KOLEHIYO NG LUNGSOD NG LIPA

LIPA CITY

COLLEGE OF TEACHER EDUCATION

“Theory of College Selection: A

Model of College Search and
College Behavior”

Belen, Jonalyn
Belila, Joseph
Hernandez, Rodvince
Laylo, Joshua
Peramo, John Cyrus
Sarcia, Myka Caryll

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I. Background Information

The case study, "Exploring the Path to Education: A Case Study on the Factors
Influencing BSED Students' Program of Choice," is a comprehensive investigation into
the intricate journey undertaken by students pursuing a Bachelor of Secondary
Education (BSED). It aims to unravel the complex web of factors that play a pivotal role
in shaping the program choices of aspiring educators. The study delves deep into the
personal and academic odysseys of BSED students, seeking to understand the
motivations, aspirations, and external influences guiding their educational decisions. By
conducting an in-depth inquiry, the research aims to uncover the nuanced and
multifaceted elements that contribute to the diverse tapestry of program choices within
the field of education. The investigation encompasses demographic information,
motivations and aspirations, influential figures or experiences, barriers or challenges
faced by students, and the potential impact of educational policies. Comparative
analyses with existing literature and implications for educational programs are
anticipated, providing valuable insights for institutions, policymakers, and educators.
Ultimately, this case study is poised to contribute significantly to the understanding of
why individuals choose BSED programs, with implications for improving recruitment
strategies, enhancing curriculum development, and fostering a supportive environment
for the next generation of educators.

For a number of convincing reasons, the case study "Exploring the Path to
Education: A Case Study on the Factors Influencing BSED Students' Program of
Choice" must be pursued. First, because the academic landscape is constantly
changing, it is essential for educational institutions and policymakers to have an
understanding of the variables influencing students' decisions to pursue Bachelor in
Secondary Education (BSED) degrees. This case study offers the chance to go through
the complex web of reasons, goals, and outside pressures that push students toward a
profession in education. The study seeks to advance academic knowledge by
conducting a thorough investigation and offering a nuanced understanding of the
complex factors impacting decisions in the field of education. Decisions about
education are intricate and multifaceted, incorporating systemic, societal, and personal
elements. In order to provide institutions, educators, and policymakers with a thorough
understanding of the factors impacting BSED students' program selections, this
research aims to deconstruct these intricacies. For educational programs to be

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adjusted, student support services to be improved, and academic offerings to be in line
with the changing demands and expectations of future educators, it is essential to
comprehend these dynamics.

Analyzing the variables affecting BSED students' program selections is

important for reasons that go beyond their academic careers and have an impact on
society as a whole. The foundation of societal advancement is education, and a well-
informed study in this area can help develop a teaching workforce that is more varied,
inclusive, and skilled. By examining how educational policies affect program options,
the research may aid in the advocacy of policy changes that better meet the
requirements of both students and the educational community. The study is positioned
to contribute to discussions about how education may more effectively address societal
issues and adapt to the needs of a society that is changing quickly. The study may also
serve as a starting point for initiatives aiming at improving accessibility, equity, and
inclusion in the educational environment by revealing the obstacles and difficulties that
people pursuing professions in education experience. This case study is not only an
academic exercise; it is also a proactive effort to help bring about constructive changes
in education, guided by a thorough understanding of the complex issues impacting
BSED students' program selections. In the end, the findings of this research could
influence the direction of education in the future by promoting a more adaptable and
inclusive educational system.

Related Literature

Rahawarin [Link]. (2019) study aims to find out the real motivation of students to
select department of Islamic teaching education in public university, even though this
department is widely offered by state and private Islamic universities. This study uses
qualitative methods with a case study approach (case study design). The results of the
analysis showed that there were seven motivations of students to select department of
Islamic teaching education. Those seven motivations are: i) self-will, ii) parents'
encouragement, iii) choice to become a religious teacher, iv) job opportunities after
graduation, v) desire to study at public universities vi) opportunity to spread dakwah, vii)
to deepen Islamic knowledge.

