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CHAPTER I

INTRODUCTION

Background of the Study

One of the most significant challenges students’ faces is making decisions

about their careers. This process involves considering various interconnected components,

as highlighted by Nyamwange (2016). Unfortunately, many students tend to base their

decisions on personal preferences rather than what the labor market demands. According to

Magdadaro's (2016) findings understanding entrepreneurship and its processes often

requires a strong passion.

Choosing a college course can be a daunting task for many students due to various

reasons. When selecting a course that will prepare them for their future career, students

must take numerous factors into account. Typically, students are motivated by their

interests, skills, or areas of expertise when choosing their preferred courses. For instance, a

student might want to enroll in a specific course because of their interests, competence, or

talents. However, societal pressures can sometimes force them to make different choices.

Additionally, socioeconomic factors may limit their options, leading them to opt for degrees

or courses that are currently in demand and affordable. As a result, there is a tendency to

follow trendy course options due to rapid social changes.

Financial considerations often influence students' career choices, as they need to

contribute to family expenses. Several studies, such as Kazi and Akhlaq's research (2017),

have shown that factors like fitness, life circumstances, and academic achievements all play

a role in shaping career decisions. The senior high school (SHS) curriculum aims to prepare

students for either higher education or the workforce, as mentioned by De Jesus (2019).

Families and guardians exert significant influence on their children's career

aspirations and goals, as highlighted by Alaosebikan and Olusakin (2014). Peers and
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friends also play a substantial role in shaping individuals' future conduct, personality

development, and career decisions, as revealed in Borisovich et al.'s study (2017). These

factors can have both positive and negative effects on career choices.

Scholarships, as noted by Sherraden et al. (2018), are a vital component of

institutions that assist students in pursuing and completing their degrees. Scholarships can

alleviate the financial burden of rising tuition costs and provide students with more time and

energy to focus on their studies rather than low-paying jobs. Generally, parents, peers,

friends, relatives, role models, and teachers, especially career counselors, have a

considerable impact on career choice decisions through social support and interaction

(Pummel, Harwood & Lavalle, 2008).

During their senior year of high school, career planning becomes a significant

concern for students. Effective planning and forward-thinking are crucial because a person's

personality, behavior, and attitude can be shaped by their ability to predict their future

income and the type of work they will be engaged in (Samuelson, 2017).

The process of choosing a career path is complex and influenced by various factors,

including personal preferences, financial considerations, societal pressures, and the

influence of family and peers. Scholarships are a valuable resource that can support

students in their pursuit of higher education and career goals, alleviating financial burdens

and allowing them to focus on their studies. Making informed decisions about one's future is

essential, as a single poor choice can have a lasting impact.

Statement of the Problem

The study investigated how the Career Aspirations of Senior High Learners

influence their choices of college courses. This study to answered the following question:

1. What is the profile of the respondent in terms of:

1.1 age
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1.2 sex

1.3 family income

1.4 SHS strand

2. What are primary factors influence SHS learners in choosing a college course in

terms of:

2.1 Peer Influence

2.2 Financial Support

2.3 Parents Aspirations

2.4 Personal Aspiration

3. Is there any significant relationship between the respondent and the factors driving

their decision to what course they want to take?

Significance of the Study

The result of the study is a great benefit to the following:

Learners. This will able to understand the effect when they going to choose a

college course that not align in their SHS Strand and also these will help be beneficial them

think what course they want to take in college.

Teachers. This research will be more ready to handle the problem, support the

decisions of the learners, raise student knowledge, and improve the preparedness of the

learners.

School and Administration. This will provide awareness to the administration regarding

the situations concerning to the learner’s undecided.

Parents. This will help them to know how handle their children that are undecided in

choosing a college course.

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Researchers. They will understand the effect when they are undecided in choosing

a college course. The findings may help contribute to the study of other researchers, as it

provides new information’s

Future Researchers. They will have a background knowledge if ever they will

conduct a related study and this will also be their guide as they find reliable data that will be

used in their research, as they will conduct a similar study

Scope and Delimitations of the Study

This study investigated to the learners who are undecided or the grade 12 learners in

Taft National High School which is located at Taft Eastern Samar. This study will cover

different types of factors affecting learners such as: Peer Influence, Financial Support,

Parents Aspirations, and Personal Aspirations. The study will use quantitative method to

analyze the data.

The study was limited to the sample size of 205 in which each grade 12 section will

only have a respondent to undergo the survey activity. This study not include their

performance in their rooms as it only investigates the factors that can affect their decision

that led them become undecided to what course they want to take in college. The study was

not include respondents who are not enrolled at Taft National High School. Thus, the study

will not present generalization of the results.

Definition of Terms

The following terms are operationally defined to enable the learners to have clearly

understand to the research.

Influence. The capacity to have an effect on the characters, development, or behavior of

someone or something, or the effect it self. These papers provide different perspectives on
 5

the concept of influence. Yuliati 2022 focuses on the influence of social media influencers in

digital marketing, highlighting their role in shaping purchasing decisions. For this study,

influence defined capacity or power to have an effect on the character, development, or

behavior of someone or something.

