ht be

di""erent internationally than domestically) This could

a""ect 2ob opportunities "or students in their o(n

countries)

$n accordance to this research, it is assumed that the

si%ni"icance o" the 'arious "actors is not the same amon%

these three %roups o" students)

Ga")! 9200=: "ound out that by increasin% career

de'elopment acti'ities, (hich include settin% career %oals,

students had a hi%her sel" esteem) Another outcome o" a

hi%her sel"9esteem, it can help us to choose more di""icult

%oals) Students must be %i'en an opportunity to identi"y and

e4plore their desired careers) ltimately, students (ill

"urther their education and ha'e a better chance o"

succeedin% in the Jdo or dieJ (orld in (hich (e li'e)

!arci (ants to tell that i" a student has hi%her sel"9

esteem they can aim "or more di""icult %oals) Students

should try and e4plore their pre"erred course "or them to

succeed and turn their dreams into reality)


39/81

R&a)h; M)Ga(,h!. a%' D&%!. 9201>: the study asserted

that economic demand is more important to students than

interest in the "ield)


that a student considers economic demand more important than

interest in the "ield) The student (ill choose a course

(here they can %et a 2ob easily)

H(a%.! 9201>: said that a person (ho is "orced to do a

2ob that he or she does not en2oy (ill uic*ly lose interest

in his or her (or*) The career that the student should

choose must be "ul"illin%) $t must allo( the student to

e4press their creati'ity and indi'iduality)

@uanye a""irmed that i" a person is "orced to do a 2ob

he or she (ill not succeed) Students need to choose a course

they truly lo'e) This is in some (ays related to this

research)

#a*%! 9200=: disco'ered that there are many

commonalities bet(een students "rom di""erent continents

such as the importance o" personal interests and parents)


40/81

out that students ha'e di""erent personalities that they can

consider in choosin% a course) Students should consider

their lo'e to(ards an ob2ect to be able to succeed in their

o(n careers)

Op!%, 92012: "ound out that career choice is a comple4

decision "or people since it determines the *ind o"

pro"ession that they intend to pursue in li"e) For some

people an interest is o" such importance in their li"e that

it is the main in"luence on their career choice)

This study sho(ed that students (ho pursue the thin%s

they lo'e (ill succeed) $t is hard to ima%ine spendin% time

on somethin% you do not li*e)

Saa'*aa"'a" 92011: belie'ed that many "actors a""ect

career choices o" colle%e students) $denti"yin% these

"actors (ould %i'e parents, educators, and industry an idea

as to (here students place most o" their trust in the career

selection pattern)

Accordin% to Saadiasardar3s study, it sho(s the

di""erent "actors that a""ect the course pre"erence o" a

student) This study %i'es a lot o" help to the students (ho

or (hat to consider the most in choosin% a course)

A/phaaa 92014: concluded that some students do not


41/81

seriously consider many alternati'e choices in career

selection) Sources o" in"luence, such as parents or mentors,

could be brou%ht into a circle o" counselin% and discussion

to help student "orm a comprehensi'e career plan or outline)

Focusin% on the Alphamama3s ideas, it is related to

this research because it indicated that there are lots o"

"actors o" in"luence in career selection) Some students do

not seriously consider these "actors)

Sa%)h!? 9201>: obser'ed that ha'in% a solid application

(ill lead you to the ri%ht path, enrollin% into colle%e (ith

the help and *no(led%e "rom hi%h school is a %reat resource,

rather than dependin% on yoursel" to create a phenomenal

colle%e application)

This study pointed out that students (ill ne'er be

truly %reat at (hat they do i" they do not ha'e any passion

"or their (or*) That is no (ay to li'e)

Sh(3a a%' Na&%, 92012: belie'ed that se'eral studies

sho( that ne( students all o'er the (orld are usually "aced

(ith a dilemma in ma*in% career choice decision in their

li'es) Mothers (ere cited as partiscularly in"luential

because they pro'ide support that eases children3s

apprehension about careers)


42/81

Accordin% to this study, choosin% a course is a

di""icult decision to ma*e) 5arents are one o" the "actors

that %reatly a""ect the student in choosin% their course)

