Level of Decisiveness of Grade 11 STEM Students' College Program Selection at Jose Rizal

University

A Final Research Paper Submitted in Partial Fulfillment of the Requirements of the

Subject

RSC S112: QUANTITATIVE RESEARCH

By:
GROUP LEADER:
Jann E. Beriña

GROUP MEMBERS:
Ryan Justin L. Flores
Ged Moises L. Garcia
Mykeisha Louie Y. Mangaron
Leahnna Jovel N. Pangan

2024

1
 TABLE OF CONTENTS

Title Page ………………………………………………………….. 1

Table of Contents ………………………………………………….. 2
Acknowledgement ………………………………………………… 3
Abstract ……………………………………………………………. 4

1. INTRODUCTION
Introduction ……………………………………………………….. 5
Background of the Study ………………………………………….. 5
Statement of the Problem …………………………………………. 8
Conceptual Framework …………………………………………… 9
Significance of the Study …………………………………………. 10
Scope and Delimitation of the Study ……………………………… 11
Operational Definition of Terms ………………………………….. 12

2. METHODOLOGY
Quantitative Design ……………………………………………….. 14
Respondents and Sampling ……………………………………….. 15
Instrument ………………………………………………………… 17
Data Gathering Procedure ………………………………………… 18
Data Analysis …………………………………………………….. 18

3. RESULTS AND DISCUSSION

Statement of the Problem 1 ……………………………………….. 22
Statement of the Problem 2 ……………………………………….. 25

4. CONCLUSION AND RECOMMENDATIONS

Conclusion ………………………………………………………… 26
Recommendations ………………………………………………… 28

References ………………………………………………… …………….. 29

Appendices
Appendix A. Informed Consent Form Letter …………………….. 32
Appendix B. Survey Questions …………………………………… 34
Appendix C. Data Analysis ………………………………………. 38

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 ACKNOWLEDGMENT
The researchers would like to extend sincere gratitude to all those who contributed to this
research their invaluable assistance and support were instrument in its successful completion. We
are deeply grateful for their contributions and recognize the profound impact they have had on
this research.

Mr. Reuben Ivan Albacea, our research adviser, has generously shared his time, insights,
and expertise throughout this research. His guidance and support have significantly enriched the
depth and quality of this study. From providing expert advice to offering valuable feedback and
encouragement, his contributions have been invaluable.

Mrs. Cecil Dona, our class adviser, has been supportive of our study regardless of what
happens. Her encouragement and assistance have been invaluable in our academic journey.

Respondents, who willingly participated in this research, offering their perspectives and
experiences with enthusiasm and candor, are deeply appreciated.

Parents and Famillies, who have always supported them since the first day and granted
considerations to the researchers, providing all the needs, love and understanding for them.

Mr. Christian Dhon Larion, research leader of Group 1 of E11B a best friend of the group
leader Jann E. Beriña, who supported this study and collaborated with them for checking of
research paper who shared his intelligence, knowledge and skills in terms of research.

Ms. Angela Cassandra Orinday, the significant other of Jann E. Beriña, who never fails
to support, understand, and, most especially, to give love, has given me the strength to conquer
great mountains, as Taylor Swift once said, 'I had the time of my life fighting dragons with you.'
She has been with me through my ups and downs. No matter what happens, don't worry, I will
always love you beyond my limits. Thank you for asking how my day went! As I conclude this
study, I want to share this moment with you. You mean the world to me.

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ABSTRACT
The first step in preparing STEM students for their future careers is choosing the right
college program. A variety of factors play a role in this decision-making process, such as
personal interests, career aspirations, the influence of peers, the influence of family, financial
capabilities, job opportunities, program difficulty for students, and the time frame to study. The
purpose of this study is to determine the level of decisiveness and the factors that influence
Grade 11 STEM students' college program selection. Furthermore, the researchers intend to
make recommendations to students who are undecided about their chosen program. Using a
quantitative descriptive research design, data were collected from 146 Grade 11 STEM students
across thirteen sections through a structured questionnaire. The sample size was determined
using Slovin's formula with a 7% margin of error, and simple random sampling ensured that the
sample was representative of the population. The questionnaire assessed the degree of influence
of parental and family support, peer influence, financial capability, employment opportunities,
program difficulty, and study duration on the students' decisiveness. The findings showed that
the students' decisions were influenced by their peers and family to a limited extent, with mean
scores indicating minimal influence. On the other hand, their decisions were heavily impacted by
their financial capability, employment opportunities, program difficulty, and time frame to study.
The highest impact was from employment opportunities, which was followed by parental
influence, financial capability, peer influence, time frame to study, and program difficulty.
Students strongly agreed on the importance of being decisive and having enough information
when choosing a college program. Additionally, they stressed the importance of having the
freedom to choose a program on one's own and with the assistance of advisors, parents, and
teachers. Based on the findings, institutions should implement targeted programs to help senior
high school students make informed decisions about their college plans. Enhancing
career-related experiences and providing comprehensive information about various fields can
assist students in making better decisions. Future studies should use larger and more diverse
samples to validate these findings across multiple academic strands.
Keywords: STEM, college program selection, decision-making, personal interest, career
aspirations, peer influence, family influence, financial capability, employment opportunities,
program difficulty, study duration.

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 INTRODUCTION
In the journey of STEM students toward their future and the trajectory of their path in their
chosen field, the selection of the appropriate college program has emerged as a pivotal life step
for their success. A meticulous analysis of the factors that delineate the program selection
process signifies a dedication to dreams, interests, and various challenges encountered by each
individual. In this context, the intricate realm of selecting a college program for STEM students
is explored.

Unveiling the decisions behind the selection of a college program, particularly in STEM
fields (Science, Technology, Engineering, and Mathematics), elucidates a complex interplay of
influential factors in their education. A profound understanding of personal interests and
career-related aspirations, coupled with the impact of their educational milieu and the
responsiveness to societal influences, holds significance in guiding their decisions. In their
decision-making process, students must take into consideration familial support, opportunities
for potential post-graduation income, and industry trends that may shape their future.
Simultaneously, their societal perspective and influences from their environment, along with
program difficulty and time frame considerations, collectively contribute to a comprehensive
approach to making informed choices for a successful educational and professional journey.

Background of the Study

The research delves into the decision-making process of high school and college students
when selecting courses. Through an online Google Form survey, participants outlined their
chosen courses, and decision criteria, and responded to a modified Reactions to Decision
instrument measuring emotional responses. Notably, college students tended to list more options
and criteria compared to their high school counterparts. High school students perceived the
future importance of their decisions as higher, while college students emphasized greater
independence in the decision-making process. Furthermore, college students leaned more on
course-specific information, such as instructors and schedules. Interestingly, students listing
more criteria appeared less certain and comfortable with their decisions. The study extensively
discusses the contextual factors influencing decision-making for each student group. (Galotti &
Umscheid, 2019)

5
This paper delves into the mediation role of career planning attitudes, namely career optimism,
career adaptability, and perceived knowledge of the job market, in connecting motivational
factors (goal, emotion, context belief, and capability belief) with career decisiveness. The study's
findings indicate that both individual components and the overall construct of career planning
attitudes serve as complete mediators in the relationship between the dimensions of motivational
systems theory and career decisiveness (Afshan et al., 2022).

College Program Selection

Selecting a program is not an easy task. Before each term of the Academic Year, students
make a series of program selection decisions. The program choices they make create a chain
reaction that affects future program choices, skill development, and employment decisions
(Huang et al., 2019). Choosing a career can be one of the most difficult decisions in life. Often,
people feel intimidated by the amount of information that needs to be known when considering
the many possible career paths (Gati et al., 2019).

Personal Interest
Students typically choose a college program that fits their interests, with their majors
reflecting their primary preference (Reynolds, 2021). The student's interest is the most important
factor in selecting their college program. There are some students who take programs out of their
curiosity or career prospects, but there are students. However, some students may be constantly
trying to explore different possibilities in their careers and studies, so their interests may change
as they study and discover themselves more deeply (Ma et al., 2021).

