FACTORS AFFECTING THE COURSE PREFERENCES

OF HUMSS 12-C STUDENTS OF BENGUET NATIONAL HIGH

SCHOOL-MAIN

EARL RHEINER M. CONCEPCION

DAN SHERLOCK M. VILLARAZA
JENNIFER B. VELASCO
RICHELLE O. FERNANDEZ
ORLANDO MAYONGET JR.

SUBMITTED TO THE FACULTY OF THE

SENIOR HIGH SCHOOL DEPARTMENT

BENGUET NATIONAL HIGH SCHOOL-MAIN

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE

PRACTICAL RESEARCH II

JANUARY 2023
APPROVAL SHEET

ii
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to our

Almighty God for His showers of blessings, wisdom, and

encouragement throughout our study.

We would like to express our sincere gratitude to

our school principal, Ma’am Bivian Cuh-ing, for allowing

and considering our study to be conducted.

To our major subject teacher and adviser Sir Brixton

Alacdis, we offer a great deal of praise and gratitude

for the great help of guidance and insightful

recommendations in the completion of our study.

We would also like to express our appreciation to

our teachers for supporting and allowing us to conduct

our research study.

To our seniors, we thank you for inspiring us, and

for accommodating our questions to improve our studies.

To the Grade 12 HUMSS-C students, we are grateful

for your cooperation and time to be a part of the study.

Group members, praises for their cooperation,

patience, and efforts to improve and complete this

research.

iii
 Special thanks to our Families, for their love,

prayer, encouragement, and nonstop support for us.

Also, to our friends, for their support, valuable

prayers, and keen interest shown to complete this study.

AJAG

FMVE

JAKD

YSMG

YALK

iv
 ABSTRACT

CONCEPCION, EARL RHEINER M., VILLARAZA, DAN SHERLOCK M.,

FERNANDEZ, RICHELLE O., VELASCO, JENIFER B., MAYONGET,
ORLANDO JR., BENGUET NATIONAL HIGH SCHOOL-MAIN January
2023. “Factors Affecting the Course Preferences of
HUMSS 12-C Students of Benguet National High School-
Main”.

Adviser: Brixton Alacdis, LPT

The study focused on determining the factors that

affects the course preferences of HUMSS 12-C students in

Benguet National High School-Main along the terms of

level of influence in the factors that affect the course

preference, level of awareness in the course preference,

and degree of seriousness of the problems in the course

preference of HUMSS 12-C students.

The study employed descriptive-survey method was

used, with the survey questionnaire as the main

instrument in gathering data. The data gathered from the

respondents are treated statistically using frequency

count, percentage, weighted mean and t-test. T-test was

used to test the difference in the perceptions of

students when grouped in sex. The respondents were 11

males and 24 females making up to 35 HUMSS 12-C students.

v
 Results revealed that students are moderately

influenced along the level of influence in the factors

that affects the course preference, and highly aware in

the level of awareness in the course preference, and

slightly serious along the degree of seriousness of

problems in the course preference.

Based on the findings, it is concluded that there is

no significant difference between male and female

students in their perceptions prior to the objectives:

level of influence in factors that affects their course

preference, level of awareness in their course

preference, and degree of seriousness of problems in the

course preference.

vi
 TABLE OF CONTENTS

TITLE PAGE PAGE

TITLE PAGE.............................................i

APPROVAL SHEET........................................ii

ACKNOWLEDGEMENT......................................iii

ABSTRACT...............................................v

LIST OF TABLES........................................ix

INTRODUCTION...........................................1

Conceptual Framework.........................................
Objectives of the Study......................................
DESIGN AND METHODOLOGY................................22

Research design..............................................
Data Gathering Tool..........................................
Data Gathering Procedures....................................
Treatment of Data............................................
RESULT, ANALYSIS AND DISCUSSION.......................28

Level of influence in the factors that affects the

course preferences of Grade 12 HUMSS-C students..............
Level of awareness in the course preferences of HUMSS
12-C students................................................
Degree of seriousness of the problems in course
preferences of HUMSS 12-C students...........................
CONCLUSION AND RECOMMENDATION.........................51

Conclusions..................................................
Recommendations..............................................
REFERENCES............................................56

APPENDIX A Communication Letters.....................64

vii
APPENDIX B Questionnaire.............................66

APPENDIX C Computations..............................72

CURICULUM VITAE.......................................76

viii
 LIST OF TABLES

Table 1. Population of the Study.............................

Table 2. Level of influence in the factors that affects
the course preferences of Grade 12 HUMSS-C students..........
Table 3. Significant difference in the level of
influence in factors that affects the course
preferences of Grade 12 HUMSS-C students when
respondents are grouped according to sex.....................
Table 4. Level of awareness in the course preferences
of HUMSS 12-C students.......................................
Table 5. Significant difference in the level of
awareness in the course preferences when respondents
are grouped according to sex.................................
Table 6. Degree of seriousness of the problems in
course preference of HUMSS-C 12 students.....................
Table 7. Significant difference in the degree of
seriousness of the problems in choosing a course when
respondents are grouped according to sex.....................

ix
 INTRODUCTION

Background of the Study

Choosing a course is one of students’ biggest

decisions that will lead to the career they will work on.

Students choose a course that suits or interests them,

based on what skill they have and want to learn, or just

what they think can give them a job for a living. In

which course and school selection decision will most

likely define their future success (Almario, 2017). There

are many challenges considered in choosing a course which

are influences, familiarity with the course, personal

attributes, and environment.

Education had been labeled as an answer to socio-

economic problems of the world (Ouano et al, 2019).

According to Abulencia (2021), the ultimate goal of

education is to assist individuals to navigate life and

contribute to society once they become older, completing

various levels of education moreover higher levels of

education are considered more to be employable. In the

Philippines, three government agencies manage the

different levels of education which are the Department of

Education (DepEd), the Commission on Higher Education

(CHED), and the Technical Education and Skills

Development Authority (TESDA) (Granada, 2021). Schools in

the Philippines follow the K-12 program, which was

implemented in 2012, and has 3 levels: Primary School

(Primary Education) – K to 6, Junior High School (Lower

Secondary Education) – 7 to 10, and Senior High School

(Upper Secondary Education) – 11 to 12. After finishing

K-12, students in the Philippines have a free choice and

option to pursue Higher Education. Which pursuing higher

education gives a degree and having a degree enables more

opportunities for a job (Joubert, 2020).

In January 2013, the Philippines Statistics

Authority has estimated a 7.1% of the unemployment rate,

and, 16.9 % of them are college graduates. Labor mismatch

is considered among the many reasons why the unemployment

and underemployment rate of the Philippines has somewhat

increased over time (Dayao and Almario, 2017). According

to Dr. Nancy Pascual (2016), the cause of non-employment

could be the wrong choice of courses taken by college

students brought about by unguided decision making.

Whether taking a course because it is a requirement or

because it is interesting, all students must understand

the importance of course matters.

2
 Dangoy (2020) notes that career decision-making is

undoubtedly one of the most difficult and challenging in

any students' life. Career had been defined as “the part

of life that is concerned with employment” (Phifer P.,

2003, as cited from What is a Career?, 2016). According

to Ouano et al. (2019) career is also clarified as the

application of a person’s cognition and capabilities,

providing command over the profession, timely work

expertise, and a basis for developing and bettering

business networks.

Making choices in a career, preparing for it, and

making progress through the journey including the factors

throughout it. As students continue to college, wisely

choosing of career greatly determines the path of a

student’s career. The adolescent stage is considered one

of the challenging stages in human development. A stage

where a student is planning and preparing himself in a

role he would like to take part in the community by

taking his desired course (Madrigal & Dangoy, 2020).

Career decision-making changes as age increases, children

are more likely to offer their ideal career as which

presented by the envisioned utopia and phenomenal

perceptions about what they want to do when they grow up,

3
but as they get older they would describe their career

choice as a dynamic interplay of their developmental

stages and the prevailing environmental circumstances

(Howard & Walsh, 2011, as cited from Akosah-Twumasi et

al., 2018). The choice of a course and which school to

enter in college is one of the major decisions faced by

graduating students which is an important element of

their learning process (Dayao & Almario, 2017), choosing

the right course is on the student’s want, need, or even

being expected to as many factors hinder the process of

decision making.

