Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
LAGUNA SENIOR HIGH SCHOOL
Provincial Capitol Compound, Santa Cruz, Laguna

COLLEGE COURSE: FACTORS INFLUENCING

LAGUNA SENIOR HIGH SCHOOL
GRADE 12 STUDENTS’ PREFERENCE

A Research
Presented to the Faculty of
Humanities and Social Sciences
LAGUNA SENIOR HIGH SCHOOL
Provincial Capitol Compound
Santa Cruz, Laguna

AMONELO, LEALYN
BIORE, ZANDRA
PASUMBAL, LADY HANNAH
QUINIO, NOVELTY
SABLAN, HELENA ABIGAYLE
VALENZUELA, LHERA
JUNE 2023
1
 ACKNOWLEDGEMENT

The researchers would like to express their heartfelt appreciation to the

following individuals who played critical roles in the completion of this study.

Our Almighty God, for providing the researchers with the strength they

needed to persevere in the face of adversity. For the unending love and blessing

that the researchers have encountered in their daily lives.

Laguna Senior High School for providing an excellent basis for the

development of the researchers' qualities and personalities, which are required

for them to be professionals.

Hon. Sara Z. Duterte-Carpio for the school's high quality education.

Laguna Provincial Library for allowing researchers to access the

resources needed for this study.

Ruby P. Castillo, Ed. D for granting students permission to conduct

research inside the school premises.

Dexter Coronado, LPT, Research Adviser, for assisting researchers in

the best way possible by correcting them for any error and guiding them to

success.

Selected LSHS grade 12 students for being the survey respondents and

providing data.

L.P.A

Z.S.B

L.H.M.P

N.C.Q

H.A.V.S

L.P.V

2
 DEDICATION

The researchers sincerely and entirely dedicate this work of ours as an

expression of gratitude.

Beloved and Almighty God, for providing enough strength and confidence

to complete this paper, as well as intelligence and understanding to accomplish

this study.

To our parents, who morally, emotionally, spiritually, and monetarily

supported us. For your unconditional love, which inspired us to achieve our aims

and aspirations.

To our teachers, who have been educating us for a long time and have

guided us to continually improve and expand our skills.

To our friends who are always there to guide, encourage, and provide

information to help us finish our study.

L.P.A

Z.S.B

L.H.M.P

N.C.Q

H.A.V.S

L.P.V

3
 ABSTRACT

One of the most challenging decision any senior high school student may

undertake is choosing a course to pursue in college. The study aimed to help

students decide on their future college course by determining the different factors’

influence levels and their relationship with their decision.

The survey was conducted inside Laguna Senior High School during the

academic year 2022-2023. The grade 12 students enrolled served as the

population from which the respondents were chosen using the stratified random

sampling. A researcher-made questionnaire was employed that went through

content validation.

Descriptive statistics were then used to analyze and interpret the results

of the study. In the survey’s results, 23.08% preferred engineering as their course

in college alongside Education. 15.38% of students chose "other". Followed by

criminal justice which got a rate of 11.54. Social sciences and business got the

same rate of 7.69. Next, hospitality and tourism, information technology, and

healthcare got the same accumulated rate of 3.85, leaving accountancy at the

rate of 0%. The factor of personality/personal interest got the highest mean of

4.33, followed by academic performance with the mean of 4.17, as well as

socioeconomic status. With the mean of 3.71, the family influence factor comes

at next. While the factor of peer influence got the lowest mean of 3.63. Testing

the null hypothesis resulted to the acceptance of it as reflected by the calculated

P-value of each factor. Also, r-value demonstrates that the study's variables have

a very low positive correlation.

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 TABLE OF CONTENTS

PRELIMINARIES PAGE

TITLE PAGE……………………………………………………………………. 1

ACKNOWLEDGEMENT………………………………………………………. 2

DEDICATION…………………………………………………………………… 3

ABSTRACT………………………………………………………………………4

TABLE OF CONTENTS………………………………………………………...5-6

LIST OF TABLES………………………………………………………………. 7

LIST OF FIGURES……………………………………………………………... 8

CHAPTERS

1. Problem and Its Background

Introduction………………………………………………………………………9

Background of the Study………………………………………………………9-11

Theoretical Framework…………………………………………………………11-12

Conceptual Framework…………………………………………………………12

Statement of the Problem........................................................................... 13

Research Hypothesis……………………………………………………………14

Significance of the Study……………………………………………………….14

Scope and Delimitation………………………………………………………….14-15

Definition of Terms……………………………………………………………….15

2. Review of Related Literature

Related Literature…………………………………………………………………16-21

Related Studies……………………………………………………………………21-27

3. Research Methodology

Research Design………………………………………………………………….28

Respondents of the Study………………………………………………………28-29

Research Procedure……………………………………………………………. 29

Research Instrument…………………………………………………………….30
5
Statistical Treatment of Data……………………………………………………31

4. Presentation, Analysis, and Interpretation Data

5. Summary, Conclusions and Recommendations

Summary…………………………………………………………………………41-42

Findings…………………………………………………………………………. 42

Conclusions…………………………………………………………………….42-43

Recommendations………………………………………………………………43

References………………………………………………………………………44-46

APPENDICES

A. Request for Survey…………………………………………………………. 47

Certificate of Questionnaire Validation………………………………… 48

B. Questionnaire………………………………………………………………. 49

C. Data Matrix…………………………………………………………………. 50-54

D. Documentation……………………………………………………………… 55

CURRICULUM VITAE………………………………………………………….56-61

6
 LIST OF TABLES

Tables Page

1 Rating Scale…………………………………………………………………. 30

2 Results of Academic Performance’

Level of Influence.................................................................................33-34

3 Results of Family’s

Level of Influence……………………………………………………………35

4 Results of Peer / Classmate’s

Level of Influence…………………………………………………………….36

5 Results of Personality / Personal

Interest’s Level of Influence……….……………………………………….37

6 Results of Socioeconomic

Status’ Level of Influence……………………………………………………38

7 Significant Relationship Between the

College Course Preference and

the Factors’ Level of Influence…………………………………………….39-40

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 LIST OF FIGURES

Figures Page

1 Paradigm of Research…………………………………………………...12-13

2 Preferred College Course

Of Student-Respondents…………………………………………………. 32

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 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

College admissions from different universities are starting before the end

of each school year. Graduating high school students are expected to apply from

one of these in preparation for higher education. They carry with them the

additional knowledge and skills provided by the two years of senior high school

they took. In here, they were also guided in determining the appropriate path for

them.

The majority of students during this period spend most of their time in

thinking about the college program that will best suit them. As stated by

Olaosebikan & Olusakin (2014), exploring career options before committing into it

increases future success and satisfaction. Consequently, college course decision

making is not an easy task. It may even cause anxiety to some, especially for

those who consider this as the most important decision they will make in life. This

is due to the fact that choosing the wrong one can negatively impact one's

happiness and lead to career maladjustment. According to Ouanao et al. (2019),

inappropriate career choice can have a negative impact, not only on the

individual but also the entire society. Therefore, the factors that influence grade

12 students' preferences for choosing a course in college should be recognized

and identified.

Background of the Study

One of the most challenging decision any senior high school student may

undertake is choosing a course to pursue in college. That is why the career-

decision planning is important as it guides and help them be directed for their
9
future. As stated by Department of Education (DepEd, 2017), teenagers require

assistance at this stage in making the right choice of their intended job. Whether

they will choose the best choice taking into account their intrinsic abilities, the

educational opportunities offered to the pupils, and other resources that society

provides are all from the aim of making them effective and efficient in the future.