Caree Aspirations. Are long term hopes and ambitions. People develop them based on

their personal experiences, including talent, values, lifestyle, and more. The papers provide

insights into career aspirations from different perspectives. Al-Bahrani 2020 found that

female adolescents have higher career aspirations than males, and students studying pure

math have higher career aspirations than those studying applied math. Onuoha 2013

investigated career aspirations in the context of cataloguing and classification and found that

while some students aspired to work as librarians, they were outperformed academically by

those aspiring for careers in other fields. In this study Career aspirations refers the goal of

someone that he/she wants to achieve someday.

College Course. Is a class offered by a college or university. These papers provide

different perspectives on the topic of college courses. . Karp 2012 examines College 101

courses, which aim to support student success by providing information about college

services and helping students develop study habits and personal skills. on. Overall, these

papers offer insights into various aspects of college courses, including course design,

student success initiatives, academic standards, and unique teaching environments. In this

study, college course is a specific academic class that is offered in the university

Factors. A circumstance, fact, or influence that contributes to a result or outcomes.

Apologize, but it seems that the papers you provided do not directly address the research

question "Factors." Paper 1 and Paper 2 discuss factor analysis as a statistical technique for

identifying underlying domains or constructs in instruments and questionnaires. Paper 3 and

Paper 4 are unrelated to the research question, as they discuss factors in a different
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context, such as positive factors of numbers and factorizations of graphs. Therefore, there

are no findings in these papers that directly answer the research question. In this study,

circumstances that contribute to a particular result or situation.

SHS Strand. Is an area of study under an academic track that senior high school learners

must take to prepare for their chosen degree in college. These papers collectively provide

insights into the preferences and determinants of senior high school tracks and strands.

Bacaling 2021 found that the majority of students preferred the Humanities and Social

Science strand under the Academic Track, as well as the Technical Vocational Track.

Virtudazo 2023 highlighted that factor such as personality, family and relatives, job

opportunities, and interest influenced students' track and strand preferences. Monreal 2021

utilized sentiment analysis and found that students generally had positive sentiments

towards their chosen strands. Faelnar 2019 discussed the benefits of the K to 12 programs

in providing quality education and preparing students for higher education and the job

market. Overall, these papers shed light on the factors influencing students' choices of

senior high school tracks and strands, including personal preferences, family influence, and

career opportunities. In this study, SHS Strand is the track or strand that student can choose

based on their interest or goal they want to achieve.

Family Income. Is the combined total income received by a member of family before taxes.

These papers provide insights into the topic of family income. Kaushal 2011 focuses on how

family income is related to investments in children's learning, highlighting the various ways

in which income can be used to support educational activities and resources for children.

These papers collectively emphasize the significance of understanding family income

distribution, evaluating policies, and recognizing the potential impact of income on

educational investments for children. In this study, family income Is the amount of money

that your father or mother received over a specific period of time.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter expresses the ideas condensed from books, journals, and other resources

relevant to the presents study. Moreover, it may include excerpts of findings of previously

conducted study that are parallel to the presents study.

INFLUENCE OF CAREER ASPIRATIONS

Age and Career Aspirations

These papers provide insights into the definition of career influence in terms of age.

Flouri (2002) highlights the role of family as a fundamental influence in the career

development of adolescents, with parental support, pressure, and expectations being

associated with career expectations and exploration. McMahon (2013) introduces the My

System of Career Influences (MSCI), a qualitative career assessment reflection process that

acknowledges the diverse range of influences on career decisions. Heijden (2009) examines

the relationship between employability and career success across different age groups,

finding that self-reported and supervisor-rated employability relate differently to objective

career outcomes for younger and older workers. Whiston (2004) emphasizes the importance

of family of origin influences on career development across different developmental stages,

with family structure and process variables impacting various career constructs. Overall,

these papers highlight the multifaceted nature of career influence and its connection to age.

Sex and Career Aspirations

The papers collectively suggest that there are differences in career influences based

on sex. Hüttges 2015 indicated that there are gender differences in the impact of

motivational factors on career development and success.

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Family Income and Career Aspirations

These papers collectively suggest that family income can influence career choices.

Beauregard 2007 highlights how family commitments and the desire for work-life balance

can impact career decisions. Shumba 2013 found that a lack of or inadequate family income

was a common obstacle for students in pursuing their preferred career choices. Xing 2018

shows that family variables, including socioeconomic status and parental support,

significantly predict career decision-making self-efficacy in Chinese secondary vocational

students. Kim 2016 further emphasizes the role of family influence in career development,

particularly in collectivistic cultures like South Korea

SHS Strand and Career Aspirations

These papers provide different perspectives on the definition of career influence in

terms of the SHS Strand. Magrane (2012) presents a conceptual model that explores the

factors influencing women's career advancement in academic medicine. Ho (2019) focuses

on professionals in post-secondary education who provide career-related advice and

guidance to students. McMahon (2015) introduces the My System of Career Influences

(MSCI), a qualitative guided reflection process for identifying and contextualizing career

influences. Bridgstock (2007) discusses the development and validation of a brief

quantitative measure of career development influences based on the Systems Theory

Framework (STF). Overall, these papers highlight the importance of understanding the

various factors and systems that influence career development.

