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CHAPTER 1

PROBLEM AND ITS BACKGROUND

Introduction

Basavage (1996) ask in her thesis, “What is it that influences children one way or

another?”. Every student carries the unique history of their past and this determines how

they view the world. That history created, in part by the student's environment,

personality, and opportunity will determine how students make career choices. How the

students perceive their environment, personality, and opportunity will also determine the

career choices they'll make.

Making career decisions is all about exploring and experiencing the world of

work. It is also a lifelong process. It is about the understanding abilities, interests, skills,

and values and combining these to create a meaningful framework for life. A student will

have many opportunities to discover and rediscover careers that match a changing

lifestyle. It is important that a student is an active participant in this decision-making

process (Georgia Career Information Center, 2013).

The first step to solving a career problem is to bridge the gap between where you

are and where you want to be. Exploring your values, interests, and skills will help you

find educational and career options that match up with your goals. Whether you are

choosing a major, searching for a job, or applying to grad schools, our theory-based

services can help you develop and implement a plan for the future. Knowing what is

important to you (your values), what you enjoy (your interests), and what you do well

(your skills) will make it easier for you to make a career decision. (Florida State

University, 2017).
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According to the Southern Cross University (2017), there are four effective

decision making steps. First, the understanding oneself and identity alternatives. This is

where the student identifies and look alternatives that allows them to assess options that

they may not have considered. Second, to seek information. After a student has identified

a range of possibilities, the next step is to gather as much information that they can

gather. The third one is to decide. Students shall use their hearts and especially their

heads in this step. Finally, the fourth one is that enactment. Enacting one's decision

means setting a goal and developing an action plan to achieve it. Action plans work best

when specific steps are identified.

Unemployment rate here in the Philippines is commonly associated with the

misfit graduates produced by the universities and colleges and the workforce needed by

different companies. The wrong choice of course taken by most of the high school

students adds to the unemployment and underemployment rate of newly graduate

students. The students first considered the availability of work after college in choosing

their courses. Most of the students prefer to take scientific related field courses or the

"popular courses" for Filipinos. Students' career success can be best attained if proper

guidance is given in choosing the right course in college, suited to students' personality,

ability, and intellect (Dr. Nancy T. Pascuala, 2014).

A student’s postgraduate decision-making process can be influenced by a variety

of people and experiences within the academic community and beyond. Although career

offices have the most direct responsibility for this process, their efforts to help students in

such decision-making should include other members of the community (Scott C. Brown,

2004).

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Statement of the Problem

Generally, this study aims to determine the factors influencing the course

preference of Grade 12 Accountancy, Business and Management students in a Catholic

school.

Specifically, the paper aims to answer the following questions:

1. What are the top 3 course preference of the Grade 12 Accountancy, Business and

Management students?

2. What are the students’ reasons in choosing their course preference in terms of:

a. personal

b. environment, and

c. opportunity

Conceptual Framework

* top 3 course *Gathering of *factors affecting

Process

Output
Input

preference of the data using the the course

students adapted and preference of
*reasons in developed survey grade 12 ABM
choosing their questionnaire students in a
course preference Catholic School
in terms of:
•Personal
•Environment
•Opportunity

Figure 1. Conceptual Framework of the study

Significance of the Study

This study serves its significance to the following:

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Students for they will consider enough alternative choices in career selection to

justify making an informed decision and to help the student form a comprehensive plan

or outline.

Teachers for they could provide students with relevant formation earlier in their

schooling and they could be more aggressive in giving students information they could

test and use in their daily studies and apply to their career choice.

Industry for they could examine where, why, and when it could be beneficial for

them to invest resources to train and educate students.

Future researchers for they can use this research as their basis for their study

and can continue this research.

Scope and Delimitation

This research was focused on the study of factors influencing the course

preference of Grade 12 Accountancy, Business and Management students in a Catholic

school. This study was conducted in Saint Mary’s University Senior High School

Department. The researchers were able to gather the needed data using survey

questionnaires. Only those who were present during the survey were involved in the

study.

Definition of Terms

Course Preference- a course preferred by students

Environmental Factor- factors that influence the students’ course preference,

like their parents, relatives, guardians, teachers, peers, etc.

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Opportunity Factor- factors that affects the respondent’s course preference, like

job vacancy, salary/compensation offered by companies in the future, jobs are

timely in-demand

Personal Factor- factors that influences the course preference like passion,

liking, and interests.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Many students in Kenya and the world as a whole go through school with wrong

career views. The `celebrity jobs ‘of Engineering, Law, Architecture, Medicine, and

Bachelor of Commerce were students ambition (Muriaki, 2006). According to Muriaki

(2006), Career is a job that permits one to go through self-discovery, expression, and

declaration. The Ministry of Education in Kenya first offered career guidance in schools

in 1971 by introducing a section within the ministry and publishing a career handbook.

Although the ministry realized that career guidance was not sufficient and introduced it

within the school's Departments of Guidance and counseling, there was no organized

development of expansion of services (CHE, 2005).