$*("a-7a/h; Yaa("a; G"**% a%' A//!% 9200=:

pointed to the importance o" school resources "or Latina

students in colle%e preparation, but also indicated that

ser'ices a'ailable to these students di""ered based on their

class ran*in% and percei'ed eli%ibility "or selecti'e

colle%es)


that school resources are important in colle%e preparation)

They also see it as one o" the "actors in choosin% course

pre"erence)

S*h 9200=: e4tolled the necessity o" educatin%

parents o" A"rican American students on the (ays in (hich to

%et to colle%e and success"ully complete a de%ree, in order

to pro'ide support to students)

The idea o" Smith is related to the current study

because it e4plains that parents should "inish colle%e and

%et a de%ree in order to pro'ide support "or their children

and %i'e them a %ood education (hich leads to "indin% %ood

course pre"erence in the "uture)


43/81

N(%!?; H&&

This study is someho( related to this thesis because it

tells that they "ocused more on the success o" students in

colle%e, (hich means that i" students "ound the ri%ht course

"or them, there3s a bi%%er chance that they (ill %et

success"ul)

P!"%a a%' Th&a 9200=: also e4amined the impact o"

tests on the le'els o" colle%e enrollment "or hi%h school

students) They "ocused on state9mandated hi%h school tests

and "ound %reater ne%ati'e conseuences "or students at

schools (ith lo(er socio economic status and academic

achie'ement)

This study is (ants to tell that students at school

(ith lo(er socio economic status and academic achie'ement

has less chance in passin% the test "or colle%e enrollment

(hich can also lead to less chance in pursuin% the course

they pre"er)

A%'!"&% 9200=: each study cited pro'ided some insi%ht

into the colle%e choice process) The (ay in (hich students


44/81

choose colle%e may be chan%in% "rom traditional methods) For

e4ample, a recent article in SA Today indicated that more

students are usin% "aceboo* as a (ay o" communicatin% (ith

uni'ersity o""icials and ta*in% care o" business)

elated to this thesis, this study tells that one o"

the reasons (hy students choose a colle%e is because o"

traditional method li*e social net(or*in%, (here they can

interact (ith people in the uni'ersities and the students

there can promote the school)

L&)a/ S('*!

M*h.!&% 92010:; stated that the study su%%ested that

parents, teachers and %uidance counselors should reco%niBe

their o(n critical roles in shapin% hi%h achie'in% students

career de'elopment and pro'ide tailored career related

ser'ices to meet di""erent needs o" hi%h achie'in% students)

The study o" mihyeon states that parents,teachers and

%uidance counselor should shape their students and be a role

model) They are responsible to pro'ide career ser'ices

related to the student3s course to achie'e hi%her standards

o" pro"essions)

P!"!? 92010:, studied that the "actors that ser'e as


45/81

pre"erences o" students in choosin% a career in colle%e

include childhood aspirations, "amily, peers, interest ,

'alues and in9demand 2obs) Career pre"erences are "ree

oppurtunity to select a desired course) $t is also a

decision9ma*in% in a con"usin% situation (hich occurs durin%

the senior year o" hi%h school le'el)

Accordin% to this study, it points out the di""erent

"actors that a""ect the course o" the students li*e

childhood aspirations, "amily, peers, interest, 'alues and

in9demand 2ob) This "actors also help the decision9ma*in% o"

the students specially senior hi%hschools)

Ma*&% 9200=:, "ound that career uncertainty may be

in"luenced more by outcome e4pectations rather than sel"9

e""icacy) The researcher su%%est that in"ormation and

%uidance recei'ed may be an in"luential "actor in career

uncertainty)

The study o" Mattison is all about career uncertainty

(hich occurs amon% students) !uidance "rom other person may

in"luence or a""ect this uncertainty) $t can help them

decide and choose the ri%ht course "or them)

#&%,a 92011: Decision9ma*in% is distinctly a human

acti'ity) The process o" decision ma*in% is one o" the most


46/81

comple4 mechanisms o" human thin*in%, as 'arious "actors and

courses o" action inter'ene in it, (ith di""erent results)

othin% ma*es a person more producti'e than the last minute)

Accordin% to 1on%at, hi%h school is all about decision

ma*in%) $t is the most comple4 mechanism o" lunar thin*in%

that ma*es people ener%iBed and producti'e in thin*in%

di""erent results)