Guiding the students in selection of program for college is included as a

role of K-12 program that was implemented in the Philippines in 2012. With the

addition of two years after junior high school, its goal is to expose the students in

their field of interest. It is also in these times when their knowledge, skills, and

talents are improved. Consequently, these strengths are often used by some of

the students as a basis for choosing the path they are to take for further studies

in the tertiary level. However, the researchers first handedly observed that there

are still many students who are unsure about it.

Undecidedness of students should be addressed as early as possible

before entering a college course that does not exactly suits them. This is because

pursuing a program beyond a student's interest may negatively impact their lives,

and the society in general. According to Pascual (2014), misfit graduates are

frequently linked to the high unemployment rate of the nation. The Philippine

Statistics Authority reported that as of 2021, there are 3.71 million unemployed

Filipino in the country. That is equivalent to 7.8 unemployment rate. On the other

hand, the Region IV-A CALABARZON where the province of Laguna belongs had

10.6 percent that were higher than the national figure of 7.8 percent.

Furthermore, Nazareno et al. (2021) explained that a number of research

about K-12 have been released recently. These studies were mostly focused on

evaluating the program and its difficulties in the Philippines. There are only few

studies that have been published which primarily investigate the factors

influencing students' career choice. Nyamwange (2016) also suggested that

many factors affecting the profession decision should be explored.

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 Hence, this study will seek to explore factors influencing the college

course preferences of the Grade 12 students in Laguna Senior High School for

the school year 2022 to 2023. The researchers from Humanities and Social

Sciences strand aims to determine the different aspects considered by the

student before making a decision regarding their future. Their goal is to

guarantee that the learners are going through the process of critical thinking

before finalizing their selected college course. Moreover, the knowledge that they

will gain at the end of this study is useful in providing significant suggestions

about the topic.

Theoretical Framework

This study is anchored to the Trait and Factor Theory by Frank Parsons.

He developed the idea of matching careers to talents, skills and personality. He

theorizes that the combination of personal attributes and workplace

considerations result to an ideal profession.

According to him, people should make decisions about their careers once

they have acquired the following competencies: (1) a precise understanding of

their individual traits (aptitudes, interests, and personal abilities); (2) a rational

understanding of employment opportunities; and (3) an objective assessment of

the relationship between their individual traits and the labour market. He thinks

that by doing this, people can be matched with jobs that are a suitable fit for them.

Also, Parsons asserts that people function at their best and are most productive

in professions that are appropriate for their skill sets.

This theory is relevant to the current research as it shows the connection

of personality and labor market to the selection of future career. It also reflects

the importance of choosing a path while looking through a number of factors.

Another is the Social Cognitive Theory (SCT) developed by Albert

Bandura (1991). He proposes that learning happens in a social setting as a result

11
of the constant interaction between an individual, their environment, and their

behavior. The emphasis on social influence and the external and internal social

reinforcement is the distinctive feature of it. The fundamental idea of SCT is

reciprocal determinism. This describes the dynamic and reciprocal relationship

between person - a unique entity with a collection of learned experiences,

environment - an external social context, and behavior - responses to stimuli to

attain goals.

SCT demonstrates how learning is connected to one's external

environment. It is significant to this study for it suggests that a person's

environment, including their social circle, might affect their choice of career. It

implies that learning occurs in a social context, and so, an individual's profession

decision may eventually be influenced by their ongoing interactions with the

society around them.

Moreover, Moneva & Malbas (2019) suggested that students must go

through a difficult procedure to choose a career. They should take into

consideration factors that could influence their final choice, such as the

socioeconomic status, family and peer influence, academic performance,

personal interests, and many other areas. This will urge themselves to be

receptive to what they would experience in the future.

Conceptual Framework

Independent Variable Dependent Variable

Factors influencing career selection:

• Academic Performance
• Family Influence Grade 12 students' preference

• Peer / Classmate Influence on College courses

• Personality / Personal Interest

• Socioeconomic Status
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 Figure 1. Research Paradigm

The study utilizes the Independent Variable (IV) and Dependent Variable

(DV) Model. The figure above shows the breakdown of variables involve in this

study. Categorized as independent are the factors to consider in career selection.

It includes the family influence, personality / personal interest, peer / classmate

influence, academic performance, and socioeconomic status. Under the

dependent variable is the Grade 12 students' preference on College course. The

single head arrow from the first to the second frame represents a one-directional

relationship between the variables.

Statement of the Problem

The study was directed towards its main objective of knowing the factors

influencing the Laguna Senior High School Grade 12 Students college course

preference.

Specifically, the study answered the following questions:

1. What are the preferred college course of the student–respondents?

2. To what extent is the factor's level of influence in college course preference of

the student–respondents in terms of:

2.1. Academic Performance

2.2 Family Influence

2.3 Peer / Classmates Influence

2.4 Personality / Personal Interest

2.5 Socioeconomic Status

3. Is there any significant relationship between the student–respondents

preferred college course and the factors' level of influence on their preference?

13
Research Hypothesis

There is no significant relationship between the student–respondents

preferred college course and the factors' level of influence on their preference.

Significance of the Study

The following are the beneficiaries of the study:

Students. The main subject of this study will be more informed and able

to understand the selection of college course deeper.

Parents. They can use this research as a guide in helping their children

choose the right course to take in college.

Teachers. They can refer to this study as they advise their students on

how to select a future career wisely.

School Administrators. The conclusions to be drawn in this study can

be used in developing an effective career guidance program.

Researchers. This study will help the researchers develop their

knowledge about the topic.

Future Researchers. This will be a material that they can incorporate into

their research and would enrich their knowledge.

Scope and Delimitation

The coverage of this study is all about the factors influencing the college

course preferences. The population subjected in this research are the grade 12

students in Laguna Senior High School enrolled in the academic year 2022 -

2023.

The researchers limited this study only to LSHS Sta. Cruz, Laguna. There

will be 10 grade 12 students per strand to answer the questionnaire. The three
14
strands are the following: Science, Technology, Engineering, Mathematics

(STEM), Accountancy and Business Management (ABM), and Humanities and

Social Sciences (HUMSS). Hence, a total of 30 respondents will represent the

population.

The factors to be investigated are the academic performance, family

influence, peer / classmate influence, personality / personal interest, and

socioeconomic status. Any other factors are not included in the research study.

Definition of Terms

For the purpose of clarification, important terms used in the study are defined

below:

Academic Performance. It is the evaluation of students' achievement

across different academic subjects.

College Course. It is a program of study lasting a set amount of time,

such as four years, that leads to a graduate certificate or degree.

Family Influence. It is the way that the students' family influences their

selection of career.

Peer / Classmate Influence. It is the manner in which friends and

classmates of students affect their preferred college course.

Personality / Personal Interest. It is the field in which a person's abilities,

knowledge, and skills are perfectly aligned.

Preference. It is the feeling of liking or desiring something over the other

available options.

Socioeconomic Status. It describes where a person stands in the

hierarchy of society as a result of a combination of economic and social elements.

15
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This study will be guided by a collection of similar studies and literature in

this chapter. The reviews, compilations, and analyses of several published works

and earlier studies have been made. Different perspectives and definitions from

various writers and sources were taken into consideration for a greater

comprehension of the study.

Related Literature

Academic Performance

According to Vadivel et al. (2023), one of the most important outcomes of

any educational system is student achievement. Based on their level of

accomplishment, individuals are classed as high achievers, medium achievers, or

poor achievers.

Furthermore, Nazareno et al. (2021) stated that academic performance is

an important thing to consider while deciding on a career choice. They cited the

study of Fizer (2013) to further explain their claim. According to this, students

demonstrating well performance in their field are often reflected by their high

school grade point average. They also revealed that students who can manage

significant academic workloads prefer to pick a job choice that requires many

years of study. Meanwhile, pupils who lack significant intellectual capacity may

be better suited for careers that require less lengthy and difficult academic work.

