J CJ Thesis 20178

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Secondary Education Department
Chapter 1
INTRODUCTION
Back on his younger years, man only dreamt to be a
teacher, engineer, doctor, lawyer, pilot, astronaut or any
other profession that he thought can solve his problems and
give him a comfortable life that he ever wanted, but what
he did not know is the growing of competition that lies
ahead in the real world.
As times go by, man’s world became broader and he
start to consider the different factors that may affect his
choices and decisions. Then time will come that he need to
make a crucial decision that will greatly affect his
future; that decision includes choosing the right course
suited for him, for it will serve as his ticket for his
plan in the future.
The K-12 program provides sufficient time for mastery
of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle level
skills development, employment, and entrepreneurship. With
the advent of the new curriculum, incoming Senior High
School students must choose their preferred course or
track. These tracks include Academic Tracks, Technical-

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Vocational- Livelihood, Sports, and Art and Design Tracks.
The Ajuy National High School which is the venue of this
study came to offer two tracks - the Academic Track, and
the Technical-Vocational and Livelihood Tracks. Under the
Academic Track they offer Accountancy, Business and
Management Strand, Humanities and Social Sciences Strand,
and the General Academic strand. In Technical- Vocational
and Livelihood track they offer two specializations the
Food and Beverages Services and Electrical Installation and
Maintenance. Before the students choose what track to
choose they have to consider their interest and skill and
what they want to become in the future. But then, there are
several factors that affect the preferences of every
student such as security of the job he will have in the
future, family related-decisions, peer influence, personal
choices and perceptions, and school-related factors. These
factors may vary according to their academic performance,
family monthly income and sex.
The first batch of the K- 12 Curriculum in the senior
high school, specifically the Grade 11 students are
presumed to have already chosen their preferred courses.
Relative to this, the researchers decided to conduct this

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study to find out the factors that greatly affect the
preferred courses of the Grade 11 students.
Statement of the Problem
This study aimed to find out the factors affecting the
course preferences of Grade 11 students of Ajuy National
High School during the school year 2016-2017. Specifically,
it aimed to answer the following questions:
1.) What are the factors that greatly affect the course
preferences of Grade 11 students of Ajuy National
High School during the school year 2016-17?
2.) What are the factors that greatly affect the course
High School during school year 2016-17 when they
are classified according to:
2.1) academic performance;
2.2) monthly family income; and
2.3) sex?
3.) Is there a significant difference in the mean rank
level of the factors affecting the course
High School when they are classified according to:
3.1)academic performance and

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3.2)monthly family income?
4.) Is there a significant difference in the factors
affecting the course preferences of Grade 11
students when classified according to their sex?
Hypotheses
Based on the stated questions, the researchers
formulated these hypotheses:
1.) There is no significant difference in the mean rank
level of the factors affecting the course
High School when they are classified according to
academic performance and monthly family income.
2.) There is no significant difference in the factors
affecting the course preferences of grade 11
students when classified according to their sex.
Theoretical Framework
The study is anchored on the Theory Career Choice
of Holland (1997) which states that in order to make an
informed career decision many factors have to be taken into
account, such as the individual’s unique characteristics,
values, interest, skills, and personality. Career

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satisfaction contributes significantly to the general
happiness, stability and well-being of adults. In order to
experience career satisfaction, an individual has to first
make a fitting or appropriate career choice. Individuals
will select, and be more content in a work environment that
corresponds to their personality type, attributes,
decision-making style, and career maturity.
Watson and Stead(1999) supported the theory of
Holland who pronounced that a clear understanding of the
characteristics of the individual who is making the career
choice involving the investigation of the characteristics
of the chosen work environment that requires careful
consideration of the characteristics in order to ensure the
best possible ‘goodness of fit’ or match. In short, the
better the match the more likely the individual is to
adjust to, and thrive in the chosen field of work.
This study is also anchored on the Choice Theory
by William Glasser that suggests that an individual has
some capacity to make choices and exercise control in his
life. Bob Sullo (2007) has written that the choice theory
is a biological theory that suggests that man is born with
specific needs that he is genetically instructed to
satisfy. All human behavior represents his best attempt at

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any moment to satisfy his basic needs or genetic
instructions. In addition to the physical need for
survival, man has four basic psychological needs that must
be satisfied to be emotionally healthy
 Belonging or connecting
 Power or competence
 Freedom
 Fun
The need for belonging or connecting motivates him to
develop relationships and cooperate with others. Without
the need for belonging and cooperating, he would only
strive to be independent.
The need for power is more than just a drive to
dominate. Power is gained through competence, achievement
and mastery. Man’s genetic instruction is to achieve,
master new skills and to be recognized for his
accomplishments.
As human, he is also motivated to be free, to choose.
Having choices is a part of what it means to be human and
are one reason why man’s specie has been able to evolve,
adapt and thrive.

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Each time man learns something new, he is having fun.
It is his playfulness and sense of discovery that allows
him to learn as much as he does (Corpuz & Lucas 2011).
This study is also anchored on the Theory of the Mind.
This theory refers to a broad understanding of other
individuals’ mental states, such as beliefs, desires and
knowledge. Theory of the Mind enables to predict other
people’s behavior and understanding to various concepts
such as physical versus mental processes such as empathy.
Theory of the Mind plays an important role in both social
interaction and perception of social interaction and is
also related to social functioning.
This study is also supported by Expertise Theory
of Ericson and Gladwell. Expertise theory specifies how
talent develops across specified fields or domains,
focusing on cognitive task analysis (to map the domain),
instruction and practice, and clearly specified learning
outcomes against which one can objectively measure the
development of expertise.
Another theory that supports this study is the Self-
Determination Theory (SDT) of Edward Deci and Richard Ryan.
SDT is an important theory of motivation that addresses
issues of extrinsic and intrinsic motivation. People have

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innate psychological needs: competence, relatedness and
autonomy. If these universal needs are met, the theory
argues that people will function and grow optimally. To
actualize their inherent potential, the social environment
needs to nurture these needs.
Conceptual Framework
The factors that affect the students’ course
preferences vary when they are grouped according to their
academic performance, family monthly income and sex. The
conceptual paradigm is shown in Figure 1.
Independent Variable Dependent Variable
Academic
performance
Factors affecting
Monthly Family students’
Income preferences
Sex
Figure 1. A Schematic Diagram of the Independent and

Dependent Variable
Significance of the Study
The result of this study is significant to the
parents, teachers, and school principals and to the
government as a whole.
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This study will provide some insights and information
to the parents about the factors that affect the decision
making of their children. It will also motivate them to
extend their guidance for their children’s choice.
Teachers would also be benefited by the results of
this study. The results will enable them to be aware of the
factors that affect the course preferences of their
students. It will help them understand the behavior of
their students towards the course they took.
The results of this study would provide information to
school principals on the factors that affect the course
preferences of students. It will help them decide how to
improve their services, facilities and the quality of
instruction so that students may not hesitate to enroll in
their respective schools.
Hopefully, the results will be of value to the
government to correctly allocate the budget for education
and to give appropriate consideration to students’ needs
and interest.
Scope and Limitations of the Study
The study focuses only on the factors affecting the

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High School. It covers the factors affecting the course
preferences of students with regard to their academic
performance, family’s monthly income and sex. The
researchers confined their study to the Grade 11 senior
high school students enrolled in Ajuy National School
during the school year 2016-17 only.
Definition of Terms
To clarify terms used in this study, they are defined
conceptually and operationally.
Ajuy National High School (ANHS). The term refers to a
DepEd-managed partially urban secondary public school
located in Ajuy, Iloilo (m.philippinecompanies.com).
In this study, ANHS is the institution where the
subjects of this study are enrolled.
Course. The term refers to the program of study or
training, especially one that leads to a qualification from
an educational institution. (Encarta World English
Dictionary).
In this study, the term refers to the field of
study or track and strands such as the Academic Track and
Technical Vocational and Livelihood Track and the strands

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of the K-12 curriculum that the Grade 11 students have
chosen.
Grade 11 students. The term refers to the students who are
in the 1st year of Senior High School
(http://en.m.wikipedia.org).
In this study, the term refers to the Senior High
School students and is the subject of this study.
Preference. The term refers to something that is liked or
wanted more than another thing or something that is
preferred (Merriam Webster Dictionary).
In this study, the term refers what the students liked
or wanted.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Local Readings
Curriculum designers need to enhance the
recommended curriculum and the propose curricular
innovations to respond to the changing landscape in
education regionally and globally.
K to 12 makes the Philippine education system at
par with the international standard of 12-year basic
education thereby contributing to a better educated society
capable of pursing productive employment, entrepreneurship,
or higher education studies. After going through
kindergarten, elementary, junior high and a specialized
senior high school program, every K to 12 graduates is
ready to go into different path-higher education, middle
level skill development, employment, or entrepreneurship.
The K to 12 graduates are also expected to be equipped with
21st century skills like information, media and technology
skills, learning and innovation skills, effective
communication skills and life and career skills.
When K to 12 was launched in 2012, many Filipinos
were apprehensive because of the addition of two(2) more
years in secondary schooling. Some said the two years are