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Sadjail et. al. (2022) this study aimed to determine the factors that influence the
College of Education students at MSU-TCTO in choosing Education as their college
course. This study made use of a phenomenological-qualitative study conducted to the
selected students at the College of Education. Interview guide was utilized to gather the
needed data. Based on the findings of the study, the common factors that influence the
students in choosing Education as their college course were parental discretion/
influences, external influences, affordability, practicality, personal preference and
interest, and socio-economic problems.

Wang, Wenting and Wang, Ziyou (2023) this paper reports the findings on
motivational factors influencing teaching as a career choice from a qualitative study
carried out in Scotland. Ten students undertaking a PGDE (Professional Graduate
Diploma in Education) programs at one Scottish university were interviewed. The
results indicate that the choice of a teaching career derived from the students' internal
needs for personal achievement and from an altruistic dimension pertaining to helping
and influencing young people.

Ouano [Link]. (2019) this study assessed the influence identified factors such as
decision-making and interest, peer influence, considerations about the institutions and
future job opportunities on the career decisions of 90 students in Jagobiao National
High School. Data was collected through a survey questionnaire – researchers used a
chi-square as a research tool to formulate the collected data. The results show that the
considerations about the institutions as most significant, followed by decision-making
and interest, peer influence and future job opportunities.

Kaya [Link]. (2022) the survey model was used in this study, which aimed to
reveal the level of differences of pedagogical formation students' reasons for choosing
teaching according to various variables. The sample consists of 158 randomly selected
pedagogical formation education certificate program students. As a result of the study,
it was seen that the level of choosing to teach for internal reasons of pedagogical
formation education certificate program students was higher than the level of choice for
external reasons and the level of being affected by (others).

Ayçiçek, B. & Toraman, Ç. (2020) In this study it was aimed to determine the
predictive role of reasons for choosing teaching profession as a career on educational
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beliefs of teachers from different branches working at the secondary school level. In the
study, data were obtained using the “Choosing Teaching Profession as a Career Scale”
and the “Educational Belief Scale”. Convenience sampling method was used to
determine the sample of the study. In conclusion, significant relationships were
obtained between choosing the teaching profession due to altruistic-intrinsic reasons,
extrinsic reasons and influence of others and educational beliefs of the teachers.

Kwok [Link]. (2022) this large-scale qualitative study, the researchers use an
emergent design to explore pre-service teachers' (PST) motivations to enter the
profession. We open-code 2,798 PSTs responses to the directive, 'Explain why you
decided to become a teacher', given over the course of a six-year period from one large
Texas teacher preparation programmed. Using constant comparative analysis, we
identified three categories of motivation into the teaching profession: altruism, intrinsic
motivation, and socialization influences. Each of these explain why PSTs were
motivated--to, by, and from--entering the profession, respectively. However,
descriptions of each category differed from findings in previous research, as our study
addresses methodological, contextual, and conceptual gaps that have persisted
throughout this field. Findings offer implications for increasing the teacher pipeline
through targeted recruitment and increased informal teaching experiences.

Kaneez and Medha (2018) manifested that majority of students are influenced
by environment and personality factors and not influenced by opportunity factors.
Begmark [Link]. (2018) the aim of the study is to discursively identify student
teachers’ perceptions of the teaching profession early in their education and their
motives for this career choice. Students wrote a letter sharing thoughts on why they
want to become a teacher, how they regard the teaching profession and if someone
inspired them in their career choice. The empirical data consists of 259 student texts
from three Swedish teacher education programs. The study employed a qualitative
method denoting different categorizations compared to previous studies, emphasizing
the idea of multiple motives for career choice and the link to student teachers’ evolving
pedagogical identity. The results indicate the value of organizing teacher education
programs drawing on multiple motives, which is expected to contribute positively to
completion of teacher education and teacher retention in future profession.