In the Philippines, many sorts of challenges are

encountered by the students in the decision-making of the

course and one of them is family influence. In a Filipino

family, children are financially dependent on their

parents thus being often used as a theme to influence the

child’s decision-making (Ouano et al., 2019). According

to Alampay (2016), upon conducting her qualitative study

about Parenting in the Philippines that the foregoing

cultural values of kapwa (helping others), hiya

(shyness), and utang na loob (paying back) are among the

interdependent themes that pervade the dynamics of

Filipino parenting and parent-child relationships which

4
are characterized by respect for parental authority and

obedience on the part of children, family cohesion, and

meeting familial obligations. Filipino families firmly

believe that education is the “great equalizer”,

approaching it presumes that the education system is

based on a meritocracy in which ability, hard work can

lead to success (Pascual, 2016). Parental influence is

one of the strong factors that students in the

Philippines, and most West and East Asia countries are

facing (Alampay, 2016; Association for Psychological

Science, 2009).

Peers are also identified as one of the factors.

According to Obiyo and Eze (2015), peer groups and

students’ environment are strong predictors in affecting

students’ decision-making in selecting the strand that

they aspire for (Tortor et al, 2020). Peers play a

significant role in changing the behavior of individuals,

personality development, and decision-making regarding

careers (Naz et al., 2014). Findings from a quantitative

study from the University of Malakand Khybr Pakhtunkhwa

in Pakistan with the participation of a hundred students

concluded that peers do influences academic choices by an

extent of 70% and 68% in terms of selection of subject

5
and selection of class, and another 70% of students who

suppose that friends help in decision making of course

(Naz et al., 2014).

In some schools in other countries, where counseling

of teacher and student-parent is practiced before the end

of the school year, the adviser is about to discuss with

the parent about the course and school opportunities the

student will be picking. Though others refer to it as

guidance counselors. According to Amoah et al. (2015),

guidance counselors play an important role in advocating

for broad-based career plans that focus on the student's

interests and abilities which will give students increase

future career options. The findings of the quantitative

followed by a qualitative study conducted by Amoah

concluded that there is a positive correlation between

the role of the counselor and its influence on the choice

of students’ careers but the relationship is

significantly weak, the reason for the weak correlation

is that the school counselors may not have given students

adequate career intervention services they need to

sustain their interest in the career in question or that

the students did not take the whole program seriously,

also could be that the counselors do not have enough

6
resources to assist the students to choose the desired

career (Amoah et al. 2015).

Though person’s influence is one huge factor,

familiarity with the course also affects course decision

making. The familiarity of the course is also one of the

struggles student’s come across to. Research has

consistently shown that being knowledgeable about the

courses influences students’ college decisions (Owen et

al., 2020). A study by Nyamwange about “interest

influences career choice decisions” concluded that 272

(91.9%) of all respondents indicated that having prior

knowledge of what a career entails is important to

developing an interest and decision in a career.

Most schools in the Philippines whether public or

private school conducts NCAE or known as National Career

Assessment Examination for Grade 9 students (Tambayan,

n.d.), the first NCAE was taken by high school students

in January 2007 (Ross, 2020). The purpose of NCAE is to

determine the strengths of a student in different fields

of study by taking tests, the results may vary to track

rankings, course rankings, and recommendations for the

students to have a concept of what course to take. NCAE

was developed to foster the highest quality of education

7
in the Philippines by regulating and monitoring the flow

of students to post-secondary institutions of learning

and their potential contribution to national development

(Llego, 2020)

Above all, the environment is also considered one of

the factors. A study from Ming (2010) concluded that

school location and course availability or offered

courses mainly affect student’s choices, thus some

students for example in the Philippines pursue higher

education overseas. A report from Commission on Higher

Education (CHED) concludes that the number of Filipinos

studying in foreign countries has almost doubled compared

to the data some 10 years ago, as 16,578 students as of

2018 and back in 2008 there are 8,413 recorded (Saavedra,

2019). Many Filipinos considered planning to study

overseas, in countries like Australia, New Zealand,

Canada, the United Kingdom, Ireland, and the USA (Why

Filipinos Study Abroad, 2020) as there are vast

opportunities presented for jobs and dreams that mostly

are not available in the Philippines.

As these factors are considered to be challenges

that students may have to face, choosing the right course

is a big decision and important as to get the right

8
course is to define your future success, and picking the

wrong course can turn into an expensive mistake (Weston,

2013), thus exploring career options before committing

and making informed decision followed by keenness

increases future career success and satisfaction

(Nyamwange, 2010; Olaosebikan and Olusakin, 2014, as

cited from Ouano et al, 2019).

Upon identifying the factors affecting the course

decision making of students, the discussions and findings

of this study may benefit the following:

School administrators as can determine the factors

affecting their students' choice of course under their

provision.

Also, this research will further identify students’

benefactors which help in choosing their courses.

Through this research, teachers will benefit from

the data provided which will help resolve the issues

their students encounter in choosing desired courses.

Lastly, this study will guide and present

approximate information needed for reference as a source

of information and data when future researchers conduct

their research.

9
Conceptual Framework

According to Shahsavarani and Abadi1 (2014)

decision-making could be considered a mental cognitive

process that results in practical choosing among varied

options. Oxford’s definition of decision-making is the

process of acting upon the best information available to

determine the most appropriate course of action, though

there are several factors that affects decision making.

These factors include past experiences, a variety of

cognitive biases, an escalation of commitment and sunk

outcomes, individual differences, including age and

socioeconomic status, and a belief in personal relevance

(Dietrich, 2010). Factors in course selection vary into

extrinsic, intrinsic, or a combination of both. Intrinsic

factors include an individual’s personality, interests,

self-concept, attitudes, and cultural identity, while

extrinsic factors include social contacts, role models;

availability of resources such as information and

finances, globalization, ethnic background, level of

educational attainment, choice of subjects of study and

differences in job characteristics (Kerka, 2000; Bandura,

Barbaranelli, Caprara & Pastorelli, 2001; McQuaid & Bond,

2003, as cited in Nyamwange, 2016). The study will

10
discuss the relationship between the identified factors

and how factors affect the decision-making of course.

Determining the level of influence of factors that

affects the course preference of students would identify

the strongest factors that influence students’ decision-

making of the course. Influence is defined as an effect

on the way that someone behaves or thinks (Oxford

Learner’s Dictionary, n.d.). The influential factors in

course selection are namely influences of people,

personal attributes, the familiarity with the course, and

environment (Jabeen & Rafiuddin, 2015; Baloch & Shah,

2014; Ming, 2010; Fizer, 2013) and these factors are

highly influenceable to an individual depending on the

situation they are involved in.

Influences of people including teachers, parents,

and friends play the biggest part in students’ social

experience (Bergin, 2016). Teachers are important source

of students’ career interests in HUMSS as teachers teach

the relevant content in the classroom, parents also

influence students as they grow up with their guidance

thus interests, beliefs, and behaviors are greatly

affected by the familial conditions that they are exposed

11
to, and friends which they tend to develop the similar

pursuit of interests in careers that their friends intend

to pursue (Bergin, 2016).

Familiarity with the course also contributes to the

decision-making, of course, Nyamwange (2010) indicates

that having prior knowledge prepares an individual for

what one is about to enter and therefore a decision will

be made while well aware of what one is to expect. In

addition, prior knowledge acts as a lens through which we

view and absorb new information (Kettlewell & Henry,

2009), also being armed with better information and

proper guidance that individuals can make appropriate

career decisions (Nyamwange, 2010).

Personal attributes directly define the course a

person would want to take, past research concluded that

decisions are significantly influenced by the personality

traits of the decision-maker (Erjavec et al., 2019).

Jabeen and Rafiuddin (2015) also noted that personal

preference is the most influential factor in course

selection.

The environment also is a major factor affecting

course decisions considering the individual’s income, the

standard of living, status in society, social contacts,

12
location, opportunity, availability of opportunities, and

other circumstances highly affect the personality of an

individual such as their interest, values, skills, and

perception in choosing their courses (Nyamwange, 2010;

Eremie & Okwulehie, 2018). According to Ming (2010),

location, academic programs, college reputation,

educational facilities, cost, and availability of

financial aid are the institutional factors that also

influences student’s college choice, as most students

consider these institutional factors as they choose

course and school in accordance to be beneficial and

convenient for them.