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added burden for average Filipino family. Others said the K
to 12 program is doomed to fail since it does not address
the basic problems in education like lack of classrooms,
chairs, books, teachers, quality teaching and many more.
Amidst criticisms, the Department of Education pushed for
the K to 12 implementation.
In international examinations, the Philippines
performed poorly as in 2003 TIMSS (Trends in International
Mathematics and Science) scores. In Grade IV Science and
Math, the Philippines ranked 23 out of 25 participating
countries. In High School II Science, the Philippines
ranked 43 out of 46 and in Math ranked 34 out of 38. Even
with only the science high schools participating in the
advanced Mathematics category in 2008 TIMSS, the country’s
ranking did not improve. In fact, it ranked the lowest (10)
among ten participating countries.
One of the factors that contribute to the low
performance in the achievement tests is the congested basic
education curriculum. What other countries teach in twelve
(12) years the Philippines teach only in ten (10) years.
The ten (10) years would not be enough to master the
competencies. Adding two years would make possible
decongestion of the curriculum for comprehensive

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acquisition of basic competencies and the 21st century
skills.
The Philippines is the only country in Asia that has
a ten-year basic education program. The short duration of
the basic education program also puts million of overseas
Filipino workers, especially the professionals, and those
who intend to study abroad at a disadvantage. Graduates of
Philippine schools are not automatically recognized as
professionals outside the country due to the lack of two
years in the basic education. Bologna Accord imposes twelve
(12) years basic education as an entry to recognition of
engineering professionals.
With K to 12, Filipino professionals would have the
same competitive edge with professionals in other countries
having gone through 12 years of basic education.
The K to 12 Curriculum prepares the students for the
world of work, middle level skills development,
entrepreneurship and college education. As early as Grade 7
and Grade 8, the students are made to explore at least 8
subjects in the four (4) areas of Technology and Livelihood
Education (TLE) namely: Home Economics, ICT, Industrial
Arts and Agriculture and Fishery Arts. In Grade 10 and
Grade 12, the student is supposed to have obtained a

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National Certificate (NC) Level I and NC Level II from
TESDA. NC I and NC II make a Grade 12 graduate employable.
The short duration of basic education in the
Philippines resulted to 15 year old graduates who are not
legally employable. With the implementation of the K to 12,
graduate of senior high is 18 years old who is legally
employable.
The students after undergoing Senior High School can
choose among four tracks: Academic; Technical-Vocational-
Livelihood; and Sports track and Arts and Design track. The
Academic track includes four strands: Business,
Accountancy, Management (BAM); Humanities and Social
Sciences (HUMMS); Sciences, Technology, Engineering,
Mathematics (STEM); and General Academic Strand (GAS). This
means that at Grade 11, a student chooses which track to
pursue and if he/she chooses the academic track, he/she
must also choose which strand. If a student intends to go
to college after Grade 12, then he/she must take the
academic track. The college program which he/she wants to
enroll in determines which strand to take- STEM, HUMMS,
Sports and Arts and Design. If a Grade 12 graduate wants to
pursue TechVoc courses in Technical Educational Skills
Development Authority (TESDA), he/she takes TechVoc track.

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He/She who is interested in Arts and Design will pursue the
Arts and Design track. The Sports track will be for any
sports-minded Grade 12 graduate (Bilbao, et al, 2014).
The Course Selection Process
Selection of the “right” course may be described as a
high involvement, high risk decision –making situation
because the cumulative effect of the series of choices
students make each semester/quarter may impact their
college major selection, their ability to take additional
course work, as well as their career direction and future
employment opportunities. There are a plethora of factors
that the students may consider in their course selection
decisions as they choose between competing and attractive
course alternatives, including perceptions about a course’s
workload, the instructor’s grading leniency, the usefulness
of the knowledge gain in the course, the instructor’s
reputation, and the times/day the course meets. According
to Babad, Darley and Kaplowitz (1999), in course selection,
not one, but multiple, sequential and interdependent
decisions must be made concurrently. The projected
utilities are sometimes contradictory and different courses
are selected with different objectives in mind.

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When a student’s objective is to select a course in
his/her major that is taught by more than one instructor,
it is reasonable to expect that more time and effort will
be expanded in order to assure satisfactory outcome. This
is confirmed by Babad et al(1999); “Students reported their
decisions about different courses based on different
considerations, with most serious thought being devoted by
selecting among courses within their major field of study
for upperclassmen and to deciding on courses that might
help them test out a possible major for underclassmen. It
is on decisions about those (primary) courses that the
students expend most thought and more closest to the
optimum of rational decision-making.” A rational decision
making process might also include a search for heuristic or
highly credible information source to simplify course
selection decision.
High school is generally much more regimented than
college. Students have a wider variety of courses to choose
from in college, and they are in charge of their own path
of study. This can be daunting for some new students, but
it really shouldn’t be. So they can achieve success in
their college courses.

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Be smart about choosing courses. Choosing college
courses wisely is essential in academic success in college.
First, there are certain introductory courses that first
year students are required to complete. It is important to
make sure that they take all of these required courses
because they will need them to receive their degree. Second
thing to consider when choosing college courses is which
classes you need in order to complete your chosen major
concentration of study. Other aspects to consider when
choosing college courses include class size, class times,
prerequisites and difficulty.
Structure your time. One of the most important study
tips for new college students is simply: structure your
time. In high school they are told when to go to class,
what to do, and how to do it. In college, many students
have trouble finding the motivation to attend class or
balancing the work load of multiple college courses. Making
a reasonable schedule for yourself that includes blocks of
time for class, homework, reading, writing papers, and
fund, can be a big help. Other helpful study tips include
making study groups and learning how to speed read.

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Foreign Readings
While every K-12 education system strives to be the
very best, a few really go the distance. These programs
have so much to offer children and parents have the peace
of mind knowing that their children are a definite cut
above the rest academically.
The top five K-12 education systems worldwide are as
follows:
1. Finland is currently ranked as the number one K-12
education system. Finnish students consistently have the
highest scores in math, science, and reading. Finnish
schools also have a very low-key model that allows students
to learn at a more relaxed pace. There is only a half an
hour of homework every night and students don’t attend
school full time like other school systems worldwide. The
goal is for the student to feel like he or she is “at
home”. Students study in lounges with comfortable chairs
and fireplaces.
Finish schools have no tardy bells and students do not
get in any trouble if they fall asleep during class. While
the academic expectations of each student are extremely
high, there isn’t the expected huge amount of schoolwork

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involved. Teachers also hold Master’s Degrees and only a
small percentage of them are actually accepted as teachers.
Therefore, the teachers that do get accepted make a daily
commitment to do their absolute best. Teaching is a highly
sought after profession in Finland and these teachers know
just how lucky they are to have achieved their professional
dreams. Teachers also do not have to follow a set
curriculum, they are given free reign to do whatever it
takes for the success of their students. That is
practically unheard of anywhere else.
It is easy to understand why Finnish students are a
cut above the rest. They have no restrictions placed on
them and are allowed to do what they wish. These kids
actually want to learn, they know that they can learn in
creative and engaging ways. They also know that they will
not be subject to endless hours of homework and
memorization. The Finnish K-12 Education system does not
believe that is the best way for kids to learn. For
example, if a child really enjoys reading, he or she might
read book after book all day long. Teachers believe that
this particular child will not only have outstanding
reading and comprehension scores, he or she will also enjoy
learning about a wide array of topics.

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2. Another K-12 education system to keep an eye on is
China’s school system. Chinese students do not spend their
days focusing on sports or socializing. Instead, they are
completely dedicated to intellectual pursuits. China’s
students study rigorously and are even required to complete
extra classes and tutoring. In fact, if a child shows
particular promise in Math, parents would begin seeking out
additional math tutoring.
3. India’s K-12 education system is also on the rise. Most
children in India already know what they want to be when
they grow up by the time they are in first grade. They have
already dedicated themselves to follow that career path.
These kids are highly motivated and the interactive
learning approach in their classrooms seems to be helping
them retain information better than most. Teachers guide
their students through the learning process with fun and
creative activities rather than hours upon hours of notes
and lectures.
4. The K-12 education system in Japan gears students toward
university preparation. Kids in Japan know that in order
for them to succeed they must have high test scores. Even
those kids who choose to go to technical or trade schools
still must ace rigorous entrance exams. A lot of parental

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pressure is a key factor here as well. Japanese kids also
have more than one teacher in each class and kids are
encouraged to work through their studies without textbooks,
calculators, etc. This gives them many different ways to
solve problems.
5. The K-12 education system in Singapore is also a school
system worth mention. Kids in Singapore begin attending
school at the age of three. They attend preschool for three
years which includes two years of Kindergarten. While this
is not mandatory, more and more parents are enrolling their
children at the age of three to ensure that their child has
the right scores to get into more advanced programs. The
goal for teachers in Singapore is to focus on each child’s
individual learning style and ability. This ensures
automatic success for the child as he or she will be less
likely to fall behind (Dr. Foillier, 2016).