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Wardaya et. al. (2021) The study examined factors affecting Behavioral
Intention (BI) regarding students’ choice of educational administration as their major.
Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were both
conducted for the constructs. The findings informed that two relationships were
significant while the other two are insignificant. Perceived Behavior Control (PBC) and
Attitude (AT) significantly predicted BI, while Subjective Norm (SN) and Facilitating
Condition (FC) did not significantly predict BI. The current study can expand an in-depth
contribution and reference for further researchers as a basis of the empirical evidence
in relation to the validated survey questionnaire.
Rahawarin (2019), Sadjail (2022), Ouano (2019), Aycicek (2022), and Kaneez
(2018) state that parental, peer, and environmental influences, as well as potential
opportunities in this course, are some of the factors influencing students' decision to
pursue a career in teaching and business as their program. The viewpoints of Wang
(2023), Kaya (2022), Kwok (2022), Begnark (2018), and Wardaya (2021) are that they
are motivated to pursue it because it is their personal achievement and their passion,
rather than because of external factors.

Randall G. Chapman (1986),"Toward a Theory of College Selection: a Model of

College Search and Choice Behavior".

The five components of the college selection process model describe the stages
through which students move along the path toward the ultimate selection of a college.
The stages are labeled as follows: Pre-Search Behavior; Search behavior; Application
Decision; Choice Decision; and, Matriculation Decision.

Pre-Search
Pre-search behavior begins when a student first recognizes the possible need
and desirability of a college-level education. Parental influences may lead to such a
realization on the part of the student well before the high school years.

Search Behavior
Knowledgeable "others" might include high school teachers, high school
guidance-counselors, family members and relatives, family friends, college alumni, and
acquaintances attending particular colleges. The search phase involves active search,

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rather than the relatively passive search-related activities that might be found in most
consumer nondurable goods settings.

Application Decision
Students are most likely to apply to colleges in which they are interested and to
which they are likely to be admitted. The notion of a "safe" or "backup" college merits
special attention. Students may apply to a fairly low preference but perceived high-
probability-of-admission college (often the local public institution) Just to ensure that at
least one positive admission decision is forthcoming.

Choice Decision
The choice decision phase normally ends with the selection of a specific college
to attend. However, some students will end the choice decision stage by deciding to
defer admission to a later time, perhaps because the student was not admitted to a
highly preferred first choice college, or because financial considerations or some other
change (since the application decision stage) in the student's personal life makes it
impossible to pursue a college education at this point in time.

Matriculation Decision
Changed family or personal circumstances (such as significant changes in
financial situation) and unexpected events may alter the original choice decision. A
student who was wait-listed with a highly preferred college may renege on the initial
college selected if the highly preferred college subsequently admits the student.

II. Problem Statement

A. Methodology

This study made use of a qualitative research design to determine and analyze
the factors that influence the Bachelor of Secondary Education students in choosing the
program and how they manage the course they currently taking through interview.

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This study was conducted to the selected students at the College of Education,
Kolehiyo ng Lungsod ng Lipa. Using simple random sampling technique, the
researchers randomly selected the respondents taking Bachelor of Secondary
Education.

In collecting data, it utilized an Interview Guide prepared by the researchers and

validated by the panel of experts. Student-respondents were interviewed individually in
their most convenient time. A recorder was used to preserve the data gathered during
the interview. Afterwards, the data were transcribed, thematically analyzed, and
interpreted.

B. The Problem

This research determined the Factors Influencing BSED students’ Program of

Choice in Kolehiyo ng Lungsod ng Lipa.
It will seek to answer the following problems:
1. What are the factors that influence KLL freshmen to choose [Link].?
2. How does the availability of financial and scholarships influenced [Link].
students program choices?
3. Which do you prefer, the BSED or BEED program? Why?
4. Are there gender-based in difference in the factors that drive male and female
students to select [Link]. program?
5. What do societal factors, such as changing educational trends or demands for
certain types of teachers influence the program choice of [Link]. students?