The state of joblessness in the country had resulted in both trained and untrained

scrambling for whatever jobs they could land their hands-on. The slow economic growth

had not been able to engage those seeking employment (CHE, 2005). This had been

enhanced by the labor market imperfection that shown itself in the form of career

information breakdown, which particularly affected students who graduated. Carnoy

(2007) said that a better match between graduates of different levels and sectors of an

educational system and the job openings in the labor market had always been the major

preoccupation of educational planning. Career guidance had a role to play in providing

way to the youth at the secondary school level. Guiding the youth in accurate subject

choices leading to their commitment in an appropriate career path (Donnelly et al, 2002).

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Gichohi (2005) asserts that there had never been a serious effort in Kenya to help

students make right career choices. She added that in most cases the students are totally

left on their own. They felt in the dark and when they made choices, they enrolled for

studies they knew little or nothing about. Even students in schools, which had career

teachers, things were not much different, because teachers were not proficient and thus

not capable enough to sufficiently guide them.

The situation is not better; the students face problems in their uncompelled subject

choices as they join form three. Form four graduates also spend fortune time in years

before enrolling in any course of study. Out of the 41.4% students who joined the

university in 2012/2013 academic year, only 39% were selected by their first choice,

36.6% had to study their application for degree courses and 24.4% were selected by their

second choice. (CHE, 2013)

Although data on the other 58.6% of the other students who advanced that year

from the same school 41.4% of the students who were to join the university were a

representative sample of the situation in the school. Manga Sub County has 16 secondary

schools. Twelve of them are mixed schools, three are Girls schools and one is a Boys

school. Parents are also to blame because some of them often visit school to influence

their children subject choices. This make students to pursue subjects they do not like in

school, creating pressure in them (Muriakii, 2006).

Muriakii (2006) asserts that, the greatest test in students’ career choices in many

schools is lack of experience for teacher students. Students make unconscious career

decisions based on how far the teachers guides them out of the career information

provided from institutions of higher learning. therefore, students owe it to themselves to

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find out what career opportunities exist and those that are compatible to their talents,

benefits and academic ability.

Many students in Kenya and the world as a whole go through school with wrong

career notions. According to Jones, (2007) at teenage years and early 20‘s, a person’s

personality and abilities are emerging with values, abilities, skills and talents emerging.

Frequently, the person does not know him or herself well enough to make a precise career

choice. A young person could only target for careers that they viewed as existing and

7possible (CHE, 2005). For example, in a country without an outer space program young

person whose career preference was to be an astronaut was likely to give up and aim for

alternatives that were available. The study pointed out that students from socially and

economically deprived groups had humble goals.

Jones (2011) argued that parents affected the level of education or training that

their children accomplished, the knowledge they had about work and different

occupations, the beliefs and attitudes they had about work and the job skills they learned.

Some of the ways they did this was by the attitudes and behavior they rewarded and

reprimanded. The opportunities they had for their children's education and career. The

examples they were setting for their children. The influence they exercised on who was

around them, the children and adults who were to become their children's significant

others. The chances they offered to their children to learn and grow and the kind of

parent-child relationship they built. In the researcher's opinion, this was not bad but may

go against the abilities and trends of the student. Kilonzo (2010) in his study on students’

career consciousness found out that there was an essential relationship between father’s

education and educational goals for the students.

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Raby & Walford (2011) in their study on career-related attitudes and their factors

in France discovered that home environment was the main source of career attitudes,

parents' aspirations for their children were high. They also found out that students did not

relate the world of school with future predictions. They saw the school as unsuitable for

future jobs. Jones (2012) supports peer group influence was an essential factor in

influencing students career choice.

Splaver (2000) said "personality" plays an important part in the choosing of the

right career. A student's personality must be self-motivated type, as to examine career

possibilities from early on in their lives and not the deferring type that waits till they are

grateful to decide. Students must take truly the role grades play in limiting opportunities

in the future. Opportunity is the third factor that has formed career choices for students.

Opportunity may influence how students have observed their future in terms of the

sensible chance of a future in particular career fields. The issue of poverty has played an

important determining role in the opportunities accessible to all.

Career choice is a crucial event to any individual for it affects all aspects of their

future. Keywords used in this research are career decision making, career choice, career

maturity, career expectations, adolescent, personality, family, parenting style, decision

making, metacognition, and factors influencing career decisions. Proquest, Ebsco Host,

and Google Scholar are the electronic databases used for the literature review along with

the print edition books. Personal and external factors both have an effect on the career

decision making and is noted in the literature. Bandura [Link] stressed that intrinsic and

extrinsic factors and their influence on career decision has complex interplay with each

other. Several studies focused on career decision making specifically the research done in

psychosocial correlation. Career decision making-career expectation, career planning,

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Factor influencing career decision making individual factors-age, gender, personality, and

cognitive variables like metacognition, personal interest and contextual factors socio-

economic status, school type, and family variables are arranged in this chapter. (Bhalla,

Vidhi, 2013)

Career Decision Making. It takes thought and preparation when it comes to career

decision making. Career maturity, career decidedness, decision status, career planning,

and career expectations were classified as aspects of it. (Bhalla, Vidhi, 2013)

According to Levine & Hoffer, Millward, Houston, Brown and Barrett (2006),

parents prime factor of students’ information. Educational institutions, part-time work,

peers, mass media, have been identified within the careers for the adolescents as sources

of information (Levine & Hoffner, 2006). By using a questionnaire to study the role of

these aspects of career information involving 64 students to take part of the survey. And

parent as were included as a significant source of related career information as followed

by part-time jobs, peers and others. All the data were coded and validated from open-

ended questions.