Influence of Family
Many students agree that the inspiration for their careers comes from their families and
acknowledge that they have greatly influenced their current work. This shows the great influence
of family in choosing a college program and the profession to be followed (Onoshakpokaiye,
2022). Over time, students model their lives based on the influence of their families, following in
their footsteps, political ideologies, and personal activities. This connection between families

6
continues in college, where, whether it's admitted or not, Family influence is a big part of the
student's choice of program and major in college (Raveena Chaudhari 2019, February 8).

Influence of Peers
The influence of friends or acquaintances is the process in which friends or members of
the same social group influence other friends or members to do things that they may be resistant
to or do not really want to do. Peers are people who are part of the same social group, so the term
"peer pressure" refers to the influence that peers can have on each other (MSc, E. H. B., MA
Ph.D., 2022). Young people have a greater tendency to be influenced by the opinions of others or
succumb to comparisons with their peers when making career decisions if they lack a deep
understanding of their various options. This may lead them to a path that is inappropriately
considered prestigious rather than a path that is more appropriate for them. The influence of
friends or acquaintances can result in a lack of ability, dissatisfaction, and low self-confidence
(Kashyap, A., 2023).

Financial Capability
Financial aspects have a major impact on students' choice of programs. Things like
expected income, financial constraints, and job prospects affect their decision-making process.
Students pay attention to their financial knowledge, money ethics, money attitude, time
perspective, financial experience, and financial specialization agents when they make decisions
about matters in finance. They also think about the possible reward for their efforts. (World
Bank, 2021). Planning is very important, especially if financial support is limited (Guirit, 2021).

Job Opportunities
Work readiness has a significant impact on students' career choices. Although interest in a
profession has participation, factors such as job opportunities, financial rewards, job security, and
satisfaction also drive their decision. Studies show that proximity to available jobs can affect
their choices, sometimes overriding personal preferences. However, as important as this is, it is
not the only metric; Students think about many things when selecting their career path. Although
important, job opportunities are the second most important factor among those mediating high

7
school stream choices, indicating that students value this aspect but also consider other factors in
their decision-making process (Morales et al., 2023).

Program Difficulty for Students

Students may consider program difficulty as a factor in being decisive due to its major

impact on their lives as college students. There is no easy program in college, but programs are

ranked according to their level of difficulty, which may affect students' choices in selecting their

college program. According to Conlin (2024), one of the hardest college majors is a particular

program that is aligned with the STEM strand in senior high school.

Time Frame to Study

It takes years to study for a college program. Each program has a certain number of years

to earn a degree. Earning a bachelor's degree from a 4-year college program is the norm; some

programs take more than 4 years to earn their first degree (Stewart, 2020). Students may consider

this a factor in being decisive in selecting their college program for the reason that years have a

significant influence on their life plans.

Statement of the Problem

Selecting a college program is an important decision for Grade 11 STEM students,
influenced by various factors. Students make complicated decisions based on their
circumstances. The purpose of this study is to investigate the specific factors that influence
students' decisiveness in selecting college programs at Jose Rizal University. The researchers
seek to answer the following questions:

1. To what degree do these factors influence the students' decisiveness when selecting a
college program?
a. Parental and family influence
b. Influence of friends or acquaintances
c. Financial capability

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 d Employment Opportunity in the Said Program
e. Program Difficulty for Students
f. Time Frame to Study
2. To what extent do students exhibit decisiveness in their decision-making processes?
3. What recommendations could be offered to assist students in becoming more decisive
when selecting their college programs?

Conceptual Framework

Figure 1. Input Process Output (IPO Model)

The researchers used the Input Process Output (IPO) model as the conceptual framework
of this study. Input refers to the resources used, output refers to the results obtained, and process
refers to the transformation of inputs into outputs (Merciai, 2019).

The input includes the following predetermined factors: (a.) parental and family
influence; (b.) influence of friends or acquaintances; (c.) financial capability; (d.) employment
opportunity in the said program; (e.) program difficulty for students; (f.) time frame to study
(independent variables) influencing the students' decisiveness (dependent variable) when

9
selecting a college program. The students' decisiveness is a crucial matter that impacts their
future careers, thus prompting researchers to study the degree of influence of these factors.

The process includes the utilization of a Google Form questionnaire for data collection
from the sample, along with descriptive statistical analysis to examine and draw conclusions
from the gathered data.

The researchers will then produce an output of descriptive statistical conclusions from the
gathered data, infer the level of decisiveness of Grade 11 students when selecting a college
program, and offer recommendations for the students on how they would decide effectively for
themselves.

The conceptual framework will guide researchers in a formal and organized research
process, providing readers with a clear understanding of the research.

Significance of the Study

The study aims to identify the factors that influence Grade 11 STEM students'
decision-making when selecting college programs. The researchers aim to generalize the study's
findings by investigating a variety of variables. The research titled "Level of Decisiveness of
Grade 11 STEM Students' College Program Selection at Jose Rizal University" will benefit the
following

Institution - This research aims to assist the school in understanding the program
preferences of its students, thereby facilitating enhancements to the curriculum and the
introduction of additional options. This not only enhances the educational experience but also
ensures that the school remains responsive to the evolving interests of its student body.

Students - This research could give guidance to Grade 11 STEM students regarding
choosing their desired college programs. This may additionally help them in knowing and
deciding how their personal interests and abilities align with a program of their choice.

10
 Faculty - With this research, the faculty can use this to assist other teachers in guiding
students to select their career paths or college programs. Additionally, it can aid in arranging
additional seminars and workshops for students who are uncertain about their choices.

Teachers - This research would help teachers guide students in choosing their career
path. It would assist them in understanding the preferences that the students have in order to
introduce them to newer things similar to their interests. This could also help in forming a
stronger bond and connection between the two individuals which could benefit both parties.

Parents - This research, parents will benefit from this by knowing how to help their
children choose a career. In addition to assisting them in better understanding themselves and
their children, this will help them become better parents who will encourage and support their
children in becoming all that they truly want to be.

Future Researchers - This research will serve as a useful reference for future researchers
planning to study the decision-making process among STEM students in choosing college
programs, as well as their journey in addressing the various factors that influence their decisions.

Scope and Delimitation

The study will be conducted at Jose Rizal University, specifically within the university's
facilities. The timeframe for this study is within the second semester of the Academic Year
2023-2024. The scope of this study is to investigate the level of decisiveness among the Grade 11
STEM students of Jose Rizal University in their selection of a college program. The researchers
predetermined 6 factors: a.) parental and family influence; (b.) influence of friends or
acquaintances; (c.) financial capability; (d.) employment opportunity in the said program; (e.)
program difficulty for students; (f.) time frame to study that may affect the decisions of Grade 11
students toward their selection of a college program. These predetermined factors are based on
related literature that the researchers have reviewed prior to the development of the study.

The main focus of this study is to identify the capabilities of Grade 11 STEM students in
their selection of a college program through understanding the degree of influence the 6

11
predetermined factors have toward their decisiveness, with an emphasis on whether these factors
affect students positively or negatively.

A sample size of one hundred forty-six (146) students will be surveyed to gather insights
into their decision-making process regarding college program selection. The survey will include
students from all Grade 11 STEM division sections. Data confidentiality will be strictly enforced
to protect respondent privacy.

To ensure the data and privacy of respondents in a research project, the primary focus is
to establish robust measures that safeguard sensitive information while maintaining the integrity
of the study. To enhance the collection phase, implement secure data-gathering methods. This
includes using encrypted channels (Google Forms) for survey submissions, ensuring that
respondents can confidently share their information without fear of unauthorized access.

Throughout the research process, the importance of data quality assurance measures. This
includes regular checks for data accuracy, coding reliability, and the implementation of
validation checks during data entry to minimize errors. Additionally, plans for data cleaning and
validation procedures have been established to identify and rectify any inconsistencies or outliers
that may compromise the validity of the findings.