Influence is the ability or potential of something or someone to exert pressure on or

have an impact on the actions, conduct, opinions, etc. of others. The papers collectively

provide insights into the factors that influence career aspirations. Chandra (2017) found that

gender can influence career aspirations in students, with differences observed in some
 9

indicators. Hussain (2013) highlighted of the role of parental expectations and career

salience in shaping career decision-making. Manoharan (2017) focused on the influence of

parental income and education on the career aspirations of industrial aspirants. In summary,

these papers suggest that gender, career salience, self-efficacy, organizational socialization,

continuous improvement practices, and parental income and education can all pay a role in

shaping career aspiration. Career goals play significant role in shaping an individual’s study

behavior in any higher education setting because it serves as motivations for the individuals

to achieve excellence. Lopez-Bonilla et al. (2012) identified that most common motivations

for course or programmed completion relate to career aspirations. Adeokun and Opoku

(2015) also affirm that students with greater clarity about why they choose their course and

whether the chosen course and whether the chosen course has a direct pathway to their

preferred career have a better outcome in terms of academic performance. Kaneez and

Medha (2018) manifested that majority of students are influenced by environment and

personality factors and not influenced by opportunity factors.

FACTORS INFLUENCE SHS STRAND

Peer Influence

This influence is not only limited to direct contacts but can also extend to friends'

friends, as demonstrated by Pinheiro, (2014). To this by highlighting the functions of peer

influence, particularly in adolescence, where it plays a significant role in shaping attitudes

and behaviors Laursen, (2021). Peer influence is a complex and powerful force that can

significantly impact individuals' behavior and decision-making. This influence can be both

positive and negative, with peers' opinions and actions often shaping one's own beliefs and

actions (Goethals, 1999). However, this influence is not always recognized by individuals, as

they may be unaware of the extent to which their peers' preferences and behaviors are

shaping their own choices (Andersen, 2019). This lack of awareness can be exacerbated by
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the Dunning-Kruger effect, which can lead to a self-reinforcing cycle of ignorance and bias in

peer review processes (Huang, 2013). Despite these challenges, understanding the role of

peer delinquency and unstructured socializing can provide valuable insights into the

development of delinquent behavior and substance use (Hoeben, 2016).

Financial Support
Financial support can be defined as the individual's ability to apply appropriate

financial knowledge, perform desirable financial behaviors, and take available financial

opportunities for achieving financial wellbeing (Xiao, 2021). This includes the use of financial

information to make informed decisions and the implementation of a financial supervision

mechanism to reduce information asymmetry, decrease agency costs, and protect the

interests of owners (Žager, 2017; Xi-liang, 2012). However, it is important to note that

financial capability is not solely dependent on skills and knowledge, but also on

opportunities and motivation (Patel, 2019).

Parents Aspirations

Parental aspirations for their children's education and career are influenced by a

complex interplay of social and informational factors. These aspirations can significantly

impact children's academic performance (Salamat, 2020) and are a key predictor of their

academic and social development (Mahamood, 2012). The nature and determinants of

these aspirations, particularly for upper secondary education, have been found to be

influenced by factors such as expected school achievement and parental educational status

(Dedić, 2020).

Personal Aspirations

Personal aspirations, defined as the future performance level an individual aims to

achieve, are influenced by a range of factors. Hulias (2019) found that personal growth,
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achievement, and self-presentation are common aspirations, with success and positive

emotions being key motivators.

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THEORETICAL FRAMEWORK

John Holland’s Theory of Career Choice (RIASEC) maintain that in choosing a

career people prefer jobs where they can be around other who are like them. Their skills and

abilities, and express their attitudes and values, while taking on enjoyable problems and

roles. According to Shafranov-kutsev (2019) highlights the importance of career self-

guidance in shaping competitive orientation among high school students. Owusu (2020)

suggests that student’s interest may not have significance influence on their career

aspirations. This theory supports the study as it connects to the factors of learners that

driving them that leaded to undecided the learners what course they want to take.

CONCEPTUAL FRAMEWORK

This presents the variable involved as part of the study. The table show above are

the profile of our respondent and the factors that can affect to the grade 12 learner’s that

leads them become undecided to choose a college program to take when they go to college.

This presents the variables involved as the part of the study. the input includes the

respondent’s age, sex, family income, senior high school strand, and factors such as peer

influence, financial support, parents’ aspirations and personal aspiration. Following are the

process on what steps of the researchers to follow.

The process involves a survey questionnaire to determine the learner’s undecided

and their perceptions. After the pieces of data are gathered, they will undergo data analysis,

including encoding, analysis, calculation, and tabulation of the data. In line with the result

and primary objective of the study, the expected output is in the form of a proposed

intervention to learners that are undecided to what course they want to take. This framework

presents the structure and flow of the research as it seeks to investigate the learner’s

undecided to course to take.

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Figure 1: Framework of the Study (Input-Process-Output Model).