D!/ N&"! 9201>: belie'ed that people (ho %raduated

colle%e "ound more 2ob opportunities a'ailable to them than

those (ho had a lo(er "orm o" education) The researcher

belie'es that students (ho %raduate colle%e (ith the course

suited "or them (ill e'en ha'e a hi%her percenta%e o"

landin% a 2ob)

Del orte belie'ed that %raduated people %et more 2ob

opportunities than those (ho did not "inished their studies)

They can easily "ind a 2ob that is suited "or them and

related to their chosen course)

Cha% 9201>: indicated that the decision o" a career is

"irstly based on (hat educational uali"ication you ha'e or

is loo*in% "or(ard to ha'in%) $t is based on your

personality and the path or "ield you ha'e inclination in

that (ill decide the 2ob "or that you (ill apply) The


47/81

researcher considered that there (ill be certain "actors

that (ill really be 'ery important and you (ill ha'e to %i'e

them importance to select the career) Then a%ain try to

select the path (hich best "ul"ills e'ery need yet ma*es you

happy (or*in% on it)

Chan stated that career decisionma*in% is basedon the

student3s s*ills) Students (ho choose career that is based

on their personalities (ill en2oy their (or* and succeed in

the "uture)

R&!"& 9201>: stated that each student has uniue

personality (ith special dri'es and abilities) These dri'es

a""ect their moti'ation to e4ert ener%y to decide) Decision9

ma*in% opens to the portal "or student to assess hisEher

liabilities and assets and ho( he or she (ould (ant to use

them) $t is necessary to e4amine indi'idual decisions in the

conte4t o" a set o" need, pre"erences an indi'idual has and

'alues they see*)

omero stated that students ha'e their o(n di""erent

s*ills and personalities) $t a""ects the students in

choosin% their colle%e course)

Cha"a*%! 92014: e4pressed that career plannin% may be

considered as one o" the most important paths in an


48/81

indi'idual3s li"e, (hich leads to ma*in% in"ormed career

decisions or choices)

Charmaine asserted that in most cases (here indi'iduals

ma*e (ron% career choices or decisions, they end up bein%

unemployable or may "ind themsel'es mo'in% "rom one career

to the ne4t because they actually do not *no( themsel'es

uite (ell (here they end up see*in% "or career assistance)

M!%'"a 92014: discussed that the most di""icult

decisions "or them to ma*e are the choice o" colle%e

institutions to attend, and also (hat course pro%ram to

ta*e) For students (ho see themsel'es attendin% in a

uni'ersity, the assessment process perhaps underta*es hi%h

priority especially no(adays that the hi%her education has

trans"ormed in many (ays) Choosin% a course care"ully is an

important aspect (hich (ill %i'e conclusion to a student3s

academic endea'or)

Mendras discussed that a students should choose their

course care"ully and students should assess the school (here

they (ill attent)

A/*&"&%,; Ta%*+*%,; La,a)a; La?&; Ma%a%a/a; Ma'a.a,

92014: "ound out that (hen students ma*e decisions "or their

career, 2ob opportunities or hi%h employability is important


49/81

because it impacts the le'el o" students3 personal

satis"action and personal %ro(th or de'elopment

opportunities) #obs (ith %reat salaries and re'enue "or its

products and ser'ices, the results sho(ed that most students

thou%ht that hi%h employability or 2ob opportunities is a

%reat contributory "actor (hy they chose such "ield or

career)

This study states that the 2ob opportunity is a ma2or

"actor that the "ourth year students should rely in choosin%

their course)

Ga&% 92014: claimed that many students (ould classi"y

the "ield o" study as interestin% and not too di""icult at

all but the course includes se'eral intri%uin% sub2ects,

e'en the practicum is hi%hly anticipated by the %raduatin%

students due to its social rele'ance) The researcher

considered it as a possible "actor in choosin% a course in

colle%e)

!aston coined that the "ield o" study is a 'ery

interestin% part "or students) $t is also a "actor that

a""ects the decision9ma*in% o" the "ourth year students)

A*%aBa 9201>: said that many students "ind it di""icult

in choosin% (hat course to ta*e in colle%e) For seniors or


50/81

%raduatin% hi%h school students, the pressure %oes hi%her as

the end o" their term is comin% because the time is runnin%

and decreasin% "or decidin% (hat course they (ill ta*e)