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RELATED STUDIES
Local Studies
Diamante (2015), in his study entitled “Career
Choice of Students: Basis for Curricular Offering of Senior
High School in Region XI” revealed that personality is the
factor why the students choose the career. This would mean
that the students know what they wanted to pursue and maybe
encouraged by their parents or guardians to base their
decisions on what they really want to do. Further, this
means that Filipino parents somehow deviate on the
traditional way of dictating their sons and daughters on
what they believe is the right career for them. Moreover,
the parents are also the reasons why the students choose
the career. This somehow supports that parents discuss to
their children plans and issues that concerns them and
allows them to take active participation in decision
making. Furthermore, the students’ skills, opportunity,
environment and values also influence their decision on
what career to choose. The guardians, friends and teachers
are found to be influential in their career choice.
Pascual(2014), in her study entitled “Factors
Affecting High School Students’ Career Preference: A Basis

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for Career Planning Program” stated that unemployment rate
in the country was commonly associated with the misfit
graduates produced by universities and colleges and the
workforce needed by different companies. The wrong choice
of course taken by most high school students adds to
unemployment and underemployment rate of newly graduate
students. With this, the study determined the factors
affecting the fourth year high school students’ career
preference of University of Rizal System’ Laboratory School
in Morong Rizal. The relationship of the factors affecting
students’ preference of course to their career preference,
Brainard’s Occupational Preference Inventory (BOPI)
results, academic achievement and their elective grades
were considered. Frequency, percentage and chi-square were
used as statistical treatments. The finding revealed that
the availability of work after college is the first
consideration of students in choosing a course in college.
Most of the students prefer to take scientific related
field courses or the “popular courses” for Filipinos. The
least preferred course is in agriculture field. The BOPI
results showed that most of the student-respondents are
suited to take professional courses. Students’ preferred
course is related to their BOPI results as well as to their

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father’s occupation. Other factors such as mother’s
occupation, monthly family income, students’ sibling
position and students’ third year general average grades
are not related to the students’ preferred course in
college to their BOPI results. BOPI results are
significantly related to students’ elective course grades.
Students’ care success can be best attained if proper
guidance is given in choosing the right course in college,
suited to students’ personality, ability and intellect.
Helping students choose the career that suits them can be
done by integrating career plan with the curriculum so that
students can make good decisions in what course to take in
college. Collaborative effort of the school administration,
quidance counselor and parents should be made to come-up
better career plan for every individual student.
There are different factors that affect students’
choice of course in college. One of this is family related
factors. Study revealed that Filipino immigrants and non-
immigrants rely heavily on their families’ decision-making.
International Journal of Sciences: Basic and Applied
Research Students cope by following their parents’ advice.
They also have to cope with an expectation of financially
supporting the family upon completing their education.

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Studies from other Asian countries also show parents’
impact in decision making of students when it comes to
students’ course preference. Another study highlighted
that parental involvement have positive impact on
adolescents’ education and career choice. Furthermore, it
is reported that parents are deeply involved and
influential to their high-achieving children’s college
choices.
The report also found open houses, dialogue with
college friends, alumni, and admitted-student programs are
extremely influential to students. The report claimed these
sources are not well known, but very powerful to student’s
decision making for their college. The study also found 26%
of sampled students paid a specialist or advisor during the
college decision process. The studies presented are
important to the present study since the studies explain
the importance of taking parents’ advice and permission in
choosing a college course. Respect for family is one of
the most influential factors that impact Filipino students’
career decision. It is concurred that “Out of respect and
loyalty, it may not be appropriate to express personal
desires; rather, one may alter one’s interests to maintain
harmony.” As a sign of respect, Filipino children want to

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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. 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. These
writings discuss that the family decides in what college
course students should take is also associated with the
financial status of the family. Aside from family related
factors, economic factors which includes the employability
and availability of job in the future is also considered by
students. Employability, i.e., the realistic feasibility
of being employed in a stable job, then becomes an
important factor in career decision-making. Coming from a
collective culture, immigrant parents and children seek
careers that will support the whole family.
Moreover, it is found that Asian American men and
women tend to be more interested in technical fields, the
physical sciences, and no enterprising business positions
over artistic, social, or socially interactive business
careers. Aside from economic factors, exposure of students
to career related technical and academic subjects also

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known as elective subjects in the Philippines also helps in
students’ decision making in career choices in college. It
was revealed that career technical Education (CTE) was
perceived positively by middle school and high school
counselors in Tenessee, and the need for career awareness
should begin in a student’s early years before high school.
However, there was a difference in perceptions of CTE by
middle school and high school counselors. Both middle
school and high school counselors felt that CTE teachers
should have knowledge, skills and a teaching license.
School counselors felt that they did not have enough time
to provide career counseling to students. Being informed
and ready to choose a career focus area in a student
freshmen year could help make the transition from middle
school to high school easier thus help prevent the student
from dropping out of school before graduation. On the
importance of integrating the academic curriculum in
students’ preparation for a college course choice, it is
explained that academics should be integrated with career-
focused courses so students can see practical application
for the academic courses such as mathematics, science,
reading and writing.

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Personality and interest are not the only criteria for
choosing a career. An individual’s aptitude International
Journal of Sciences: Basic and Applied Research and
intellectual abilities are equally of great importance. An
aptitude is a potential for success in an area after
undergoing some training but a layman may define aptitude
as a flair for something. The context in which people live,
their personal aptitudes, and educational attainment are
other things that do influence people’s career choice. The
importance of having effective career planning is
emphasized by SREB. It was found that students who receive
help in exploring careers and planning programs of study
related to their career interest are more likely to see
school as meaningful. High Schools That Work recommended
that students as early as the eighth grade develop a six-
year plan for all four years of high school and two years
after graduation. These students should work with their
parents, teachers, and school counselors to develop high
school courses and future goals. Students who see a direct
link between school and the future are more definite in
their career and postsecondary goals. Middle schools lay
the foundation for career choices by getting students to
explore career fields which interest them, and then in high

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school, counselors help students align the curriculum to
the academic and industry standards of those careers. The
involvement of family, school administrators and guidance
counselor to help students make good career choice in the
future is emphasized in the study who mentioned that
parents, teachers, and school counselors are all involved
in students’ career decision-making process. The
researchers suggested that the “American education career
development plan” is to prepare students for the next
formal learning experience with little opportunity in
career development activities, and students are simply
encouraged to attend school until they can go no further.
Continuity of career development program should be
continuous and progressive. In 2001 it was mentioned that
as early as the third grade, students are expected to
acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career
decisions. In the middle school grades of six through
eight, school counselors help students identify interests
and abilities through self-assessment activities, comparing
middle school with high school, and then use assessment
results in academic and career planning. When students
enter ninth grade, the school counseling and career

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guidance standards state that students should be able to
assess the relationship between aptitudes and interests to
develop a six-year academic plan, formulate long term
educational and career goals, and correlate courses of
study to long-term goals. Students are expected to research
their future options and investigate the world of work in
relation to self knowledge and use that information to make
informed career decisions. Then, in high school, students
are expected to create strategies to achieve future career
success and satisfaction by modifying their educational
plans to support their career goals, to evaluate and update
their career-planning portfolios, and to apply academic and
employment readiness skills through programs such as work-
based learning.
Middle school counselors are instrumental in
implementing effective education and career planning
systems to help students with their educational and career
development. Research shows that the choices middle school
students make have a strong bearing on their educational
and career development for decades to come, particularly
academic choices. Furthermore, it is mentioned that school
counselors and school counseling programs play key roles in
preparing students to successfully transition to the next

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level, whether it is some type of postsecondary education
or joining the workforce. To add with, it is International
Journal of Sciences: Basic and Applied Research (IJSBAR)
(2014) Volume 16, No 1, pp 1-14emphasized that education
and career planning from a life-career perspective, with
career development and planning encompassing education,
work, and leisure. Therefore, extracurricular activities,
hobbies, civic participation, and cultural experiences
should be part of middle school students’ education and
career planning.
Antipolo, et al (2011) in their study, “Factors
Affecting Career Indecision Among Freshmen and Shifters
Students of Bulacan State University” found out that
authoritative and authoritarian parenting styles, anxiety
and self efficacy were indirectly related to career
indecision while permissive parenting style, vocational
identity and intention certainty were directly related to
career indecision for freshmen students. The regression
analysis result reveals that vocational identity, career
decision-making self-efficacy and intention certainty
manifested to be significantly predicting career
indecision. Vocational identity and career indecision on
the other hand could be mediated by self- efficacy while