Adolescents this generation is seen to be lacking regarding on career planning

(Millward et al., 2006). 2941 students from 52 schools were surveyed by Witko, Bernes,

Magnusson, and Bardick (2005) to know the career planning needs of senior high school

students in Canada. They used a quantitative and qualitative type of research. The

analysis showed that most of the participants treat career planning as an important task

for them and they would approach their parents and other relatives for help. The

respondents reported that they need a better counseling services. Researchers have

suggested that the influence of cultural and psychosocial factors on career planning

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should be explored. The need to develop more organized access to career information and

to educate students about information seeking and availability of information within their

socio-cultural context is one of the researchers’ suggestions.

Career expectations. These expectations guide an individual in choosing an

educational choice, future goal and career options. Agarwala, 2008; Millward et al., 2006,

gender in now influencing vocational aspirations. socioeconomic status and academic

performance (Patton & Creed, 2007). Patton and Creed (2007), 333 students were

interviewed and they found a relationship between career maturity attitude and

knowledge components and occupational aspirations.

Ma and Yeh (2010) used a developmental-contextual framework to study the

educational and career plans of 265 Chinese immigrant youth. The result showed how

perceived environmental barriers, fluency in English, parental support for career-related

variables and parents' value on achievement predicts career and educational plans and

expectations.

Career preferences. Career preferences are based on career expectations. A

preference for careers in India that are related to engineering and medicine has been

reported. 36% of students preferred engineering courses while 20% of them preferred

medicine. Janetius, Mini, and Chellaturai (2011) reported that 36% of students preferred

engineering as a career choice while 20% preferred medicine. Students less preferred

agriculture courses. Science and technology and education surpass agriculture as seen in

the study conducted on 300 Indian adolescents in Kanpur, India (Shakya & Singh, 2013).

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Factors influencing Career Decision Making

Personality, self- esteem, interests, aptitudes and cognitive factors have been

implicated to influence career development. Mixed method study was used to survey the

career choices and career shifts of youth in Mumbai and influences on their career

choices as a youth. The researchers found that career choices are to be specific for age

and gender in the 68 youth they surveyed. The highest rating of the importance of

influence was for self-flowed by family and the least is the career guidance services.

According to Bakshi et al. (2012), the merging of the importance of self and family was

high in comparison to self individually. 103 management students were surveyed. The

most influential factor in comparison to family, occupational, market-related factors and

university-related factors was the personal factor.

Luzzo (1995) used a mixed research design to study gender differences in career

maturity. Career Maturity Inventory, Career Development Inventory, and Vocational

Preference Inventory were used in order to collect the qualitative data. The researchers

also used individual interviews to collect qualitative data. The result revealed that female

participants scored higher scores on measures of career maturity. The interview data

revealed that both sexes expressed financial concerns. Career maturity attitude and

knowledge, career decidedness, career decision-making self-efficacy, self-esteem and

demographic variables were assessed in a study organized on 367 school student across

grade laves 8-12. Creed & Patton (2003), an analysis revealed age, gender, decidedness

level and work commitment to be an important interpreter of career maturity knowledge.

Hasan (2006) discovered in 480 Indian teenagers in the age range of 14-16 years

using a 2x2x2 factorial ‘ex-post-facto’ non-experimental design the contribution of self-

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concept, vocational aspirations and gender on career maturity. The independent variables

were seen to foresee alteration in career maturity. Male subjects have higher career

maturity than female subjects.

Gender differences in career decision-making difficulties using the Career

Decision Difficulties Questionnaire was examined in a sample of 347 Australian high

school students (Albion, 2000). Career decidedness was comparable between boys and

girls in the sample. Career knowledge was higher in boys, while flexibility regarding

careers and motivation was seen to be higher in girls in this sample.

Millward et al. (2006) attempted to understand perceptions of 2447 youth aged

between 14 and 19 years in the UK regarding preferences for work and jobs and the role

of gender in the same. In a mixed methods research project, they used surveys, interviews

document analysis and intervention to gather data. They found the presence of strong

gender stereotypes that influenced career choices. They also reported the presence of

differences in career expectations with boys placing higher reputation on financial

aspects while girls placed more significance on work-life balance and job attributes. In-

depth knowledge about jobs was seen to be inattentive. Most participants placed high

importance on parental advice. However, participants also depended on their personal

natures when making career choices.

The scarcity of research on factors influencing career choices of students in India

was emphasized by Agarwala (2008). In a study on factors that affect career choices in

MBA students in India, she discovered the importance of relationships and their influence

on career choices of 93 students. Father was seen to have an essential influence on career

choice for both male and female students. Gender differences were seen with financial

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rewards being the most important element for a career choice in males while for female

participant’s skills, competencies and abilities were more significant.