The problem in the case study “Exploring the Path to Education: A Case
Study on the Factors Influencing BSED Students’ Program of Choice” may involve
a lack of understanding regarding the key factors influencing BSED students’ program
choices, potential disparities in program preferences, and challenges related to
program retention. The precise problem can be pinpointed through in-depth research
and data analysis within the study.

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The importance of this problem lies in its potential to improve educational
planning, teacher preparation, student satisfaction, resource allocation, policy
development, and societal understanding of the teaching profession. It can ultimately
lead to a more responsive and effective education system. Additionally, these problems
will add to the existing body of knowledge on this study, which will be beneficial for
future generations.

The problem identified in the case study titled "Exploring the Path to
Education: A Case Study on the Factors Influencing BSED Students' Program of
Choice" is the need to understand and investigate the various factors that influence the
program choices of BSED (Bachelor of Science in Education) students. This problem
centers around comprehending why BSED students select specific specializations
within their degree programs and aims to uncover the underlying motivations, both
personal and external, that guide their decision-making processes. The study seeks to
answer questions about why students choose particular BSED programs and what
factors, such as personal preferences, career aspirations, institutional offerings, and
societal influences, play a significant role in shaping their educational paths.

C. Steps Taken to Address the Problem

The problem in our case study is "Exploring the Path to Education: A Case
Study on the Factors Influencing BSED Students' Program of Choice”. This case
study is done by the activity by conducting information to the first-year students that
studied in Kolehiyo ng Lungsod ng Lipa. As a researcher, we want to know what are the
factors that influence them to choose these Bachelor in Secondary Education program.
We additionally investigate the effects that students could experience if they pick an
incorrect course. However, as a student, you must first assess your talents and interests
to determine which course you should enroll in. In such a scenario, we might avert this
type of circumstance.

III. Analysis of Case Data

A. Results

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Gender

33%

67%

Female male

I. Demographic
Thirty-three percent, or two respondents, who answered our survey were men,
while sixty-seven percent, or four respondents, were women.
II. Factors that influence KLL freshmen to choose [Link].
According to the respondents, there were many reasons why freshmen chose
the BSED program. Two out of six respondents said that this is their passion and they
really want to teach, while the other is the influence of this family, and another
respondent said that they will get many opportunities in this course. The remaining two
respondents chose BSED because they think it is more challenging compared to
BEED, and its only focus is on the subject you have chosen.
III. Availability of financial and scholarships
The availability of financial aid and scholarships influenced them to choose
[Link]. program because, according to five respondents, because of this opportunity,
their expenses will be reduced, which will help them to complete and fulfill the things
that are being done, and according to one respondent, it becomes their motivation to
finish their studies.
IV. BSED or BEED program
The choice of the course has an impact if the personal interest you know will
help you, just like four out of six respondents said that they chose BSED because it
only deals with their subject preference. The two respondents said that they chose
BEED because they are fonder of teaching younger students or kids.
V. Gender-based differences
Five out of six respondents said that there is no gender-based difference in
choosing the BSED program, but according to one respondent, there is still gender

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discrimination, especially in the profession of teaching. In our society, women become
the portrayers when we say teacher.
VI. Societal factors
Three out of six respondents said that one of the societal factors that affected
them in choosing BSED was because of its demands and also because of the salary
increase for teachers. Two of the respondents said that the teaching method is more
creative now, while the other is because of the authority or power gained when they
become full teachers.

B. The Challenges and How they were met

In conducting the case study, the difficulties encountered were, first of all, time
management. We have several activities and projects that usually coincide with case
studies. Although we have stuff to accomplish at home along with school, we address
this by dividing the work and doing it when we have more spare time. Finding
responses that save their time with us has been one of our concerns. Some of them
attend classes, and if they have a break, they will only have a limited amount of time to
ask questions. Finally, it was tough for us to broaden and comprehend our issue, but
we committed a lot of time and attention precisely to understand it, and then we were
able to propose a decent solution to the shortcomings and further enhance the good
factors that influenced those who chose to take part in the BSED program.