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authoritative parenting style is indirectly related to
career indecision through intention. Demographic, Career
Indecision Scale, Decision Self Efficacy Scale Short-Form,
Student Intention Certainty Scale, Vocational Identity
Scale, State Trait Anxiety Inventory and Parental Authority
Questionnaire were used to collect the data. Path Analysis
for freshmen and Multiple Regression Analysis for shifter
students was utilized to identify whether the proposed
model of career indecision fits the data.
Foreign Studies
Valdez (2015), in her study entitled “Specialization
preference and attitude of medical students in Cairo within
the primary health care” investigates the specialization
preference of medical students in Cairo, Ain Shams and El-
Azhar Medical Schools using a stratified systematic random
sample of 428 students and house officers (199 females and
229 males). They represent 5% of all second, fifth year
students and house officers from all three universities. In
addition 31 female students of El-Azhar were followed up to
the final year and house officer year. The aim of the study
is to compare students’ specialization preference with PHC
needs. The questionnaire used comprised besides demographic

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data like age, sex, origin, maternal and paternal education
and occupation also factors influencing the specialization
preference like motive for choosing medical education,
lecturer's personality, subject content, future location
and setting intention. The distribution of specialization
preference was found significantly different with
educational year, sex, maternal education and occupation,
father's occupation, socioeconomic standard, reason for
choosing medical study and content attraction of the
subject. Major subjects like surgery, medicine and
gynecology and obstetrics were preferred significantly more
by males, students with non-medical fathers, of lower SES,
those who choose medicine for prestige and help of people,
and who were attracted by the content of subject, while
vice versa for pediatric and other specializations like
cardiology, ophthalmology, clinical pathology and
psychiatry among others. The follow-up study indicated that
female students of El-Azhar tended to gynecology and
obstetrics (from 32.3% to 42.1%) orienting themselves
toward community needs being themselves to 34.1% from rural
areas. The multiple regression analysis indicated that the
best subset of variables influencing specialization
preference are SES, maternal education, study reason,

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father occupation, sex, future setting and location.
Students’ preferences are far from the PHC needs.
According to Darren Fizer(2013), in his study entitled
“Factors Affecting Career Choices of College Students
Enrolled in Agriculture” in The University of Tennessee,
Martin, many factors can influence a student’s decision,
including parents, coaches, religious figures, or any role
models in a student’s life. Participation in agriculture
clubs such as FFA and 4-H can also have an effect on
students’ career choices.
The objective of his research study was to determine
what factors affect agriculture students’ choice of career
path. A questionnaire was developed to examine areas of
interest and attributes that may have influenced students
when choosing a career path. The questionnaire was
completed by 128 students in the freshman studies classes
of The University of Tennessee at Martin who plan to major
in Agriculture. Chi-square tests were used to examine
relationships among study factors.
According to his survey, students are most influenced
by family when choosing a major; 22% chose family as the
most important factor influencing their choice of major.
However, 21% of the students chose “a career that is

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personally rewarding” and 20% chose “FFA/4-H experience” as
the most important factors affecting their choice. FFA
played a bigger role in choosing a major than 4-H. Farming
background and the size of schools did not play a role in
choosing a major. However, students with a farming
background were more likely to plan on working in
production agriculture than students without a farm
background. The students who completed the questionnaire
had a positive outlook on their career. Students believe
their projected careers will make a positive impact on the
world. Students also believe that there are excellent
career opportunities in agriculture.
According to Kochung Edwards (2011) in his study
entitled ‘’Factors Influencing Students Career Choices
among Secondary School students in Kisumu Municipality,
Kenya’’, career choice is a complex decision for students
since it determines the kind of profession that they intend
to pursue in life. As students try to make career choice
while in secondary school, they face problem of matching
their career choices with their abilities and school
performance. In Kenya every year form four secondary school
students make career choices before sitting for their final
examination (Kenya Certificate of Secondary Education

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examinations) however, studies indicate that most students
enter into careers that are totally different from the ones
they chose while in secondary. The purpose of his study was
to examine factors influencing career choice among form
four secondary school students in Kisumu municipality,
Kenya. The study was conducted using descriptive survey
design with a population of 332 students. The data for this
study was collected using questionnaire and interview
schedules. The findings of his study indicate that
availability of advancement opportunities and learning
experiences are the most influential factors affecting
career choices among students. While males reported
learning experiences and career flexibility as the most
influential factors, females however reported availability
of advancement opportunity and opportunity to apply skills
as the most influential factors. However, no variance was
reported for persons influencing career choice by gender.

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CHAPTER 3
RESEARCH METHODOLOGY
Research Design
In this study, the researcher used the descriptive
survey method. The descriptive survey method of research is
directed toward ascertaining conditions that prevail in the
group of cases chosen for the study. Survey makes possible
for the formulation of generalizations because the sample
has a high degree of representativeness. This is
especially true if the sample is adequate and proper
sampling procedures are used in the selection of sample
(Calmorin and Calmorin, 2012).
Respondents of the Study
The respondents of this study were the 204 Grade 11
Senior High School students of Ajuy National High School
who were taken from 416 total Grade 11 students of the said
school. The respondents were classified according to their
academic performance, monthly family income and sex.

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Presentation of Respondents
Category Frequency %
A. Entire group 204 100%
B. Academic performance
Developing (75-79%) 9 4.41%
Approaching Proficiency (84%- 80) 61 29.90%
Proficient (85-89%) 83 40.69%
Advanced (90-above) 51 25%
Total 204 100%
C. Monthly Family Income
Low income (₱5,000 and below) 142 69.61%
Average income (₱5,001-₱10,000) 39 19.12%
High income (₱10,001 and above) 23 11.27%
Total 204 100%
D. Sex
Male 96 47.06%
Female 108 52.94%
Total 204 100%
When respondents are classified according to student’s
academic performance, 9 or 4.41% are described as
developing or have grades of 75-79%, 61 or 29.90% are
described as approaching proficiency or have grades 84-89%,
83 or 40.69% are described as proficient and have grades of
85-89 (above average) and 51 or 25% are described as
advanced or have grades of 90 and above.

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When classified according to family’s monthly income,
142 or 69.61% have an income of ₱5000 and below (low
income), 39 or 19.12% have an income of ₱5001-₱10,000
(average income) and 23 or 11.27% have an income of ₱10,001
and above (high income).
When classified according to sex, out of 204
respondents, 96 or 47.06% are males and 108 or 52.94% are
females.
Determination of Sample Size
In determining the sample size, Slovin’s formula was
used.
𝑁
n= 1+𝑁𝑒 2
where n = sample size
N = population size
e = margin of error (5%)
The researchers used the stratified sampling. This
scheme was used to ensure that different groups of
population are adequately represented in the sample.
The Research Instrument
The researchers used the researchers-made instrument,
which was the checklist. This is to determine the factors

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that affect the course preferences of Grade 11 students of
Ajuy National High School during the school year 2016-17.
It consisted of two parts. Part I dealt with the personal
data of the students including their name, sex, monthly
family income, and academic performance. Part II contained
22 items of pre-determined factors that may affect the
High School for school year 2016-2017. The respondents were
requested to answer each item by checking the column
Strongly Agree (4), Agree (3), Disagree (2), and Strongly
Disagree (1).
Validation of the Research Instrument
To determine the validity of the instrument, five
instructors were requested to validate it considering their
expertise. The validators were requested to evaluate the
item as to whether it was relevant, irrelevant, or needs
revision. They were requested to check relevant if items
were related to the study, if language used was
understandable to the subjects, and if items were
grammatically constructed; irrelevant if the items were not
related to the study; needs revision if the items needed to
be restated or rephrased.
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Reliability of the Research Instrument
To test the reliability of the instrument, it was
subjected to reliability testing. The questionnaire was
administered to thirty (30) Grade 11 students of Culasi
National High School who were not part of the actual
subjects. The researchers used the split-half method, also
known as odd-even technique, using the formula:
6 ∑ 𝐷2
𝑟ℎ𝑡 = 1- for half test
𝑁3 − 𝑁
2𝑟ℎ𝑡
𝑟𝑤ℎ𝑡 = for whole test
1+ 𝑟ℎ𝑡
Where:
𝑟ℎ𝑡 − half test
𝑟𝑤ℎ𝑡 - whole test
N- number of cases
D= difference in the rank of x and y
The reliability of the half test was 0.075 and whole
test was 0.86 that denotes high relationship. Thus, the
instrument was reliable. Upon finding that the checklist
was reliable, it was administered to the subjects.
Data Gathering Procedure
After having found the checklist valid and reliable,
the researchers sought for the approval of the principal of
Ajuy National High School, the coordinator of the Senior

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High School in Ajuy National High School and the advisers
for each section of Grade 11.
The researchers administered the checklist to the
respondents who were the Grade 11 students of Ajuy National
High School. The respondents were provided a copy of the
checklist. They were given clear instructions on how to
answer the items. After answering the checklist, one
hundred percent of the respondents returned the checklist.
Data Processing Method
After the retrieval of the checklist, the researchers
categorized, recorded, analyzed, and tabulated the needed
data. The factors affecting the course preferences checked
by the students were tallied as a whole and classified
according to their academic performance, monthly family
income and sex. Data matrix was used to organize,
summarize, and analyze the data on how the variables agree
with each other.
Statistical Treatment
The statistical tools used in the interpretation of
data and the testing of the hypothesis include the weighted
arithmetic mean, mean, ranking, Friedman’s Two-way ANOVA,
and T- Test for two independent samples.
Weighted Arithmetic Mean