Career maturity was measured in relation to the level of aspiration and gender in

adolescents (Lal, 2013-14). 120 students in the senior secondary class were assessed

using the Vocational Attitude Maturity Scale and Level of Aspiration measure. The

results revealed that female adolescents had higher professional maturity than male

adolescents.

A qualitative study conducted on 23 Indian undergraduate students from Arts,

Science and Commerce streams explored career decision making and related difficulties.

Using content analysis, they start the presence of gender differences in decision status

and confidence, nature of difficulties in the career decision-making process, thought the

process for decision making, and measures that were undertaken to smoothen the career

decision-making process. For the same themes, differences were observed between the

streams for decision status and nature of difficulties. Input from participants regarding the

need for and recommendations for the development of career guidance programs was

deliberated in this study (Monteiro, 2015).

Momin and Chetry (2016) explored self- knowledge in relation to career choices

in 237 students in separate institutions. The self- appraisal scale of the Career Maturity

Inventory was managed. Significant differences in scores were seen between male and

female participants with male participants having higher career maturity. The results are

in line with other research in this area. However, it should be noted that only a sub-scale

of the Career Maturity Inventory was used to understand career maturity. Research on

career maturity and age is questionable as some studies find that career maturity increases

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with age while some do not. In a study by Patton and Creed (2001) on 1971 students in

the age range of 12-17 years, a developmental progression.

Related Studies

The study entitled “Factors Affecting High School Students’ Career Preference: A

Basis for Career Planning Program” by Pascual (2014) was conducted to describe the

preferred course of the students and determine the factors affecting their course

preferences. The study used a descriptive correlational method of research since one of

the objectives of the study is to determine factors related to the course preference and

suited course of the students.

According to the investigation and interpretation of data collected, the results are

the following:

A. Mean Value and Standard Deviation of the Factors Affecting the Fourth Year

Students’ Course Preference

The student's first consideration in choosing a course is the availability of work

after finishing college degree with a mean value of 4.41 followed by choosing a course as

a personal choice with a mean value of 4.28. The third consideration of students is the

students' family business with a mean value of 2.07 while the least has a mean value of

1.90 is the peer's preference.

B. Students Preferred Course to be Taken Upon Graduation.

The students’ most preferred courses are under the Scientific field with 28 out of

69 or the percentage of 40.6%. The next course preferred by the students are the

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Professional courses like medicine-related courses with 20 out of 69 or 29%. Third is the

Commercial strategy which includes Accountancy, Business and Management courses

with 14 over 69 or 20.3%. Second to the last most preferred courses is under the

mechanical category like marine technology and information technology. The least

preferred is the Agricultural related courses with 2 out of 69 or 2.9%.

C. Frequency of the Suited Course for the Fourth Year Students as Revealed in

their Individual BOPI Results

Most of the students are appropriate to take the Professional courses with 21/69 or

30.4% like related to medical work, legal and social work, etc. Followed by the

commercial field which represents 23.2% that includes work related to accounting,

clerical work, and business management. 12 respondents out of 69 are suited to the

scientific field which includes courses that are reacted to statistical, physical, biological

and chemical researches. Thirteen percent of the respondents are fitted in mechanical

field jobs which includes machine design, machine operator jobs and building

construction works. Lastly, 6 out of 69 students or 8% are appropriate for the agricultural

field like farm and design, small animal raising and forestry.

D. Chi-square value of the Significant Relationship between Students’ Preferred

Courses and their BOFI Results

The students' preferred courses are likely to suit them but it does not mean that the

courses are appropriate for their skills and abilities since the hypothesis was rejected at

95% level of confidence but not at 99%. In addition, the talent of the student is only a

reflection to the students' course preference.

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E. Chi-square value of the Significant Relationship between the factors that Affects

Students’ Preferred Courses and their BOFI Results

The father’s occupation is an aspect that is importantly related to the students’

preferred courses with a chi-square value of .040. The mother’s occupation, monthly

income, students’ sibling position are not related to the students’ preferred course.

F. Chi-square value of the Significant Relationship between the Students’ Elective

Subject Grades and Students’ Preferred Courses and their BOFI Results

The students’ elective subject grades are importantly related to Brainard

Occupational Preference Inventory results with a chi-square of .027 that is less than the

alpha value of .05 which proceed to the rejection of the null hypothesis. Thus, the

students' course preference is not significantly related to their elective subject grade.

Another study that considered the availability of job as a factor of students’ career

perception, entitled “Factors Influencing Students’ Career Choices among Secondary

School students in Kisumu Municipality, Kenya” by Kochung Edwards and Migunde

Quinter (2011) was undertaken to examine the factors influencing career choice among

from four secondary school students in Kisumu municipality. The study was conducted

using a descriptive design using a questionnaire and interview schedules. Stratified

random sampling technique was used to collect the data needed. The instrument that was

used for the study is both structured and open-ended questionnaire and interview

schedules. The result of the study showed that availability of advancement opportunities

and learning experiences are the most significant factors affecting career choices among

students. Males stated learning experiences and career flexibility are the most influential

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factors while the females stated that the availability of advancement opportunity is the

most important.