Operational Definition of Terms:

College Program. Programs are the higher education offered after completing six years of high
school; four years in junior high school; and two years in senior high school. Courses are part of
a program offered in colleges and universities; fields in courses are the environment in which the
students’ learning capacities are focused.
Decisiveness. In this study, decisiveness refers to the Grade 11 STEM students' capability to
make effective and confident decisions regarding their future college programs. This aspect is
crucial for their decision-making as it directly influences their educational and career paths. It is
the main focus of the study that requires assessment.
Financial Capability. Refers to the financial resources a family possesses, typically influenced
by the earnings of the family's breadwinner. For Grade 11 STEM Students, it is crucial to

12
consider if they can afford a program's tuition fee when deciding on their college. Students can
make informed decisions that best suit their capabilities by assessing their financial situation.

Influence of Family. Refers to the significant role that parents or guardians play in shaping the
career paths of Grade 11 students. When it comes to making career decisions, these students
frequently seek guidance and advice from their family members. Family influence can manifest
in a variety of ways, including parents giving career advice, sharing their own experiences, and
expressing their expectations for their child's career choice.

Influence of Peers. Refers to the fact that when Grade 11 students apply to college programs,
their peers' preferences and choices frequently influence their decisions. This influence can have
a significant impact on their decision-making process in terms of which college program to
pursue.

Job Opportunity. Refers to the availability of work within a particular field. Grade 11 STEM
students may consider this factor heavily when selecting their college program for reasons such
as practicality and availability. High-wage and in-demand job fields often attract incoming
college students to choose programs related to those fields.

Personal Interest. Refers to the desired passion of Grade 11 STEM Students. This involves
recognizing and pursuing career paths that align with their passion, and the careers they have
been eyeing and wish to pursue in the future. As it motivates students to pursue areas that align
with their strengths, values, and aspirations.

Program Difficulty for Students. Refers to the level of challenge or complexity students
experiences when engaging in academic activities for educational purposes. It demonstrates the
difficulties students face in academic activities when making decisions about their future college
courses.

Time Frame to Study. Refers to when students regard the time frame for studying as a crucial
factor influencing their choice of college program and career path. Time frames, defined as
periods of days, weeks, or months within which an activity is intended to happen, play a pivotal
role in their decision-making process. The duration of their educational pursuits significantly
shapes their career aspirations and academic goals.

13
STEM (Science, Technology, Engineering, and Mathematics). Strand is a specialized path
within the academic track of senior high school, emphasizing these four key areas of study.
STEM is the powerhouse of aspiring students who want to be professionals in the fields of
medicine, architecture, engineering, etc. who chose STEM to be their strand for senior high
school. The study's sample population consists of Grade 11 students enrolled in the STEM strand
at Jose Rizal University.

Senior High School (SHS). It pertains to the last two years of the K-12 education system in the
Philippines. During this phase, students in Junior High School select a track and a specific strand
aligned with their desired college program or career path. Those enrolled in specific strands
receive benefits aimed at equipping them with the necessary knowledge and skills for their future
endeavors. The study's sample population is limited to this educational division.

METHODOLOGY
Quantitative Design
The research will utilize a quantitative approach and a descriptive research design to
explore the level of decisiveness in college program selections among Grade 11 STEM students
at Jose Rizal University. As stated by Sirisilla, (2023) descriptive design helps researchers
comprehensively understand a specific issue by observing and collecting data on a designated
subject, providing invaluable insights that can guide future studies. Through quantitative study,
researchers can uncover the numerical measure of certainty in the program selection of Grade 11
STEM students at Jose Rizal University based on gathered data. Respondents will be given a
survey where they will assess their certainty in course selection.

This research will utilize a descriptive design to provide information on the factors
influencing students' career choices. It aims to answer the "what," "where," "when," and "how"
questions (McCombes, 2023). According to Singh (2024), descriptive research aims to precisely
describe a situation or phenomenon without addressing causality. Its primary goal is to describe
the variables in a given context and explain their relationships. The primary goal is to
systematically observe and document all variables and conditions that influence the
phenomenon, resulting in a thorough understanding of the subject. This approach was reasonably

14
the best for the study "Level of Decisiveness of Grade 11 STEM Students' College Program
Selection at Jose Rizal University.”

Respondents and Sampling

The researchers will recruit participants from the Grade 11 STEM level at Jose Rizal
University. Respondents will be drawn from thirteen (13) Grade 11 STEM sections, including
E11A, E11B, E11C, E11D, E11E, E11F, E11G, E11H, E11I, E11J, E11K, E11L, and E11M.
Limiting the participants in the research to Grade 11 STEM students ensures that the sample
represents the population of Grade 11 STEM accurately. In quantitative research, it's crucial for
the sample to effectively represent the population to draw valid conclusions.

𝑁
𝑛= 2
1+𝑁𝑒
Figure 2. Slovin’s Formula
Whereas,
n = Sample size needed for the study
N = Population of the study
e = The acceptable margin of error

The figure above is Slovin's Formula. The researchers set a 7% or 0.07 margin of error
based on the 95% confidence level in the study. The margin of error is a measure representing
the range of uncertainty or variability in an estimate. Using the formula, they obtained 146 as the
target number of participants to maintain the 7% or 0.07 margin of error. The margin of error
helps determine the difference between a sample and a population more accurately.

In a simple random sample, a population subset is chosen randomly. This approach

enables researchers to statistically measure a subset of individuals chosen from a larger group or
population to approximate the response of the entire group (Horton, 2024). It is the simplest of
the probability sampling techniques, requiring only one random selection and little prior
knowledge of the population. By utilizing randomization, research conducted using this sampling
approach tends to exhibit high internal and external validity while presenting lower risks of

15
research biases such as sampling bias and selection bias (Thomas, 2023). In this study, the
researchers increased the number of respondents by leveraging their social connections. The
class presidents from each section will be responsible for distributing the questionnaire to their
classmates. The researchers will utilize simple random sampling for this study because it requires
a large number of participants to produce fair, conclusive, and accurate results that better reflect
the characteristics of the entire population. This method ensures that each participant has an
equal chance of being chosen, reducing bias and allowing for accurate statistical inferences about
the entire Grade 11 STEM level at Jose Rizal University. This is significant because the study
seeks to identify the factors that influence Grade 11 STEM students' level of decisiveness about
their chosen college program, which in turn influences their future career paths.

Lastly, with the calculated sample size of 146, the researchers have requested the lists of
Grade 11 STEM students per section by asking the secretary of each section. The table below
displays the population of students per section.

Section Population
(N)

E11A 40

E11B 38

E11C 43

E11D 42

E11E 44

E11F 39

E11G 40

E11H 38

E11I 38

E11J 35

E11K 34

E11L 37

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 E11M 41

TOTAL 509

TARGET 146
Table 1. The Population of Students per Section & Target

Instrument

Survey Questionnaire Created by the Researchers

To collect essential data, the researchers created a survey questionnaire in Google Form
format, which received approval from the research advisor, Mr. Reuben Ivan Albacea. Utilizing a
Google Form questionnaire as the study's instrument, the researchers aim to effectively gather
relevant data, ensuring alignment with the specific research questions.

The researchers will utilize a Google Form questionnaire as the instrument of this study
to effectively collect relevant data, ensuring that they meet the specific research questions. The
questionnaire includes the consent form in its first section. Before proceeding with the survey
questions, respondents must provide consent, as required by the Philippine Data Privacy Act of
2012 (RA 10173), ensuring they are informed about their privacy rights and the purpose of this
questionnaire. The questionnaire consists of three (3) multiple-grid questions separated into the
two following sections. The second section of the questionnaire aims to determine the degree of
influence the six (6) factors have on students. It has two (2) multiple-grid questions: "To what
degree do the following factors affect your decisiveness in selecting your college program?"
which is composed of six (6) sub-questions that the respondents may rate from No Influence,
Limited Influence, Significant Influence to Highly Significant Influence; and "How do the
following factors affect your decisiveness in selecting your college program?" which is
composed of six (6) sub-questions that the respondents may rate from Highly Negative,
Negative, Positive, to Highly Positive. The third section of the questionnaire aims to determine
the level of decisiveness students have in selecting their college program. It has an evaluation in
the form of one (1) multiple-grid question composed of seven (7) sub-questions that the
respondents may evaluate from Strongly Disagree, Disagree, Agree, to Strongly Agree. The
researchers will employ a Cronbach's alpha test to determine the reliability of the Likert-scale

17
questions used in the second section of the survey questionnaire. A four-point Likert scale will
be consistently utilized throughout the survey instrument. This type of Likert scale enables the
inclusion of four extreme options without a neutral choice, thereby eliminating the possibility of
a "neutral" response on a "forced choice" survey scale (Fleetwood, 2023).