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∑ 𝑓𝑖𝑋𝑖
X = ∑ 𝑓𝑖
Where:
X = weighted mean
fi = frequencies corresponding to the given mean
xi = items given
Mean
∑ 𝑋𝑖
X = 𝑁
Where:
X = mean
xi = items given
N = number of respondents
Friedman’s Two-Way ANOVA
12
Xr2 = ∑(Ri)2-3N(K+1)
NK (K+1)
Where:
Xr2 = Freidman Test
N = no. of rows
K = no. of columns
Ri = rank sum for column i

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t-Test
𝑥1 −𝑥2 ∑(X1 +X1 )2 ∑(X2 +X2 )2

t = SD1 2 = SD2 2 =
N1 − 1 N2 − 1
2 2
√𝑆𝐷1 + 𝑆𝐷2
𝑁1 𝑁2
where:
t = t-test
𝑥1 = mean of the first variable
𝑥2 = mean of the second variable
𝑁1 = number of respondents of the first variable
𝑁2 = number of respondents of the second variable
SD1 2 = variance of first variable
SD2 2 = variance of first variable

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CHAPTER 4
RESULTS, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results, analysis, and
interpretation of data.
Factors Affecting Course

Preferences of Grade 11 Students
of Ajuy National High School
School Year 2016-2017
Taken as an Entire Group
Table 1. Factors Affecting the Course Preferences of Grade

11 Students taken as an Entire Group
Factors Mean Rank
a.) Employment-Related Factors 2.94 2
b.) Family-Related Factors 2.44 4
c.) Peer-Related Factors 1.97 5
d.) Personal-Related Factors 3.08 1
e.) School-Related Factors 2.76 3
The factor that greatly affects the course preferences
of Grade 11 students was determined in this study using the
mean.
As shown in Table 1, the factor that greatly affects
the course preferences of Grade 11 students is personal
related factors with the mean of 3.08. This result is
supported by the Choice Theory of William Glasser that

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suggests that an individual has some capacity to make
choices and exercise control in his life. It is also
supported by the study conducted by Diamante(2015) which
showed that personality is the factor why the students
choose a career.

School Year 2016-17 Classified
According to Academic Performance
Table 2.1. Factors Affecting the Course Preferences of

Grade 11 Students Classified According to Academic
Performance
75-79% 80-84% 85-89% 90%- above
Factors (Developing) (Approaching (Proficient) (Advanced)

Proficiency)
Mean Rank Mean Rank Mean Rank Mean Rank
a.) Employment- 3.07 1 3.00 2 2.98 2 2.95 2

Related
Factors
b.) Family- 2.54 4 2.60 4 2.44 4 2.2 4
Related
Factors
c.) Peer-Related 2.17 5 2.21 5 2.05 5 1.80 5
Factors
d.) Personal- 3.04 2 3.03 1 3.11 1 3.23 1
Related
Factors
e.) School- 2.73 3 2.70 3 2.55 3 2.75 3
Related
Factors
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Table 2.1 showed that when classified according to
academic performance, the factor that greatly affects the
course preferences of students with grades of 75-79% is
employment related. The factor that greatly affect the
course preferences of students with grades of 80-84%, 85-
89% and 90% and above is personal related.

According to Family’s Monthly Income

Grade 11 Students Classified According to Family’s Monthly
Income
₱5, 000- ₱5, 001- ₱10, 001
below ₱10, 000 – above
Factors Mean Rank Mean Rank Mean Rank
a.) Employment- 2.73 3 2.99 2 3.14 1

Related Factors
b.) Family-Related 2.43 4 2.44 4 2.63 4
Factors
c.) Peer-Related 1.97 5 2.06 5 2.04 5
Factors
d.) Personal-Related 3.05 1 3.09 1 3.12 2
Factors
e.) School-Related 2.75 2 2.73 3 2.76 3
Factors
As shown in Table 2.2, the factor that greatly affects
the course preferences of Grade 11 students with a monthly
family income of ₱5, 000 and below is personal related.
Students with monthly family income of ₱5, 001 - ₱10, 000

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asserted that personal-related factors greatly affect their
course preferences, and the factor that greatly affects the
students with monthly family income of ₱10, 001 and above
is employment related factors.

According to Sex

Grade 11 Students Classified According to Sex
Male Female
Factors Mean Rank Mean Rank
a.) Employment-Related 3.04 1 2.88 2

Factors
b.) Family-Related Factors 2.51 4 2.47 4
c.) Peer-Related Factors 2.07 5 1.87 5
d.) Personal-Related 2.96 2 3.16 1
Factors
e.) School-Related Factors 2.95 3 2.73 3
Table 2.3 showed that when classified according to
sex, the factor that greatly affects the course preferences
of male students is employment related. The result also
shows that personal related factors greatly affect the
course preferences of female students.

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Difference in the Mean Rank Levels

of the Factors Affecting the Course
Preferences Classified According to
Academic Performance and Monthly
Family Income
Table 3.1 Difference in the Mean Rank Levels of the Factors

Affecting the Course Preferences Classified According to
Academic Performance
Variable Computed Tabular Value Interpretation
Value
Academic 2.04 7.82 Not Significant
performance df .05(3)
Table 3.1 shows that there is no significant
difference in the mean rank levels of the factors affecting
the course preferences of Grade 11 students when classified
according to academic performance.
Friedman’s Two-Way ANOVA was used to determine if
there is a significant difference in the course preference
of Grade 11 students of Ajuy National High School for
school year 2016-17.
The computed value of 2.04 is lesser than the tabular
value of 7.82, thus, the null hypothesis is not rejected.

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Table 3.2 Difference in the Mean Rank Level of the Factors

Affecting the Course Preferences Classified According to
Monthly Family Income
Variable Computed Tabular Value Interpretation
Value
Monthly 6.4 5.99 Significant
Family Income df .05(2)
As shown in table 3.2, there is a significant
difference in the mean rank level of the factors affecting
the course preferences of Grade 11 students of Ajuy
National High School for school year 2016-17 when
classified according to monthly family income.
Friedman’s Two-Way ANOVA was used to find out if there
is a significant difference in the mean rank levels of the
factors affecting the course preferences of Grade 11
students when classified according to monthly family
income.
The computed value of 6.4 is greater than the tabular
value of 5.99, hence, the null hypothesis is rejected.
Difference in the Factors Affecting

The Course Preferences of Grade 11
Students Classified According to Sex
Table 4. Difference in the Factors Affecting the Course

Preference of Grade 11 Classified According to Sex
Variable t-Computed Tabular Value Interpretation
Value
Sex 0.29 12.706 Not Significant
df.05(1)
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As shown in table 4, there was no significant
difference in the factors affecting the course preferences
of grade 11 students when classified according to their
sex.
T-test was used to find out if there is a significant
difference between the factors affecting the course
preferences of Grade 11 students of Ajuy National High
School when classified according to sex.
The computed value 0.29 is less than the tabular value
which was 12.706, this means that there is no significant
of Grade 11 students of Ajuy National High School when
classified according to sex.

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CHAPTER 5
SUMMARY of FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings,
conclusion and recommendations.
Summary of Findings
This study was conducted to determine the factor that
greatly affects the course preferences of Grade 11 students
of Ajuy National High School for school year 2016-17.
The findings of the study showed that the factor that
greatly affects the course preference of Grade 11 students
taken as an entire group was personal-related. When
classified according to academic performance, the factor
that greatly affects the course preferences of students
with grades of 75-79% was employment-related. The factor
that greatly affect the course preferences of students with
grades of 80-84%, 85-89% and 90% and above was personal
related.
When classified according to monthly family income,
the factors that greatly affect the course preferences of
Grade 11 students with a monthly family income of ₱5, 000
and below and ₱5, 001 to ₱10, 000 were personal-related.
Students with monthly family income of ₱10, 001 and above

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asserted that employment related factors greatly influence
their course preferences.
When classified according to sex, the factor that
greatly affects the course preferences of male students was
employment related. The factor that greatly affects the
course preferences of female students was personal related.
No significant difference was noted in the factors
affecting the course preferences of Grade 11 students when
classified according to academic performance.
A significant difference was found in the factors
affecting the course preferences of Grade 11 students of
Ajuy National High School for school year 2016-17 when
classified according to monthly family income.
Lastly, no significant difference was evident in the
factors affecting the course preferences of Grade 11
students of Ajuy National High School when classified
according to sex.
Mean and ranking were used to determine the factors
that greatly affect the course preferences of Grade 11
students. Friedman’s Two-way ANOVA was used to determine if
there is a significant difference in the mean rank level of
the factors affecting the course preferences of Grade 11
students classified according to academic performance and