C. Beyond Results
Based on the results, we see this as sustainable because, as freshmen in KLL,
they chose [Link]. because it can be their passion to teach and also because they can
get a lot of opportunities in this course. In terms of scholarship, it can help all students at
KLL reduce their expenses and become motivated to finish their studies. Also, their
personal interest is that they use this program as a backup course, and the other
respondent said that they would grab it to become a real teacher. Most of the
respondents believe that there is no gender bias, particularly in choosing a BSED
program, but one of them still believes that we have gender discrimination in terms of
profession. In societal factor, they said that it can be affected in choosing this program,
and the teaching method is creative now because' you can have the authority or power
when they become a future teacher.

D. Discussion of several alternative solution

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Prior research on the motivation of students in the “Exploring the Path to
Education: A Case Study on the Factors Influencing BSED Students' Program of
Choice” has not been extensively examined. The research that the researcher has
conducted is the starting point, but at least these findings can serve as a foundation for
further studies that look into other aspects of this issue. For instance, how does
motivation relate to students' interest in and performance in the classroom? In what way
is motivation connected to learning objectives? the connection between learning
motivation and college graduates' jobs, in addition to a number of other pertinent
problems under consideration.

IV. Recommendations
The researcher intends to formulate recommendations in the aforementioned
that could lead to certain improvements in the existing approach. The study's
conclusions lead to the following recommendations:
[Link] freshmen should refer to this research as a reference in choosing the right
program for them.
2. Reevaluate and consider their skills and aptitudes in selecting a desired college
curriculum.
3. It would be best for freshmen to select a college program based on their financial
situation.
4. It is recommended that first-year students conduct informational interviews with
experts in the subjects they want to pursue in order to learn more about the practical
aspects of the programs they have selected.

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Appendices

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References:

Andrew Kwok, Ambyr Rios & Michelle Kwok (2022) Pre-service teachers’ motivations to
enter the profession, Journal of Curriculum Studies, 54:4, 576-597, DOI:
10.1080/00220272.2022.2025624

Ayçiçek, B. & Toraman, Ç. (2020). The predictive role of reasons for choosing the
teaching profession as a career on the educational beliefs of teachers.
International Journal of Contemporary Educational Research, 7 (1), 300-310.
DOI: [Link]

Didik Wardaya, Lantip Diat Prasojo, Sugiyono Sugiyono (2021) Factors affecting
students’ choice of educational administration major: Why do students join the
program? International Journal of Evaluation and Research in Education
(IJERE) Vol. 10, No. 4, December 2021, pp. 1125~1132 ISSN: 2252-8822, DOI:
10.11591/ijere. v10i4.21904

JV Jane G. Ouano, John Fritz Dela L. Torre, Wenaly I. Japitan, Jerald C. Moneva
(2019); FACTORS INFLUENCING ON GRADE 12 STUDENTS CHOSEN
COURSES IN JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH
SCHOOL DEPARTMENT; International Journal of Scientific and Research
Publications (IJSRP) 9(1) (ISSN: 2250-3153), DOI:
[Link]

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Kaneez, Bodhe-Surally & Medha, Kisto. (2018). Factors Influencing Grade 10 Students’
Career Choice in Mauritius. International Journal of Academic Research in
Progressive Education and Development. 7. 10.6007/IJARPED/v7-i2/4081.

Kaya, Halil Ibrahim; Korucuk, Murat (2022) An Investigation of Prospective Teachers'

Reasons for Preferring Teaching as a Profession: Turkish Context. GIST
Education and Learning Research Journal, n25 p63-86 Jul-Dec 2022.

Rahawarin, Yunus & Engkizar, Engkizar & Hakim, Rosniati & Sari, Widia & Ramdani,
Nadia & Kasmar, Indah & Wulandari, Suci & Restari, Yopie & Mutathahirin, &
Amnda, Viola & Arifin, Zainul. (2020). Seven Motivations of Students Selecting
Department of Islamic Teaching Education in Public University. Asian Social
Science and Humanities Research Journal (ASHREJ). 2. 45-55.
10.37698/ashrej. v2i1.25.