Data Gathering Procedure

Before the researchers gathered data the instrument was first constructed and then
validated through multiple consultations with the research adviser Mr. Ivan Albacea. Data
collection will be facilitated by the use of an online survey questionnaire administered via
Google Forms. The researchers will distribute the survey to STEM strand participants who are
currently enrolled in other sections via personal connections. Simple random sampling will be
utilized to collect data from STEM students in sections E11A–E11M. To ensure that participants
understand the study's objectives and procedures, the online survey questionnaire provides clear
instructions on participation along with a consent form. The responses of the participants will be
kept completely private and data safe, with the assurance that the information acquired will be
kept strictly confidential to preserve the participants' privacy as it is utilized solely for research
purposes. The consent form is accessible from the start of the survey questionnaire. The
respondents must complete the consent form first before they can begin answering the
instrument.

Data Analysis

The researchers will utilize descriptive statistics to summarize and organize the data
collected from respondents (Trochim, 2024). This includes computing measures of central
tendency, such as the mean and standard deviation, for each variable under consideration. These
formulas will be employed to provide a thorough understanding of the distribution and variation
in the data set. Researchers will calculate the mean to determine the average value of a variable,
whereas the standard deviation indicates the degree of variability or dispersion around the mean.
This statistical analysis helps to identify patterns, trends, and relationships in the data, allowing
for more informed interpretations and conclusions to be drawn. To ensure the validity of the
data, Cronbach's alpha will be employed. Cronbach's alpha is particularly suitable for this study.

18
These visual aids demonstrate the relationships between Likert scale items and the instrument's
overall internal consistency. Examining these figures and the table reveals how Cronbach's alpha
will contribute to the reliability of the data collected in assessing the factors influencing the level
of decisiveness in college program selection among Grade 11 STEM students at Jose Rizal
University. The table below will serve as a guide for Cronbach’s Alpha Interpretation or Internal
Consistency.

Cronbach’s Alpha Interpretation or Internal Consistency

α > 0.9 Excellent

α > 0.8 Good

α > 0.7 Acceptable

α > 0.6 Questionable

α > 0.5 Poor

Table 2. Cronbach’s Alpha and its Corresponding Interpretation or Internal Consistency.

Because the instrument uses a Likert rating scale, each question will be verbally
interpreted for data analysis purposes. The following formulas will be utilized: (refer to the Table
of Formulas for additional information.)

Formulas Commands

Mean Formula (M) =AVERAGE(number:number2:number3…)

Standard Deviation (SD) =STDEV.S(number1:number2:number3…)

𝐾
∑𝑖=1𝑂𝑌
2
No. of Items in Questionnaire
𝐾
α = 𝐾−1
(1 − 2
𝐼
) Ex: 7
𝑂𝑥

Figure 3. Cronbach’s Alpha

Variance Score per Response
Whereas, =VAR(number:number2:number3…)
2
𝑂𝑥 represents the sum item of variances

19
 2
𝑂𝑌 represent the variance of the total The Sum of the Item Variances
𝐼
=SUM(number:number2:number3)
score

Variance of Total Score

=VAR(number:number2:number3…)

Cronbach's Alpha (α)

=(ITEMS/ (ITEMS-1)) * (1 - Sum of the item
Variances/ Variance of Total Score)
Ex: (I154/(I154-1))*(1-I155/I156)

Table 3. Table of Formulas

The researchers will employ Google Sheets to calculate and analyze the collected data
accurately.

Table 4 provides a verbal interpretation of the weighted mean derived from data collected
using the 4-point Likert scale. It serves as a valuable reference for understanding the significance
of the findings within the context of the degree to which various factors influence decisiveness in
choosing a college program.

Numerical Description Verbal Interpretation Weighted Mean Range

1 No Influence 1.00 - 1.74

2 Limited Influence 1.75 - 2.49

3 Significant Influence 2.50 - 3.24

4 Highly Significant Influence 3.25 - 4.00

Table 4. Numeric and Verbal Interpretation, Including Weighted Mean Range

Table 5 provides a verbal interpretation of the weighted mean derived from the data
collected using the 4-point Likert scale. It serves as a valuable reference for understanding the
significance of the findings within the context of how the following factors affect decisiveness in
choosing a college program.

20
 Numerical Description Verbal Interpretation Weighted Mean Range

1 Highly Negative 1.00 - 1.74

2 Negative 1.75 - 2.49

3 Positive 2.50 - 3.24

4 Highly Positive 3.25 - 4.00

Table 5. Numeric and Verbal Interpretation, Including Weighted Mean Range.

Table 6 provides a verbal interpretation of the weighted mean derived from data collected
using the 4-point Likert scale. It serves as a valuable reference for understanding the significance
of the findings within the context of evaluating the students when it comes to themselves and the
importance of being informed as to be decisive in choosing a college program.

Numerical Description Verbal Interpretation Weighted Mean Range

1 Strongly Disagree 1.00 - 1.74

2 Disagree 1.75 - 2.49

3 Agree 2.50 - 3.24

4 Strongly Agree 3.25 - 4.00

Table 6. Numeric and Verbal Interpretation, Including Weighted Mean Range.

RESULTS AND DISCUSSION

The study investigates the level of decisiveness in college program selection among
Grade 11 STEM students at Jose Rizal University, with a particular emphasis on identifying their
career path preferences and the factors that influence their college program selection. It
specifically looks at the criteria that dictate their choice of STEM strand and college program,
which are often driven by alignment with their desired professions (Santos et al., 2019). Prasad
and Shubhasri (2020) stress the importance of matching career paths to desired professions,
which is consistent with the study's focus on Grade 11 STEM students' college program selection

21
 at Jose Rizal University. Their findings show that careful career planning and development are
critical in guiding students' decisions, particularly in aligning their options with their career
goals.

This chapter presents the findings and analysis of data collected through a survey
conducted by the researchers among Grade 11 STEM students at Jose Rizal University. The
researchers utilized simple random sampling to gather responses addressing the following
questions: (1) To what degree do these factors influence the students' decisiveness when
selecting a college program? These factors include: a. Parental and family influence, b. Influence
of friends or acquaintances, c. Financial capability, d. Employment Opportunity in the Said
Program, e. Program Difficulty for Students, and f. Time Frame to Study. (2) To what extent do
students exhibit decisiveness in their decision-making processes? (3) What recommendations
could be offered to assist students in becoming more decisive when selecting their college
programs?

The gathered quantitative data by the researchers will be observed, statistically analyzed,
and interpreted.

1.1 To what degree do the following factors affect your decisiveness in selecting your college
program?

Descriptive Statistics Interpretation

n MS SD Minimum Maximum VI
Statements

1.1 To what degree does your 146 2.36 1.22 1 4 Limited

family influence your decisiveness Influence
in selecting a college program?

1.2 To what degree do your friends or 146 1.88 1.09 1 4 Limited

acquaintances influence your Influence
decisiveness in selecting a college
program?

22
1.3 To what degree does your financial 146 2.88 1.22 1 4 Significant
capability influence your decisiveness in Influence
selecting a college program?

1.4 To what degree do employment 146 3.05 0.98 1 4 Significant

opportunities in the said program Influence
influence your decisiveness in
selecting a college program?

1.5 To what degree does the difficulty of 146 2.55 1.20 1 4 Significant
a program influence your decisiveness Influence
in selecting a college program?