Measuring the level of awareness in the course

preference of students will imply how knowledgeable

students are in choosing benefitting course and the

course itself, and determine personal attributes and

characteristics including strengths and weaknesses or

self-evaluation. In the Cambridge dictionary, awareness

defines as knowledge and understanding of a particular

activity. Having prior knowledge of what a career entails

is important to developing and nurturing an interest in

the career (Nyamwange, 2010). As mentioned, choosing the

13
right course is the hardest decision for many students,

also the most important decision as it will determine

their entire life plan, success, and professional career

(Ouano et al, 2019). Most students choose courses out of

their interest and skills, though many argue with skills

and passion. A student may have the skill of a certain

but have no passion or have passion for others, same

another way around a student may have a passion but do

not have a skill for it (Robledo, 2018). Having an

understanding of what course should benefit them is

beneficial, moreover, a student should first identify

their own attributes or skills if it is aligned with the

course and passion they want to pursue (McMillan & Hearn,

2008). Self-assessment, is defined as a dynamic process

in which students self-monitor, self-evaluate, and

identify correctives to learn. Having self-assessment

enhances student motivation by providing a sense of

ownership and responsibility (McMillan & Hearn, 2008),

with that identifying also own strengths and weaknesses

will significantly help to create a precise and decisive

decision of what course should be choosing in, though

many students do not have a skill or a passion and

instead just take courses that they believe is

14
convenient, easy, low cost, or offers high paying jobs,

or would provide a good salary which these beliefs relies

on what has been thought to them. According to Baloch and

Shah (2014), most information used by the students in

deciding their future careers is based on the information

they acquire during childhood through their parents or

guardians, friends, and teachers, the mass media, or

social interaction, which information can be inaccurate,

insufficient or misleading. Thus, these decisions based

on beliefs indicates the use of heuristics, heuristics

are general decision-making strategies people use that

are based on little information, yet very often correct,

in which many students base their course decision on the

host of heuristics for convenience and speed, with the

belief of these pre-existing information would be suffice

(Dietrich, 2010).

Acknowledging the degree of seriousness of problems

in course preference of students determines the

circumstances encountered by students in the process and

how the factors cause problems and affect the decision-

making of the course. These factors are influences of

people, personal attributes, the familiarity with the

15
course, and environment (Jabeen & Rafiuddin, 2015; Baloch

& Shah, 2014; Ming, 2010; Fizer, 2013).

Person influence can be referred to as reference

groups, which includes parents, siblings, friends, peers,

relatives, teachers, and other influential people, which

are influential in the learning process and can influence

the student’s choice of course (Kusumawati, 2013, as

cited from Jabeen & Rafiuddin, 2015; ). These reference

group are associated with peer pressure, family

conflicts, high expectations and parental expectations

when it comes to decision making of an individual into

its course (Filade et al.,2019; Miller, 2004; Yamamoto &

Holloway, 2010). According to Maxwell and Dornan

individual tend to make decisions based on how other

expect them to perform, thus many students instead take

decision for the satisfaction of others.

Personal attributes of a person include various

types such as perceptions, preferences, beliefs, values,

learning, memory, motives, personality, emotions, and

attitudes (Jabeen and Rafiuddin, 2015). According to

Nyamwange (2016) most decisions correspond to the

psychological aspect of the decision-maker. In course

decision making personal attributes, low self-esteem and

16
passion versus practical are coomon obstacles encountered

and predictors of students when deciding a college course

(Edmonds, 2012; Arshad, 2015; Magdadaro, 2020).

Familiarity with the course helps to create an

informed decision. Mau (2001) stated that difficulties in

career decision-making may occur when individuals do not

have adequate information, have inconsistent information,

or have a lack of knowledge on how to process information

to make a decision (Ouano et al., 2019). Most information

used by students in deciding is based on the information

that they acquire during the growing process and

interactions, which this information could be

insufficient and unreliable for a student to conclude an

informed career decision (Baloch & Shah, 2014; Nyamwange

J., 2016). Familiarity with the course is associated with

the problems of shifting course, waste of financial

resources, failing courses, career frustration, labor

mismatch and regret when it comes to course decision

making (Dangoy, 2020; Madrigal, 2020; Dayao & Almario).

The environmental factor includes social contacts,

availability of resources and finances, globalization,

choice of subjects of study, differences in job

characteristics, and institutional factors such as

17
location, academic program, college reputation, and

educational facilities (Nyamwange, 2016; Ming, 2010).

Course choice may rely on the course offered, and

available facilities of the school, thus many students

consider these factors before choosing a course and

school (Ming, 2010). Including finances, in which

education is defined as an investment in a person's life

which means not everyone can afford it and many are being

limited by their financial status thus cannot pursue

higher education and instead choose what they can afford

to (Chen, 2016; (Murry & Pujar, 2017).

Objectives of the Study

The main purpose of the study is to identify the

factors affecting the course preferences of HUMSS 12-C

students.

Specifically, to determine the following objectives:

1. Level of influence in the factors that affect the

course preferences of Grade 12 HUMSS-C students.

1.1 Significant difference in the level of influence

in the factors that affect the course their preferences

when respondents are grouped according to sex.

18
2. Level of awareness in the course preference of HUMSS

12-C students.

2.1 significant difference in the level of awareness

in the course preferences when respondents are grouped

according to sex.

3. Degree of seriousness of the problems in course

preference of Grade 12 HUMSS-C students.

3.1 significant difference in the degree of

seriousness of the problems in choosing a course when

respondents are grouped according to sex.

19
 DESIGN AND METHODOLOGY

This section presents the research design, locale

and population of the study, data gathering tools, data

gathering procedures, and treatment of data

Research design

Research design is the researcher’s plan of how to

proceed to gain and understanding of some group or some

phenomenon in its context (Aryet al. 2010). The study

used the quantitative descriptive design to gather,

merge, and verify quantitative data to determine the

factors’ influence towards the course preferences of

Grade 12 HUMSS-C students. The quantitative descriptive

design is an inquiry method that delineates a population,

situation, or phenomenon under study with focuses on

answering the how, what, and when, rather than why and

establishes associations between variables. Survey is a

non-experimental and descriptive research method that is

best suited for collecting viewpoints of its respondents

(Babbie, E. 1990) as cited in (Riddell, C. 2018). These

findings will be utilized to comprehend and elaborate the

study.

20
 Population and Locale of the Study

The researchers conducted the research in the Senior

High department at the Benguet National High School-Main.

The respondents are the Grade 12 HUMSS students of

section C. Random sampling technique are used to identify

the other respondents of the study.

HUMSS 12-C Number of Percentage

students Respondents
Male 11 31.43%
Female 24 68.57%
Total 35 100%
Table 1. Population of the Study

Data Gathering Tool

The researcher used a questionnaire checklist

through Survey forms as the primary tool in gathering

data needed. The questionnaire checklist consists the

following parts:

Part I contains the respondent's personal

information; Part II deals on the level of influence in

the factors that affects students’ course preferences;

Part III is focused on level of awareness in the course

preference of 12 HUMSS-C students; Part IV deals on the

degree of seriousness of the problems in choosing a

course.

21
 Data Gathering Procedures

The researchers sought permission from their adviser

to conduct the study. Upon approval, the researchers

administered the questionnaires to the respondents. The

questionnaires were given to the HUMSS 12-C students

through survey forms. Afterwards the finished

questionnaires were automatically set back to the

researchers and the responses have been tallied,

tabulated and analyzed. Prior to the commencement of data

collection, approvals were obtained from their research

adviser, at the researcher's school. All participants

were informed on the purpose of the research before data

collection. The researchers also sought the participants'

informed consent by emphasizing that the research was on

voluntary basis and all their information would be kept

confidential by the research team. And lastly all sources

of information, related literatures, concept and ideas

present in the study were properly acknowledged and cited

in the references/literature citation.