INPUT PROCESS OUTPUT

PROFILE: . Survey questionnaire . Propose an intervention

on the learners who are to increase the learners to
- Age undecided to what what course they want to
- Sex course they want to take take in college
- Family Income in college.
- SHS Strand
FACTORS: . Policy revision or
. Data Analysis formulation.
- Peer Influence
- Financial Support
- Parent
. Discussion of result
Aspirations
- Personal Aspira
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CHAPTER III

METHODOLOGY

This section presents a detailed discussion on the method and procedures that will be used

in this study with particular focus on the: research design, locale of the study, respondents/

participants of the study, research instruments, data gathering procedure sampling

procedure and ethical considerations.

Research Design

Correlational research design was used in this study to identify the relationship

between the respondent and the factors driving their decision to what course they want to

take in college. According to Harrapa Education (2018), correlational research is a sort of

study design that is employed in the social and behavioral sciences. It assesses the

connection between two or more variables. Correlational research design examines

relationship or correlations in data without showing that one event causes another. The best

research design for conducting acceptance is correlational research. The researchers was

ascertain whether there is a significant association between the dependent variable

(Factors/Influence of career aspirations) and the two independent variables (respondent

profile) with the aid of the correlational design. In order to implement this study design, the

findings of the survey that the investigators want to carry out.

Locale of the Study

The study was conducted at Taft National High School which is located at Barangay

05, Veteranos St. Taft, Eastern Samar and provides Education services for Junior High

School Student and Senior High School Learners. Taft National High School the oldest
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public secondary in the province opened on June 23, 1984. When Eastern Samar became a

new province, this school continues as a provincial secondary school until it was converted

to a National High School on August 09, 1984 by virtue of Batas Pambansa Bldg. 605. The

school has a total area of 43, 821 square meters with 116 staff and 2196 officially enrolled

learners at present school year.

The location is suitable for the study given the respondents involved are studying
and situated in the said school.

Respondent of the Study

The researchers asked the cooperation and participation of the grade 12 learners of

Taft National School, Taft Eastern Samar S.Y. 2023-2024. There’s 205 respondent of grade

12 participants who take part of the study. In order to selected a part of the population,

stratified random sampling will utilize by the researchers.

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RESPONDENT No. of Element PROPORTION Sample Size

(%) (n)

ST. ANN 29 0.069% 14

ST. CLAIRE 27 0.064% 13

ST. IGNATIUS 52 0.012% 25

ST. JAMES 48 0.11% 22

ST. JUDE 48 0.11% 22

ST. LUKE 44 0.10% 21

ST. MARY 39 0.09% 18

ST. MATTHEW 43 0.10% 21

ST. THERESE 29 0.069% 14

ST. THOMAS 23 0.005% 10

ST. PAUL 41 0.10% 21

TOTAL N= 423 100% n= 205

Sampling Procedure

Proportional SRS was used for the selection of the population of the study. The

participants of the study are 205 Grade 12 learners of Taft National High School to share

their thought about why they are undecided to choose a college program to take. In

statistics, a Proportional Stratified Random Sample (PSRS) is a sampling method that

combines elements of both stratified sampling and simple random sampling. The goal of

proportional stratified random sampling is to ensure that each stratum (subgroup) within the

population is represented in the sample in proportion to its presence in the entire population.

Proportionate sampling is a sampling strategy (a method for gathering participants for a

study) used when the population is composed of several subgroups that are vastly different
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in number. The number of participants from each subgroup is determined by their number

relative to the entire population

Using Slovin’s, the researchers were able to a total of 205 respondent from a

population of 423 at 5%margin of error. Then we simply divided the number of sample size

to the number population as, because our respondent all section of the Grade 12 learners.

Research instrument

In this study a self-administered survey questionnaire was utilized to gather

information about the learner’s undecided to what course they want to take in college. The

researchers was an original designed questionnaire due to the absence of close and

available questionnaires. It was in a checklist form following the concept of Likert scale with

strongly aware, neutral, and poorly aware choices. The first part will consist of the

demographic profile of the learners where age, sex, grade level, and home location was

presented. The second part will consist of the following survey questionnaires derived from

the research questions. The respondents was given instructions and enough time to

complete the questionnaire, afterwards the retrieval of data will follow.

Validation of instrument

The designed questionnaire undergo a series of tests and validation. It was

submitted to two (2) master teachers with expertise in the research field for it to be

examined and corrected in terms of grammatical errors, content, relevance to the study, and

approval for distribution. Afterwards, the approved questionnaire will undergo a dry run with

selected respondents who will participate in the survey. This activity was serve as a second

validation of the questionnaire to see if it is comprehensible and effective enough to be used

in the study. With the results of the test, the researchers will revise the questionnaire and

undergo it again for another test. The result will be taken into consideration in the
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formulation of the final questionnaire that is effective, appropriate to the demands of the

study, and produces quality data.

Measurement of Variable

This study used the liker scale to measure the factors affecting the grade 12 learners

about the career or course they want to take. Developed by American social scientist Resins

Likert and is a commonly used technique in survey research, to measure the learners about

the influence career aspiration. This type of rating scale was used to evaluate probability,

significance, or agree. Like scale make it easier to gather and evaluate quantitative data

(Solmaz 2023).