1.6 To what degree does the time frame 146 2.52 1.20 1 4 Significant
to study in the said program influence Influence
your decisiveness in selecting a college
program?
GRAND MEAN 2.54 Significant
Influence

Table 7. Descriptive Statistics results of SOP 1.1

Table 7, demonstrates the factors that influence grade 11 STEM students' decisions on
which college program to pursue. Based on the analysis, the survey results for statements 1.1
and 1.2 indicate that the respondents have limited influence in these two factors; family
influence and friends or acquaintances influence, which means modeling their career based on
the influence of their family has limited impact on the respondents, while the influence of peers
has limited impact on the respondents in choosing their college program. statement 1.3 shows
that the respondents' financial capabilities are significantly limited. Students focus more on their
financial knowledge, money ethics, money attitude, time perspective, financial experience, and
financial specialization depending on the subject they take in college. In statement 1.4, work
opportunities in the said program have a significant influence, indicating that they prioritize
employment possibilities while selecting their program. In statement 1.5, the program's difficulty
has a significant influence, claiming that they examine the difficulties of activities and lessons
when selecting a program. Statement 1.6, The timeframe to study in the said program has a
significant influence, indicating that the respondents' time spent studying the specific program
takes years. Each college program takes a certain number of years to study, affecting students'
decisiveness in choosing their college program. The grand mean of these characteristics is 2.54,
indicating that responses have a significant impact on students' decisions about which college
degree to pursue.

23
 1.2 How do the following factors affect your decisiveness in selecting your college program?

Descriptive Statistics Interpretation

n MS SD Minimum Maximum VI
Factors

Parental and family influence 146 3.10 0.82 1 4 Positive

Influence of friends or acquaintances 146 2.92 0.72 1 4 Positive

Financial capability 146 2.93 0.86 1 4 Positive

Employment Opportunity in the Said 146 3.16 0.72 1 4 Positive

Program

Program Difficulty for Students 146 2.84 0.79 1 4 Positive

Time Frame to Study 146 2.87 0.80 1 4 Positive

GRAND MEAN 2.97 Positive

Table 8. Descriptive Statistics Results of SOP 1.2

Table 8, illustrates the factors that affect the decisiveness of grade 11 STEM students in
selecting their college program. Based on the analysis, Employment Opportunity in the Said
Program had the highest mean among the given factors. Work readiness positively impacts
students' career choices, job opportunities along financial satisfaction often drive their
decisiveness. This is followed by the positive effect of Parental and family influence as
students model their lives following in the footsteps of their family including their political
ideologies and personal activities. Financial Capabilities also have a positive impact on
students’ decisiveness. Factors involving finance such as financial constraints, expected monthly
income and job prospects are considered in their decision-making process. The Influence of
friends or acquaintances positively affects an individual’s program choice due to open

24
 discussions to have a better understanding of their other options. Time Frame to Study is also a
positive factor that students consider when selecting their college program since the number of
years it takes may have a significant impact on their future. Lastly, the Program Difficulty has a
positive impact on the decision-making of a student. Students take into account the program's
level of difficulty, which can aid their understanding of their capabilities and inform their choices
when selecting their college program. The grand mean in this table is 2.97 indicating that these
factors have a positive impact on students when selecting their college program.

2.0 Self-evaluation of how decisive and informed Grade 11 STEM students are in their
selection of a college program.

Descriptive Statistics Interpretation

n MS SD Minimum Maximum VI
Statements

2.1 It is important to be decisive in 146 3.67 0.59 1 4 Strongly

selecting a college program. Agree

2.2 It is important to have sufficient 146 3.81 0.41 2 4 Strongly

information and knowledge when Agree
selecting a college program.

2.3 It is important to have support and 146 3.57 0.60 1 4 Strongly

guidance from teachers, parents, and Agree
other advisors in the process of
selecting a college program.

2.4 It is important to be able to select 146 3.60 0.59 1 4 Strongly

a college program freely without any Agree
hindrances or problems.

2.5 I have sufficient information and 146 3.16 0.69 1 4 Agree

knowledge to select my college
program.

2.6. I can freely select my college 146 2.80 0.96 1 4 Agree

program without encountering any
hindrances or problems.
2.7 I am determined to select my 146 3.27 0.80 1 4 Strongly
college program. Agree

25
 GRAND MEAN 3.41 Strongly
Agree

Table 9. Descriptive Statistics Results of SOP 2

Table 9 shows the decisiveness and knowledge of Grade 11 STEM students in their
selection of a college program. Based on the analysis, students strongly agree with statement 2.1
It is important to be decisive in selecting a college program, this indicates that they consider
decisiveness as a crucial element in their selection of a college program. In statement 2.2 It is
important to have sufficient information and knowledge when selecting a college program,
students strongly agree with this statement indicating that they have adequate information and
knowledge to select their college program. The students strongly agree with statement 2.3 It is
important to have support and guidance from teachers, parents, and other advisors in the
process of selecting a college program for the reason that they need the support and guidance
of their teachers, parents, and other advisors when it comes to selecting their college program. In
statement 2.4 It is important to be able to select a college program freely without any
hindrances or problems, students strongly agree because for them it is important to select their
college program without any obstruction independently. On the other hand, students agree with
statement 2.5 that I have sufficient information and knowledge to select my college
program, implying that they have enough understanding and information when making an
informed decision in selecting their college program. In statement 2.6 I can freely select my
college program without encountering any hindrances or problems, students agree with the
statement that indicates they have sufficient autonomy to decide on a college program with
minimal to no disruption. And finally, in statement 2.7, I am determined to select my college
program, students strongly agree that they opt to select their college program. Overall, the
Grand Mean is 3.41 and students strongly agree that they are decisive and informed in selecting a
program in college.

CONCLUSION AND RECOMMENDATIONS

Conclusion
The study concentrated on the level of decisiveness and identified the factors influencing
Grade 11 STEM students in selecting their college program.

Based on the findings, respondents demonstrated that, while familial and peer influences
are important, they have limited influence on students' final decisions. Instead, students prioritize
practical factors such as financial capability, job opportunities within the chosen program,
program difficulty for students, and study timeframe, all of which have a significant influence.

26
 In Table 7 Degree of Influence of Various Factors on Decisiveness, The data analysis
findings reveal that the factors under investigation significantly influence the decisiveness of
students in selecting their college programs. These factors play a crucial role in shaping students'
decisions, highlighting the importance of understanding these influences to better support
students in their college selection process.

In Table 8 Influence of Various Factors, examining how these factors affect students'
decisiveness, the results indicate a positive influence. This suggests that the factors not only
significantly impact students' decisions but also enhance their decisiveness, facilitating more
confident and informed choices.

In Table 9 Self-Evaluation, Grade 11 STEM students express strong confidence in their

ability to make informed decisions when selecting their college programs, indicating a high level
of decisiveness and awareness. This self-assessment underscores the importance of
understanding and harnessing these qualities to assist students in navigating the college selection
process effectively. By evaluating this self-perception, individuals can deepen their
understanding of their skills, preferences, and values, facilitating informed decisions in choosing
a college program. Self-evaluation fosters self-awareness and confidence, enable individuals to
take ownership of their choices and pursue paths that resonate with their personal and academic
aspirations.

In conclusion, the study underscores that various factors significantly and positively
affect the decisiveness of Grade 11 STEM students in selecting their college programs.
Additionally, students report a strong sense of decisiveness and being well-informed in their
decision-making process. These insights are essential for educators and institution aiming to
support students in their educational journeys, suggesting that nurturing positive influences and
providing comprehensive information can enhance students' decision-making confidence and
clarity.

27
Recommendations
Based on the conclusions presented above, institutions should first implement programs
to assist senior high school students in selecting college courses that are relevant to their future
careers. For Grade 11 STEM students, knowing their future college programs will allow them to
make informed decisions about their academic and career paths. This alignment will allow them
to tailor their studies to their interests and goals, preparing them for future opportunities and
challenges. Although students are already considering specific courses, institutions should
continue to provide opportunities for senior high school students to plan their futures.

Institutions should create opportunities for senior high school students to gain experience
in careers that interest them. The Grade 12 Immersion subject can be improved to provide
students with a more comprehensive introduction to the various fields covered by their academic
strand. Schools can improve the immersion experience to better prepare students for the realities
of their chosen careers.