Treatment of Data

The data that were gathered from the respondents

were treated statistically using frequency count,

percentage, and median.

22
 The following information scales were used to

determine the factors’ level of influence towards the

students’ course preferences.

Numerical Statistical Descriptive

Values Limits Equivalent
4 3.25 – 4.00 High Influence
3 2.50 – 3.24 Moderate Influence
2 1.75 – 2.49 Slight Influence
1 1.00 – 1.74 No Influence

To determine the level of awareness in the course

preference of HUMSS 12-C students in Benguet National

High School-Main.

Numerical Statistical Descriptive

Values Limits Equivalent
4 3.25 – 4.00 Highly Aware
3 2.50 – 3.24 Moderately Aware
2 1.75 – 2.49 Slightly Aware
1 1.00 – 1.74 Least Aware

23
 To determine the degree of seriousness of the

problems in choosing courses of HUMSS 12-C students

Numerical Statistical Descriptive

Values Limits Equivalent
4 3.25 – 4.00 Highly Serious
3 2.50 – 3.24 Moderately Serious
2 1.75 – 2.49 Slightly Serious
1 1.00 – 1.74 Not Serious

The Weighted mean was used to treat the objectives

1, 2, and 3. Calmorin’s (2001) formula was used:

∑ Fx
Wm=
n

Where:

∑ = Summation

F = Frequency

n = Number of respondents

x = Weight of each score

To determine the level of influence in the factors,

level of awareness, and degree of seriousness of the

problems in course preference of HUMSS 12-C students in

BeNHS-Main, t-test was used with the formula

(Bevans ,2020):

x 1−x 2
t=
√ (s
2
( n1 + n1 ))
1 2

24
Where:

t = t-value

x 1 and x 2 = means of the two groups being compared

2
s = pooled standard error

n1 and n2 = number of observations

25
 RESULT, ANALYSIS AND DISCUSSION

This section presents the result, analysis and

discussion on the factors affecting the course

preferences of HUMSS 12-C students of Benguet National

High School-Main. It specifically looked into the level

of influence in the factors that affects the course

preferences, level of awareness in the course preference,

and degree of seriousness of the problems in course

preference, of the HUMSS 12-C students. Results of this

data were obtained from 11 male and 24 female

respondents, making up a total of 35 respondents.

Level of influence in the factors that affects the course

preferences of Grade 12 HUMSS-C students

Table 2 presents the level of influence in the

factors that affects the course preference of the grade

12 HUMSS-C students. Personal influence ranked first and

has an average of 3.20 with a descriptive equivalent of

moderate influence. It means that personal factors have

an impact on the student’s considered courses but it does

not affect them much at all in deciding which course to

take. It implies that personal factors like considering

your talent, skills passion, health conditions, traits,

26
strengths and weaknesses, and personal choices should be

made with the best interest of self in mind, but while

accepting and understanding that it will play a part in

the lives of others too. Other times, decisions should be

made while thinking of others’ needs. Though difficult,

acknowledging that each choice made will affect another

person is a valuable way to live, not only with the big

things but with small decisions too but despite this,

making a decision completely based on one’s personal

interest can still be appropriate and beneficial. Choice

matter and when there is awareness of the influence a

choice can have, there are better outcomes (Grant, 2014).

For the personal influence, Indicator 6: "I consider my

personal choice in choosing my course" was ranked first,

indicator 7: "I consider my strengths and weaknesses in

deciding my course" was ranked second.

The level of considering one’s personal choice in

choosing got the highest rank with a weighted mean of

3.69 described as high influence. This shows that

personal choice affects the decisions of students in

choosing a college course and as an effect, the student

is sure and certain about the course to be taken in

college and most likely wouldn’t get bothered about a few

27
factors that may affect their decisions. This implies

that whether where to go to college and what to get in

college and many other choices should be made based on

the best interest of the individual. These are decisions

that are appropriate to be selfish about, but it is still

true that they affect others like their parents,

siblings, or friends. But despite this, making a decision

completely based on one’s personal interest can still be

appropriate and beneficial (Grant, 2014).

The level of considering one’s strengths and

weaknesses in deciding a course got the second-highest

rank with a weighted mean of 3.54 described as a high

influence. This shows that a person’s strengths and

weaknesses affect the decisions of students in choosing a

college course and as an effect, they are able to

determine proper decisions to be decided because they are

aware of what they should be taking and should be

avoiding. This implies that the solution to making better

decisions is through recognizing and developing a

person’s strengths and weaknesses (Sorenson, 2014). Every

decision cannot be ignored and contempt, because a wrong

step during decision-making will lead to unintended

consequences and impact, so decision-making is not only a

28
right but also an obligation and problems like this can

be avoided by acknowledging your strengths and

weaknesses.

School influence ranked second on the influences and

has an average of 2.29 described as slight influence. The

average shows that there is an influence on how the

students are affected on their course preference but it

does not entirely affect the student’s course of

preference. The school factor does not have a significant

influence on the students based from the data gathered

and the average computed. According to Su, Chang, Wu and

Liao (2016) school has the lowest affecting level to

students compared to personal factors and group factors.

Indicator 7 namely “The information I got from school

helps me in my course choice” ranked first and indicator

2 namely “My teacher influences me in my course choice”

ranked last.

Indicator 7 was ranked first with a weighted mean of

2.69 which is labeled as moderate influence. Showing that

school still has the biggest impact on a student’s

decision making from the years of learning and

information that they have acquired as well as the school

environment. An article from Cornell Chronicle by study

29
conducted by Hyuncheol Bryant Kim says that "Education is

a tool for improving the quality of an individual's

economic decision-making”. (D’Angelo, 2018)

Indicator 2 ranked last, “My teacher influences me

in my course choice” with a weighted mean of 1.83. From

the data gathered indicator 2 has the least influence to

the course preference of students. Lack of communication

can be cause of why indicator 2 is ranked last. This

shows that a gap between the teacher and student

connection in their learning environment. Communication

of teachers, either verbal or nonverbal, is an important

factor needed by the students help them in their

educational pursuit (Asrar, Z., Tariq, N., & Rashid, H.

2018).

People’s influence instead ranked last among the

named influence. It has an average of 2.04 with a

descriptive equivalent of slight influence and ranked

last among the 3 factors. It indicates that certain

individuals namely family, friends, relatives, and others

have a slight influence on the respondents, concerning

that there could be a weak relationship between the

student and the named individuals that it would not peak

being a high influence on their course preference. This

30
implies that the people a person has grown with, such as

family and peers, contribute to a person’s attitude,

beliefs or behavior, knowledge, and personality, thus

coloring the person’s decision-making capabilities

(Mcleod, 2014; Resolver, 2016). Though relationship

status of individuals, being healthy one which includes

having equality, respect, communication, trust, support,

and honesty, and being unhealthy one which includes lack

of communication, disrespect, and constant fighting

towards each other (Healthy vs. Unhealthy Relationships,

2020), determine the quality of influence that a certain

individual holds to affect a person’s ability to create

decisions. For the people’s influence, Indicator 9: “My

friend’s course choice is also my course choice” and

Indicator 10 “I prefer to my peer group in selecting a

course” rank both last.

Indicator 9 referred to “My friend’s course choice

is also my course choice”, got the lowest weighted mean

of 1.57 and ranked last with the descriptive equivalent

of no influence. This means that few students tried to

consider to take courses similar to what their peers or

someone they acknowledge have chosen but did not choose

to do so. This implies that friends may be a considerable

31
impetus towards career decisions and academic choices to

each other but when it comes in making decision of

college course, they are likely not to seek validation of

their career decisions and not to decide their course

base on their friends preferred course (Naz et al., 2014;

Mtemeri, 2020).

Indicator 10 namely “I prefer to my peer group in

selecting a course” also ranked last with the same

weighted mean of 1.57 with the descriptive equivalent of

no influence. This means that friends instead support

each other on what course they have decided rather than

being another reason for choosing their course. This

implies that peers and friends play a significant role in

the personality development of each other (Naz et.al,

2014), though peer group is least considered when it

comes to career selection (Pascual, 2014). Mtemeri (2020)

concluded that peer interaction and peer encouragement

are influential on career decisions such students rely on

encouragement and support they received from fellow peers

thus within line with Bandura’s social cognitive theory

which states that realistic encouragement leads to

greater effort.