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monthly family income and the t-test for two independent
samples was used to determine if there is a significant
of grade 11 students classified according to sex.
Conclusions
In view with the findings, the following conclusions
were drawn:
It is concluded that students preferred their courses
personally. Their choices were not influenced by their
peers or parents.
It is also concluded that employment-related factors
affect the course preferences of some Grade 11 students. In
choosing their courses, students considered the in-demand
courses and the availability of the job in the future.
Recommendations
Based on the findings and conclusions, the following
recommendations are hereby presented:
1. Students must be given freedom to choose a course
they prefer for them to be effective in the field of
their choice.
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2. Parents should allow their children to freely choose
their courses, guide them to the right path and
provide the needs of their children.
3. School Principals or Superintendents should be aware
of the factors affecting students’ course
preferences so that they can provide quality
education that students need. They should also
understand that there are several factors that
affect students’ preferences and performances. They
should implement a program to help students in their
choice of a career and monitor the program as well.
4. It is recommended to the future researchers to do
further study using different subjects and place of
study.
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BIBLIOGRAPHY
A. General References
Encarta World English Dictionary
Merriam Webster Dictionary
B. Books
Bilbao, Purita P. et. al.(2014).“Curriculum development

for teachers” Lorimar Publishing, Inc. Quezon City
Calmorin, Laurentia P., Melchor A. Calmorin (2007)

“Research method and thesis writing”Rex Bookstore,
Inc. Quezon City
C. Journal
Corpuz, Brenda B. et. al.(2015)“PAFTE Research Journal”

Philippine Association for Teachers and Educators
D. Internet
http://www.learning-theories.com
(date retrieved: September 16, 2016)
http://en.m.wikipedia.org
m.philippinecompanies.com
http://pareonline.net
https://www.universitylanguage.com/guides/collegecourses/
http://gssrr.org/index.php?journal
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https://www.researchgate.net/publication/21022136_Specializ
erence_and_attitude_of_medical_students_in_Cairo_within_the
_primary_health_care_context
(date retrieved: October 10,2017)
http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-
1-PB.pdf-
(date retrieved: October 21, 2016)
https://www.researchgate.net/publication/21022136_Specializ
erence_and_attitude_of_medical_students_in_Cairo_within_the
_primary_health_care_context
http://k12educationsystem.com/comparison-of-education-in-
different-countries/
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APPENDICES
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APPENDIX A
Instruments
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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

AJUY CAMPUS
Ajuy, Iloilo
FACTORS AFFECTING COURSE PREFENCES OF GRADE 11 STUDENTS

OF AJUY NATIONAL HIGH SCHOOL
SCHOOL YEAR 2016-17
I. Students’ Personal Data

Name: ________________________ Previous General:_______
Average:____
Sex: Male Female
Track/Strand:______________
Family’s monthly income: ____________
II. Check the corresponding box that states whether you

strongly agree, agree, disagree and strongly
disagree to each statement.
SA- Strongly Agree D- Disagree

A- Agree SD- Strongly Disagree
Factors SA(4) A(3) D(2) SD(1)

1. I considered my choice of course to
be in demand.
2. I considered the financial status of
family in choosing my course.
3. I considered the place of my future
work in choosing my course.
4. My choice of school affects my
choice of course.
5. The availability of job in the
future affects my course preference.
6. My preferred course is related to my
childhood dream.
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7. My preference of course is connected

to my favorite subject.
8. My course preference is my personal
choice.
9. My friend’s course preference
affects my decision in choosing my own
course.
10. My parents are the ones who chose
my course.
11. Our family business is a factor in
my choice of course.
12. The dominant profession in my
family is also my preferred course.
13. I considered my intellectual
capacity and ability when I chose my
course.
14. My preferred course is due to the
availability of the courses offered.
15. I believe that my preferred course
is suited to my personality.
16. I consider the proximity (nearness)
of the school to my home.
17. I chose this course because there
is a scholarship offered.
18. I considered the facilities of the
school in choosing my course.
19. I consider the alma-mater of my
parents in choosing my course.
20. My boyfriend/girlfriend affects my
choice of course.
21. My order of birth in the family
affects my decision.
22. I am highly interested in my
preferred course.
Thank you!!!
God Bless
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APPENDIX B
Communication
64
NIPSC AJUY
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AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
DR. Evelyn Amor

Focal Person, Gender and Development
NIPSC Ajuy Campus
Ma’am:
Greetings!
The undersigned are BSED IV students of Northern Iloilo

Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL FOR SCHOOL YEAR 2016-17” as a
requirement for graduation in college.
In this regard, we would like to request for your help and

expertise in validating our research instrument.
Your favourable response regarding this request will be highly

appreciated.
Attached is our checklist.
Thank you and May God bless you!
Respectfully yours,
(SGD)JESSA MAE R. SARABIA
(SGD)JESCA CRIS D. SAMOS
(SGD)EDNALYN C. VALDEZ
(SGD)RAZEL F. TAGAYGAYAN
(SGD)MA.MELANIE B. PIODENA
(SGD)KYLE LIZLIE C. BASA
Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser
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AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
Dr. Cheryl Biclar

Research Director
NIPSC Ajuy Campus
Ma’am:
Greetings!

research entitled,
AJUY NATIONAL HIGH SCHOOL FOR SCHOOL YEAR 2016-17” as a
requirement for graduation in college.


appreciated.
Respectfully yours,
Noted:
Research Adviser
66
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AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
Mr. Jay F. Falagne

Chair, Computer Technology Department
NIPSC Ajuy Campus
Sir:
Greetings!

research entitled,
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-17” as a requirement
for graduation in college.


appreciated.
Respectfully yours,
Noted:
Research Adviser
67
NIPSC AJUY
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AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
Engr. Eliseo Basa Jr.
NIPSC Ajuy Campus
Sir:
Greetings!

research entitled,


appreciated.
Respectfully yours,
Noted:
Research Adviser
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AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
DR. Danilo Rubrico

Research Professor
NIPSC Ajuy Campus
Sir:
Greetings!

research entitled,


appreciated.
Respectfully yours,
Noted:
Research Adviser
69
NIPSC AJUY
SCHOOL OF EDUCATION

AJUY CAMPUS
Ajuy, Iloilo
August 16, 2016
DR. REMUS S. VALDEVIEZO

Principal III
Ajuy National High School
Sir :
Greetings!

research entitled,
In this regard, we would like to ask permission to administer our

research instrument to Grade 11 students for reliability testing.

appreciated.
Thank you and may God bless you!
Respectfully yours,
Noted:
Research Adviser
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AJUY CAMPUS
Ajuy, Iloilo
August 16, 2016
Mr. JV O. Magbanua
Senior High School Coordinator
Ajuy National High School
Sir:
Greetings!

research entitled,
In this regard, we would like to ask permission to have the list

of Grade 11 students and administer our research instrument to
them.

appreciated.
Thank you and may God bless you!
Respectfully yours,
Noted:
(SGD)DR. FELISA N. RUBRICO,Ph.D.
Research Adviser
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APPENDIX C
Checklist for Validation

72
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AJUY CAMPUS
Ajuy, Iloilo
FACTORS AFFECTING COURSE PREFENCES OF

GRADE 11 STUDENTS OF AJUY NATIONAL HIGH SCHOOL
SCHOOL YEAR 2016-17
Instruction: Kindly check (/) the column (R)if the

statement is relevant to the study; (IR) if the statement
is Irrelevant to the study; or (NI) if the statement needs
to be restated or Need Improvements.
Factors R I NI Remarks/
Recommendation
1. I consider my choice of
specialization to be an
indemand.
2. I consider the
financial status of family
in choosing my course.
3. I consider the place of
my future work in choosing
my specialization.
4. I consider the course I
will get after
finishing my
specialization.
5. My choice of school
affects my choice of
specialization.
6. The availability of job
in the future affects my
choice of specialization.
7. My preferred
specialization is related
my “childhood
dream” work.
8. My preference of
specialization is
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connected to
my favorite subject.
9. My preference of
specialization is my
personal choice.
10. My preference of
course is a reflection
of my talent.
11. My friend’s preference
of specialization affects
my decision in choosing my
own specialization.
12. My friend’s choice of
school affects my
decision in choosing a
specialization
13. My parents are the
ones who are
choosing my
specialization.
14. Our family business is
a factor in my
choice of specialization.
15. The dominant
profession in my family
is also my preferred
specialization.
Note: This researcher-made questionnaire has 5 choices
(Strongly Agree, Agree, Neutral, Disagree and Strongly
Disagree) that the respondents are going to fill in by
putting a check on the corresponding columns.
_________________
Validator
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APPENDIX D
Statistical Computations
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Determination of Sample Size
To determine the sample of 204 students from 416 total
Grade 11 students, the researcher used Slovin’s Formula set
at 0.05 margin of error. The formula is represented by:
𝑁
n= 1+𝑁𝑒 2
Where: n = sample size
N = population size
e = margin of error (5%)
416
n =
1+416(0.05)2
416
n =
1+416(0.0025)
416
n =
1+1.04
416
n =
2.04
n = 203.92
n = 204
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The table represents the distribution of respondents
per section.
Distribution of Respondents per Section
Section Frequency %
GA 11-A 21 10%
GA 11-B 20 10%
GA 11-C 20 10%
GA 11-D 18 9%
GA 11-E 18 9%
ABM 11-A 15 7%
HUMSS 11-A 21 10%
HUMSS 11-b 20 10%
TVL 11-A 17 8%
TVL 11-B 18 9%
TVL 11-C 17 8%
Total 204 100%