During this study, researchers faced challenges such as an average number of

respondents. Future researchers should aim for a larger sample size and consider including
additional academic strands like ABM (Accountancy, Business, and Management) and HUMSS
(Humanities and Social Sciences). Expanding the scope of the study to include other strands
would provide a more comprehensive understanding of the factors affecting the students'
decisiveness. In addition, future studies may use the data from this study as a foundation for
conducting research to improve the student's level of decisiveness.

Furthermore, future researchers should allow for a longer timeframe. The current study
was carried out over a few months, which posed some limitations. Investing more time in future
studies would assist in addressing these issues and conducting a more thorough investigation into
the recommendations made above.

28
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Dayag L et al., (2023, July). View of FACTORS INFLUENCING THE SENIOR HIGH
SCHOOL TRACK AND STRAND PREFERENCE OF STUDENTS IN LAL-LO
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Dopson, L. R., Lee, P., and Lee, M. J. (2018). Who influences college students’ career choices?
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Galotti, & Umscheid, V. A. (2019). Students choosing courses: Real-Life Academic Decision
making. American Journal of Psychology, 132(2), 149–159.
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31
 APPENDICES
Appendix A. Informed Consent Form Letter
First Section of the Questionnaire

Greetings Grade 11 STEM students!

We are Group 4 of E11B. We are conducting a research entitled the “Level of

Decisiveness of Grade 11 STEM Students’ at Jose Rizal University in Selecting their College
Program.”

This research aims to assess the level of decisiveness and identify the factors influencing
Grade 11 STEM students in selecting their college program. Additionally, the researchers aim to
provide recommendations to students who are undecided about their chosen program. This study
is limited to Grade 11 STEM students.

Your cooperation as a respondent in our study, where we ask you to answer our prepared
survey questions, is greatly appreciated. The data collection will be done online via Google
Forms. We value your trust in providing information, and we assure you that all your data will be
treated with confidence and privacy. We operate and comply under the provisions of the
Philippine Data Privacy Act of 2012, or RA 10173, to ensure the safety and quality of your
information.

In this context, we kindly request your permission to participate in our data-gathering

process. Please rest assured that all information and responses provided will be kept strictly
confidential.

Your approval of this request would be precious to us in fulfilling the requirements of our
research. We sincerely appreciate your cooperation and assistance.

Email

32
Your email

Name of Student: (Last Name, First Name MI) eg. Dela Cruz, Juan L.*

Your answer

Grade 11 & Section:

⭖ E11A

⭖ E11B

⭖ E11C

⭖ E11D

⭖ E11E

⭖ E11F

⭖ E11G

⭖ E11H

⭖ E11I

⭖ E11J

⭖ E11K

⭖ E11L

⭖ E11M

Consent

☐ I acknowledge the privacy policy statement and willingly consent to participate in this
study.

33
 Appendix B. Survey Questions
Second Section of the Questionnaire
We kindly ask you to answer honestly!

Instructions. The questions below will determine the degree of influence the following factors
have on your decisiveness in your selection of a college program. Please rate according to your
experience!

Questions No Influence Limited Significant Highly

Influence Influence Significant
Influence

1.1 To what
degree does your
family influence
your
decisiveness in
selecting a
college
program?

1.2 To what
degree do your
friends or
acquaintances
influence your
decisiveness in
selecting a
college
program?

1.3 To what
degree does your
financial
capability
influence your
decisiveness in
selecting a
college

34
 program?

1.4 To what
degree do
employment
opportunities in
the said program
influence your
decisiveness in
selecting a
college
program?

1.5 To what
degree does the
difficulty of a
program
influence your
decisiveness in
selecting a
college
program?

1.6 To what
degree does the
time frame to
study in the said
program
influence your
decisiveness in
selecting a
college
program?

Instructions. Determine whether the following factors affect your decisiveness positively or
negatively in your selection of a college program. Please rate according to your experience!

Factors Highly Negative Negative Positive Highly Positive

Parental and
family influence

Influence of
friends or

35
 acquaintances

Financial
capability

Employment
Opportunity in
the Said
Program

Program
Difficulty for
Students

Time Frame to
Study
Second Part of the Questionnaire
We kindly ask you to answer honestly!
Instructions. The statements below are part of a self-evaluation that will determine how decisive
and informed you are in your selection of a college program. Please rate according to your
experience!

Statements Strongly Disagree Agree Strongly Agree

Disagree

2.1 It is
important to be
decisive in
selecting a
college program.

2.2 It is
important to
have sufficient
information and
knowledge when
selecting a
college program.

2.3 It is
important to
have support and
guidance from

36
teachers,
parents, and
other advisors in
the process of
selecting a
college program.

2.4 It is
important to be
able to select a
college program
freely without
any hindrances
or problems.

2.5 I have
sufficient
information and
knowledge to
select my
college program.

2.6. I can freely

select my
college program
without
encountering
any hindrances
or problems.

2.7 I am
determined to
select my
college program.

37
 Appendix C. Data Analysis

Part 1.A To what degree do these factors influence the students' decisiveness when choosing a college
program?