Choosin% a course is really a hard decision to ma*e) ;our

"uture depends on it and the decision you (ill ma*e (ould

determine (hat li"e you (ill ha'e in the "uture)

Atna2a (ants to imply students should be really care"ul

in choosin% a course because it is a hard decision to ma*e)

Student3s decision (ill %reatly a""ect their pro"ession in

the "uture)

A)(pa%; A(a%; Ga/a%,; Ma%a/&; P*%p*%; R!&(*//& 92012:

e4pressed that in choosin% proper choice o" course, students

(ill be able to de'elop and impro'e our !od %i'en talents

and apply our *no(led%e and intelli%ence to it, thou%h it is

a "ree o" cost opportunity to select and pic* a course, this

is not an easy tas* "or it reuires a lot o" analysis o" the

course and decision9ma*in%)

This study is related to the current study because

students should rely and impro'e their !od9%i'en talents

that they (ill use to pic* the ri%ht course "or them)

La)&?a 92014: pointed out that students also ma*e

choices that determine their li'in% e4penses (hether to li'e


51/81

on campus or at home) They ma*e up (hate'er di""erence e4ist

bet(een their "amily3s resources and their total student

bud%et throu%h a combination o" (or*, student loans, and

commercial credit)

Accordin% to LacoBta, there is a hu%e di""erent bet(een

li'in% in campus and li'in% (ith parents at home)


52/81

consideration)

Accordin% to e%ina, the "irst step to a success"ul

career is decidin% the ri%ht course that "its a student) $t

has a bi% impact to the student3s chosen path in li"e)

M(haa' 9201>: obser'ed that many students are %i'in%

interest in the course because o" bein% reco%niBed as one o"

the top courses to be ta*en in the 5hilippines) One o" the

"actors in choosin% the course is bein% chosen and %oin% out

o" the country to train and learn more about the industry

that you ha'e chosen) The researcher cited that students

need to be more attenti'e and interested in the course they

(ill choose because it (ill help them to be prepared "or

their 2ob in the "uture)

Muhammad stated that most students in the 5hilippines

accordin% to (hat career the country can %i'e them and also

the demand (or* o" the other country)

L&"!%?& 92012: belie'ed that the most basic

consideration in the choice o" a colle%e ma2or or colle%e

course is (hat you (antor your interest) ;ou should choose

the course that you (anted to %et into and resonates (ithin

the 'ery "iber o" your bein%)


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The study o" LorenBo emphasiBed that in pic*in% the

course that you (ant, you should choose the one that

satis"ies your interest and can de'elop your s*ills)

Chap!" III

RESEARCH DESIGN AND METHODOLOGY

M!h&' & R!!a")h


54/81

The method that the researchers (ill be usin% is the

descripti'e method) $t is desi%ned to pro'ide the research

in"ormation about (hat is happenin% in the present)

The study is about the GFactors A""ectin% the Colle%e

Course 5re"erence o" the Fourth ;ear Students o" oose'elt

Colle%e San MateoH, the researchers aim to "ind out the

"actors that a""ects a student in decision ma*in% throu%h

the use o" a uestionnaire) This study is "ocused on the

present that is (hy the researchers use the descripti'e

method)

L&)a/! & h! S('.

The study (as handled (ithin the premises o" oose'elt

Colle%e San Mateo) The researchers %et in"ormation o" the

students "rom the e%istrar3s O""ice in the "our sections o"

the "ourth year le'el) All the ans(ers (ill be comin% "rom

the sections #ose iBal, Mariano !omeB, 1ur%os and Zamora)

R!p&%'!% & h! S('.

The respondents o" the study (ere the "ourth year

students o" oose'elt Colle%e San Mateo "or the School year

67-8967-) The "ourth year students are -6, and there are

-8> students (ho ans(ered the uestionnaire)


55/81

Daa Gah!"*%, a%' P"&)!'("!