Husaini & Shukor (2023) asserted that students' intellectual ability to cope

with the academic demands of university education is one of the most significant

risk antecedents regularly reported in the literature. Academic vulnerability is also

highly linked to psychological characteristics such as academic self-efficacy and

16
academic self-control, both of which are significant predictors of long-term

persistence in higher education.

Family Influence

Navin (as cited by Onoshakpokaiye, 2023) suggests that parental

attachment can have a positive correlation with career exploration in children.

When children feel supported and attached to their parents, they are more likely

to feel comfortable exploring different career paths and taking risks in their career

decision-making process. This is because they have a sense of security and

confidence in their relationship with their parents, and may feel more empowered

to pursue their own interests and passions.

Furthermore, Navin suggests that when parents take an active role in their

child's career exploration and development, they can help their child identify and

pursue career opportunities that align with their interests and strengths. This can

lead to greater satisfaction and success in their career paths in the long run.

Overall, Navin argues that parental attachment can foster an environment

in which children feel empowered to explore their career options and pursue their

own interests and passions in a supportive and nurturing environment.

Koçak (2021) explains that it can have both positive and negative effects

on career decision-making. On the one hand, families can provide emotional and

financial support, encouragement, and guidance in terms of career-related

decisions. Especially in cultures where family bonds are strong, parents and

other family members can have a significant impact on shaping their children’s

aspirations and goals regarding career paths. They can also help children to

explore different career options, connect with professionals in related fields, and

navigate the job market.

On the other hand, Koçak notes that the expectations of family members

can sometimes lead individuals to choose a career path that doesn't align with
17
their interests, values, or personality. For example, a family may encourage a

person to pursue a career in medicine or law without considering whether these

fields genuinely interest the individual. As a result, individuals may face pressure

to conform to family expectations which can lead to feelings of dissatisfaction,

stress, or even a career burnout.

Therefore, Koçak suggests that it is important for families to provide

guidance and support while also allowing individuals to make their own career-

related decisions, allowing them to explore and pursue the career paths that

resonate with their interests. Families should encourage a supportive

environment where individuals can discuss their career aspirations and concerns

without fear of judgment, and where they can receive support and

encouragement from their loved ones throughout their career journey.

Peer / Classmate Influence

Kazi and Akhlaq (2017) stated that making a choice after graduating is a

defining path for every person’s life. In view of the fact that this choice and

decisions will be further permanent, and how long it lasts will determine what they

do with their future. However, it is not solely based on the person. It is also

greatly influenced by external factors such as education, environment, parents

and peer influence. These factors connect with the person's innate abilities,

passions, and beliefs.

They further explained that if a person makes a career choice based on

peer influence, they might not be concerned with alternative choices, their true

desires, or whether their choice was even the most advantageous one for them.

They later on may suffer from low confidence and self-esteem problems if they

have no belief and trust on the decision they make. Furthermore, for an

individual's psychological health and future well-being, it is important to make an

18
informed decision after being aware of the external influences, and peers are a

big part of them.

According to Sobolevskaya (2015), peer network is one of the factors that

may influence a students' field of interest for further studies. To back up her claim,

she cited the study of Zakharov and Chernenko which investigated the

educational and employment trajectories of school and higher education

institution graduates. It was found that the popular students among a peer group

influences the most. Even in the context of choosing a career, they are those who

are followed by many. It is stated that the friends of that popular student will most

likely to pursue career similar to him.

In addition, being influenced by peers in choosing a career is correlated to

gender. As stated by them, girls surrounded by peers are more likely to feel

social pressure in their decision making. For instance, in the technical field. It is

possible for them to not pursue it even if their academic performance are superior

than boys. This is due to the fact that they can be persuaded by the people

around about the career being not suitable for them.

Personality / Personal Interest

Sørensen (2016) claimed that personality and degree program that

students choose are correlated to each other. To support it, the author cited the

study of Vedel which revealed that the choice of degree program is affected by

the personality of a student. For instance, an introverted individual may pursue

the field of natural science. Whereas, those who are in to choose psychology and

humanities are characterized as the thoughtful and open people. Sørensen also

quoted a statement from Vedel saying that the results from the study is a

reflection of human's behavior of looking for environment to fit in.

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 According to Alonsagay (2021), personality fit is a leading factor that plays

a role in job satisfaction. The author suggested four reasons why personal traits

should be a basis in career decision making.

Firstly, for better culture fit. An advantage of selecting a career suitable to

one's personality is the comfortability of connecting with colleagues and clients.

There is a higher chance of compatibility with future associates leading to an

effective teamwork.

Furthermore, there is an improved performance resulting to higher job

satisfaction. A suited personality on one's job can lead to career enjoyment since

there is a great productivity and good relationship with workmates. Being faced

with activities that is matched on an individual's abilities and characteristics is

beneficial in developing a positive attitude towards work.

Lastly, personality can help determine one's strengths and weaknesses.

Strengths are useful in knowing the career path that an individual may excel at.

On the other hand, recognition of weaknesses is an opportunity for someone to

work out on those areas that requires improvement.

Socioeconomic Status

Bellibaş (2016) asserted that goal achievement includes a social

component because setting performance targets necessitates evaluating oneself

in comparison to others. He stated that the achievement is not only base on the

socio-economic status, students can also be successful by their own academical

efforts. Some of them are referred to as “resilient” students because they can

“beat the odds” and succeed. For this reason, families with low Socio-economic

status may not effects the child's performance when it comes in education. For

instance, the adolescent seeks intellectual and social interests; they may work in

groups if they enjoy spending time with their friends or if they want to impress

their teacher.
20
 According to Connell (2019), children who move from rural to urban areas

often have lower socioeconomic status families, which has a negative impact on

their academic achievement. However, the mechanisms underlying this link are

not fully understood.

Policymakers are aware of the apparent risk that socioeconomic

differences among students pose to educational equity and efficacy, and they

frequently attempt to address this by allocating more resources to children from

socially and economically disadvantaged. One typical strategy is to reduce the

student-teacher ratio in schools located in more underprivileged areas.

Related Studies

Academic Performance

In the study of Zaini et al. (2021), they cited several authors to support the

argument that academic performance is the most prevalent measure of success

in the academic context and one of the key metrics for evaluating educational

goals. In the employment setting, academic performance is one of the most

important factors in hiring decisions. Qualifications, technical skills, attitude, effort,

non-technical abilities, and employability abilities are among other factors

examined during the hiring process. Scholars have pointed out that academic

performance is a useful indicator for companies making early-stage hiring

decisions.

As stated by Malaguial et al. (2023), one of the criteria that students take

into account while choosing a profession is academic performance. They

discovered that grades play a significant role in predicting the future academic

field for students.

They further explained that academic performance is crucial in terms of

the data used to assess each student's professional potential. This is because
21
this information gives students, teachers, and parents an idea of the areas in

which the students perform above and below average levels, assisting them in

selecting the most appropriate field for them. This demonstrates that the study's

student respondents are more likely to pursue academic interests than those they

believe they will struggle with or unsuitable for their level of academic

performance.

Family Influence

According to Kracke & Noack (as cited by Kumar 2016), parents are

among the most significant influences when it comes to career decision-making,

impacting aspects such as career choice, interests, and values. They highlight

that parents play a critical role in shaping their children's aspirations and work-

related attitudes, as well as providing career guidance and practical support.

Additionally, they emphasize that the quality and degree of parental

support strongly affect the degree of influence that parents have on their

children's decisions. In addition to providing practical and financial support,

parents can also influence children's beliefs and attitudes about their own

occupational abilities and the type of career opportunities they deem suitable.