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Reliability Testing
X Odd Y Even 𝑅𝑥 𝑅𝑦 D 𝐷2
1 98 2 97 3.5 4 -0.5 0.25
3 99 4 102 1.5 1.5 0 0
5 86 6 88 7 7 0 0
7 98 8 100 3.5 3 -0.5 0.25
9 63 10 56 10 11 -1 1
11 65 12 66 9 10 -1 1
13 99 14 87 1.5 8 -6.5 42.25
15 96 16 90 5 5.5 -.5 0.25
17 94 18 90 6 5.5 1.5 2.25
19 70 20 85 8 9 -1 1
21 62 22 102 11 1.5 2.5 6.25
∑𝐷2 54.5
Solving for reliability (Using Spearman Brown Formula)
Given:∑ 𝐷2 = 54.5
N = 11
6 ∑ 𝐷2 2𝑟ℎ𝑡
𝑟ℎ𝑡 = 1- 𝑟𝑤ℎ𝑡 =
𝑁3 − 𝑁 1+ 𝑟ℎ𝑡
6 (54.5) 2(0.7522728)
(11)3 − 11 1+ 0.7522728
327 1.5045456
1331−11 1.7522728
327
𝑟ℎ𝑡 = 1- 𝑟𝑤ℎ𝑡 = 0.858625209 or
1320
𝑟ℎ𝑡 = 1 − .2477272 𝒓𝒘𝒉𝒕 = 0.86 (High Relationship)
𝒓𝒉𝒕 = 0.7522728
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Interpretation for Reliability
± 0.00 to ± 0.20 – Negligible

± 0.21 to ± 0.40 – Low or Slight relationship
± 0.41 to ± 0.70 – Marked or Moderate relationship
± 0.71 to ± 0.90 – High Relationship
± 0.91 to ± 0.99 – Very high relationship
± 1.00 - Perfect Correlation
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Mean Levels and rank in the Factors Affecting the Course

Preference of Grade 11 Students
Entire Group
Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 3.04 Greatly affects
 I considered the place of my future work in 2.99 Moderately affects
choosing my course.
 The availability of job in the future affects my 2.79 Moderately affects
course preference.
Overall Mean 2.79 Moderately affects 2
B.Family Related Factors
 I considered the financial status of my family in 3.09 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.22 Slightly affects
 Our family business is a factor in my choice of 2.27 Slightly affects
course.
 The dominant profession in my family is also my 2.46 Slightly affects
preferred course.
 I considered the alma-mater of my parents in 2.53 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.06 Slightly affects
decision.
Overall Mean 2.44 Slightly affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.18 Slightly affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.75 Slightly affects
5
Overall Mean 1.97 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 3.03 Greatly affects
dream.
 My preference of course is connected to my favorite 3.00 Moderately affects
subject.
 My course preference is my personal choice 3.27 Greatly affects
 I considered my intellectual capacity and ability 3.22 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.13 Greatly affects
personality.
 I am highly interested in my preferred course. 2.85 Moderately affects
Overall Mean 3.08 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.63 Moderately affects
 My preferred course is due to the availability of 2.84 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.78 Moderately affects
fto my home.
 I chose this course because of there is a
scholarship offered 2.73 Moderately affects
 I considered the facilities of the school in 2.80 Moderately affects
choosing my course.
Scale Verbal Interpretation

3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects
0- 1.00 Does not affects
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According to Academic Performance 75- 79%

 I considered my course to be in demand. 2.89 Moderately affects
 I considered the place of my future work in 3.44 Greatly affects
choosing my course.
course preference.
 I considered the financial status of my family in
choosing my course. 2.67 Moderately affects
 Our family business is a factor in my choice of
course. 2.67 Moderately affects
 The dominant profession in my family is also my
preferred course. 2.67 Moderately affects
 I considered the alma-mater of my parents in
choosing my course. 2.22 Slightly affects
 My order of birth in the family affects my
decision. 2.56 Moderately affects
D.Personal Factors
 My preferred course is related to my childhood 2.89 Moderately affects
dream.
subject.
 I considered my intellectual capacity and ability 3.00 Moderately affects
 I believed that my preferred course is suited to my 2.89 Moderately affects
personality.
 I am highly interested in my preferred course. 3.11 Greatly affects
to my home.
 I chose this course because of there is a 2.44 Slightly affects
scholarship offered
choosing my course.

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A.Employment Related Factors 3.03 Greatly affects
 I considered my course to be in demand.
choosing my course.
course preference. 2
Overall Mean 3.00 Moderately affects
 I considered the financial status of my family in
choosing my course. 3.05 Greatly affects
 Our family business is a factor in my choice of 2.73 Moderately affects
course.
preferred course.
choosing my course.
 My order of birth in the family affects my 2.73 Moderately affects
decision.
 My friends’ course preferences affect my decision 2.53 Moderately affects
5
D.Personal Factors
dream.
subject.
 I considered my intellectual capacity and ability 2.92 Moderately affects
personality.
to my home.
 I chose this course because of there is a 2.76 Moderately affects
scholarship offered
choosing my course.

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choosing my course.
choosing my course.
 Our family business is a factor in my choice of 2.24 Slightly affects
course.
preferred course.
choosing my course.
decision.
5
D.Personal Factors
dream.
subject.
personality.
 My choice of school affects my choice course. 1.70 Slightly affects
to my home.
choosing my course.

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According to Academic Performance 90%- Above

choosing my course.
 The availability of job in the future affects my 3.02 Greatly affects
course preference.
choosing my course.
course.
 The dominant profession in my family is also my 2.02 Moderately affects
preferred course.
choosing my course.
decision.
D.Personal Factors
dream.
 My preference of course is connected to my favorite 3.04 Greatly affects
subject.
personality.
 My preferred course is due to the availability of 3 Moderately affects
to my home.
choosing my course.

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According to Monthly Family Income ₱5000- Below
choosing my course.
course preference.
choosing my course.
 My parents are the ones who chose my course. 2.20 Moderately affects
course.
preferred course.
choosing my course.
decision.
5
D.Personal Factors
dream.
subject.
personality.
to my home.
choosing my course.
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According to Monthly Family Income ₱5001 – ₱10,000

choosing my course.
 I considered the financial status of my family in 2.90 Moderately affects
choosing my course.
course.
preferred course.
choosing my course.
decision.
5
D.Personal Factors
dream.
subject.
personality.
to my home.
choosing my course.

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According to Monthly Family Income ₱10, 001– Above

Factors Mean Interpretation R
a
n
k
choosing my course.
 The availability of job in the future affects my 3.00 Greatly affects
Overall Mean 3.14 Greatly affects
choosing my course.
course.
preferred course.
choosing my course.
decision.
5
D.Personal Factors
dream.
subject.
personality.
to my home.
choosing my course.

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According to Sex for Male
choosing my course.
Overall Mean 3.04 Greatly affects
choosing my course.
course.
preferred course.
choosing my course.
decision.
D.Personal Factors
dream.
 My preference of course is connected to my favorite 3.00 Greatly affects
subject.
 My course preference is my personal choice. 2.22 Moderately affects
personality.
 My preferred course is due to the availability of 3.90 Greatly affects
to my home.
scholarship offered. 2.78 Moderately affects
choosing my course.

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According to Sex for Female

choosing my course.
course preference.
choosing my course.
course.
preferred course.
choosing my course.
decision.
D.Personal Factors
dream.
subject.
personality.
to my home.
choosing my course.