Since the researchers are only conductin% this research

at only one year le'el, the Fourth year students, the

researchers (rite a letter o" appro'al addressed to the

Directress Mrs) orita Lachenal) The researchers used one

*ind o" uestionnaire composed o" "our topics= sel"

decision, economic demand, parent3s decision and peers3

in"luence= in order "or the researchers to *no( (hich "actor

a""ects the Fourth year students3 course pre"erence) o

samplin% (ill be used because all the "ourth year students

(ill be ta*en as the respondents in our study)

R!!a")h I%"(!%

The study used a uestionnaire to sur'ey "ourth year

students "or collectin% data) The researchers made the

uestionnaire based on the "actors a""ectin% in choosin%

colle%e course) The uestionnaire (as di'ided into 8 topics)

These are 5arents Decision, 5ersonal Choice, #ob

Oppurtunity and 5eers $n"luence) The sur'ey uestionnaires

(as constructed consistin% o" t(enty uestions, "i'e

uestions "or each o" the "actors a""ectin% the course

pre"erence o" the "ourth year students)The uestionnaire (as

made to determine (hat "actor they are most a""ected (ith)


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Sa**)a/ T&&/

The researchers used the "ormula to measure the

(ei%hted mean o" the "actors a""ectin% the course pre"erence

o" the "ourth year students) Sometimes the 'ariable 4 has

certain (ei%ht and this (ei%ht depends upon the importance

o" si%ni"icance o" the 'ariable) The "ormula o" the (ei%hted

mean is as "ollo(s:

x = Σfn

n


57/81

Chap!" IV

PRESENTATION; INTERPRETATION AND ANALYSIS

This chapter "ocuses on the presentation, analysis and

interpretation o" data (ould determine the "actors a""ectin%


58/81

the colle%e course pre"erence o" the oose'elt Colle%e San

Mateo School ;ear 67-8967-) The discussion that "ollo( are

presented accordin% to the data as*ed "or by the problems o"

the study)

Ta3/! 11

Pa"!%8 I%/(!%)! P!")!%a,! #"!a+'&%

FACTOR S"&%,/.

A,"!!95:

A,"!!

94:

N& S("!

9>:

D*a,"!!

92:

S"&%,/.

D*a,"!!91:

$)

5arent3s

$n"luenc

e

->)7>I >.)6I 6>)86I -/).I )>8I

As sho(n abo'e, ->)7>I o" the "ourth year students are

stron%ly a%ree in the statements %i'en in the uestionnaire)

On the other hand, >.)6I (hich is the hi%hest percenta%e o"

the "ourth year students chose a%ree) Mean(hile, 6>)86I o"

the "ourth year students are not sure and -/).I disa%ree

that their parents in"luence them in choosin% their career

choice) 8I stron%ly disa%ree that

their parents in"luence them)

Ta3/! 12


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P!"&%a/ Ch&*)! P!")!%a,! #"!a+'&%

FACTOR S"&%,/.

A,"!!

95:

A,"!!

94:

N& S("!

9>:

D*a,"!!

92:

S"&%,/.

D*a,"!!

91:

$$)

5ersonal

Choice

-.)8I 88)-.I -.)-.I -6)>6I 8)/I

Table -)6 re'ealed that almost hal" +88)-.I0 and the

bi%%est percenta%e o" the "ourth year students a%reed that

the personal choice is important as a "actor choosin% their

course)

6&3 Opp&"(%*. P!")!%a,! #"!a+'&%

FACTOR S"&%,/.

A,"!!

95:

A,"!!

94:

N& S("!

9>:

D*a,"!!

92:

S"&%,/.

D*a,"!!

91:


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$$$)

#ob

Opportunit

y

-/)-I 7)/7I 6/)--I >)6I -)7I

As clearly seen on table -)>, hal" o" the students,

7)/7I a%reed that 2ob opportunity is a "actor in choosin%

their course) On the other hand, 6/)--I more than uarter o"

the "ourth year students are not sure about 2ob opportunity

as a "actor) And only -)7I o" the students stron%ly

disa%reed that 2ob opportunity is a "actor in choosin% their

course)

Ta3/! 14

P!!"8 I%/(!%)! P!")!%a,! #"!a+'&%

FACTOR S"&%,/.

A,"!!

95:

A,"!!

94:

N& S("!

9>:

D*a,"!!

92:

S"&%,/.

D*a,"!!