The way parents react to their children's interests and passions can have a

massive impact on a child's decision-making process regarding career options.

Parents who encourage exploration and support their children's passions can

significantly impact their career trajectory positively.

Alphones (2016) suggested that parents play an important role in their

children's career decision-making process. While individuals have the autonomy

to make their own career decisions, parents can significantly influence their

children's career choices through their words and actions.

The study found that parents can influence their children's career

decisions in several ways. For instance, parents can provide financial support for
22
their children's education and help to expose them to different career options.

Additionally, parents can offer guidance and advice based on their own

experiences and perspectives.

However, the study also noted that parental influence can sometimes

have negative effects on children's career decisions. For example, some parents

may pressure their children to pursue careers that align with their own interests or

expectations, which may not align with the children's own preferences or goals.

Likewise, some parents may discourage or withhold their support for certain

career choices based on their own biases or perceptions.

Overall, Alphones suggests that parental influence is an important factor

to consider when making career decisions, but children should ultimately have

the autonomy to pursue careers that align with their own interests and goals,

rather than feeling obligated to fulfill their parents' expectations.

Peer / Classmate Influence

Oduh et al. (2020) asserted that peer influence has a positive and

negative impact to the career decision making of students. One of its positive

impacts is the ability to broaden one's perspectives and explore alternative

solutions. When presented with a decision, peers can provide valuable insights

and ideas that may have been missed, or that an individual may not have

considered on their own. Additionally, in decision-making contexts that require

creative thinking, the diversity of perspectives within a peer group can enhance

the quality of the decision making process by generating high-quality, novel

solutions.

However, peer influence can lead to conformity, where an individual may

feel pressured to conform to the behavior and attitudes of their peer group, even

if it goes against their own values or beliefs. This can lead to poor decision

23
making and can be detrimental to personal growth. This can lead to an individual

sacrificing their own values just to fit in or be accepted by the people around them.

In conclusion, peer influence can have both positive and negative effects

on decision making. While peer influence can provide valuable insights and social

support, it can also lead to negative peer pressure and conformity, leading an

individual to engage in behaviors not otherwise in their best interest. Hence, it is

important for them to carefully evaluate the influence of peers on their decision

making, ensure that they are making informed choices that align with their values

and beliefs, and to cultivate a supportive peer network that reinforces positive

behaviors and attitudes.

According to Kaur (2020), girls are more influenced by peers than boys

when it comes to career decision making. This phenomenon can be attributed to

various factors.

Firstly, socialization plays a crucial role in shaping an individual's

perception of gender roles and expectations. From a young age, girls are often

socialized to value relationships and prioritize the opinions of others. In contrast,

boys are encouraged to be independent and self-reliant. This difference in

socialization can lead to girls being more susceptible to peer influence when it

comes to making decisions, including career choices.

Secondly, society often associates certain careers with specific genders,

leading to the perpetuation of gender stereotypes. For instance, the STEM fields

are often seen as male-dominated, while careers in education or healthcare are

perceived as female-dominated. These can influence how girls perceive their

abilities and limit their career options. Peer influence can further reinforce these

stereotypes leading to girls choosing careers that align with their peers'

expectations rather than their interests and abilities.

Lastly, cultural norms also contribute to this phenomenon. In some

cultures, women are expected to prioritize family and domestic responsibilities

24
over their careers. This expectation can lead to girls being discouraged from

pursuing careers that require long hours or travel, so they have to choose flexible

or family-friendly careers. Peer influence can further reinforce these norms,

leading to girls deciding based on peers' expectation.

In conclusion, girls are more influenced by peers than boys when it comes

to career decision. This is due to factors of socialization, gender stereotypes, and

cultural norms. To address this issue, it is crucial to provide girls with access to

diverse career options and encourage them to pursue their passions and

interests. Additionally, parents, teachers, and mentors should play an active role

in guiding and supporting them in this process. It can result on empowered girls

deciding rationally than choosing a career as a result of peer pressure.

Personality / Personal Interest

The study of Kemboi et al. (2016) based their investigation on Holland's

Theory of

Career Choice. Their findings revealed that there is a relationship between

personality and career choice. For instance, there are more investigative type of

students in the same field of career than those who are of other personalities.

However, there are still some whose taking up professional training that is not

aligned with their personality.

The authors recommended that career planning should start as early as a

student joins secondary school. Career guidance should be developed in a way

that it will help students to be more aware of their personality and explore various

career options. This would then result to the students' selection of career suited

to their interests and abilities.

Humayon et al. (2018) stated that there is a positive relationship between

personal interests and career choice, based on their study's results. It has lead to

the conclusion that someone who is pursuing a field aligned to their personality
25
will undoubtedly do their best to reach their goals. Also, their interest will

encourage them to explore more of the activities that they will enjoy.

Similar to the previously mentioned study, Humayon et al. suggested that

students must recognize their skills, interests, and personality. Alongside with it,

those who are surrounding them should provide an environment that will allow

students to discover their true self. It is recommended that they should start the

career decision making as early as possible so there will be a lower chance of

failing before attaining success.

Socioeconomic Status

As stated by Gobena (2018), socio-economic status affects students’

academic attainment at the college level. The study found that there were more

boys than girls in the sample. From this, the researcher concluded that family

with low socio-economic status tends to let their male child to continue college

than their daughter. Most respondents' fathers had higher levels of education

than their mothers. This supported the research's inferences, showing that

educated families encouraged and guided their children's academic success.

Furthermore, Gobena asserted that learners who’s the family had higher

educational levels statistically have a far better likelihood of enrolling in tertiary

education. Accordingly, the study suggests that politicians, leaders, media

professionals, curriculum designers, educators, researchers, and policymakers

should all take seriously the fact that students from low-income families face

significant disadvantages in terms of completion of their education, and training at

the tertiary level.

The study of Nazareno et al. (2020) argues that students whose parents

have higher income may be more likely to choose difficult track since their

parents can provide more learning opportunities and educational resources. Its

findings imply that career tracks are not intended to be chosen equally by an
26
individual since there is a corresponding financial requirement when pursuing a

particular career. Wherein, family with low financial income often choose a career

requiring minimal investments but resulting in an immediate reward.

Also, since a student's career path choice may be influenced by their

socioeconomic status, it is critical to support students who want to pursue career

paths that demand significant financial resources. For an example, scholarships

programs may be made available to students in order to support their needs to

continue to pursue their college.

According to Tortor et al. (2020) financial status of students has a

significant influence in choosing a field. Most of the students pursuing high level

of education choose a track base on what financial status and capability they

have. Despite this, they do not base on their parents’ and peer wants or

suggested track that they would take. Students are mature enough to make their

own decisions but still needs to ensure and measure their financial capability.

This is done while seeking for guidance and support from their parents’ and

friends. In the end, the study recommended that school should have a financial

orientation for students to widen their financial literacy.

The above presented review of related literature and studies illuminated

the existing body of knowledge surrounding the research topic. By synthesizing

and analyzing a wide range of sources, this review provided a comprehensive

understanding of the subject matter, identified research gaps, and highlighted

areas for further investigation. It serves as a solid foundation for the subsequent

chapters, enabling a more informed and rigorous exploration of the research

problem.

27
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study,

research procedure, research instrument and the statistical treatment used to

measure and interprets the findings of this study.

Research Design

Quantitative descriptive research design was used for this study. It is a

non-experimental research design in which the variables are measured

numerically but the researcher does not manipulate the variables being

investigated. This research design is seemingly fitted to the study as it help to

determine the extent of the factor's level of influence in college course preference

of grade 12 students in Laguna Senior High School.