Synthesis

From the related literature, students make unaware career choices by owing it to

themselves to find out what career opportunities exist and those that are compatible with

their talents, interests and academic ability. The study was set out to find out the factors

influencing student's career choices at secondary school level in Manga Sub County,

Nyamira County. The result of the study shows that students made unaware career

choices because of insufficient career guidance. Almost all of the teachers were not

trained nor not skilled enough to manage career guidance session in schools. Parental,

peers and sibling pressure also influenced and affected students as they made their career

choice. Possible measures included; students should be directed through their subjected

choices to be in line with their career expectations. Parents, siblings and other members

of the community should be guided on how to talk to students about their subject interest

and abilities. The number of career sessions and career guidance teachers should be

increased. Career decision making has been studied from a various viewpoint. The

feature of career decisions making such as career choice, career maturity, career

decidedness, career indecision, career decision-making self-efficacy, and career

aspirations have been studied. Personality, personal interest, family influences, peer

influences, gender, socio-economic background, and school type are some of the aspects

that influence career decisions. Many studies have focused on studying multiple

influences on career choices of a person. On the other hand, no specific combination of

the factor has been seen to have the greatest influence. Therefore, according to Palos &

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Drobot (2010), there is a need to study the combined influence of personal and

environmental aspects, and this has also been emphasized by researchers.

From the related studies, a study entitled “Factors Affecting High School

Students’ Career Preference: A Basis for Career Planning Program” showed that the

availability of work after college is the first consideration of students in choosing a

course in college. Most of the students choose to take scientific related field courses. The

lest preferred is Agricultural field courses. Brainard’s Occupational Preference Inventory

(BOPI) results revealed that most of the students are well-matched to take professional

courses. Students' chose courses are connected to their BOPI as well as their father's

occupation. Mother's occupation, monthly family income, students' sibling position and

students' third-year general average grades are other factors that are not connected to the

students' preferred course in college. Another study entitled, "Factors Influencing

Students' Career Choices among Secondary School students in Kisumu Municipality,

Kenya revealed that the availability of advancement opportunities and learning

experiences are the most significant factors affecting career decisions among students.

Males stated that learning experiences and career flexibility as the most influential

factors. On the other hand, female reported availability of advancement opportunity and

opportunity to apply skills as the most influential factors.

In addition, the related literature and studies reviewed serves as a basis for this study.

Possible results and recommendations for this study were also discussed from the studies

and literature.

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CHAPTER 3

METHODOLOGY

Research Design

The research design of this study is descriptive method. since it describes and

understands the phenomenon or the factors influencing the course preference. The

sampling technique of this study is purposive sampling.

Research Respondents

The chosen study samples of this study are from Saint Mary’s University Senior

High School Department under the strand of Accountancy, Business and Management

(ABM) which are the grade 12 students. Only those who were present during the data

gathering will be included in the study. A total of 277 respondents was used in this study.

Research Environment

The research was conducted in the Senior High School Department, Saint Mary’s

University, Bayombong, Nueva Vizcaya. Saint Mary’s University is a Roman Catholic

institution owned by the Belgian missionary congregation CICM located in Bayombong,

Nueva Vizcaya in the Philippines. It was designated as an International Center for the

Study of Teaching and Learning Styles in 2004 by the International Center for the Study

of Teaching and Learning Styles. It was founded by CICM priest Achilles de Gryse

(Wikipedia, 2016).

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Figure 2. Map of the research environment

Research Instrument

This research will be using a questionnaire to gather the data needed for the

interpretation of the respondents' answers. The questionnaire was adapted from the study

of Japitan, Camangyan, Rodrigo, Paez, Remeticado, and Bacarisas (2015). The

questionnaire adapted was for the grade 9 students so the researchers developed the

questionnaire in order to be appropriate for this study. And will then be validated by the

research adviser and research teacher.

Part I of the questionnaire covers the top 3-course preference of the respondents.

Lastly, the respondents were asked for their preferred response in a 16-item rating scale

that is under Part II, wherein they would rate each item on a scale of 1-4, with 1 as "not

influenced" and 4 as "very much influenced".

Data Gathering Procedure

To answer the problems of the study, the researchers will be undergoing the following

steps:

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1. Developing the adapted questionnaires for they were for the grade 9 students.

2. Researchers will be asking for permission through a letter to float the

questionnaires to the chosen respondents.

3. The verified questionnaires will be given to grade 12 Accountancy, Business and

Management senior high school students.

4. After some enough time for the respondents to answer the questionnaires, it will

be collected by the researchers.

5. Analyzing the gathered data.

6. Interpretation of data gathered.

DATA ANALYSIS

The data analysis of this study would utilize a descriptive analysis. The study used

the first-hand data gathered from the questionnaire. The data was collected and then

analyzed using IBM SPSS Statistics. The data was presented in percentages to better

determine, analyze and interpret the factors that influence the course of grade 12

ABM SHS students in a Catholic school.

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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered and the information obtained from the

participants of the study in the form of tables, graphs, and texts. The data was gathered

through the distributed questionnaire that was given to two hundred seventy-seven (277)

Accountancy, Business and Management Senior High School students, but only two

hundred fifteen (215) students were present during the distribution of questionnaires. The

data was then analyzed, interpreted and tabulated by the researchers. It was presented in a

tabulated and textual presentation to make sure that analyzing and interpreting the

information was done objectively.