RESPONDENTS Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Total

1 3 1 4 3 3 3 17

2 3 3 3 1 1 3 14

3 4 1 4 4 3 1 17

4 3 1 4 3 4 4 19

5 3 1 4 4 3 3 18

6 4 3 4 4 4 4 23

7 4 1 3 3 4 4 19

8 3 3 3 3 1 1 14

9 1 1 3 1 3 3 12

10 4 4 4 4 4 4 24

11 4 3 4 4 4 1 20

12 3 1 1 3 1 3 12

13 3 3 4 3 1 1 15

14 3 3 4 4 4 4 22

15 1 1 3 1 1 1 8

16 1 1 3 3 3 3 14

17 1 1 3 3 1 3 12

18 1 1 3 1 3 1 10

19 4 3 4 3 3 3 20

20 3 4 1 4 3 3 18

21 4 3 3 3 4 4 21

22 1 3 4 4 4 4 20

38
23 3 3 3 3 3 4 19

24 1 1 3 3 4 3 15

25 1 1 3 3 1 3 12

26 3 1 4 4 1 1 14

27 1 1 3 3 3 1 12

28 1 1 1 3 1 1 8

29 4 1 3 4 3 1 16

30 3 1 4 3 4 1 16

31 4 3 1 3 4 4 19

32 3 1 1 1 3 3 12

33 3 1 4 3 3 3 17

34 3 1 4 4 3 1 16

35 3 1 4 4 3 3 18

36 1 1 3 4 4 4 17

37 1 3 1 3 3 3 14

38 3 1 1 4 1 4 14

39 1 1 3 3 1 1 10

40 3 1 1 1 1 1 8

41 4 1 4 4 4 4 21

42 1 1 1 1 3 1 8

43 1 3 4 4 1 1 14

44 3 1 1 3 1 3 12

45 1 1 3 3 1 1 10

46 1 1 1 3 3 3 12

47 1 1 1 3 3 3 12

48 1 1 4 1 1 4 12

49 1 1 4 4 4 3 17

50 3 4 1 4 1 3 16

39
51 4 1 4 3 1 3 16

52 1 1 3 4 1 4 14

53 1 3 3 3 1 1 12

54 1 3 4 4 4 1 17

55 1 1 1 3 1 1 8

56 3 1 4 3 4 1 16

57 1 1 4 4 1 4 15

58 1 4 1 3 4 4 17

59 4 4 4 3 4 3 22

60 1 1 1 1 1 1 6

61 3 3 4 4 1 1 16

62 4 3 4 4 4 4 23

63 1 1 1 3 1 1 8

64 3 1 3 3 3 3 16

65 1 1 3 3 3 3 14

66 4 3 4 4 4 4 23

67 3 1 3 3 3 3 16

68 1 3 4 3 1 1 13

69 1 3 4 1 3 1 13

70 1 1 4 1 1 1 9

71 3 1 4 4 4 4 20

72 1 1 3 3 1 1 10

73 4 3 4 3 1 3 18

74 3 1 1 3 3 3 14

75 4 4 4 4 4 3 23

76 1 1 4 4 4 4 18

77 3 3 4 4 4 4 22

78 1 3 4 4 4 4 20

40
79 3 4 3 3 4 4 21

80 3 3 4 3 4 4 21

81 3 3 3 3 3 3 18

82 4 3 4 4 3 3 21

83 4 1 4 3 3 3 18

84 1 1 1 3 4 4 14

85 4 3 4 3 4 3 21

86 3 1 4 3 1 3 15

87 3 3 4 4 1 1 16

88 3 3 1 1 1 4 13

89 1 1 3 3 4 1 13

90 3 3 4 4 1 3 18

91 3 3 3 3 3 3 18

92 1 1 4 3 3 3 15

93 1 1 4 4 3 3 16

94 4 1 1 3 1 1 11

95 1 3 1 3 4 4 16

96 1 1 1 3 3 1 10

97 1 1 3 4 1 1 11

98 3 1 4 4 1 1 14

99 1 1 3 4 1 3 13

100 3 3 1 4 4 4 19

101 4 3 1 3 3 1 15

102 3 3 3 3 3 3 18

103 1 1 4 3 1 3 13

104 1 1 1 1 1 1 6

105 3 1 3 1 1 1 10

106 1 1 1 1 1 1 6

41
107 1 1 3 3 3 4 15

108 3 3 1 3 3 3 16

109 1 3 1 1 1 1 8

110 3 3 3 3 1 1 14

111 4 4 1 1 1 4 15

112 4 3 4 3 1 3 18

113 3 1 1 3 1 3 12

114 3 3 3 3 3 3 18

115 3 1 3 3 3 4 17

116 1 3 1 3 1 1 10

117 3 3 4 3 4 3 20

118 4 3 4 4 4 4 23

119 4 1 4 4 3 3 19

120 1 1 3 3 3 3 14

121 1 1 4 4 3 3 16

122 1 1 1 1 1 1 6

123 1 1 1 1 3 3 10

124 3 1 3 3 3 1 14

125 4 3 1 1 3 3 15

126 3 4 4 4 3 1 19

127 1 1 3 3 1 3 12

128 3 1 4 3 4 1 16

129 1 1 3 3 3 3 14

130 4 1 4 3 3 1 16

131 1 1 1 4 1 1 9

132 3 3 1 4 3 1 15

133 4 4 3 4 3 4 22

134 1 3 4 4 3 3 18

42
 135 4 1 1 4 3 1 14

136 3 1 3 3 3 1 14

137 1 1 3 1 3 3 12

138 3 3 3 3 3 3 18

139 3 1 1 1 3 3 12

140 1 1 3 4 4 3 16

141 3 1 3 3 3 3 16

142 1 1 4 4 1 3 14

143 1 3 4 4 3 4 19

144 1 1 3 4 3 3 15

145 4 3 4 4 3 1 19

146 3 1 4 4 3 1 16

MEAN 2.36 1.88 2.88 3.05 2.55 2.52

SD 1.22 1.09 1.22 0.98 1.20 1.20

GRAND MEAN 2.54

Part 1.B How do the following factors affect your decisiveness in choosing your college program?

RESPONDENTS Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Total

1 3 3 3 3 3 3 18

2 4 4 4 3 3 4 22

3 4 4 3 4 3 2 20

4 4 3 3 3 4 4 21

5 4 3 4 4 4 4 23

6 4 4 4 4 4 4 24

7 4 1 3 4 4 4 20

8 4 4 3 4 4 4 23

9 3 3 1 1 3 3 14

43
10 2 4 4 4 2 3 19

11 3 3 3 3 3 2 17

12 3 3 2 3 2 2 15

13 2 3 3 3 2 1 14

14 3 3 4 4 4 4 22

15 3 3 4 3 2 3 18

16 2 3 2 3 2 2 14

17 3 3 3 3 3 3 18

18 2 3 1 3 2 2 13

19 2 3 3 2 4 2 16

20 4 4 2 4 4 3 21

21 4 3 3 3 3 4 20

22 3 3 4 4 4 4 22

23 3 3 3 3 3 4 19

24 4 3 4 4 3 3 21

25 3 2 3 3 3 3 17

26 4 2 4 4 2 3 19

27 1 1 3 3 3 2 13

28 4 2 3 4 3 3 19

29 4 3 3 4 2 2 18

30 3 3 4 3 2 3 18

31 3 3 2 2 3 3 16

32 3 2 3 3 4 4 19

33 4 3 3 3 3 3 19

34 4 3 2 3 2 2 16

35 4 3 3 3 3 3 19

36 2 3 2 3 4 2 16

37 1 3 3 3 3 3 16

44
38 3 3 3 4 3 4 20

39 3 3 2 3 2 2 15

40 3 2 3 2 3 3 16

41 4 2 4 4 4 4 22

42 2 2 2 2 2 2 12

43 2 4 3 3 3 4 19

44 4 3 3 3 2 3 18

45 3 3 2 4 3 3 18

46 3 3 2 3 3 3 17

47 3 3 3 3 2 2 16

48 4 3 4 3 3 4 21

49 1 1 4 4 4 3 17

50 4 3 1 4 1 2 15

51 1 3 1 2 3 3 13

52 2 3 4 3 3 4 19

53 3 3 3 2 3 3 17

54 3 3 4 3 3 2 18

55 3 3 3 3 2 2 16

56 4 2 1 2 2 2 13

57 4 4 4 4 4 4 24

58 3 4 3 3 4 3 20

59 4 4 4 3 4 3 22

60 1 3 2 3 3 3 15

61 3 3 3 4 2 4 19

62 3 4 4 3 4 4 22

63 4 4 3 4 1 2 18

64 3 3 3 3 3 3 18

65 3 1 3 3 3 3 16

45
66 4 4 3 3 4 3 21

67 3 3 2 4 3 2 17

68 2 3 4 3 2 2 16

69 3 3 4 3 4 3 20

70 1 1 4 1 1 1 9

71 4 4 3 3 2 2 18

72 3 3 3 4 1 1 15

73 4 3 4 3 2 3 19

74 3 3 3 3 4 4 20

75 3 4 3 4 4 4 22

76 2 2 2 4 4 4 18

77 3 3 2 4 4 3 19

78 3 3 2 2 2 2 14

79 3 4 4 4 4 4 23

80 3 3 4 4 4 4 22

81 3 3 3 3 3 3 18

82 2 3 2 4 2 1 14

83 4 3 2 3 3 3 18

84 1 3 2 3 3 3 15

85 3 3 3 3 3 3 18

86 3 2 4 3 2 3 17

87 3 3 4 4 2 2 18

88 3 3 2 3 3 3 17

89 2 2 3 3 3 2 15

90 4 4 4 4 4 4 24

91 3 3 3 3 3 3 18

92 3 3 4 3 3 2 18

93 4 4 2 3 3 4 20

46
94 4 2 3 3 3 2 17

95 4 4 2 2 3 4 19

96 3 1 3 4 2 2 15

97 3 4 4 4 3 3 21

98 3 3 2 3 2 3 16

99 4 3 2 3 3 4 19

100 3 3 3 3 2 3 17

101 3 4 2 2 3 2 16

102 2 2 2 2 2 2 12

103 4 3 2 4 3 3 19

104 1 1 3 3 2 3 13

105 4 3 3 4 3 3 20

106 3 3 3 2 2 2 15

107 3 3 2 4 2 3 17

108 3 3 3 3 3 3 18

109 2 2 1 1 1 1 8

110 4 3 3 4 3 3 20

111 4 4 3 2 2 4 19

112 4 3 1 2 2 2 14

113 3 3 3 3 2 3 17

114 4 3 4 3 3 3 20

115 3 2 3 4 3 3 18

116 2 2 3 3 3 2 15

117 3 3 2 2 2 2 14

118 4 3 4 4 4 4 23

119 4 3 4 4 3 3 21

120 2 2 3 4 3 3 17

121 3 3 4 4 3 3 20

47
 122 3 2 4 3 3 3 18

123 3 3 3 3 2 2 16

124 4 3 3 3 2 3 18

125 4 3 2 3 3 3 18

126 3 4 4 4 3 2 20

127 3 3 3 2 3 3 17

128 3 2 4 3 4 2 18

129 3 3 3 2 2 3 16

130 4 3 2 3 4 2 18

131 2 2 3 3 3 3 16

132 3 3 3 2 2 2 15

133 3 4 4 3 4 4 22

134 3 3 4 4 3 3 20

135 3 2 2 4 2 2 15

136 3 3 2 3 2 2 15

137 3 3 2 2 3 3 16

138 3 3 3 3 3 3 18

139 4 3 3 3 3 3 19

140 3 3 2 3 3 2 16

141 4 2 4 4 3 4 21

142 3 3 1 4 3 3 17

143 3 3 2 3 1 2 14

144 3 3 3 4 3 4 20

145 4 4 4 3 3 3 21

146 4 3 4 3 3 3 20

MEAN 3.10 2.92 2.93 3.16 2.84 2.87

SD 0.82 0.72 0.86 0.72 0.79 0.80

GRAND MEAN 2.97

48
Part 2. B Self-evaluation of how decisive and informed Grade 11 STEM students are in their selection of a
college program