According to Sirisilla (2023), scientists and researchers use descriptive

research design to gather information about a specific group. This type of

research provides a detailed and accurate picture of a population's or subject's

characteristics and behaviors. Descriptive research enables researchers to better

understand a particular problem by observing and gathering data on it. It also

offers insightful information that can guide future research.

The researchers chose to use this method for the reason that it seemed to

be best suited to the study. It will assist them to achieve the intended outcomes.

Particularly, to obtain an accurate and comprehensive understanding of the

population being studied.

Respondents of the Study

The target population of the study were the grade 12 students in Laguna

Senior High School enrolled in the academic year 2022-2023. The respondents

of the study were the selected students who served as a representative sample
28
of the entire population. That is to say, there were 10 students who responded

from each strand - the STEM, ABM, and HUMSS.

The respondents were chosen through stratified sampling technique.

Thomas (2020) stated that a population is divided into homogeneous

subpopulations termed strata in a stratified sample. Specific distinctions such as

race, gender identity, locality, and others are used to create this segmentation.

Researchers rely on stratified sampling when a population's traits are varied and

they want to make sure that each characteristic is accurately represented in the

sample. This aids in the study's validity and generalizability while preventing

biases in the research process like under coverage bias.

The selection of the respondents was based on students' strand. This is

to assure that the researchers will obtain data that represents the whole

population fairly.

Research Procedure

This study focuses on College Course: Factors Influencing Laguna Senior

High School Grade 12 Students’ Preferences. This study aims to know the

relationship between Senior High School Strand and College Course. The

researcher seeks for past studies to be a reference for them to have a

background knowledge about the research that they’ll be creating. They then

started to create chapters 1 to 3. The questionnaire was prepared and

administered to the respondents in order to determine the factors influencing the

college course preference of Grade 12 Senior High School Students’ and the

gathered data were tabulated to come up with an accurate result.

29
Research Instrument

The researchers utilized the Quantitative maximal precision and relevance

of the information obtained. The researchers-made questionnaires were the

methods employed to gather vital data.

The survey instrument selected for this investigation was a structured

questionnaire that incorporated inquiries associated with the five crucial factors

influencing college course choice among SHS students.

These factors include Academic Performance, Family/Parental Influence,

Peer/Classmate Influence, Personality, and Socioeconomic Status.

The said questionnaire was installed using the Likert Scale, a

classification of rating scales applied in gauging attitudes and opinions. This

approach requires respondents to score specific items based on their level of

agreements (Bhandari et. Al, 2023).

In order to acquire credible information, the respondents recorded their

answers by checking or marking the boxes provided, alongside a rating range of

one to five, based on the extent to which factors influenced their choice college

course.

This strategy guarantees that guesswork is never a feature when

gathering valuable data. The respondents were asked to choose from the (5)

scales given below:

Scale Range Description

5 4.21-5.00 Very Much

4 3.41-4.20 Much

3 2.61-3.40 Moderate

2 1.81-2.60 Little

1 1.00-1.80 Not at All

Table 1: Rating Scale

30
Statistical Treatment of Data

Descriptive statistics were used for analysis and interpretation of all data.

The following were used to present the study's findings:

(i) Percentage. To make sure that misleading impressions were not

formed during the study, this was utilized to ascertain the

respondents' preferred college course and to compare the results.

(ii) Mean. This was used to calculate the average of the students'

response regarding how their preferred college course was

influenced by their socioeconomic status, family, peers, academic

performance, and personal interest.

(iii) Pearson-r. This was utilized to determine the degree to which

factors impacting career choice and preferred college courses of

grade 12 students at Laguna Senior High School significantly

correlate with one another.

31
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION DATA

This chapter includes data presentation, analysis, and interpretation. The

information was examined and interpreted in light of to the data gathered from the

surveys that the respondents had previously completed. It was properly

presented and discussed to provide the researchers with information that will help

them better comprehend the problem of this investigation as well as offer a

solution.

FIGURE 2. PREFERRED COLLEGE COURSE OF STUDENT-RESPONDENTS

According to the survey performed among STEM, ABM, and HUMSS

students, the most preferred courses are Engineering and Education, each with a

23.08% choice rate. This outcome can be interpreted as aligned with the

corresponding strands’ subjects, with engineering being closely related to

32
sciences, technology, engineering, and mathematics – the central STEM

curriculum core.

Furthermore, a teaching career as facilitated by the Education course

could be attractive to students from any strand.

Criminal Justice is another preferred course among students, with 11.54%

of the survey population expressing interest. This outcome may be related to the

HUMSS strand’s emphasis on social sciences, which could provide more insights

into societal issues, philosophy and law which Criminal Justice shares with that

strand.

It is interesting to observe that Accountancy did not receive any interest in

the survey. This finding could be interpreted as influenced by the challenging

nature of the course that requires advanced mathematical knowledge and an

analytical mindset, as more often found in ABM students.

In addition, we note from the conducted survey that Business and Social

Sciences courses received a relatively low percentage of the preference rate,

each holding at 7.69%. Information Technology and Hospitality and Tourism

Management also had low demands, both with 3.85% registered preference rates.

On the other hand, Healthcare relate courses were preferred by 3.85% of

students.

TABLE 2. RESULTS OF ACADEMIC PERFORMANCE’ LEVEL OF

INFLUENCE

STATEMENTS MEAN VERBAL DESCRIPTION

1. I'm good at a specific subject. 4.27 Very Much

2. I look at my ability such as knowledge 4.33 Very Much

and skills.

3. I consider choosing a course base on 4.07 Much

what subject I'm good at.

33
4. I consider my grades as a basis for my 4.10 Much

future career path.

5. I relate my academic performance to 4.07 Much

anything I do.

TOTAL 4.17 Much

Table 2 shows the result of academic performance' level of influence on

the college course preference of the students. It demonstrates that Laguna

Senior High School grade 12 students look at their ability such as knowledge and

skills in selecting a course, garnering the highest mean of 4.33, out of five

statements. This is followed by the saying that the students are good at a specific

subject (4.27). Considering the students' grades as a basis is also significant

(4.10). Two statements gained 4.07, the lowest computer mean. The first one

state that students choose a course based on the subject they excel at. The other

tell that students relate their academic performance to anything they do.

The academic performance factor gained a total mean of 4.17 which

interprets as much influential in choosing a course for college.

This finding supports Sugano and Mamolo (2021) who suggests that

academic performance as reflected by grades are significant in figuring out each

student's professional strength. It allows the parents, instructors, and students to

be aware of the areas in which their children excel and their levels in various

fields to aid students in selecting the best career path for them. Accordingly, the

student-respondents are most likely to pursue a college course based on their

abilities and knowledge.

34
 TABLE 3. RESULTS OF FAMILY’S LEVEL OF INFLUENCE

STATEMENTS MEAN VERBAL DESCRIPTION

1. My family is always there to help me 3.90 Much

make decisions.

2. My family has the greatest influence on 3.87 Much

me and my decisions.

3. My family wants what's best for me. 4.20 Much

4. I allow my parents to decide which 3.20 Moderate

course to take.

5. The education level of my parents 3.37 Moderate

influences my career decision.

TOTAL 3.71 Much

According to Table 3, most of the family wants the best for their children.

This statement gained the highest mean (4.20) among the five statements in

terms of the family’s level of influence on college course preference. This is

followed by the statement saying their family is always there to help their child in

making decisions (3.90). The family has the great influence on students and their

decisions (3.87).

The mentioned statements are all found to be much. However, the

statements about the education level of parents influencing student career

decision (3.37) and students allowing their parents to decide which course to take

(3.20) was found to be moderate.