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Friedman’s Two- Way ANOVA on the Factors Affecting the Course

Classified According to Academic Performance
Variables
75- 79 80- 84 85-89 90-above
Factors (Developing) (Approaching (Proficient) (Advanced)
Proficiency)
X FR X FR X FR X FR
Employment- related 3.07 4 3.00 3 2.98 2 2.95 1

Peer- related 2.54 3 2.60 4 2.44 2 2.22 1
Family-related 2.17 3 2.21 4 2.05 2 1.80 1
Personal- related 3.04 2 3.03 1 3.11 3 3.23 4
School-related 2.73 3 2.70 2 2.55 1 2.75 4
Total 15 14 10 11
Given: N= 5
K= 4
12
Xr2=𝑁𝐾(𝐾+1)∑(Ri2)-3N(K+1)
12
Xr2=5(4)(4+1) (15)2+ (14)2+ (10)2+ (11)2 -3(5) (4+1)
12
Xr2=20(5) (225+ 196+ 100 +121)-15(5)
12
Xr2=100 (642)-75
Xr2= 0.12(642)-75
Xr2= 77.4- 75
Xr2= 2.04 (Computed Value)
df= K-1 𝒅𝒇𝟑(𝟎.𝟎𝟓) = 7.82(Tabular Value)
df= 4-1
df= 3
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Friedman’s Two- Way ANOVA on the Factors Affecting the Course

Classified According to Family Income
Variables
Factors Below-₱5,000 ₱5,001-₱10,000 ₱10,001-above
(Low Income) (Average) (High Income)
X FR X FR X FR
Employment- related 2.73 1 2.99 2 3.14 3

Family-related 2.43 1 2.44 2 2.63 3
Peer- related 1.97 1 2.06 3 2.04 2
Personal- related 3.05 1 3.09 2 3.12 3
School- related 2.75 2 2.73 1 2.76 3
Total 6 10 14
Given: N=5
K=3
12
Xr2=𝑁𝐾(𝐾+1)∑(Ri2)-3N(K+1)
12
Xr2 =5(3)(3+1) (6)2+ (10)2+ (14)2-3(5) (3+1)
12
Xr2=15(4) (36+100+196)-15(4)
12
Xr2 =60 (332)-60
Xr2=0.2(332)-60
Xr2=66.4-60
Xr2= 6.4
df= K-1 𝒅𝒇.𝟎𝟓(𝟐) = 5.99
df= 3-1
df= 2
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T-Test on the Factors Affecting the Course Preference of Grade 11
Factors Variables
Male Female
2
X1 X1-x1 (X1-x1) X2 X2-x2 (X2-x2)2
Employment-related 3.04 0.334 0.11156 2.88 0.258 0.066564
Family- related 2.51 -0.196 0.038416 2.47 0.152 0.023104
Peer- related 2.07 -0.636 0.404496 1.87 - 0.565504
Personal- related 2.96 0.254 0.064516 3.16 0.752 0.2829444
School- related 2.95 0.244 0.05936 2.73 0.538 0.011664
0.108
Total ∑x1= ∑= ∑x2 = ∑= 0.956276
13.5 3 0.7235202 13.11
Students
Classified According to Sex
Given: N1= 5
N2 = 5
∑x1= 13.53
∑x2= 13.11
∑(X1-x1)2= 0.7235202
∑(X2-x2) = 0.956276
2
x1 x2
X1 = X2 =
𝑁1 𝑁2
13.53 13.11
X1 = X2 =
5 5
X1 = 2.706 X2 = 2.622
∑(X1−x1)2 ∑(X2−X2)2
𝑆𝐷1 2 = 𝑆𝐷2 2 =
N1−1 N2−1
0.7235202 0.956276
𝑆𝐷1 2 = 𝑆𝐷2 2 =
5−1 5−1
0.7235202 0.956276
𝑆𝐷1 2 = 𝑆𝐷2 2 =
4 4
𝑆𝐷1 2 = 0.18088005 𝑆𝐷2 2 = 0.239069

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X1 − X2
t = 2 2
√𝑆𝐷1 +𝑆𝐷2
N1 N2
2.706− 2.622
t = 0.18088005 0.239069
√ +
5 5
0.084
t = 0.71994905
√
5
0.085
t =
√0.08398981
0.085
t =
0.2898099549
t = 0.28984512
t = 0.29
df.05(1)= 12.706
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Appendix E
Curriculum Vitae
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Curriculum Vitae
A. Personal Data
Name : Jessa Mae R. Sarabia
Address : Antonio Yusay, Sara, Iloilo
Contact Number : 09071576532
Date of Birth : July 24,1996
Place of Birth : Silay City, Negros Occidental
Citizenship : Filipino
Religious Affiliation : Roman Catholic
Civil Status : Single
Parents:
Mother : Marlene R. Sarabia (Deceased)
Occupation : NA
Father : Sergio M. Sarabia
Occupation : Driver
B. Educational Background
Name of School Year Graduated
Elementary: Ilaya Elem. School 2008-09
Secondary: San Juan Academy, Inc. 2012-13
Tertiary: Northern Iloilo Polytechnic
State College
(Bachelor of Secondary Education
Major in Mathematics) 2016-17
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Curriculum Vitae
A. Personal Data
Name : Kyle Lizli c. Basa
Address : Barrido, Ajuy, Iloilo
Date of Birth : July 7, 1991
Place of Birth : Villa, Iloilo City
Religious Affiliation : Protestant
Parents:
Mother : Elizabeth C. Basa (Deceased)
Occupation: NA
Father : Engr. Eliseo Basa Jr.
Occupation: Professor
Elementary: Ajuy Christian Development 2002-03
Learning Center
Secondary: Ajuy Christian Development 2006-07
Academy
State College
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Curriculum Vitae
A. Personal Data
Name : Ma. Melanie B. Piodena
Address : Barrido, Ajuy, Iloilo
Date of Birth : Otober 5, 1996
Place of Birth : Barrido, Ajuy
Parents:
Mother : Melania B. Piodena
Occupation: Housewife
Father : Endrile Piodena Sr.
Occupation: Fisherman
Elementary: Barrido Elementary School 2008-09
Secondary: Culasi National High School 2012-13
State College
Major in English) 2016-17
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Curriculum Vitae
A. Personal Data
Name : Jesca Cris D. Samos
Address : Bay-ang, Ajuy, Iloilo
Date of Birth : April 13,1997
Place of Birth : Bay-ang, Ajuy, Iloilo
Parents:
Mother : Cynthia D. Samos
Father : Joseph P.Samos
Occupation: Carpenter
C. Educational Background
Elementary: Beatriz D. Tupas Mem. 2008-09
Elem. School
Secondary: Bay-ang National High School 2012-13
State College
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Curriculum Vitae
A. Personal Data
Name : Razel F. Tagaygayan
Address : San Antonio, Ajuy, Iloilo
Date of Birth : July 13,1979
Place of Birth : Himamaylan, Negros Occidental
Religious Affiliation : Baptist
Civil Status : Married
Parents:
Mother : Corazon V. Federico
Father : Roberto Federico(Deceased)
Occupation: NA
D. Educational Background
Elementary: F.R. Araneta Elem. School 1998-90
Secondary: Ramon Torres National
High School 1995-96
State College
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Curriculum Vitae
A. Personal Data
Name : Ednalyn C. Valdez
Address : Bay-ang, Ajuy, Iloilo
Date of Birth : October 17,1995
Place of Birth : Bay-ang, Ajuy, Iloilo
Parents:
Mother : Nelinda C. Valdez
Father : Ernesto Valdez Sr.
Occupation: Brgy. Tanod
Elementary: Beatriz D. Tupas Mem. 2007-08
Elem. School
Secondary: Bay- ang National High School 2011-12
State College

J CJ Thesis 20178

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J CJ Thesis 20178

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1

Back on his younger years, man only dreamt to be a

teacher, engineer, doctor, lawyer, pilot, astronaut or any

other profession that he thought can solve his problems and

give him a comfortable life that he ever wanted, but what

he did not know is the growing of competition that lies

ahead in the real world.

As times go by, man’s world became broader and he

start to consider the different factors that may affect his

choices and decisions. Then time will come that he need to

make a crucial decision that will greatly affect his

future; that decision includes choosing the right course

plan in the future.

The K-12 program provides sufficient time for mastery

of concepts and skills, develop lifelong learners, and

prepare graduates for tertiary education, middle level

skills development, employment, and entrepreneurship. With

the advent of the new curriculum, incoming Senior High

School students must choose their preferred course or

track. These tracks include Academic Tracks, Technical-

Vocational- Livelihood, Sports, and Art and Design Tracks.

The Ajuy National High School which is the venue of this

study came to offer two tracks - the Academic Track, and

the Technical-Vocational and Livelihood Tracks. Under the

Academic Track they offer Accountancy, Business and

Management Strand, Humanities and Social Sciences Strand,

and the General Academic strand. In Technical- Vocational

and Livelihood track they offer two specializations the

Food and Beverages Services and Electrical Installation and

Maintenance. Before the students choose what track to

choose they have to consider their interest and skill and

several factors that affect the preferences of every

student such as security of the job he will have in the

future, family related-decisions, peer influence, personal

choices and perceptions, and school-related factors. These

factors may vary according to their academic performance,

family monthly income and sex.

The first batch of the K- 12 Curriculum in the senior

high school, specifically the Grade 11 students are

presumed to have already chosen their preferred courses.

Relative to this, the researchers decided to conduct this

study to find out the factors that greatly affect the

preferred courses of the Grade 11 students.

Statement of the Problem

This study aimed to find out the factors affecting the

course preferences of Grade 11 students of Ajuy National

High School during the school year 2016-2017. Specifically,

it aimed to answer the following questions:

preferences of Grade 11 students of Ajuy National

High School during the school year 2016-17?

preferences of Grade 11 students of Ajuy National

High School during school year 2016-17 when they

are classified according to:

2.1) academic performance;

2.2) monthly family income; and

3.) Is there a significant difference in the mean rank

level of the factors affecting the course

preferences of Grade 11 students of Ajuy National

High School when they are classified according to:

3.1)academic performance and

3.2)monthly family income?

4.) Is there a significant difference in the factors

affecting the course preferences of Grade 11