Table 1. The frequency and percent composition of Accountancy, Business and

Management Senior High School students’ 1st Choice in Choosing Their College Course

College Courses Frequency Percent

Accounting Information System 46 21.4
Auditing 23 10.7
Computer Information System 5 2.3
Cost Accounting 12 5.6
Economics 10 4.7
Finance 35 16.3
Governmental Accounting 18 8.4
Management 33 15.3
Marketing 14 6.5
Financial Accounting 9 4.2
Microeconomics 1 .5
Investment Management 3 1.4
Entrepreneurship 4 1.9
Small Business Accounting 1 .5
Architecture 1 .5
Total 215 100.0

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Table 1 shows the 1st college course choice of the ABM SHS students. As seen

from the table, the majority of the respondents chose Accounting Information System as

their top college course choice with forty-six (46) students. On the other hand, the

minority of the respondents chose Microeconomics, Small Business Accounting and

Architecture with only one (1) student each.

Table 2. The frequency and percent composition of Accountancy, Business and

Management Senior High School students’ 2nd Choice in Choosing Their College Course
College Courses Frequency Percent
Auditing 1 .5
Computer Information
2 .9
System
Cost Accounting 4 1.9
Economics 3 1.4
Finance 19 8.8
Governmental
27 12.6
Accounting
Management 36 16.7
Marketing 30 14.0
Financial Accounting 52 24.2
Taxation 5 2.3
Investment Management 4 1.9
International Banking 2 .9
Entrepreneurship 18 8.4
Computer Accounting 2 .9
Ethics 2 .9
Small Business
3 1.4
Accounting
Financial Analysis 1 .5
Hotel and Restaurant
2 .9
Management
Tourism 2 .9
Total 215 100.0
nd
Table shows the 2 top college course choice of the ABM Senior High School

students. As shown above, the majority of the respondents chose Financial Accounting as

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Senior High School Department

their 2nd college course choice with a total of fifty-two (52) respondents. The minority of

the respondents chose Auditing and Financial Analysis with only one (1) student each.

Table 3. The frequency and percent composition of Accountancy, Business and

Management Senior High School students’ 3rd Choice in Choosing Their College Course
College Courses Frequency Percent
Accounting Information
1 .5
System
Computer Information System 1 .5
Finance 1 .5
Governmental Accounting 4 1.9
Management 1 .5
Marketing 12 5.6
Financial Accounting 54 25.1
Statistics 2 .9
Taxation 2 .9
Investment Management 9 4.2
International Banking 14 6.5
Entrepreneurship 36 16.7
Computer Accounting 13 6.0
Ethics 3 1.4
Small Business Accounting 13 6.0
Financial Analysis 11 5.1
Accountancy 4 1.9
Seaman 1 .5
Philosophy 2 .9
Hotel and Restaurant
10 4.7
Management
Hospitality and Tourism
3 1.4
Management
Tourism 7 3.3
Industrial Engineering 1 .5
Civil Engineering 1 .5
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Chemical Engineering 1 .5
Education 1 .5
Office Administration 1 .5
Medical Technology 1 .5
Flight Attendant 2 .9
Social Working 1 .5
Culinary 2 .9
Total 215 100.0

Table above shows that fifty-four (54) out of two hundred fifteen (215)

respondents chose Financial Accounting as their 3rd choice in choosing their college

course. The next college course choice with a total of thirty-six (36) is Entrepreneurship.

Table 4. Mean Value and Standard Deviation of the Factors that Influence Student-
Respondents’ Course Preference
Standard
Mean
Deviation
My personality fits best in my chosen course. 2.8837 .69070

My traits and understanding about the course

will give me an advantage on landing to my 3.0372 .62541
pursued career.
Personal Factors

My traits should be ideal for the course that I

2.9767 .71983
would focus on.
I am particularly interested in the course that
3.1907 .72079
I'll pursue.
I like doing things related to the course that I
3.0791 .72877
would like to pursue.
An experience bothered my interest for the
2.8419 .73186
course in a good way.
I see myself as a competent at the course that
3.0372 .75412
I'll pursue.
Environme

My parents and/or relatives took the same

2.1442 1.08630
Factors

course that I would pursue.

ntal

Preferences are made by a relative since they

1.9488 .92836
will provide for the expenses.
PRACTICAL RESEARCH 2 ABM 12-C
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My parents and/or relatives are the one who

are responsible to choose the course for me 1.8651 .97896
since they know what's the best for me.
Our family business influenced me on
1.8372 .99368
choosing a course.
My friend will take the same course. 1.7581 .91566
There are abundant opportunities I can avail
3.2465 .72966
from the course I would pursue.
Opportunity Factors

The course that I'll choose will help me find

3.2651 .72308
a suitable job.
The course that I would pursue is in-demand
3.1349 .81197
in the country and abroad.
Salaries offered by companies related to the
course I'll pursue influenced me in choosing 3.0744 .87223
a course.