Connections were discovered between students and their family in terms

of decision making, in the past studies. It turns out that family even have the

greatest effect on their children’s decision. However, in this study, the total mean

35
of family level of influence is much. It only implies that family has influences

career decision making of the students, affect the students not that extremely.

TABLE 4. RESULTS OF PEER / CLASSMATE’S LEVEL OF

INFLUENCE

STATEMENTS MEAN VERBAL DESCRIPTION

1. My peer encourages me to select a 4.13 Much

course that I enjoy taking.

2. My peer motivated me to take action to 3.97 Much

fulfill my ambitions.

3. I favor my peer group, when I choosing a 3.60 Much

course.

4. My friends provide valuable insight as I 3.77 Much

decide on the college course I am to take.

5. I select a course according to my friends 2.67 Moderate

preference.

TOTAL 3.63 Much

The total mean for the peer/classmate factor is 3.63, which is interpreted

as an extremely influential factor in influencing choosing a college course.

According to the survey’s result for Table 4, the statement that got the

highest mean (4.13) is statement number 1, which means that students in

Laguna Senior High School (LSHS) are encouraged by their peers to select a

course that they’ll enjoy taking. Then, it is followed by that the students in LSHS

are getting motivated by their peers to take action to fulfill their ambitions (3.97),

and friends of students in LSHS provides valuable insight as they decide on the

college course that they’re going to take (3.77). It is also interpreted that the

students in LSHS they favor their peer group when choosing a course (3.60), and

36
finally, the students in LSHS having to select a course according to their friend’s

preference which is a moderate description with a mean of 2.67.

With this, it is stated in the study by Kazi and Akhlaq (2017) that a person

making a career choice will later suffer from low confidence and self-esteem

problems if they have no belief and trust in their own decision. Thus, their peers

will encourage them to take any course that they’ll enjoy taking.

TABLE 5. RESULTS OF PERSONALITY / PERSONAL INTEREST’S LEVEL

OF INFLUENCE

STATEMENTS MEAN VERBAL DESCRIPTION

1. I think about what I enjoy doing when 4.43 Very Much

making decisions.

2. I rely on what I'm good at to guide my 4.13 Much

path.

3. I'm motivated by my excitement to 4.30 Very Much

achieve a career or degree I desire.

4. I prefer to do things that make me 4.50 Very Much

happy.

5. When choosing a college course, I 4.40 Very Much

consider my own interests and passion.

TOTAL 4.33 Very Much

Table 5 the results of personality/personal interest’s level of influence. It

states that the students prefer to do things that make them happy, leading to the

highest mean of 4.50 obtained by the fourth statement. Then, it followed by the

statement saying that students think about what they enjoy doing when making

decisions (4.43) and that personal interests were considered when choosing a

college course (4.40). The total mean of the fourth statement saying that they are

37
motivated by their excitement to achieve a career they desire also reflects that it

is very much significant. Finally, they rely on what they’re good at to guide their

path (4.13).

The personality/personal interest factor gained a total mean 4.33 which

interprets as much influential choosing a college course.

Nyamwange (2016) stated that prior knowledge of a profession is

essential for igniting and sustaining interest in an industry, which corresponds

with the data presented here. This is because prior knowledge actually prepares

a person for the circumstances surrounding the acquisition and selection of a

career, which explains in part why the overall mean for this component is

interpreted as very much influential in LSHS students’ choice of college.

TABLE 6. RESULTS OF SOCIOECOMIC STATUS’ LEVEL OF INFLUENCE

STATEMENTS MEAN VERBAL DESCRIPTION

1. I choose a course base on what I think 4.27 Very Much

that best for me.

2. Financial difficulties affect my study. 4.33 Very Much

3. My financial status matters when I 4.07 Much

decide on my future career path.

4. My parents have a stable income to 4.10 Much

support my studies.

5. I have siblings (sisters and brothers). 4.07 Much

TOTAL 4.17 Much

Table 6 depicts the level to which socioeconomic status influences

student preferences. Among the five statements, the statement about financial

difficulties affecting students' studies had the highest mean (4.33). This indicates

that a socioeconomic status can influence the student preferences when it comes

38
to determining and selecting a college course. Then, it followed by students

choosing a course base on what they think is best for them (4.27). In fourth

statement the researchers ascertain that parents with steady income may further

support their child's studies with a mean of 4.10. Last, the third and fifth

statement had the same mean of 4.07.

The accumulative mean of the Socioeconomic status factor is 4.17, which

is interpreted as a Much influential as students' preferences in choosing a course

in college.

This finding validates the findings of Vadivel et al.'s (2023) study, which

discovered that the financial status of parents has a significant impact on

children's scholastic attainment. In general, children from low socioeconomic

backgrounds perform poorly in school. Children from low-income families do not

have access to a proper learning environment.

TABLE 7. SIGNIFICANT RELATIONSHIP BETWEEN THE COLLEGE COURSE

PREFERENCE AND THE FACTORS’ LEVEL OF INFLUENCE

PREFERRED FACTORS

COLLEGE INFLUENCING r P REMARKS DECISION

COURSE CAREER value value

SELECTION

Preferred 0.27 0.14 Very low Accept the

College Academic positive null

Course Performance correlation hypothesis

Preferred 0.21 0.27 Very low Accept the

College Family Influence positive null

Course correlation hypothesis

Preferred Peer / Classmate 0.28 0.13 Very low Accept the

College Influence positive null

39
Course correlation hypothesis

Preferred Personality / 0.25 0.18 Very low Accept the

College Personal Interest positive null

Course correlation hypothesis

Preferred 0.12 0.54 Very low Accept the

College Socioeconomic positive null

Course Status correlation hypothesis

As shown in Table 7, all the factors have a very low positive correlation,

as reflected by their corresponding r value. It indicates that, although both

variables tend to go up in response to one another, the relationship is not very

strong.

Moreover, the calculated P-value resulted to a decision of accepting the

null hypothesis. Academic performance, family influence, peer influence,

personality / personal interest, and socioeconomic status had a P-value greater

than 0.05, which is the level of significance. Therefore, there is no significant

relationship between the student-respondents' preferred college course and the

factors' level of influence on their preference.

40
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter discusses the summary, finding, conclusion drawn, and

recommendations.

Summary

This study endeavors to ascertain the underlying factors that influence the

college course preferences among selected Grade 12 students in Laguna Senior

High School. The research aims to provide answers to the following questions:

1. What are the preferred college course of the student-respondents?

2. To what extent is the factor’s level of influence in college course

preference of the student-respondents in terms of:

a) Academic Performance

b) Family Influence

c) Peer/Classmates Influence

d) Personality/Personal Interest

e) Socioeconomic Status

3. Is there any significant relationship between the student-respondents

preferred college course and the factors’ level of influence on their

preference?

This study was conducted at Laguna Senior High School, located in Sta.

Cruz, Laguna, during the academic year 2022-2023. To address this research

problem, the researchers carefully determined and collected essential information

through the utilization of a survey. The main data source for this study was a

questionnaire, systematically completed by a chosen sample of thirty (30) Grade

12 students enrolled at Laguna Senior High School. The research design

adopted for this study is descriptive. The survey questionnaire served as the
41
primary instrument employed to gather the required information. The descriptive

presentation of data was accomplished using weighed mean and percentage

calculations, while the inferential presentation employed the Pearson correlation.

Findings

Among the 30 respondents, 23.08% preferred engineering as their course in

college alongside Education. 15.38% of students chose "other" courses that are

either not included in the provided courses in questionnaire or they are undecided.

Furthermore, criminal justice got the rate of 11.54 while social sciences and

business got the same rate of 7.69. Next, hospitality and tourism, information

technology, and healthcare got the same accumulated rate of 3.85, leaving the

college course of accountancy at the rate of 0%.