91:

$V)

5eer3s

$n"luenc

e

)8I 6/)--I 6)7I 6)PPI -)8.I

Table -)8 sho(s that 6/)--I o" the "ourth year students

a%reed, 6)7I are not sure, 6)PPI disa%reed, -)8.I


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stron%ly disa%reed, and only )8I stron%ly a%reed that

their choice o" course are in"luenced by peers)

Ta3/! 21

1 Ch&*)! & Ca"!!"


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Ch&*)! & Ca"!!" F"!(!%). P!")!%a,!

&n%ineerin% 6/ -.)7-

1usiness 66 -)8.

Accountancy -> .)-

Medicine - --)6/

Communication . )>8

Science 6- -8)/.

Arts -6 P)8

$)T -> .)-

&ducation 8)6>

Mathematics - 7)/

Tourism 6 -)8-

Table 6)- disclosed that &n%ineerin% has the hi%hest

percenta%e (ith -.)7-I "or the "irst choice o" course

"ollo(ed by 1usiness (ith -)8.I, Science (ith -8)/.I,


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Medicine (ith --)6/I, Accountancy and $)T (ith .)-I then

Arts (ith P)8I, Communication )>8I, &ducation (ith 8)6>I,

Tourism (ith -)8-I and Mathematics ha'in% the lo(est

percenta%e (ith 7)/I)

Ta3/! 22

2%' Ch&*)! & Ca"!!"

Ch&*)! & Ca"!!" F"!(!%). P!")!%a,!


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&n%ineerin% >6 66)8

1usiness -/ --)./

Accountancy / 8).>

Medicine -8 .)P

Communication / 8).>

Science -> .)-

Arts - 8)6>

$)T -> -7)

&ducation .)-

Mathematics - 8)6>

Tourism -6 7)/

&conomics - P)8

utrition - 7)/

Food Tech - 7)/

A%riculture - 7)/

5ublicAdministration

- 7)/

Table 6)6 sho(s that &n%ineerin% has the hi%hest

percenta%e (ith 66)8I "or the second choice o" course


65/81

"ollo(ed by 1usiness (ith --)./I, Arts (ith -7)I, $)T and

Science (ith .)-I then Medicine (ith .)PI, Tourism (ith

P)8I, Accountancy and Communication both (ith 8).>I and

then &ducation (ith 8)6>I, lastly, Mathematics, &conomics,

utrition, Food technolo%y, A%riculture and 5ublic

Administration ha'in% the lo(est percenta%e (ith 7)/I)

Ta3/! >1

Sa!!% -

V!"3a/

I%!"p"!a*&%


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I Pa"!%8 I%/(!%)!

-) My course is related to my

parent3s decision)

>)7 A%ree

6) My course is accordin% to

(hat my parents can a""ord in

colle%e)

>)>7 ot Sure

>) My course is based on (hat

my parents said that suits me)

>)67 ot Sure

8)My chosen course is

bene"icial to my parents)

>)P8 A%ree

II P!"&%a/ Ch&*)!

-) $ ha'e decided my course

since $ (as in the elementary)

6). ot Sure

6) $ am satis"ied (ith my o(n

choice o" career)

8)-8 A%ree

>) $ am not yet sure o" my

chosen course)

>)6- ot Sure

8) $ thin* my choice pro'ides

opportunity to %ro(

pro"essionally

8)- A%ree

III 6&3 Opp&"(%*.

-) My choice is a hi%hly paid

pro"ession)

>)P6 A%ree

6) My course is based

accordin% to the demand in the

>)P> A%ree


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society

>) My choice is a course (here

$ can easily land a 2ob)

>)P6 A%ree

8) My choice can hone my

s*ills)

8)78 A%ree

IV P!!"8 I%/(!%)!

-) $ choose a course accordin%

to my "riends3 pre"erred

course)

6)-- A%ree

6) My "riends are positi'e

about their choice o" course)

>)7 Disa%ree

>) My "riends chosen course is

an appealin% pro"ession)

>)- ot Sure

8) $ do not (ant to be

separated (ith my "riends so $

(ill choose the same course)