The survey questionnaire will use a 5-point scale, with 5 as strongly agree, 4 as agree, 3 as

undecided, 2 as disagree, 1 strongly disagree. The interpretation will have a corresponding

value for the mean interval.

Scale Mean Interval Verbal Interpretations

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Undecided

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Agree

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In the process of coding, the demographic profile of the respondents will also be

coded to assess who’s most likely to be aware of the class suspension protocols in disasters

and calamity occurrences.

Demographic Profile (Sex) Coding

Female 1

Male 2

Data Analysis

This study was used descriptive statistic for analysis of its result. These papers collectively

provide a comprehensive understanding of descriptive statistics.

Dong (2023) highlights the importance of descriptive statistics in summarizing data and

drawing meaningful conclusions in various research areas. Bulanov (2021) further explores

the principles of descriptive statistics, including measures of central tendency and variation,

as well as the distinction between the general population and random samples. Overall,

these papers emphasize the significance of descriptive statistics in summarizing and

analyzing data in different fields of research. Owusu (2021) found that parental influence

significantly determined the career aspirations of students in public Senior High Schools. Al-

Bahrani (2021) found that career locus of control dimensions had a direct effect on career

aspiration, with internal locus of control positively influencing career aspirations. Overall,

these papers highlight the importance of factors such as self-efficacy, parental influence,

career locus of control, and proactive career behavior in shaping career aspirations. This

study focuses on the Grade 12 learners that is potentially improve their decision-making to

choose the right path when they going to college and take a program.

Data Gathering Procedure

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In order to attain the study, series of steps will be conduct in gathering the data. The

research will administer the survey questionnaire to the selected grade 12 learners. It will be

explained thoroughly and briefly to the respondents on what will be the flow and purpose of

the survey. Afterward, the researchers will gather the data will undergo further analysis and

interpretation. Also, the responses that will be collected will remain confidential. In meeting

research integrity and credibility, the researchers will ensure that a respondents involved in

the study will be protected against any harm. There will be no other information asked aside

from what is stated in the questionnaire. The researcher clarified the anonymity of the study,

as the names of the respondents will be just. optional. Disclosure of information to the public

is strictly prohibited and punishable Lastly, the materials used will be immediately discarded

as soon as the study ends.

Ethical Consideration

This study followed a specific and proper guideline in gathering data. A consent from

will be presented to the respondents before answering the questionnaire. The researchers

made sure that the data the researchers will gather would remain confidential, unless they

follow and agreed to share their answer to the public.

These factors safeguard research participants’ rights, improve research validity, and

preserve scientific integrity (Scribbr, 2021). The researchers will establish trust through

proper communication before, during, and after the study. It also assures that the identities

of the respondents will remain confidential. With that being said, the respondent’s names will

be replaced with numbers or symbols in the order of the discussion of results. They will be

given an option to decline or refuse to answer the survey questionnaire if it may cause harm

to their images. This study will guarantee that there are no biases or manipulations in the

findings, but instead, results will be reviewed and examined by research practitioners,

experts, and any one with research expertise. After the research, the information gathered
 21

will be discarded to ensure that there will be no disclosure of information that might cause

harm to the respondents. As the researchers looked into anticipated issues such as close

connection to the participants considering that there will be learners to learners’ relationship,

given the setting and convenience. The research will remain transparent and unbiased for

the integrity and reliability of the study.

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CHAPTER IV

Result and Discussion

This section provides analysis and interpretation of the data, along with a discussion
of key findings. This includes the demographic profile of the respondents, as well the factors
affecting them become undecided to choose a college course.

PROFILE OF THE RESPONDENT

The study sample consisted of 205 learners between the ages of 15-20 and above,
with the participation of both sexes, female and male. Respondent came from the grade 12
learners. The participant are most 18-19 years old that comprising an 55.74% of the
respondent and the female is the most participative of the research that collected a 68.85 %
of the total respondent and most of the strand are HUMSS.

Proportional stratified random sampling is used that’s why they are not equally the
same in every section. Respondent were choosing grade 12 learners, to ensure reliable and
accurate data, any learners not meeting of being enrolled at Taft National High School were
excluded. This sampling method allowed for a respondent group aligned with the research
aims.

A potential selection bias is a major disadvantage in the research sample size, as

participants were from specific geographic area and may not represent the general
population. Additionally, the sample size may be not enough to capture rare occurrences,
restricting applicably to other groups. Research bias could also occur given the close
student-to-student relationship. However, employing proportional stratified random sampling,
applying ethical considerations, and carefully determining the sample size helped prevent
possible biases. While limitation existed, steps were taken to reduce their impact through
thoughtful research design and sampling methodology.
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Table 1.

Respondent’s Demographic Profile

AGES FREQUENCY PERCENTAGE

(N=183) (%)
15-17 72 39.34%
18-19 102 55.74%
20 Above 8 4.37%
SEX
Female 126 68.85%
Male 57 31.15%
SHS Strand
ABM 15 8.20%
GAS 49 26.77%
HUMSS 83 45.36%
ICT 10 5.46%
TVL 26 14.21%
The table shows the frequency and percentage of the respondent's demographics
profile of the based-on age, sex, and SHS strand. The majority in the age is 18-19 that
collect 55.74% of the total respondent. While on the sex the female collects 68.85% that's
why the most of the respondent is female who is participating the research. However, the
SHS Strand the HUMSS is the most participants of the respondent.
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Figure 1. Ages of the respondent

First and foremost, the participants have a different ages group which indicates a majority in
the 18-19 ages range which has a 55.74 percent in the total respondents. On the other
hand, the 15-17 collected 39.34 percents, more over the smallest percents which is 4.37
percents is the 20 and above.