The factor of personality/personal interest got the highest mean of 4.33 with

the verbal interpretation of "very much". Academic performance has a mean of

4.17, as well as socioeconomic status were indicated as "much". With the mean

of 3.71, the family influence factor had a verbal description of "much". Lastly, the

factor of peer influence got the lowest mean of 3.63, interpreted as "much".

Testing the null hypothesis resulted to the acceptance of it as reflected by

the calculated P-value of each factor. Also, r-value demonstrates that the factors

have a very low positive correlation in accordance to the preferred College

course of Laguna Senior High School students.

Conclusion

Based on the data gathered and analyzed, it was concluded that:

The majority of students preferred taking Education and Engineering as their

course for college. It was followed by "others", which are career not specified in

the survey questionnaire. It was by Criminal Justice, Business, Social Sciences,

Healthcare, Hospitality and Tourism, and Information Technology.

In terms of the factors' level of influence the personality/personal interest

gained the highest total mean interpreted as the only factor with very much
42
influence. It was followed by academic performance and socioeconomic status

with similar total mean. Family comes at fourth place and lastly, peer/classmate

influence.

In terms of significant relationship between the variables, none of the

investigated factors affect the students' college course preference. However, all

factors had very low positive correlation with preferred college course.

Recommendation

In line with the conclusions drawn from the findings, the researchers

recommend the following:

1. Personality factor obtained the highest level of influence. That is why, the

researchers recommend future grade 12 students to choose a college

course that is aligned to their personal interest, knowledge, and abilities.

2. For students who have not yet decided about their college course, it is

highly suggested to assess themselves first before selecting a college

course.

3. As for family members, proper guidance is necessary during their

children's decision making and pressure should not be given to them.

4. It is recommended for peers to provide vital insights to their friends during

their selection of college course.

5. For school administrators, the researchers recommend to establish a

program that will contribute to the self-awareness of the students and will

help them in career decision making.

6. For future researchers, it is highly suggested to use other variables for

further investigation of the research topic.

43
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46
 APPENDIX A

REQUEST FOR SURVEY

47
CERTIFICATE OF QUESTIONNAIRE VALIDATION

48
 APPENDIX B

QUESTIONNAIRE

49
 APPENDIX C

DATA MATRIX

ACADEMIC PERFORMANCE

RESPONDENTS E1 E2 E3 E4 E5 MEAN
1 4 4 4 5 4 4.20
2 5 4 5 5 5 4.80
3 4 4 4 4 4 4.00
4 5 4 4 5 4 4.40
5 5 5 4 4 4 4.40
6 5 4 4 5 4 4.40
7 4 4 4 3 3 3.60
8 3 3 2 3 3 2.80
9 3 3 3 1 2 2.40
10 4 4 5 4 4 4.20
11 5 4 3 3 3 3.60
12 4 4 4 3 3 3.60
13 4 4 2 5 5 4.00
14 4 4 3 4 3 3.60
15 5 5 5 3 4 4.40
16 4 5 5 5 5 4.80
17 4 5 5 5 5 4.80
18 5 4 5 3 4 4.20
19 3 4 2 3 3 3.00
20 3 4 3 3 4 3.40
21 3 4 3 4 4 3.60
22 3 4 3 3 4 3.40
23 5 5 5 5 5 5.00
24 5 5 5 5 4 4.80
25 5 5 5 5 5 5.00
26 5 5 5 5 4 4.80
27 5 5 5 5 5 5.00
28 5 5 5 5 5 5.00
29 5 5 5 5 5 5.00
30 4 5 5 5 5 4.80
MEAN 4.27 4.33 4.07 4.10 4.07

50
 FAMILY INFLUENCE

RESPONDENTS B1 B2 B3 B4 B5 MEAN
1 3 4 4 2 2 3.00
2 1 2 4 1 1 1.80
3 3 4 4 2 3 3.20
4 4 5 5 4 4 4.40
5 3 4 2 5 4 3.60
6 4 2 3 3 2 2.80
7 4 4 5 5 3 4.20
8 3 3 3 3 3 3.00
9 4 4 3 4 3 3.60
10 5 4 5 4 4 4.40
11 4 3 4 2 2 3.00
12 5 5 5 4 4 4.60
13 5 5 5 4 4 4.60
14 3 3 4 4 4 3.60
15 5 4 5 3 5 4.40
16 1 3 3 1 3 2.20
17 5 5 5 3 3 4.20
18 3 2 4 1 1 2.20
19 3 3 4 3 3 3.20
20 5 5 5 4 4 4.60
21 5 5 4 4 4 4.40
22 4 5 3 3 3 3.60
23 5 4 5 4 4 4.40
24 5 4 5 1 4 3.80
25 4 3 5 4 3 3.80
26 4 5 5 3 4 4.20
27 4 4 5 5 5 4.60
28 4 3 3 3 3 3.20
29 4 4 4 4 4 4.00
30 5 5 5 3 5 4.60
MEAN 3.90 3.87 4.20 3.20 3.37

51
 PEER/CLASSMATE INFLUENCE

RESPONDENTS C1 C2 C3 C4 C5 MEAN
1 5 4 4 4 4 4.20
2 5 5 3 5 5 4.60
3 4 4 3 4 3 3.60
4 2 2 1 1 1 1.40
5 4 4 3 3 1 3.00
6 5 4 3 4 1 3.40
7 4 3 3 4 2 3.20
8 4 3 3 3 3 3.20
9 3 3 3 3 3 3.00
10 4 4 3 4 3 3.60
11 4 4 3 3 2 3.20
12 4 3 3 3 2 3.00
13 4 5 4 5 4 4.40
14 3 3 4 4 4 3.60
15 3 3 3 3 2 2.80
16 4 4 4 4 2 3.60
17 4 4 3 3 2 3.20
18 3 4 3 4 3 3.40
19 3 3 3 4 2 3.00
20 4 5 4 4 4 4.20
21 4 4 4 3 3 3.60
22 5 4 5 5 2 4.20
23 5 5 5 5 5 5.00
24 5 5 4 5 1 4.00
25 5 5 5 4 1 4.00
26 5 4 4 5 4 4.40
27 5 5 5 5 4 4.80
28 5 5 5 3 2 4.00
29 5 5 5 3 4 4.40
30 4 3 3 3 1 2.80
MEAN 4.13 3.97 3.60 3.77 2.67

52
 PERSONALITY/PERSONAL INTEREST

RESPONDENTS A1 A2 A3 A4 A5 MEAN
1 4 3 3 4 4 3.60
2 4 3 5 5 5 4.40
3 4 4 4 4 4 4.00
4 4 4 4 5 5 4.40
5 4 3 3 3 3 3.20
6 4 4 5 4 5 4.40
7 4 4 3 4 1 3.20
8 3 2 1 4 3 2.60
9 5 5 4 4 4 4.40
10 4 4 4 5 5 4.40
11 4 3 4 5 5 4.20
12 4 3 4 4 4 3.80
13 5 4 5 4 5 4.60
14 4 4 4 3 4 3.80
15 5 4 4 5 4 4.40
16 5 5 5 5 5 5.00
17 5 5 5 5 5 5.00
18 5 5 4 5 5 4.80
19 4 4 5 4 3 4.00
20 4 4 3 4 5 4.00
21 5 5 5 4 4 4.60
22 4 4 5 5 4 4.40
23 5 5 5 5 5 5.00
24 4 5 4 5 5 4.60
25 5 5 5 5 5 5.00
26 5 5 5 5 5 5.00
27 5 5 4 5 5 4.80
28 5 4 5 5 5 4.80
29 5 4 5 5 5 4.80
30 5 5 4 5 5 4.80
MEAN 4.43 4.13 4.20 4.50 4.40

