Chapter II

REVIEW OF RELATED LITERATURE

Decision Making Theory/The Positive Uncertainty

Gelatt (1962) observed that all decisions have

essentially the same characteristics. In the first place

there is an individual who must make a decision. Second,

there are two or more possible courses of action. Finally,

we pre assumed that the decision is to be made on the basis

of information. Building on the work of Bross (1953) and

Cronbach and Gleser (1957), Gelatt suggested there were

essentially two kinds of decisions: terminal decisions,

which are final, and investigatory decisions, which call

for additional information. An investigatory decision

recycles until it results in a terminal decision.1

Cognitive theory

Cognitive theories of career development are built

around how individuals process, integrate and react to

information. The ways in which individuals process

information are determined by their cognitive structures.

These structures influence how individuals see themselves,

others and the environment. Cognitive theories suggest ways

1
Gelatt, H. B. (1992) Positive Uncertainty: A Paradoxical Philosophy of Counseling Whose Time Has Come.
ERIC Digest. Retrieved from [Link] September 28, 2017
 17

to help clients build or refine a hierarchy of thinking

skills and decision making skills that influence career

development.

Talent-matching approach

Parson’s the Talent-matching approach, in the theory

which he wrote “In the wise choice of vocation there are three

broad factors: A clear understanding of yourself, your aptitudes,

abilities, interests, ambitions, resources, and limitations; A

thorough knowledge of the requirements and conditions of success,

advantages and disadvantages, compensation, and prospects in

different lines of work; and True reasoning on the relations of

these two groups of acts.”2

Sex

Most of the ABM students are females and only few are

males it’s proved by the survey of Ronald Gantz with his

study of Factors Affecting the Course Preferences of Senior

High School Students at Teodoro M. Luansing College of

Rosario with 80% female and 20% of male respondents that

take ABM strand.

2 Raphe, P. (2010). My Thesis Proposal. Retrieved from Slide Share [Link]

Family Income

The research of Ronald Cruz also pointed out that

most of the respondents considered their economic status in

society. Their choice of strand was based on the tuition

fee.

Reasons

Ronald Gantz (2016) concluded and emphasized in his

research study that the senior high school students chose

their strand especially based on their long term dream and

some of them want to develop their skills and abilities in

their chosen strand.3

And in the study of Japitan,J.(March 2015) Factors

Affecting Senior High School Track Preferences of Grade

9 Students of Don Bosco Technology Center, Inc. Academic

Year 2014-2015: A Basis for Career Guidance Program. The

personality of the student may affect the choice of strand

or career path and there has been a lot of talk whether or

not passion is the sole way for choosing an individual’s

career path. But there are other significant factors that

can affect the career path, not just passion. Several

recent studies shows that understanding the personality the

3 Ronald, G. (2016). Factors affecting the course preferences of senior highschool students at teodoro m. Luansing
college of [Link] from. [Link]
senior-highschool-students-at-teodoro-m-luansing-college-of-rosario/ on September 28, 2017
 19

individual’s own traits and characteristics, rather than

passion, are a key to career fulfillment and success.4

Students’ career success can be best attained if the

right course suited to their personality, ability and

intellect serves as their guide in the course they are to

take in senior high school. Experiencing the career suited

to students by integrating career plan with the curriculum

help students make good decisions in what course to take in

senior high school.

It support the idea of Pafili and Mylonakis (2011)

that emphasized that in coming up with the right decision

of what profession to take, students can properly utilize

their skills and knowledge to gain proper experience who

could contribute to the development and welfare of the

society but Koni, Zainal, and Ibrahim (2012) noted that

some studies show that not all students who enter a

university have the intention to obtain the degree.5

4Joshua, J. (2015). Factors Affecting Senior High School Track Preferences of Grade 9 Students of Don Bosco
Technology Center, Inc. Academic Year 2014-2015: A Basis for Career Guidance Program. Retrieved from
[Link] on September 28, 2017
5
Carlos, A. (2015). Factors Affecting the Choice of School and Students’ Level of Interest towards the
Maritime Program. Retrieved from [Link] on
September 28, 2017
 20

Advantages

The idea that “one size fits all” has been abandoned

by the Department of Education (DepEd) 6 . A lot of space is

given to Senior High Schools students, since the only main

reason that two years were added to basic education is to

prepare students for their future lives. It makes no sense

to force a student to follow a predetermined curriculum if

he or she has something else in mind for herself or himself.