Figure 2. Sex of the respondent

Examining the sex distribution, the majority is the female respondents that collect a 68.85 of
the total percents of the respondents. The results interpretation might be affected by this
study relatively greater percent of female those who participated, especially if the research
 25

focuses on sex. It would be crucial for us to take notice of any possible differences in the
responses and experiences based on the gender.

Figure 3. SHS Strand

Now, we continued to the SHS Strand of the participant, the study used a SRF Stratified
random sampling that’s why this demonstration is not fairly balanced of representation of
their strand. The HUMSS collected a 45.36 percent of the total respondents. The study’s
ability to capture a wide range of opinions is increased when the participants come from the
different strand, provided that the research issue is important in the different level or strand
of learning

Now we continued to the SHS Strand of the participant, the study used a SRF
Stratified random sampling that’s why this demonstration is not fairly balanced of
representation of their strand. The HUMSS collected a 45.36 percent of the total
respondents. The study’s ability to capture a wide range of opinions is increased when the
participants come from the different strand, provided that the research issue is important in
the different level or strand of learning.
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Peer Influence

Table 2. shows the factors affecting them to being undecided to choose a college
course especially in Peer Influence.

STATEMENT MEAN INTERPRETATION

I consider the college program that my 2.55 DISAGREE
friend is planning to take.
My friend’s options about different college 2.92 DISAGREE
program are important to me.
I would feel more comfortable choosing a 2.79 UNDECIDED
program that some of my friends are also
choosing.
If my friends financial all choose one 2.38 DISAGREE
program, I am more likely to choose to it
too, even if I’m not sure it’s right for me.
I have changed my mind about a potential 2.48 DISAGREE
program because of my friend’s opinions.
The table above illustrates the respondents' or the grade 12 learners' peer impact.
After that, we will figure out if the person who responded is independent of or dependent
upon their chosen course. Each response claimed that they disagree because they are self-
reliant and wish to enroll in the college course, they find inspiring, regardless of whether
their friend is enrolled in a different program. This means most likely of student disagree with
the terms of choosing a course because their friend wanted other course. Peer influence is a
complex and powerful force that can significantly impact individuals' behavior and decision-
making. This influence can be both positive and negative, with peers' opinions and actions
often shaping one's own beliefs and actions (Goethals, 1999). However, this influence is not
always recognized by individuals, as they may be unaware of the extent to which their peers'
preferences and behaviors are shaping their own choices (Andersen, 2019).
 27

Financial Support

Table 3. shows the factors affecting them to being undecided to choose a college course
especially in Financial Support

STATEMENT MEAN INTERPRETATION

The availability of scholarship and financial 3.43 UNDECIDED
aid significantly influences my choice of
college program.
I would be willing to choose a different 3.51 AGREE
program than my ideal one if it offered
better financial support.
My family’s financial support is a major 3.45 AGREE
concern when considering different college
programs.
Knowing the potential earing capacity of 3.39 UNDECIDED
graduates from different programs play a
role in my college program choice.
I feel confident that I can find ways to 3.30 UNDECIDED
cover the cost of my desired college
program, regardless of the available
financial support.
Financial support, represented by table 3 or letter b, is necessary for some students
whose dream courses require money, but whose low-income places them at an untenable
situation. Others quit their ideal course due to financial difficulties. Financial support can be
defined as the individual's ability to apply appropriate financial knowledge, perform desirable
financial behaviors, and take available financial opportunities for achieving financial
wellbeing (Xiao, 2021). However, it is important to note that financial capability is not solely
dependent on skills and knowledge, but also on opportunities and motivation (Patel, 2019).
 28

PARENTS ASPIRATION

Table 4. shows the factors affecting them to being undecided to choose a college course
especially in Parents Aspiration

STATEMENT MEAN INTERPRETATION

My parents have talked to me about specific 3.39 AGREE
college program they would like me to
consider.
I feel pressure to choose a college program 3.51 UNDECIDED
that align with my parents’ career aspiration
for me.
The opinions of my parents are one of the 3.45 UNDECIDED
most important factors influencing my
college program choice.
If I choose a college program different from 3.39 UNDECIDED
what my parents hope for, I worry about
disappointing them.
Ultimately, I feel confident in choosing a 3.30 AGREE
college program that aligns with my own
interest and ability, even if it differs from my
parents’ aspirations.
The parents' aspirations are shown in the table above. Parental aspirations are
highly important because there are parents who desire their child to be enrolled in the
course, they're interested in without even asking the child whether they want to take it.
Parental aspirations for their children's education and career are influenced by a complex
interplay of social and informational factors. These aspirations can significantly impact
children's academic performance (Salamat, 2020) and are a key predictor of their academic
and social development (Mahamood, 2012). The nature and determinants of these
 29

aspirations, particularly for upper secondary education, have been found to be influenced by
factors such as expected school achievement and parental educational status (Dedić,
2020).