53
 SOCIOECONOMIC STATUS

Respondents D1 D2 D3 D4 D5 MEAN
1 4 5 5 2 5 4.20
2 5 5 5 5 1 4.20
3 4 5 5 4 5 4.60
4 4 1 1 5 5 3.20
5 4 1 1 5 5 3.20
6 5 2 3 4 5 3.80
7 2 3 3 4 5 3.40
8 3 2 2 2 3 2.40
9 4 4 4 3 4 3.80
10 5 5 5 2 3 4.00
11 5 3 4 4 5 4.20
12 4 3 3 3 5 3.60
13 5 4 5 4 5 4.60
14 4 4 4 2 5 3.80
15 5 1 2 5 5 3.60
16 5 4 4 4 5 4.40
17 5 5 5 3 5 4.60
18 4 4 4 3 5 4.00
19 4 4 3 3 5 3.80
20 5 4 5 4 3 4.20
21 4 4 4 3 4 3.80
22 4 1 2 3 5 3.00
23 5 5 5 5 5 5.00
24 5 4 5 4 5 4.60
25 5 3 4 4 5 4.20
26 5 5 3 3 4 4.00
27 4 5 4 5 4 4.40
28 5 4 4 4 4 4.20
29 5 4 4 4 4 4.20
30 5 2 2 4 1 2.80
MEAN 4.43 3.53 3.67 3.67 4.33

54
 APPENDIX D

DOCUMENTATION

55
 CURICULLUM VITAE

LEALYN AMONELO
Brgy. Pagsawitan, Sta. Cruz, Laguna
Contact No.: 09362614879
Email: [email protected]

I am looking for a job that will allow me to see and understand the world more
broadly. To continue developing my abilities, skills, and intellect, especially within
the education or teaching environment.

EDUCATION

2022-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL
Academic Track / Humanities and Social Sciences
Strand

2015-2019
JUNIOR HIGH SCHOOL
PEDRO GUEVARRA MEMORIAL NATIONAL HIGH SCHOOL

2010-2015
ELEMENTARY
PAGSAWITAN ELEMENTARY SCHOOL
Academic Excellence: With Honor

SKILLS

➢ Organization
➢ Critical Thinking
➢ Verbal and Written Communication
➢ Active Listening
➢ Leadership

I hereby certify that the above given information are true and correct to my knowledge
and belief.

LEALYN AMONELO
Applicant

56
 ZANDRA BIORE
Sitio 1 Brgy. Palasan Santa Cruz, Laguna
Contact No.: 09530046692
Email: [email protected]

To get an opportunity where I can make the best of my potential and contribute to
the organizations growth.

EDUCATION

2021-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL Academic
Track / Humanities and Social Sciences Strand

2017-2021
JUNIOR HIGH SCHOOL
PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL

2010-2017
ELEMENTARY
PALASAN ELEMENTARY SCHOOL

SKILLS

➢ Set the allows students to share their ideas.

➢ Ability the priorities task and deadlines.
➢ Need to understand the findings mentors networking is a key component for
success.

I hereby certify that the above given information are true and correct to my
knowledge and belief.

ZANDRA BIORE

Applicant
57
 LADY HANNAH PASUMBAL
Purok 1 Narra, Brgy. Malinao, Majayjay, Laguna
Contact No.: 09206105896
Email: [email protected]

To acquire valuable knowledge and skills to complement those that I’ve learned from school in an
actual job environment. In return, I offer my service and determination to be an asset to the school
throughout the duration of my work immersion period.

EDUCATION

2021-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL
Academic Track / Humanities and Social Sciences
Strand

2017-2018, 2018-2020
JUNIOR HIGH SCHOOL
RECTO MEMORIAL NATIONAL HIGH SCHOOL
STA. CATALINA INTEGRATED NATIONAL HIGH SCHOOL

2010-2016
ELEMENTARY
GAUDETE STUDY CENTER INC.

SKILLS

➢ Organizational. I can stay focused on different tasks, and use your time, energy,
strength, mental capacity, and physical space.
➢ Communication. I am good at listening and I can interact with different people with
formality and manner.
➢ Pursuit of learning. I am willing to learn other things.

I hereby certify that the above given information are true and correct to my knowledge
and belief.

LADY HANNAH PASUMBAL

Applicant

58
 NOVELTY QUINIO
Brgy. Pagsawitan, Sta. Cruz, Laguna
Contact No.: 09297236726
Email: [email protected]

My goal is to broaden my perspective on the world while also developing my work

ethics, improving my communication skills, enhancing my knowledge and skills,
and applying the principles I've learned in real-life situations.

EDUCATION

2021-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL
Academic Track / Humanities and Social Sciences
Strand

2017-2021
JUNIOR HIGH SCHOOL
PEDRO GUEVARRA MEMORIAL NATIONAL HIGH SCHOOL
Academic Excellence: With High Honor

2010-2017
ELEMENTARY
PAGSAWITAN ELEMENTARY SCHOOL

SKILLS

➢ Creativity. I can use my imagination to generate new ideas and see things in a
unique perspective.
➢ Emotional Intelligent. I am able to recognize, interpret, and regulate my own
emotions, as well as understand the emotions of others.
➢ Listening. I can provide my full attention to people and respond appropriately.
➢ Leadership. I can lead a group with the goal of always performing and finishing a
task well.

I hereby certify that the above given information are true and correct to my knowledge
and belief.

NOVELTY QUINIO
Applicant

59
 HELENA ABIGAYLE SABLAN
Agawin Road Brgy. Calusiche, Pagsanjan, Laguna
Contact No.: 09362942861
Email: [email protected]

I am highly motivated to actively pursue new opportunities, with the intention of

broadening my horizon and deepening my understanding of the world.

EDUCATION 2021-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL Academic
Track / Humanities and Social Sciences Strand

2017-2021
JUNIOR HIGH SCHOOL
PAGSANJAN INTEGRATED NATIONAL HIGH SCHOOL
Academic Excellence: With Honor

2010-2017
ELEMENTARY
SAMPALOC ELEMENTARY SCHOOL
Academic Excellence: With Honor

SKILLS
 Possesses effective communication skills and can
proficiently transmit messages.
 Demonstrates adaptability in various environments.
 Effectively manages time, tasks, and resources.

I hereby certify that the above given information are true and correct to my
knowledge and belief.

HELENA ABIGAYLE SABLAN

Applicant

60
 LHERA VALENZUELA
Brgy. Pagsawitan, Sta. Cruz, Laguna
Contact No.: 09534259929
Email: [email protected]

To obtain a teaching job that will allow me to continue develop my skills, abilities,
and intellect. A training ground that will serve as a foundation for the path I am
planning to take up in the future.

EDUCATION

2021-Present
SENIOR HIGH SCHOOL
LAGUNA SENIOR HIGH SCHOOL
Academic Track / Humanities and Social Sciences
Strand

2017-2021
JUNIOR HIGH SCHOOL
PEDRO GUEVARRA MEMORIAL NATIONAL HIGH SCHOOL
Academic Excellence: With High Honor

2010-2017
ELEMENTARY
MAYLATANG II ELEMENTARY SCHOOL
Academic Excellence: With Honor

SKILLS

➢ Leadership. I can handle a group with an aim to always perform a task well.
➢ Communication. I can interact with people around me in appropriate level of
formality.
➢ Time-management. I give enough time for the tasks I have to do and prioritize
what's important.
➢ Basic Computer Literacy. I can navigate a computer to make documents, and
powerpoint presentation.

I hereby certify that the above given information are true and correct to my knowledge
and belief.

LHERA VALENZUELA
Applicant

61