32
Table 2. Level of influence in the factors that affects
the course preference of Grade 12 HUMSS-C students
Indicators W.M Description Rank
A. People’s Influence 2.04 Slight 3
Influence
My parents influenced me in 2.40 Slight
choosing my course Influence
My brother or sister influenced 1.94 Slight
me into the course I want to Influence
take
My relatives influenced me in 2.23 Slight
choosing my course Influence
My parents’ career had an 2.00 Slight
impact on my preferred course Influence
The dominant profession in my 2.03 Slight
family is also my preferred Influence
course
The information I got from my 2.83 Moderate
parents helped me to choose a Influence
course
My friends’ advice influences 2.03 Slight
me in choosing my course Influence
My friends inspire me in my 2.03 Slight
course choice Influence
My friend’s course choice is 1.57 No
also my course choice Influence
I prefer to my peer group in 1.57 No
selecting a course Influence
The organization that I am 1.83 Slight
involved in influences my Influence
choice of course
B. Personal Influence 3.20 Moderate 1
Influence
I consider my talent or skill 3.29
and interest in choosing my High
course Influence
My passion influenced me in my 3.29 High
course choice Influence
My health condition affects my 2.31 Slight
choice of course Influence
My personality traits 3.03 Moderate
influenced my course choice Influence
I consider my academic 3.26
performance in choosing my High
course Influence
I consider my personal choice 3.69 High

33
in choosing my course Influence
I consider my strengths and 3.54
weaknesses in deciding my High
course Influence
C. School Influence 2.29 Slight 2
Influence
Career trips/field trips 2.06 Slight
influenced my preferred course. Influence
My teacher influences me in my 1.83 Slight
course choice Influence
The location of the school 2.14
where I want to enrol Slight
influenced my preferred course. Influence
The availability of scholarship 2.26 Slight
affected my course choice Influence
The NCAE result helped me in 2.49 Slight
choosing my course Influence
The financial requirements of 2.54
school affected my course Moderate
choice Influence
The information I got from 2.69
school helps me in my course Moderate
choice Influence

Statistical analysis shows that the t-value of

0.1139 is lesser than the critical value of 2.13 @ 0.05

level of confidence, thus there is no significant

difference in the level of influence in the factors that

affects the course preference of Grade 12 HUMSS-C

students when respondents are grouped according to sex.

34
Table 3. Significant difference in the level of influence
in factors that affects the course preference of Grade 12
HUMSS-C students when respondents are grouped according
to sex
Male Female
Peoples’ 2.07 2.03
Influence
Personal 3.09 3.25
Influence
School 2.35 2.26
Influence
Average 2.51 2.51
t.05= 2.13 t-value= 0.1139 not significant

Level of awareness in the course preference

of HUMSS 12-C students

The table 4 shows that the average of the 6

individual weighed means is 3.31 with a descriptive

equivalence of moderately aware. This means that the

respondents are aware of the need to be informed about

the requirements and difficulties of their preferred

course. As a result of acknowledging the need to be

informed, the respondents have made sure to be at least

aware of the requirements and difficulties tied with

their course of choice to a moderate degree. This finding

can be corroborated with the idea of a person going

through 3 phases when it comes to decision making:

Predisposition, Exploration, and Decision (Zocco, n.d).

When applied to this setting, students have to first

understand their current situation. They have to first

35
think about their predisposition. Their financial,

social, geological, personal state, and other factors are

pondered about in connection with their preferred course.

They then begin to explore their choices. They need to

search for information about several courses that are

suitable for them, areas that are accessible to them, and

the like. They expect themselves to understand the

benefits that a chosen course would give them, the

requirements that they need to achieve and the risk that

can occur in where they are unable to receive any

expected benefits. And lastly is decision, the students,

after taking into mind their situation and information

obtained, would then use this knowledge to make better

decisions. Among the 6 indicators presented, indicators 3

and 4 are the second and first highest ranked indicators

with a weighted mean of 3.54 and 3.66 respectively, both

of which have a descriptive equivalence of highly aware.

Indicator 5 and 6 are the sixth and fifth ranked

indicators on the table with a weighted mean of 3.00 and

3.03 respectively, both of which have the same

descriptive equivalence of moderately aware. This implies

that the respondents generally have a moderate level of

awareness about the difficulties, expenses, information,

36
job opportunities, and the requirements that are tied

with their course of choice. Additionally, the 2 highest

ranked indicators imply that the respondents show a high

degree of awareness about the difficulties and expenses

that are tied with their course of choice.

Indicator 4 is the highest-ranked in the table due

to its weighted mean of 3.66 with the descriptive

equivalence of highly aware. In the questionnaire, it is

labeled with the description “I am aware of the expenses

dealing with my preferred course”. This means that

concerning their circumstances, the respondents focused

on the expenses tied with their course preference. This

implies that the respondents have taken the time to

highly familiarize themselves with the financial

requirements of their preferred course and as a result,

consider that idea when allocating budget. According to a

document written by Tortor, Ohayas, and Moneva (2020)

that looks into the financial status, social influence,

and self-choice of students in strand selection, it is

concluded that a majority of the students studying in

senior high school choose their strand according to the

current financial capability and resources that they

possess and is not completely based on the desires or

37
suggestions of their parents and fellow peers. It is then

further stated that senior high school students have the

maturity needed to perform their own decision but still

need to ensure and measure their financial capability and

seek guidance and support from their parents and friends

(Tortor et al., 2020).

The second-highest ranked in the table is indicator

3 which has a weighted mean of 3.54 with the descriptive

equivalence of 3.54. In the questionnaire, it is labeled

with the description “I am informed of the difficulties

in my course choice.” This means that second to the need

to be highly aware of the expenses tied with their

preferred course, the respondents also need to be highly

aware of the difficulties that are placed within the

course. This implies that the respondents understand the

difficulties around their course of choice and are

determined enough to continue having the will to stick to

their convictions (I.E., their preferred course).

According to a study published by Cuff (2017) that looks

into the relation of subject difficulty and choices, it

concludes that not only are the two ideas linked with

each other, they also appear to be an integral part of

decision making. Though there may be some individuals who

38
would have the motivation to avoid difficult subjects,

they are still willing to choose to study subjects with

such difficulty should they be capable of acquiring some

form of joy from such subjects and/or have the belief

that these subjects will be of use to them in the future

(Cuff, 2017).

The second lowest-ranked in the table is indicator 6

which has a weighted mean of 3.03 with a descriptive

equivalence of moderately aware. In the questionnaire, it

is labeled with the description “I was guided about the

details of my preferred course.” This means and implies

that the respondents have also taken the time to study

the details in their course of choice either from digital

information or other sources of information such as their

parents, close friends, etc. though, it isn’t as well

focused on as the other indicators. A study about the

impact of family influence and involvement on career

development (Joseph, 2012) concludes that ultimately,

although the student is the sole individual who decides,

guidance is needed. At a young age, it was observed that

parents assisted with papers, projects, and

communications with teachers. As students begin to

transition from high school to college, a more “hands-

39
off” approach to career development is observed as the

parents’ involvement in career identification and

selection decreases and their support increases. The role

of a parent is constant and must remain involved and

supportive (Joseph, 2012).

Lastly, the lowest-ranked in the table is indicator

5 which has a weighted mean of 3.00 with a descriptive

equivalence of moderately aware and is closely related

with indicator 6. In the questionnaire, it is labeled

with the description “I have prior knowledge in my

preferred course.” This means that the respondents have a

moderate degree of prior knowledge about their preferred

course. This implies that the respondents have most

likely been informed about different information about

the different courses available to them in their past

school years. Other sources of information that they

could have earned from would also be parents, close

friends, and others. A study written by Ali, Baloch, and

Shah (2014) that looks into the significance of awareness

about selection and recruitment processes in student

career decision making emphasizes the need to weigh

possibilities to impart training or create awareness

about selection and recruitment process and criteria in

40
students from 9th grades to sophomore before they make

any career choice and consider it while developing

planning and policies to ensure support facilities for

rational and better students’ career choices (Ali et al.,

2014).