PERSONAL ASPIRATION

Table 5. shows the factors affecting them to being undecided to choose a college course
especially in Personal Support

STATEMENT MEAN INTERPRETATION

I choose a college program that aligns with 3.68 AGREE
my long-term goals and dreams.
My passion for specific subject or activities 3.47 AGREE
guides my selection of a college program.
The skill and knowledge I want to acquire in 3.71 AGREE
college will help me fulfill my personal
aspirations.
My desired future lifestyle influences my 3.63 AGREE
choice of college program.
I am willing to consider different college 3.36 DISAGREE
programs even if they don’t perfectly match
my current dreams, knowing my aspirations
can evolve over time.
The table above is the last which is the personal aspiration, being a passionate one
you need to know what is the course you want to take, you know your goal if you know your
goals and you trust your decision. The questions that are answered by agree of the
respondent. Personal aspirations, defined as the future performance level an individual aims
to achieve, are influenced by a range of factors. Hulias (2019) found that personal growth,
achievement, and self-presentation are common aspirations, with success and positive
emotions being key motivators.
 30

Table 6.

Statistic result comparing to the variable

The table above are the discussion about the statistical data use if its applicable or
not, if its rejected or fail to reject.

The interpretation of the age in the factors of peer influence this set null hypothesis will
be rejected because it's less than or equal to the significance level. The interpretation of the
gender in the factors which is the peer influence indicates the case the null hypothesis
meaning there is no statistically significant correlation found between the gender peer
influence. This interpretation of the family income is same as the gender in the factors which
is peer influence show that the planned or observed effect is not supported by enough
evidence. This interpretation of the SHS STRAND in the factors of the peer influence specify
that this study the null hypothesis means that no statistical significance exist in a set of given
observations.
 31

The second factor is the financial support it's very crucial to all of the students facing
this kind of factor, because other dream to graduate but their problem is money. The column
says that there is no statistically significant correlation relationship between the factors and
the profile of the respondent, while the decision is failed to reject the hypothesis.

The interpretation of age in parent aspirations factor, the null hypothesis meaning
there is no statistically significant correlation found between the age and parents’ aspiration.

The sex in parents’ aspirations factors indicate the case of null hypothesis meaning
no significant correlation between profile and factor while family income of parents’
aspirations the null hypothesis meaning no statistically significant relationship between
family income and factors. However, the interpretation of profile and factors are the null
hypothesis means that there is no significant found between the SHS strand and parents’
aspiration. Most of the decision is failed to reject the null hypothesis.

The last is the personal aspiration that can affect the individual's decision. The profile
of the respondent which is the following, the age, sex and their SHS Strand. The decision is
failed to reject the hypothesis while on the other hand the interpretation is there is no
significant correlation relationship between the respondent and the factors.
 32

CHAPTER V

Summary, Conclusion and Discussion

Summary

The study aimed to determine the factors affecting the grade 12 learners on Taft
National High on their choosing college course they want to take. The data needed were
gathered through survey questionnaire and interview that was administered by the
researchers to the grade 12 learners that are undecided to choose a college course.
Additionally, it examined the SHS learners’ level of decision on what course they want to
take and improve their decision making.

The study includes specific scope within of their decision making among the SHS
learners at Taft National High School. Its delimitation covers limitation of sample size of 205,
with the used of SRF Stratified random sampling sampling and there is no equal of the
grade level participant because of the researchers sampling technique used. Additionally, it
will not investigate the impact of their physical and mental health. And learners who are not
enrolled at Taft National High School will be excluded from the study, limiting the
generalizability of the result.

In the study, a Correlational design was chosen as the framework since it aimed
solely the relationship between the respondent and the factors affecting them in their
decision to what course they want to take. A researchers-made questionnaire was utilized as
the research instrument, undergoing validation and pilot testing to ensure reliability and
validity. After finalizing the questionnaire, it was used for a survey, with respondent selected
through proportional random sampling. Data retrieval was followed by analysis using the
correlation analysis, focusing on obtaining percentages and mean of respondents’
responses on specific indicators.

The data reveals varying patterns with the participants have a different ages group
which indicates a majority in the 18-19 ages range which has a 55.74 percent in the total
 33

respondents. On the other hand, the 15-17 collected 39.34 percents, more over the smallest
percents which is 4.37 percents is the 20 and above.

In terms of sex, the majority is the female respondents that collect a 68.85 of the
total percents of the respondents.

The results interpretation might be affected by this study relatively greater percent of female
those who participated, especially if the research focuses on sex. It would be crucial for us
to take notice of any possible differences in the responses and experiences based on the
gender.

The study used a SRF Stratified random sampling that’s why this demonstration is
not fairly balanced of representation of their strand. The HUMSS collected a 45.36 percent
of the total respondents. The study’s ability to capture a wide range of opinions is increased
when the participants come from the different strand, provided that the research issue is
important in the different level or strand of learning.