RESPONDENTS Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Total

1 4 4 4 4 4 4 4 28

2 3 4 4 4 4 3 4 26

3 4 4 4 4 4 4 4 28

4 4 4 4 4 2 4 3 25

5 4 4 3 4 4 2 4 25

6 4 4 4 4 4 4 4 28

7 4 4 4 4 3 3 4 26

8 4 4 4 4 4 4 4 28

9 4 3 4 3 3 1 2 20

10 4 4 4 3 3 1 3 22

11 4 4 4 4 3 1 1 21

12 4 4 3 4 4 4 4 27

13 4 4 3 3 3 4 3 24

14 4 4 4 4 3 3 3 25

15 4 4 4 3 3 2 3 23

16 4 4 3 4 3 2 3 23

17 3 3 3 3 3 3 4 22

18 3 3 3 3 2 2 3 19

19 3 3 4 3 3 3 3 22

20 3 4 4 4 3 2 3 23

21 4 4 3 3 3 3 3 23

22 4 3 4 3 4 4 4 26

23 4 4 4 4 4 4 4 28

24 4 3 3 4 3 3 3 23

25 3 3 3 3 3 3 3 21

49
26 4 4 4 2 3 2 4 23

27 4 4 3 4 4 3 4 26

28 4 4 4 4 3 4 4 27

29 4 4 4 4 3 2 3 24

30 1 4 4 4 4 2 3 22

31 4 3 4 4 4 4 4 27

32 4 4 4 4 2 2 3 23

33 4 4 4 4 4 4 4 28

34 4 4 4 4 3 2 3 24

35 4 4 3 3 3 3 4 24

36 3 3 3 3 3 1 3 19

37 4 4 4 4 3 4 4 27

38 4 4 4 4 3 3 3 25

39 4 4 3 4 3 2 4 24

40 3 4 4 3 3 3 3 23

41 4 4 4 4 4 4 4 28

42 3 4 3 3 2 3 2 20

43 4 4 4 3 4 3 4 26

44 4 3 3 3 3 4 4 24

45 4 4 3 3 3 2 2 21

46 4 4 4 4 3 3 3 25

47 4 4 4 4 3 3 3 25

48 3 3 3 3 3 3 3 21

49 2 4 4 4 3 3 3 23

50 4 4 4 4 3 1 3 23

51 4 4 4 4 3 1 3 23

52 4 4 3 2 3 2 4 22

53 4 4 3 4 3 3 3 24

50
54 4 4 4 4 4 4 4 28

55 4 4 4 4 4 3 2 25

56 4 4 3 4 2 3 4 24

57 4 4 4 4 4 4 4 28

58 4 4 4 4 4 4 3 27

59 4 4 4 4 3 2 3 24

60 3 4 4 4 3 4 4 26

61 4 4 4 4 4 2 4 26

62 4 3 4 4 3 4 4 26

63 4 4 3 4 4 4 4 27

64 3 3 3 3 3 3 3 21

65 3 4 4 4 2 2 3 22

66 4 4 4 4 3 3 4 26

67 3 4 4 3 3 2 3 22

68 4 4 4 4 4 4 4 28

69 3 4 3 3 1 1 3 18

70 4 4 3 4 3 2 4 24

71 4 4 4 4 2 1 1 20

72 4 4 4 4 3 2 3 24

73 2 3 3 4 3 4 4 23

74 4 4 4 4 3 2 3 24

75 4 4 3 4 3 4 4 26

76 4 4 4 4 4 4 4 28

77 4 4 4 4 4 4 3 27

78 4 4 4 4 4 3 2 25

79 4 4 4 4 4 4 4 28

80 4 4 4 4 4 3 4 27

81 3 4 3 4 3 3 3 23

51
82 4 4 4 4 3 3 3 25

83 3 4 3 4 2 1 1 18

84 4 4 3 4 4 4 4 27

85 4 4 4 3 4 3 3 25

86 4 4 4 4 3 2 3 24

87 4 4 4 4 4 2 3 25

88 3 3 3 3 3 3 3 21

89 4 4 4 4 3 3 4 26

90 4 4 4 4 4 4 4 28

91 4 4 4 3 3 3 3 24

92 4 4 3 4 3 4 4 26

93 4 4 4 4 4 2 4 26

94 4 3 3 4 3 2 3 22

95 3 3 3 4 2 4 3 22

96 4 4 4 4 1 4 4 25

97 4 4 4 4 3 4 4 27

98 3 3 3 3 3 3 4 22

99 3 4 3 3 3 2 3 21

100 4 4 4 4 4 4 4 28

101 3 4 2 1 3 1 1 15

102 2 3 2 3 3 2 3 18

103 4 4 3 4 4 3 4 26

104 4 4 4 4 4 4 4 28

105 4 4 1 3 4 1 2 19

106 4 4 3 4 2 3 4 24

107 4 3 4 3 2 2 2 20

108 3 3 3 3 3 3 3 21

109 1 2 1 3 2 1 1 11

52
110 4 4 3 3 3 3 4 24

111 4 4 4 3 4 2 1 22

112 3 4 4 4 2 2 3 22

113 4 4 4 3 3 3 3 24

114 3 3 3 3 3 3 3 21

115 4 4 4 3 4 3 4 26

116 4 4 4 4 4 4 4 28

117 3 4 4 3 3 3 2 22

118 4 4 4 4 4 4 4 28

119 4 4 4 4 4 4 4 28

120 3 4 3 4 3 4 3 24

121 4 4 3 3 2 2 3 21

122 3 3 4 2 3 2 2 19

123 4 4 4 4 3 4 4 27

124 4 3 3 4 3 3 2 22

125 4 4 3 4 3 2 2 22

126 4 4 3 4 2 2 3 22

127 3 4 3 3 3 2 3 21

128 4 4 4 4 2 3 4 25

129 4 4 4 3 3 3 3 24

130 4 4 4 4 3 2 2 23

131 4 4 3 4 4 3 3 25

132 4 4 3 3 3 3 3 23

133 4 4 4 4 3 3 4 26

134 3 4 4 4 4 3 4 26

135 3 4 4 2 3 2 4 22

136 3 4 3 3 2 1 2 18

137 3 3 4 3 3 2 3 21

53
 138 3 3 3 3 3 3 3 21

139 4 4 4 4 3 3 3 25

140 3 4 3 2 3 2 2 19

141 4 4 3 4 3 2 4 24

142 4 4 4 4 4 1 4 25

143 4 4 4 3 2 1 4 22

144 3 4 3 4 4 3 4 25

145 4 4 4 4 4 4 4 28

146 4 4 4 4 3 3 3 25

MEAN 3.67 3.81 3.57 3.60 3.16 2.81 3.27

SD 0.59 0.41 0.60 0.59 0.69 0.96 0.80

VARIANCE 0.35 0.17 0.36 0.35 0.47 0.93 0.64

GRAND MEAN 3.41

54