Randall G. Chapman (1986),"Toward a Theory of College Selection: a Model of College

Search and Choice Behavior", in NA - Advances in Consumer Research Volume
13, eds. Richard J. Lutz, Provo, UT: Association for Consumer Research,
Pages: 246-250.

Shar In A. Sadjail, Darwina J. Sansawi, Mona Allea L. Matolo. (2022) Factors

Influencing Students in Choosing their College Course. Psych Educ, Document
ID: PEMJ0, doi:10.5281/zenodo.6994851, ISSN 2822-4353.

Ulrika Bergmark, Stefan Lundström, Lena Manderstedt & Annbritt Palo (2018) Why
become a teacher? Student teachers’ perceptions of the teaching profession
and motives for career choice, European Journal of Teacher Education, 41:3,
266-281, DOI: 10.1080/02619768.2018.1448784

Wenting Wang & Ziyou Wang (2023) Why choose a career in teaching? Exploring
motivational factors that influence the decision to teach, British Journal of
Guidance & Counselling, 51:1, 46-57, DOI: 10.1080/03069885.2022.2040003.

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CURRICULUM VITAE
Personal Data
Name: Jonalyn M. belen
Age: 21
Address:#114 P6, Barangay Loob, Mataas Na Kahoy,
Batangas
Birthdate: September 03, 2002
Mobile no: 09658649751
E-mail add: jinalynbelen1485@[Link]

Educational Background
TERTIARY : Kolehiyo ng Lungsod ng Lipa
B. Morada Avenue, Lipa City
SENIOR HIGH :Mataas na Kahoy Senior High School
Mataas Na Kahoy, Batangas
S.Y 2019-2021
SECONDARY :Mataas na Kahoy Senior High School
Mataas Na Kahoy, Batangas
S.Y 2015-2019
PRIMARY :Barangay Loob Elementary School
Mataas Na Kahoy, Batangas
S.Y. 2009-2015
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CURRICULUM VITAE
Personal Data
Name: Joseph Belila
Age: 19
Address: Halang Lipa City , Batangas
Birthdate:September 16, 2004
Mobile no: 09945005121
E-mail add: belilajoseph16@[Link]

Educational Background
` TERTIARY : Kolehiyo ng Lungsod ng Lipa
[Link] Avenue, Lipa City
SENIOR HIGH :Pinagtong-ulan High School
Pinagtongulan Lipa City
S.Y 2020-2022
SECONDARY :Pinagtong-ulan High School
Pinagtongulan Lipa City
S.Y 2016-2020
PRIMARY :Tagbakin Elementary School
Halang Lipa City
S.Y. 2011-2017

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CURRICULUM VITAE
Personal Data
Name: Rodvinze S. Hernandez
Age: 18
Address: Inosloban Lipa City , Batangas
Birthdate: March 11, 2005
Mobile no: 09750939292
E-mail add: hrod6211@[Link]

Educational Background
TERTIARY : Kolehiyo ng Lungsod ng Lipa
[Link] Avenue, Lipa City
SENIOR HIGH :Inosloban-Marawoy Integrated National High School
Marawoy Lipa City , Batangas
S.Y 2021-2022
SECONDARY :Inosloban-Marawoy Integrated National High School
Marawoy Lipa City , Batangas
S.Y 2017-2021
PRIMARY :Inosloban-Marawoy Elementary School
Marawoy Lipa City , Batangas
S.Y. 2011-2017

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CURRICULUM VITAE
Personal Data
Name: Joshua N. Laylo
Age: 19
Address: Banaybanay Lipa City, Batangas
Birthdate: May 08, 2004
Mobile no: 09050357369
E-mail add: joshualaylomay82004@[Link]