This ABM strand focuses on learning the basic

concepts of business and learning associated skills in

other related fields likes finance, management, corporate

and operations.

The ABM strand is designed to equip the students with

managerial, numeracy and literacy skills necessary to meet

the competencies and demands of globally competitive

entrepreneurship. Courses on accounting, finance, marketing

and management are taken under this strand. Students

graduating from the ABM strand are expected to prepare a

business plan, feasibility study or project study and

6
Isagani, C. (2014). The ABM strand. Retrieved from
[Link] on September 28, 2017
 21

undergo work immersion to allow for the application of

knowledge and skills acquired in class. 7

At the University of the Cordilleras 8 , a first-year

college student takes Accounting 101 (Accounting

Orientation), a one-unit course that is a general

introduction to accounting. After a student takes the two

Fundamentals of Accountancy, Business, and Management

specialization subjects in SHS, there will no longer be any

need for this college course. There should also be no need

for him or her to take Accounting 1/2 (Fundamentals of

Accounting, Part I).

There will also be no need for Management 1

(Principles of Management), another college freshman

subject. There will still be a need, however, for him or

her to take Accounting 3/4 (Fundamentals of Accounting,

Part II), which has content over and above that in the SHS

subjects.

The removal of duplication of subjects in the curriculum

is one of the major advantages of the K to 12 reformed.

7
Erica Joy, A. (2016). Act Count Think. Retrieved from
[Link] on September
28, 2017.
8
Isagani, C. (2014). The ABM strand. Retrieved from
[Link] on September 28, 2017
 22

Since the General Education Curriculum (GEC) 9 has been

revised, there will also be no need for the student to take

other subjects listed in the first-year curriculum but it

does not mean that a first year student of Accountancy will

only take up only few subjects in college because there are

new core subjects in the new GEC, which may or may not be

taken during the freshman year. The CHED Technical Panel

for Business and Management Education, like other Technical

Panels of CHED, has new guidelines for the curriculum,

based on CHED’s reduction of the GEC units.

10 The common perception that the addition of two years

to basic education will automatically result in the

reduction of two years in higher education is not correct.

There is still one year of GEC in college; that means, of

course, that one year of GEC has been scrapped. Whether

that one year will just be dropped or whether it will be

filled in by major subjects still has to be determined by

the Technical Panels.

9
Isagani, C. (2014). The ABM strand. Retrieved from
[Link] on September 28, 2017 )
10
Isagani, C. (2014). The ABM strand. Retrieved from
[Link] on September 28, 2017
 23

Benefits

Benefits of studying ABM with its specialization

subjects like entrepreneurship, management and organization

is that it can equip entrepreneurs with essential business

skills and knowledge that will lead them for greater job

opportunities.

It can improve a business owner's ability to analyze

data, improve financial decisions and make better

predictions about the future.

Studying ABM with business management enhances an

entrepreneur's chances of launching a successful business,

but it does not guarantee success. Even seasoned and

successful businesspeople can fail when creating new

companies. Formal business training simply gives business

owners more tools to deal with challenges and take

advantage of opportunities11.

With this educational system and program required by the

government, each one will profit and benefits from this

scheme because it follows international standard12.

11
George, H. (2017). Advantages of Studying Business Management. Retrieved from.
[Link] on September
28, 2017
12
Erica Joy, A. (2016). Act Count Think. Retrieved from
[Link] on September
28, 2017.