6)7> Disa%ree

Table >)- sho(s the summary o" the ans(ered

uestionnaires o" the "ourth year students o" oose'elt

Colle%e San Mateo) This includes the mean and 'erbal

interpretation "or each o" the uestions) 1ased on the table

sho(n abo'e, the respondents, are not sure that their course

is related to their parent3s decision, the respondents

a%reed that their course is accordin% to (hat their parents


68/81

can a""ord in colle%e, the respondents are also not sure i"

their career choice is based on (hat their parents said that

suit them and a%reed that their course is bene"icial to

their parents) Considerin% personal choice as a "actor o"

choosin% a course, respondents are not sure i" they already

decided their course since they (ere in elementary (hile

they a%reed that they are satis"ied (ith their o(n choice o"

course, the "ourth year students are not sure i" they are

decided to their chosen course and the respondents a%reed

that their career choice pro'ides opportunity to %ro(

pro"essionally) e%ardin% about the "actor 2ob opportunity,

the respondents a%reed that their career choice is a hi%hly

paid pro"ession is based accordin% to the demand in the

society= a course (here respondents can easily land a 2ob

and can hone their s*ills) The "ourth year students a%reed

that they chose a course accordin% to (hat their "riend3s

pre"erred course) The respondents disa%reed that their

"riends are positi'e about their choice o" course= not sure

i" their "riends3 chosen course is an appealin% pro"ession

and disa%reed that they do not (ant to be separated (ith

their "riends so that they (ill choose the same course)


69/81

Ta3/! >2

Fa)&" 7!*,h!' M!a% V!"3a/

I%!"p"!a*&%

$) 5arent3s

$n"luence

>)> ot Sure

$$) 5ersonal

Choice

>)6 A%ree

$$$) #ob

Opportunity

>)P7 A%ree

$V) 5eer3s

$n"luence

6)P- ot Sure

Table >)6 clearly sho(s that the respondents are not

sure that the "actors 5arent3s decision and peer3s in"luence

are a""ectin% them in choosin% a course that suit them) On

the other hand, the "ourth year students a%reed that the

"actors personal choice and 2ob opportunity should be

considered as a "actor in their career pre"erence)


70/81

CHAPTER V

SUMMARY; CONCLUSIONS AND RECOMMENDATIONS

This chapter represents the summary o" "indin%s, the

conclusion that had been "ormulated as (ell as

recommendations o""ered) This study (as made in order to

"ind the "actors a""ectin% the colle%e course pre"erence o"

the "ourth year students o" oose'elt Colle%e San Mateo)

To determine the "actors that a""ect the career choice

o" the "ourth year students, the percenta%e system and mean

(ere computed) These (ere used as basis "or determinin% the

tabulated data)

S(a". & F*%'*%,

These "indin%s re'ealed the "ollo(in%:

-) The percenta%e system (as used to describe the percenta%e

brea*do(n o" the "ourth year students accordin% to each o"

the "actor)


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-)- The "ourth year students %ot the hi%hest percenta%e

(hich is at >.)6I and said to be a%reeable) And the lo(est

is at )>8I (hich is eui'alent to stron%ly disa%reeable)

This means that the "ourth year students a%reed that

parent3s in"luence can a""ect their choice o" course)

-)6 e'ealed that almost hal" +88)-.I0 the bi%%est

percenta%e o" the "ourth year students a%reed that the

personal choice is important as a "actor choosin% their

course) As clearly seen on table -)>, hal" o" the students,

7)/7I a%reed that 2ob opportunity is a "actor in choosin%

their course) And only -)7I o" the students stron%ly

disa%reed that 2ob opportunity is a "actor in choosin% their

course)

-)8 $t sho(s that 6)PPI disa%reed, and only )8I

stron%ly a%reed that their choices o" course are in"luenced

by peers) $t means that "ourth year students do not really

consider the pre"erred course o" their "riends and

classmates in pic*in% their o(n choice o" course)


72/81

6) The %roup also considered the pre"erred course o" the

students throu%h the table sho(in% their -st choice and 6nd

choice o" course or pro%ram)

6)- The course that %ot the hi%hest percenta%e is the

&n%ineerin% course (hich summed up to -.)7-I and the courses

related to Mathematics %ot the lo(est percenta%e at 7)/I

6)6 The course that %ot the hi%hest percenta%e is

&n%ineerin% related courses (hich is at 66)8I and the

courseEs that %ot the lo(est percenta%e are Tourism, Food

Tech, utrition, A%riculture and 5ublic Administration (hich

"all at 7)/I)