Educational Background
TERTIARY : Kolehiyo ng Lungsod ng Lipa
B. Morada Avenue, Lipa City
SENIOR HIGH: Fernando Air Base Integrated National High School
Fernando Air Base, Lipa City, Batangas
S.Y 2021-2022
SECONDARY: Fernando Air Base Integrated National High School
Fernando Air Base, Lipa City Batangas
S.Y 2017-2021
PRIMARY : Rafael M. Lojo Memorial School
Banaybanay Lipa City, Batangas
S.Y. 2011-2017

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CURRICULUM VITAE
Personal Data
Name: Cyrus Peramo
Age: 20
Address: 025 Timbugan, Rosario , Batangas
Birthdate: April 24, 2003
Mobile no: 09503209988
E-mail add: cyrusjohnperamo24@[Link]

Educational Background
TERTIARY : Kolehiyo ng Lungsod ng Lipa
[Link] Avenue, Lipa City
SENIOR HIGH :Saint Joseph College of Rosario BatangasInc.
Timbugan, Rosario , Batangas
S.Y 2019-2021
SECONDARY :Timbugan National High School
Timbugan, Rosario , Batangas
S.Y 2015-2019
PRIMARY :Timbugan Elementary School
Timbugan, Rosario , Batangas
S.Y. 2009-2015

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CURRICULUM VITAE
Personal Data
Name: Myka Caryll Sarcia
Age: 18
Address: Brgy. Balintawak Lipa City, Batangas
Birthdate: July 20, 2005
Mobile no: 09202733753
E-mail add: mykacaryllsarcia@[Link]

Educational Background
TERTIARY : Kolehiyo ng Lungsod ng Lipa
[Link] Avenue, Lipa City
SENIOR HIGH: Lipa City Senior High School
B. Morada Avenue, Lipa City
S.Y 2021-2022
SECONDARY :Lipa City Senior High School
B. Morada Avenue, Lipa City
S.Y 2017-2021
PRIMARY :Padre Valerio Malabanan Memorial School
B. Morada Avenue, Lipa City
S.Y. 2011-2017

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 KOLEHIYO NG LUNGSOD NG LIPA
LIPA CITY

COLLEGE OF TEACHER EDUCATION

Dear Respondents,

Good day!

We are Group 5 from BSED 1-E who are presently conducting a study entitled
"Exploring the Path to Education: A Case Study on the Factors Influencing BSED
Students' Program of Choice”. In this regard, we are asking for your precious time and effort to
answer all the question in questionnaire that are very important and helpful for the completion of
the study. All of the data gathered from you will be kept in the highest level of confidentiality. Your
positive response in this request will give a special contribution for success of the study and will
be highly appreciated. Thank you very much for your cooperation.

Sincerely yours,

Belila, Joseph
Hernandez, Rodvince
Laylo, Joshua
Peramo, John Cyrus
Belen, Jonalyn
Sarcia, Myka Caryll

Exploring the Path to Education: A Case Study on the Factors Influencing BSED
Students' Program of Choice

Part I. Demographic Profile:

Name (optional): ______________________________
Gender: __ Female
__ Male
Part II. Instruction: Read and answer the following in the space provided.
1. What are the factors that influence KLL freshmen to choose [Link].?

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 KOLEHIYO NG LUNGSOD NG LIPA
LIPA CITY

COLLEGE OF TEACHER EDUCATION

__________________________________________________________________
__________________________________________________________________
2. How does the availability of financial and scholarships influenced [Link]. students
program choices?
__________________________________________________________________
__________________________________________________________________
3. How do personal interests and career aspirations impact the program choice of
[Link]. students?
__________________________________________________________________
__________________________________________________________________
4. Is there gender-based in difference in the factors that drive male and female
students to select [Link]. program?
__________________________________________________________________
5. What do societal factors, such as changing educational trends or demands for
certain types of teachers influence the program choice of [Link]. students?
__________________________________________________________________
__________________________________________________________________

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