The summary of findings is the following:

1. Grade 12 learners face several challenges and factors in their lives which have significant
impact on their studies. Some of the factors they faced include: peer influence, financial
support parent aspiration and personal aspirations.

2. Grade 12 learners faced factors like peer influenced of their friends that leads them
become an undecided to choose what course they want to take. They also set aside their
dream course because of the influence of their friend to them.

Conclusion

In conclusion, the statement provides insights on the undecided that grade 12

learners faced to choose on what course they want to take when they enrolled in college.

1. The result shows that factors affecting them to being undecided to choose a college
course especially in Peer Influence. Most of the respondent are saying they are disagreeing.
Each response claimed that they disagree because they are self-reliant and wish to enroll in
the college course, they find inspiring, regardless of whether their friend is enrolled in a
different program. This means most likely of student disagree with the terms of choosing a
course because their friend wanted other course.
 34

2. The low income of the family can be attributed to a several factor, include the financial
support to their child who is studying, necessary for some students whose dream courses
require money, but whose low-income places them at an untenable situation. Others quit
their ideal course due to financial difficulties.

3. It is noteworthy that the grade 12 learners rely on their parents. Parental aspirations are
highly important because there are parents who desire their child to be enrolled in the
course, they're interested in without even asking the child whether they want to take it.

Recommendation

1. Educators have the duty to help students in selecting a course that aligns with
their particular interests and ideal curriculum.
2. Parents show to believe in their child's choice based on their ideal path, promote
greater student motivation and engagement of their decision to what course they
want to take
3. Student most know their decision to what course they want to take in college so
that they don't have a problem in choosing of shifting.
 35

APPENDECIS

APPENDIX A.

Questionnaires on Influence of Career Aspiration on the Selection of College Courses

Among Senior High School Learners

PART I. Demographic Profile. This section will gather information your profile. For such
item below, please check the most correct response and fill in the required information.

Name (Optional): ______________________________

1. Age

13-14 years old

15-16 years old

17-18 years old

19-20 years old

2. Sex

Female

Male

3. SHS Strand

HUMSS

GAS

TVL

ICT

4. Home Locations

Town Proper

External Barangay

Upstream Barangay

Other Municipality
 36

PART II.

DIRECTIONS: Put a check in the responding column that best assesses your answer in the
different question.

QUESTIONS STRONGLY AGREE UNDECIDED DISAGREE STRONGLY

AGREE (4) (3) (2) DISAGREE
(5) (1)
1. Do you
struggle in
choosing a
college
course/program

2. Is there a
primary factor
that are affecting
you to choose a
college
course/program?
3. Is your strand
align to the
course/program
you want to
take?
4. Is there a
notable
difference
factors of your
career aspiration
on college
course selection
based in your
Age, Sex, SHS
Strand and
Height?
 37

5. is your
financial
situation making
it difficult for you
to decide on
path of study or
college course to
take?
6. Does your
family force you
to choose
another course?
Even though
they knew that
you don’t want
the course they
have been
forcing you?
7. Is there have
steps are you
doing to attain
you long term
goals?
8. Do you feel
pressure from
your peers to
choose a
specific career
path?
9. Do you feel
pressure from
your peers to
choose a
specific career
path?
10. In what ways
have your peers
influenced your
perception of
certain careers?
11. Do you have
any mentors
among your
peers who
 38

provide
guidance
regarding career
choices?
12. Have there
been instances
where you
changed your
career
aspirations
based on input
from your
peers?
13. How would
you describe the
balance
between
personal
interests and
peer influence in
shaping your
career
aspirations?
14. How do you
envision
personal growth
as part of your
journey towards
achieving your
aspirations?
15. Is there
current personal
aspirations or
goals?
16. did you
develop these
aspirations? Are
they influenced
by external
factors, internal
motivations, or a
combination of
both?
17. Have your
 39

family and
friends played a
role in shaping
your
aspirations?
18. Is there any
challenges have
you encountered
in pursuing your
aspirations?
19. How do you
see your current
aspirations
evolving as you
progress
through different
stages of life?
20. do you
handle setbacks
and obstacles in
the pursuit of
your goals?
 40

APPENDIX B. LETTER OF COMMUNICATION

January ___ 2023

MR. EMIL E. ADENA

School Principal
Taft National High School
Taft, Eastern Samar

Good day,
We are writing to formally ask a permission to conduct a study here in Taft National
Hight School, investigating the influence of career aspiration on the grade 12 learners. The
study will need the participation of learners of grade 12 learners to gather data. Thus, we
also ask for approval to administer the survey questionnaire. We assure you that the
anonymity of the study will remain and that ethical considerations will be applied with this,
we are hoping for you approval as it will be a big help in the success of our study.

Sincerely yours,
BALMES, KRISTINA CASSANDRA B. JULGAN, AIYA JANE B.
ATHECOSO, TRISYA B. CEMANES, JELAI CHRISTINE S.
COLICO, NATALIA M. NADONZA, AIRISH L.
RESEARCHERS
 41

NOTED BY: APPROVED BY:

IOHANNES PAOLI BALDOMAR EMIL E. ADENA
RESEARCH ADVISER SCHOOL PRICIPAL