Table 4. Level of awareness in the course preference of

HUMSS 12-C students
Indicators W.M Description Rank
I am informed of the 3.26 Highly 4
requirements of my preferred Aware
course
I am aware of the job 3.40 Highly 3
opportunities relied on my Aware
preferred course
I am informed of the 3.54 Highly 2
difficulties in my course Aware
choice
I am aware of the expenses 3.66 Highly 1
dealing with my preferred Aware
course
I have prior knowledge in my 3.00 Moderately 6
preferred course Aware
I was guided about the details 3.03 Highly 5
of my preferred course Aware
Average 3.31 Highly
Aware

Table 5 contains the statistical analysis of the t-

test, the t-value of 1.54 is lesser than the critical

value of 1.81 @ 0.05, thus concluded that there is no

significant difference in the level of awareness in the

course preference of HUMSS 12-C students when grouped

according to sex.

41
Table 5. Significant difference in the level of awareness
in the course preferences when respondents are grouped
according to sex
Indicators Male Female
I am informed of the 3.36 3.21
requirements of my
preferred course
I am aware of the job 3.64 3.29
opportunities relied on my
preferred course
I am informed of the 3.64 3.50
difficulties in my course
choice
I am aware of the expenses 3.45 3.75
dealing with my preferred
course
I have prior knowledge in 3.09 2.96
my preferred course
I was guided about the 3.09 3.00
details of my preferred
course
Average 3.38 3.28
t.05==1.81 t-value=1.3525 not significant

Degree of seriousness of the problems in course

preferences of HUMSS 12-C students.

Table 6 represents the degree of seriousness of the

problems in course preferences of HUMSS 12-C students

which were categorized into intrinsic and extrinsic

problems.

Intrinsic problems ranked first with the average of

2.01 with a descriptive equivalent of slightly serious.

It means that the intrinsic problems have an impact on

the student’s considered courses but it does not affect

them much at all in deciding which course to take. It

42
implies that intrinsic factors are considered as a matter

of interest, enjoying the tasks carried out; Self-

pleasure in doing something, showing joy and desire to do

the things they want. Generally, studies have found that

highly academically motivated students engaged in

learning are more likely to achieve better grades and

exhibit lower dropout rates (Radi, 2013; Sikhwari, 2014;

van and Berg and Coetzee, 2014).

Indicator 6 in the intrinsic problems namely, “I

have doubts and low self-esteem in choosing my course”

ranked first with the weighted mean of 2.57 having the

descriptive equivalent of moderately Serious. This shows

that having doubts, low self-esteem, and fear in a

distorted future due to fear in choosing the wrong course

affects the decisions of students in choosing a college

course and as an effect, it is hindering them from having

the willingness to take risks in choosing a course. This

implies that self-esteem and confidence in decision-

making are necessary for students for them to have the

ability to take risks in their learning and make

decisions in academics. Low self-esteem, doubts, and

having fears about a distorted future can lessen a

43
student's desire to learn, her ability to focus, and her

willingness to take risks (APA, 2020).

Indicator 7 namely, “I fear that I may choose the

wrong course” also ranked first with the weighted mean of

2.57. This could make students doubt their ability to

succeed, making them hesitant to engage in learning or

take appropriate academic growth risks like choosing a

college course. Since choosing the wrong major can be an

expensive mistake, college students whose majors don't

reflect their interests are less likely to graduate on

time and more likely to drop out, said Steve Kappler, ACT

assistant vice president and head of postsecondary

strategy. Another study also stated that most people

experience cognitive distortions from time to time, but

if they’re reinforced often enough, they can increase

anxiety, deepen depression, cause relationship

difficulties, cause difficulties in choosing decisions,

and lead to a host of other complications like having

trouble in choosing a college course (Aswell,2020).

Extrinsic problems ranked second with the average of

2.00 with a descriptive equivalent of slightly serious.

It means that the extrinsic problems have an impact on

the student’s considered courses but it does not affect

44
them much at all. It implies that extrinsic factors are

considered as some kind of action taken in expectations

for having some sort of benefits or torture. In fact,

students who have extrinsic motives are only focused on

achieving an external goal, minimize the time and effort

they expend on learning activities (Dev, 1997; Donald,

1999). Table 6 presents the degree of seriousness of the

problem in course preference of STEM students.

Indicator 3 in the extrinsic problems namely, “ The

school I want to enroll on doesn’t offer my course

choice” ranked as the second to the last as the lowest

with the weighted mean of 1.63 having the descriptive

equivalent of Not Serious. This means that unavailability

of the course choice in the student's desired school does

not offer their course choice, it does not really matter

to them when it comes to choosing a college course. This

may be because the student has other choices in which

school to enroll in case the school does not provide the

preferred course or vice versa. This implies that

unavailability of the preferred course in the desired

school may have an impact on the students' considered

courses, but may not have much of an impact towards their

decision to take their desired course despite not finding

45
their preferred course in their desired school, for some

could still be able to transfer schools, travel places to

move and live near the school (Szalda, 2016).

Indicator 5 namely, “ I cannot find a school that

offers my preferred course” ranked as the lowest with the

weighted mean of 1.46 having the descriptive equivalent

of Not Serious. This shows that not finding a school that

doesn't offer a college course does not matter much to

students when choosing a course for college. This may be

because the school, colleges or universities in the

place, locality, and country provide the preferred

courses of the students. This implies that not finding a

school that provides the desired course may have an

impact on the students' considered courses, but may not

have much of an impact on their willingness to take their

desired course despite of not finding a school in their

locality, for some could still be able to travel places

to move and live near their desired school (Szalda,

2016).

46
Table 6. Degree of seriousness of the problems in course
preference of HUMSS 12-C students
Indicators W.M Description Rank
A. Intrinsic Problems 2.01 Slightly 1
Serious
I have conflict with my 1.57 Not Serious
parents about my course
choice
I lack family support in 1.60 Not Serious
decision making
My friends do not agree with 1.26 Not Serious
my course choice
I do not have the necessary 2.11 Slightly
skills required in my course Serious
choice
I am not confident in my 2.26 Slightly
course choice Serious
I have doubts and low self- 2.57 Moderately A
esteem in choosing my course Serious
I fear that I may choose the 2.57 Moderately A
wrong course Serious
I cannot decide yet on what 2.23 Slightly
course should I take Serious
The people’s expectations of 2.34 Slightly
me hinder me in choosing my Serious
course
My personality does not 1.94 Slightly
match my course choice Serious
I cannot choose my preferred 1.49 Not Serious
course due to my health
condition
My academic performance 2.20 Slightly
hinders me in choosing the Serious
course I want
B. Extrinsic problems 2.00 Slightly 2
Serious
I don’t have enough 2.14 Slightly
knowledge on courses that Serious
are in demand
The school that offers the 2.11 Slightly
course I want to take is far Serious
from my residency.
The school I want to enroll 1.63 Not Serious B
on doesn’t offer my course
choice

47
The tuition fee of the 2.66 Moderately
school that offers my course Serious
choice is expensive
I cannot find a school that 1.46 Not Serious B
offers my preferred course

Statistical analysis shows that the t-value of 2.40

is lesser than the critical value of 2.92 @ 0.05 level of

confidence, thus there is no significant difference in

the perception in the degree of seriousness of problems

in course preference of the Grade 12 HUMSS-C students

when respondents are grouped according to sex.

Table 7. Significant difference in the degree of

seriousness of the problems in choosing a course when
respondents are grouped according to sex
Male Female
Intrinsic 1.98 2.02
Problems
Extrinsic 1.93 2.03
Problems
Average 1.96 2.03
t.05= 2.92 t-value= 2.40 not significant

48
 CONCLUSION AND RECOMMENDATION

Conclusions

This section shows the conclusions that are drawn

from the findings that were gathered.

For objective 1 which intersect with peoples’

influence, personal influence, and school influence has

shown no significant differences between the level of

influence in the factors that affects the course

preferences of students when group to sex, since the

computed t-value ( 0.2415, 0.6054, and 1.7200

respectively) are lesser than the critical values of

1.72, 1.78, and 1.78 at 0.5 level of confidence.