As depicted in the table, the students were influenced by the opportunity factor

where the students’ preference about the course that they will take in college will help

them find a suitable job in the future followed by the influence of abundant opportunities

they can avail from the course they will take with mean values of 3.2651 and 3.2465

respectively. When the least mean value of factors that influence students in choosing a

course is considered, their friend will take up the same course with a mean value of

1.7581. Next to the least is the students’ family business with a mean value of 1.8372.

Olamide et al. (2013) in their research work, discovered that 50% of their male

respondents and 54% of their female respondents agreed that the environment factor do

affect the choice of career among secondary school students. On the other hand, 52%

male and 46% female students agreed that opportunity factor plays a vital role in career

choice among secondary school students. Lastly, 52% male and 51% female students said

that personal factors truly affects the choice of career among secondary school students.

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CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

PRACTICAL RESEARCH 2 ABM 12-C
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Senior High School Department

Summary

This study has dealt with factors influencing the course preference of Grade 12

Accountancy, Business and Management Senior High School Students in a Catholic

school. The findings of this study show that the opportunity factors are greatly

influencing the students’ career preference. In addition, the personal factors are

somewhat influencing the career preference of the respondents. However, the

environmental factors are not influencing the students’ course preference.

For the 3 top college course choices of the students, the first choice is the

Accounting Information System with (46) respondents. Fifty-two (52) respondents chose

Financial Accounting as their 2nd top college course choice. Lastly, thirty-six (36) out of

two hundred fifteen (215) respondents chose Entrepreneurship.

Conclusions

The main goal of this study is to show the Factors Influencing the Course

Preference of Grade 12 Accountancy, Business and Management Senior High School

Students in a Catholic School.

The succeeding conclusions were obtained through the results and findings of the

study:

1. Top 3 Course Preference of the Grade 12 Accountancy, Business and

Management Students—1st is Accounting Information System; 2nd is

Financial Accounting and; 3rd, again, is Financial Accounting; and

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2. Lastly, Opportunity and Personal Factors influence the students’ career

preference, however, Environmental Factors doesn’t influence the

course preference of the students.

Recommendations

The following recommendations are offered as possible ways to improve this

study:

1. To all education stakeholders, that they should work towards providing career

guidance to students early in life by increasing the number of career guidance

sessions in schools and inviting qualified career guidance counselors as guest

speakers.

2. To all the parents, that they should also be included in the career program

development of students so that they themselves can understand and help students

choose which course best fits their child's personality, interest, and intellectual

ability.

3. To the Future Researchers, that they should consider bigger population size in

order to gather a reliable and objective data if they might make a similar study.

REFERENCES

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Creed, P., & Rogers, M. (2000). SCHOOL-TO-WORK TRANSITION: FROM

THEORY TO PRACTICE. Griffith University, Gold Coast, 47, 326-336.

Edwards, K., & Quinter, M. (2011). Factors Influencing Students Career Choices among
SecondarySchool students in Kisumu Municipality, Kenya. Journal of Emerging
Trends in Educational Research and Policy Studies (JETERAPS), 2(2), 81-87.

Getange, K., & Sagwe, G. (2016). Factors Influencing Students’ Career Choices in Public
Secondary School in Manga Sub County, Nyamira County- Kenya. International
Journal of Novel Research in Humanity and Social Sciences, 3(1), 1-10.

Gianakos, I. (2001). Predictors of Career Decision-Making Self-Efficacy. Kent State

University Trumbull Campus, 9(2), 101-114.

Guay, F., Sene´cal, C., Gauthier, L., & Fernet, C. (2003). Predicting Career Indecision: A
Self-Determination Theory Perspective. Journal of Counseling Psychology, 50(2),
163-177.

Hirschi, A., & Lage, D. (2007). The relation of secondary student’s career choice
readiness to a six-phase model of career decision-making. Journal of Career
Development, 34(2), 164-191.

Japitan, J., Camangyan, G., Rodrigo, J., Paez, J., Remeticado, J., & Bacarisas, E. (2015).
Factors Affecting Senior High School Track Preferences of Grade 9 Students of
Don Bosco Technology Center, Inc. Academic Year 2014-2015: A Basic Career
Guidance Program. College Department Don Bosco Technology Center.

Kortas, L., Neimeyer, G., & Prichard, S. (1992). Structure and Style in Career Decision
Making. St. Louis University Medical Center, 18(3), 199-213.

Olamide, S., & Olawaiye, S. (2013). The Factors Determining the Choice of Career
Among Secondary School Students. The International Journal Of Engineering
And Science (IJES), 2(6), 33-44.

Palos, R., & Drobot, L. (2010). The impact of family influence on the career choice of
adolescents. Procedia Social and Behavioral Sciences, 3407-3411.

Pascua, N. (2014). Factors Affecting High School Students’ Career Preference: A Basis
for Career Planning Program. International Journal of Sciences: Basic and
Applied Research (IJSBAR), 16(1), 1-14.

Prideaux, L.-A., & Creed, P. (2001). Career Maturity, Career Decision-Making Self-
Efficacy and Career Indecision: A Review of the Accrued Evidence. Gold Coast
School of Applied Psychology Griffith University, 10(3), 7-12.