>) $n order to identi"y (hat "actor %reatly in"luences the

"ourth year students, the researchers used the (ei%hted

mean) The "actor (hich %reatly in"luences the "ourth year

students is the 2ob opportunity)

CONCLUSIONS


73/81

On the basis o" the "indin%s o" this study the "ollo(in%

conclusion (ere dra(n:

-) Factors such as 5arent3s in"luence, 5ersonal choice,

#ob opportunity and 5eer3s in"luence can a""ect the "ourth

year students in decidin% on their choice o" course)

There"ore the researchers conclude that "ourth year students

do not only loo* at their personal choice o" course as their

%uide in decidin% (hat course to ta*e but also the decision

"rom their parents, peers and the a'ailability o" the 2ob

are bein% also considered by the students)

6) The course that %ot the hi%hest percenta%e is the

&n%ineerin% related courses both in the -st and 6nd choice

percenta%e brea*do(n) $t means that most o" the "ourth year

students (ant to ta*e an en%ineerin% course)

>) The "actor that %ot the hi%hest (ei%hted mean is #ob

opportunity) There"ore the researchers conclude that this

"actor %reatly a""ects the "ourth years students in choosin%

their choice o" course) Students tend to analyBe i" the

course they (ant can impro'e and embody their s*ills and is

hi%hly paid pro"ession)

RECOMMENDATIONS


74/81

A"ter thorou%h procedures and analysis o" data, the

"ollo(in% recommendations are hereby made to de'elop and

impro'e the research problem:

-) The students should %i'e more consideration to the 2ob

opportunity than the others)

6) The teacher should %i'e the students more *no(led%e on

choosin% the ri%ht course)

>) The parents should also help, %uide and encoura%e their

children in choosin% the appropriate courses "or them)

8) The school should %i'e more seminars to help the students

to come up (ith a course that suit them)

) The peer3s choice o" career should not be a""ected by the

pre"erred course o" the students)

) Teachers and parents must encoura%e the students to

care"ully thin* about (hat career they (ill choose)

/) A student should choose a course accordin% to (hat they

really (ant not because others (ant it "or them)

P) Students should research about the courses that are in

demand and in (hat school can they hone their s*ills)


75/81

APPENDICES


76/81

APPENDI

A

9COVER LETTER:


77/81

APPENDI

#

9SAMPLE

@UESTIONNAIRE:


78/81

ame: !ender:

Section: A%e:

5re"erred Course: 5re"erred School:

-st choice:

6nd choice:

GFactors A""ectin% the Colle%e Course 5re"erence o" the

Fourth ;ear Students o" oose'elt Colle%e San Mateo School ;ear

67-8967-H

Directions: ead each statement care"ully) 5ut a chec* mar*

on the bo4 belo( that corresponds to your ans(er, i" you stron%ly

a%ree, a%ree, not sure, disa%ree or stron%ly disa%ree to (hat the

statement says) 5lease ans(er the "ollo(in% (ith complete honesty)

Stron%ly

A%ree

+0

A%ree

+80

ot

Sure

+>0

Disa%ree

+60

Stron%ly

Disa%ree

+-0

I Pa"!%8 I%/(!%)!-) My course is related

to my parent3s decision)

6) My course is accordin%

to (hat my parents can

a""ord in colle%e)

>) My course is based on

(hat my parents said that

suits me)

8) My chosen course is

bene"icial to my parents)


79/81

II P!"&%a/ Ch&*)!-) $ ha'e decided my

course since $ (as in the

elementary)

6) $ am satis"ied (ith my

o(n choice o" career)

>) $ am not yet sure o"

my chosen course)

8) $ thin* my choice

pro'ides opportunity to

%ro( pro"essionally

III 6&3 Opp&"(%*.-) My choice is a hi%hly

paid pro"ession)

6) My course is based

accordin% to the demand

in the society

>) My choice is a course

(here $ can easily land a

2ob)

8) My choice can hone my

s*ills)

IV P!!"8 I%/(!%)!-) $ choose a course

accordin% to my "riends3

pre"erred course)

6) My "riends are

positi'e about theirchoice o" course)

>) My "riends chosen

course is an appealin%

pro"ession)

8) $ do not (ant to be

separated (ith my "riends


80/81

so $ (ill choose the same

course)

APPENDI

C

9TA#LES AND

COMPUTATIONS:


81/81

course preference

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