For objective 2, it is determined that there is no

significant difference in the level of awareness among

STEM students when grouped according to sex. This is due

to the results that show that the computed T-value that

is 1.3525 is lesser than the critical value which is 1.81

at a 0.05 level of confidence.

For objective 3, it is determined that for all the

factors that were included, namely, intrinsic factors and

extrinsic factors that there is no significant difference

between the degree of seriousness of the problem in

49
course preferences of HUMSS 12-C students when grouped

according to sex, since the computed t – values ( 0.2132,

and 0.3333 respectively) are less than the critical

values of 1.71 and 1.85 at 0.05 level of confidence.

Recommendations

This section shows the recommendations the

researchers have been concluded.

For objective 1, which includes 3 influence namely

peoples’ influence, personal influence, and school

influence. For peoples’ influence, since the data

includes that the indicators are slightly influential, it

is proposed that the students should consider consulting

to counselors and seek advices to elders, professionals,

or to those individuals that have many experiences. For

personal influence, since the data showed that the

indicators are moderately practiced, it is proposed that

students must make decisions relating to their

personalities or personality traits in order to avoid

future conflicts because of not choosing something that

is accurate according to their personality and liking.

Another recommendation is that the students should

consider their talents, skills, passion, health

50
condition, and strengths and weaknesses in choosing a

course because this would help them much more in their

chosen fields and careers. Students should also consider

their personal choice in choosing a course since, after

all, it is up to them how they want to do it and where,

while also considering the best path towards their chosen

career and future. And lastly for school influence, since

there is only a slight influence it is recommended for

students to try learning more on school activities and

performances to gain more understanding on different

aspects of information and building a connection between

teachers to learn from their experiences.

For objective 2, Since the data shows that a

majority of the indicators are given a high degree of

awareness, it is recommended that students are to

continue learning about the benefits, drawbacks, and

circumstances about their well-being and desired course

for them to acquire knowledge that is detrimental in

their decision-making for their future. It is also

recommended that learning institutes should continue and

develop their information resources and mediums to

continue allowing the students the opportunity to expand,

51
update, and discard knowledge that they may need in

decision-making for their courses.

For objective 3, which includes intrinsic and

extrinsic problems. Since the data showed that the

indicators are moderately practiced, it is proposed that

students must trust their decisions more and not let any

intrinsic or extrinsic problems get in their way of

choosing things they want and would make them happy in

order for them to avoid future conflicts that may happen

due to doing things they don’t really like. Another

recommendation is that students must think about

themselves first rather than thinking about what would

other people say about them. They must not depend their

decisions about their future according to what would make

other people happy that would hurt and cost them their

happiness. College is the time to explore the student’s

interests, develop their personality, and, for most, get

their first taste of true independence that’s why

students should try to take something they really want

and would make them happy rather than keeping up with

other people’s expectations

Overall, for the future researchers, it is

recommended to conducted further studies on a larger

52
scale to include people of different or similar

backgrounds to broaden the scope of respondents and

compile data that represents a larger target population.

53
 REFERENCES

Akosah-Twumasi, P. et al. (2018). A systematic review of

factors that influence youths career choices—the
role of culture. Frontiers. Retrieved from:
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018.00058/full

Alampay, L. (2015). Parenting in the Philippines.

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62
 APPENDIX A
Communication Letters

Republic of the Philippines

Benguet National High School-Main
Senior High School Department
Wangal, La Trinidad, Benguet

January 16, 2023

BRIXTON ALACDIS
Grade 12 HUMSS-C Adviser
Practical Research II Adviser

Sir:

Greetings!

We, the Grade 12 HUMSS-C Batch II students of Benguet National High

School-Main are currently conducting a study entitled “Factors
Affecting the Course Preferences of HUMSS 12-C Students of Benguet
National High School-Main” for the completion of the requirements in
our subject Practical Research II during this first semester, school
year 2022-2023.

In this connection, may we then be given permission from your office

to administer questionnaires to the Grade 12 HUMSS-C students in
your advisory. The said respondents may answer voluntarily and may
withdraw anytime. Please see attached questionnaire for your
perusal.

Thank you very much for your favourable action on this request. Rest
assured that their answers will be kept with strict confidentiality
and will solely be used in this study.

Respectfully,
Researchers

Earl Rheiner M. Concepcion

Jennifer B. Velasco
Dan Sherlock M. Villaraza
Richelle O. Fernandez
Orlando Mayonget Jr.

Noted:
BRIXTON ALACDIS,LPT
Adviser

Approved:
BRIXTON ALACDIS,LPT
Adviser

63
 Republic of the Philippines
Benguet National High School-Main
Senior High School Department
Wangal, La Trinidad, Benguet

January 16, 2023

Dear Respondent:

Greetings!
We, the Grade 12 HUMSS-C Batch II students of Benguet National High
School are currently conducting a study entitled “Factors Affecting
the Course Preferences of HUMSS 12-C Students of Benguet National
High School-Main” for the completion of the requirements in our
subject Practical Research II during this First semester school year
2022-2023.

Permission to administer questionnaire has been granted to the

researchers by your adviser for the purpose of gathering the data
needed in the study.

In this connection, your full cooperation in answering the questions

is hereby requested. Your responses will be treated with utmost
confidentiality.

Thank you very much.

Respectfully,
Researchers

Earl Rheiner M. Concepcion

Jennifer B. Velasco
Dan Sherlock M. Villaraza
Richelle O. Fernandez
Orlando Mayonget Jr.

64
 APPENDIX B
Questionnaire

Republic of the Philippines

BENGUET NATIONAL HIGH SCHOOL-MAIN
SENIOR HIGH SCHOOL DEPARTMENT
Wangal, La Trinidad, Benguet

Name:______________________(optional)
Section:____
Gender: ____Male ____Female

Part I. Level of influence of factors in course

preference.

Direction: Please check the column of your

perception on the level of influence of factors in course
preference among HUMSS 12-C students in BeNHS-Main using
the legends below:
4 - Highly Influenced (HI)
3 - Moderately Influenced (MI)
2 - Slightly Influenced (SI)
1 - No Influence (NI)

a. people’s influence
b. personal influence
c. school influences

a. People’s influence
INDICATORS 4 3 2 1
(HI) (MI) (SI) (NI)
My parents influenced me in
choosing my course
My brother or sister influenced
me into the course I want to
take
My relatives influenced me in
choosing my course

65
My parents’ career had an
impact on my preferred course
The dominant profession in my
family is also my preferred
course
The information I got from my
parents helped me to choose a
course
My friends’ advice influences
me in choosing my course
My friends inspire me in my
course choice
My friend’s course choice is
also my course choice
I prefer to my peer group in
selecting a course
The organization that I am
involved in influences my
choice of course
Others please specify:

b. Personal influence
INDICATORS 4 3 2 1
(HI) (MI) (SI) (NI)
I consider my talent or skill
and interest in choosing my
course
My passion influenced me in my
course choice
My health condition affects my
choice of course
My personality traits
influenced my course choice
I consider my academic
performance in choosing my
course
I consider my personal choice
in choosing my course
I consider my strengths and

66
weaknesses in deciding my
course
Others please specify:

c. School influence
INDICATORS 4 3 2 1
(HI) (MI) (SI) (NI)
Career trips/field trips
influenced my preferred course.
My teacher influences me in my
course choice
The location of the school
where I want to enroll
influenced my preferred course.
The availability of scholarship
affected my course choice
The NCAE result helped me in
choosing my course
The financial requirements of
school affected my course
choice
The information I got from
school helps me in my course
choice
Others please specify:

Part II. Level of awareness on the preferred course

Direction: Please check the column of your

perception on the level of awareness in course preference
of Grade 12 HUMSS-C students in BeNHS-Main using the
legends below:
4 - Highly Aware (HA)
3 - Moderately Aware (MA)
2 - Slightly Aware (SA)
1 – Least Aware (LA)

INDICATORS 4 3 2 1
(HA) (MA) (SA) (LA)

67
I am informed of the
requirements of my preferred
course
I am aware of the job
opportunities relied on my
preferred course
I am informed of the
difficulties in my course
choice
I am aware of the expenses
dealing with my preferred
course
I have prior knowledge in my
preferred course
I was guided about the details
of my preferred course
Others please specify:

Part III. The degree of seriousness of the problem

encountered in choosing a course.
Direction: Please check the column of your
perception on the degree of seriousness of the problem
encountered in choosing a course using the legends below:
4 - Highly Serious (HS)
3 - Moderately Serious (MS)
2 - Slightly Serious (SS)
1 – Not Serious (NS)

a. Intrinsic Factors
b. Extrinsic Factors

a. Intrinsic Factors
INDICATORS 4 3 2 1
(HS) (MS) (SS) (NS)
I have conflict with my parents
about my course choice
I lack family support in
decision making
My friends do not agree with my
course choice

68
I do not have the necessary
skills required in my course
choice
I am not confident in my course
choice
I have doubts and low self-
esteem in choosing my course
I fear that I may choose the
wrong course
I cannot decide yet on what
course should I take
The people’s expectations of me
hinder me in choosing my course
My personality does not match
my course choice
I cannot choose my preferred
course due to my health
condition
My academic performance hinders
me in choosing the course I
want
Others please specify:

b. Extrinsic factors
INDICATORS 4 3 2 1
(HS) (MS) (SS) (LS)
I don’t have enough knowledge
on courses that are in demand
The school that offers the
course I want to take is far
from my residency.
The school I want to enroll on
doesn’t offer my course choice
The tuition fee of the school
that offers my course choice
is expensive
I cannot find a school that
offers my preferred course

69
Others, please specify

70
 APPENDIX C
Computations

Computation for t-test

Formula:
x 1−x 2
t=
√¿ ¿ ¿ ¿

 For t-test reference of table 3

Male Female
(x1) x1- x 1 (x2) x2- x 2
2
Indicators (x1-x1) (x2-x2)2
1 2.07 -0.43 0.1849 2.03 -0.48 0.2304
2 3.09 0.59 0.3481 3.25 0.74 0.5476
3 2.35 -0.15 0.0225 2.26 -0.25 0.0625
Average 2.50 Sum 0.5525 2.51 Sum 0.8405

 Computation for table 3

2.5053−2.5108
t=

√ 3+ 3−2 ( )
0.5525+0.8459 1 1
+
3 3
t=0.0113

71
  t-Test result from Analysis Toolpak for table 3
t-Test: Two-Sample Assuming Equal
Variances

Variable 1 Variable 2
2.50531286 2.51082251
Mean 9 1
0.27627336 0.42294788
Variance 7 1
Observations 3 3
0.34961062
Pooled Variance 4
Hypothesized Mean
Difference 0
Df 4
-
0.01141239
t Stat 2
0.49572046
P(T<=t) one-tail 9
2.13184678
t Critical one-tail 6
0.99144093
P(T<=t) two-tail 8
2.77644510
t Critical two-tail 5

 For t-test reference of table 5

Male Femal
e
(x1) x1- x 1 (x2) x2- x 2
Indicator
(x1- x 1 )2 (x2- x 2 )2
s
1 3.36 -0.02 0.0002 3.21 -0.08 0.0058
2 3.64 0.26 0.0663 3.29 0.01 0.0000
3 3.64 0.26 0.0663 3.50 0.22 0.0463
4 3.45 0.08 0.0057 3.75 0.47 0.2165
5 3.09 -0.29 0.0829 2.96 -0.33 0.1065
6 3.09 -0.29 0.0829 3.00 -0.28 0.0811
Average 3.38 Sum 0.3044 3.28 Sum 0.4563

 Computation for table 5

72
 3.38−3.28
t=

√ 0.3044 +0.4563 1 1
6 +6−2
( + )
6 6
t=1.3525

73
  t-Test result from Analysis Toolpak for table 5
t-Test: Two-Sample Assuming
Equal Variances

Variable Variable
1 2
3.3787878 3.2847222
Mean 79 22
0.0608815 0.0912615
Variance 43 74
Observations 6 6
0.0760715
Pooled Variance 58
Hypothesized Mean
Difference 0
Df 10
0.5907184
t Stat 86
0.2839094
P(T<=t) one-tail 64
t Critical one- 1.8124611
tail 23
0.5678189
P(T<=t) two-tail 29
t Critical two- 2.2281388
tail 52

 For t-test reference of table 7

Male Female
(x1) x1- x 1 (x2) x2- x 2
Indicators (x1-x 1 )2 (x2-x 2 )2
1 1.98 0.0228 0.00083 2.02 -0.0045 0.00002
2 1.93 -0.0228 0.00083 2.03 0.0045 0.00002
Average 1.96 Sum 0.00166 2.03 Sum 0.00004

 Computation for table 7

1.96−2.03
t=

√ 2+2−2
+( )
0.00166+ 0.00004 1 1
2 2
t=2.40

74
  t-Test result from Analysis Toolpak for table 7
t-Test: Two-Sample Assuming Equal
Variances

Variable 1 Variable 2
1.95606060 2.02881944
Mean 6 4
0.00165748
Variance 4 4.07504E-05
Observations 2 2
0.00084911
Pooled Variance 7
Hypothesized Mean
Difference 0
Df 2
-
2.49690459
t Stat 4
0.06493667
P(T<=t) one-tail 2
t Critical one-tail 2.91998558
0.12987334
P(T<=t) two-tail 4
t Critical two-tail 4.30265273

75
 CURICULUM VITAE

PERSONAL INFORMATION

Name: CONCEPCION, EARL RHEINER M.

Date of Birth: December 17, 2003

Place of Birth: Baguio General Hospital

Religion: Roman Catholic

Address: PA269B Upper Wangal La Trinidad, Benguet

Citizenship: Filipino

Mothers’ name: Rhonda M. Concepcion

Fathers’ name: None

EDUCATIONAL BACKGROUND

Elementary: Basil Elementary School

Junior High School: Cordillera Career Development College

Senior High School: Benguet National High School-Main

76
PERSONAL INFORMATION

Name: VILLARAZA, DAN SHERLOCK M.

Date of Birth: September 27, 2005

Place of Birth: Holy Mother, Makati City

Religion: Iglesia ni Cristo

Address: IB13 Laoyan Street, Betag, La Trinidad, Benguet

Citizenship: Filipino

Mothers’ name: Junesa M. Villaraza

Fathers; name: Christopher Villaraza

EDUCATIONAL BACKGROUND

Elementary: Fort Bonifacio Elementary School

Junior High School: Benguet National High School-Main

Senior High School: Benguet National High School-Main

77
PERSONAL INFORMATION

Name: MAYONGET, ORLANDO JR. K.

Date of Birth: September 4, 2004

Place of Birth: Amgaleyguey, Buguias, Benguet

Religion: Lutheran

Address: AD 171 Central Buyagan, Poblacion, La Trinidad,

Benguet

Citizenship: Filipino

Mothers’ name: Melinia K. Mayonget

Fathers’ name: Orlando W. Mayonget Sr.

EDUCATIONAL BACKGROUND

Elementary: Labinio- Acquisio Elementary School

Junior High School: Benguet National High School-Main

Senior High School: Benguet National High School-Main

78
PERSONAL INFORMATION

Name: VELASCO, JENNIFER B

Date of Birth: August 16, 2004

Place of Birth: Baguio General Hospital

Religion: Roman Catholic

Address: P AD 154 Central Buyagan, Poblacion, La

Trinidad, Benguet

Citizenship: Filipino

Mothers’ name: Nelia B. Velasco

Fathers’ name: Crisostomo B. Velasco

EDUCATIONAL BACKGROUND

Elementary: Buyagan Elementary School

Junior High School: Benguet National High School-Main

Senior High School: Benguet National High School-Main

79
PERSONAL INFORMATION

Name: FERNANDEZ, RICHELLE O.

Date of Birth: October 24, 2003

Place of Birth: Lettuce Sur Santol La Union

Religion: Baptist

Address: IA-93 Betag,La Trinidad,Benguet

Citizenship: Filipino

Mothers’ name: Josephine O. Fernandez

Fathers’ name: Rannie S. Fernandez

EDUCATIONAL BACKGROUND

Elementary: La Trinidad Central School

Junior High School: Benguet National High School-Main

Senior High School: Benguet National High School-Main

80