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Rowland, K. (2004). Career Decision-Making Skills of High School Students in The

Baham. Department of Psychology & Counseling, Valdosta State University,
31(1), 1-13.

Savickas, M. (1999). The Transition From School to Work: A Developmental

Perspective. Behavioral Sciences Department, Northeastern Ohio Universities
College of Medicine, 47(4), 326-336.

Su, M.-S., Chang, T.-C., Wu, C.-C., & Liao, C.-W. (2016). Factors Affecting the Student
Career Decision-Making of Junior High School Students in Central Taiwan Area.
International Journal of Information and Education Technology, 6(11).

APPENDICES

PRACTICAL RESEARCH 2 ABM 12-C

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Senior High School Department

Appendices A. Letter to Respondents

Appendices B. Questionnaire

PRACTICAL RESEARCH 2 ABM 12-C

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Senior High School Department

PRACTICAL RESEARCH 2 ABM 12-C

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Senior High School Department

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Senior High School Department

BERNARDO, LERIE JADE M.

Busilac, Bayombong, Nueva Vizcaya
Cell. No. 0905 226 1273

PERSONAL INFORMATION

Date of Birth: October 5, 2000

Age: 17 years old
Gender: Female
Religion: Roman Catholic
Citizenship: Filipino
Father: Mr. Alberto L. Bernardo Jr.
Mother: Mrs. Leonarda M. Bernardo

CURRICULUM VITAE

2017-Present Accountancy, Business and Management (ABM)

Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2016-2017 Accountancy, Business and Management (ABM)
Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2012-2016 High School and Science High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2006-2012 Elementary Level
Almaguer North Elementary School
Bambang, Nueva Vizcaya
PRACTICAL RESEARCH 2 ABM 12-C
 Saint Mary’s University 37
Senior High School Department

ESPIRITU, JOANNE A.
Bonfal Proper, Bayombong, Nueva Vizcaya
Cell No. 0905 944 6405

PERSONAL INFORMATION

Date of Birth: July 28, 1999

Age: 18 years old

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Father: Mr. Alfredo R. Espiritu

Mother: Mrs. Gloria A. Espiritu

CURRICULUM VITAE

2017-Present Accountancy, Business and Management (ABM)

Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2016-2017 Accountancy, Business and Management (ABM)

Senior High School

Saint Mary’s University

Bayombong, Nueva Vizcaya

2012-2016 Bintawan National High School

Villaverde, Nueva Vizcaya

2006-2012 Elementary Level

Bonfal Pilot Elementary School

PRACTICAL RESEARCH 2 ABM 12-C

 Saint Mary’s University 38
Senior High School Department

TOLEDO, KYLE KENNETH HEIROL B.

Villaverde, Nueva Vizcaya
Cell No. 0956 689 2861

PERSONAL INFORMATION

Date of Birth: August 14, 2000

Age: 17 years old

Gender: Male

Religion: Methodist

Citizenship: Filipino

Father: Mr. Henry R. Toledo

Mother: Mrs. Rosie B. Toledo

CURRICULUM VITAE

2017-Present Accountancy, Business and Management (ABM)

Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2016-2017 Accountancy, Business and Management (ABM)

Senior High School

Saint Mary’s University

Bayombong, Nueva Vizcaya

2012-2016 Bintawan National High School

Villaverde, Nueva Vizcaya

2006-2012 Elementary Level

Bintawan North Elementary School

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 Saint Mary’s University 39
Senior High School Department

DAGUASI, MARK VERGEL D.

Diadi, Nueva Vizcaya
Cell No. 0997 400 9721

PERSONAL INFORMATION

Date of Birth: August 31, 1999

Age: 18 years old

Gender: Male

Religion: Roman Catholic

Citizenship: Filipino

Father: Mr. Eugene D. Daguasi

Mother: Mrs. Thelma D. Daguasi

CURRICULUM VITAE

2017-Present Accountancy, Business and Management (ABM)

Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2016-2017 Accountancy, Business and Management (ABM)

Senior High School

Saint Mary’s University

Bayombong, Nueva Vizcaya

2012-2016 Saint Joseph School

Diadi, Nueva Vizcaya

2006-2012 Elementary Level

San Pablo Elementary School

PRACTICAL RESEARCH 2 ABM 12-C

 Saint Mary’s University 40
Senior High School Department

ABUBO, NOREEN W.
Poblacion, Kasibu, Nueva Vizcaya
Cell No. 0905 126 0191

PERSONAL INFORMATION

Date of Birth: February 17, 2000

Age: 17 years old

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Father: Mr. Wilfredo A. Abubo

Mother: Mrs. Agustina W. Abubo

CURRICULUM VITAE

2017-Present Accountancy, Business and Management (ABM)

Senior High School
Saint Mary’s University
Bayombong, Nueva Vizcaya
2016-2017 Accountancy, Business and Management (ABM)

Senior High School

Saint Mary’s University

Bayombong, Nueva Vizcaya

2012-2016 High School and Science High School

Saint Mary’s University

Bayombong, Nueva Vizcaya

2006-2012 Elementary Level

Kasibu Central School

PRACTICAL RESEARCH 2 ABM 12-C