CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

There is perhaps, no college decision that is more

thought-provoking, gut-wrenching and rest-of-your life

oriented-or disoriented-than the choice of a major (St. John,

2000, p. 22).

Throughout our life we have been so attached to the

mindset that in order to achieve the wellness in life we

should undergo to the process called “Education”. Process

because it has what we called stages such as primary,

secondary and tertiary level, we need to undergo in these

phases to be able to step up.

At some point of our life we will finally reach the stage

which we’re going to decide, choose and plan what to do next.

We will need to carefully think through things, what we will

consider, and what we will do. This stage which involves

decision making might be very hard for all of us for we will

need to know and be sure of what we want and what our hearts

desire. We need to look at all sides and be open for

criticism, doubt, insults, judgments and many more. We need

1
to be strong, firm, and confident of what we really want in

order for us to secure our future.

Choosing a college course is one of the crucial decisions

making of a student since not all students can freely choose

what they want with the support, motivation, and inspiration

of their families. Some are being controlled, influenced, and

affected of other factors intertwined in choosing a

particular field in college.

Previous studies which are related to the current study

are general in terms of including factors or some are only

specific and limited to a particular course. In this study

that the researchers conducted, the factors were classified

into two parts which are the personal preference and career

preference. In here, the people particularly the students

will be able to classify and identify the different factors

that may affect their preference in choosing a course in

college.

The researchers conducted this study with the aim of

identifying and determining the factors that affect the

students in choosing their college course and determining the

relationship between the career preference and personal

preference.

2
Statement of the Problem

To determine the factors affecting preference of Senior

High School students in choosing college courses.

Specifically, this sought to answer the following research

questions:

1. What is the profile of the Senior High School students of

EVRSHS in terms of the following?

1.1 Name:

1.2 Age:

1.3 Gender:

1.4 Grade Level:

1.5 Preferred course in college:

2. What is/are the main factor that the students consider the

most in choosing college courses?

3. What is there personal preference in choosing college

courses?

4. Is there a significant relationship between the student’s

personal preference and career in choosing college courses?

3
Hypothesis:

There is no significant relationship between the

students’ personal preference and career preference in

choosing college courses.

4
 FACTORS AFFECTING
PREFERENCE IN
COLLEGE COURSES
OF SHS STUDENTS
OF EVRSHSFACTORS
PREFERENCE IN COLLEGE
COURSES OSHS STUDENTS
OF EVRSHS

RELATIONSHIP
F
F E
CAREER PERSONAL
E E
PREFERENCE PREFERENCE
E D
PROFILING
D B
B A
SURVEY
A C
CK K
K SENIOR HIGH SCHOOL

EASTERN VISAYAS REGIONAL SCIENCE HIGH

SCHOOL
D
Figure 1. The Conceptual Framework of the Study
B

A
Conceptual Framework
C
Figure
K 1 shows the conceptual framework of this study.

The base of the frame which is represented as circle shows

the setting of where the study will be conducted which is in

EVRSHS. It is connected to the next frame which are the

respondents of the study. The respondents of the study which

5
are the SHS students will undergo profiling in order to

identify their name, age, gender, grade level and their

preferred courses in college. After the profiling, the

researchers will now start to conduct the survey. The

researcher’s will provide survey questionnaires showing the

factors affecting the preference in choosing college courses.

The two subdivided frame shows the aim of the study which is

determining the factors affecting the preference in college

courses of Senior High School students of Eastern Visayas

Regional Science High School which is connected to the

feedback that enables the researchers to gain information,

suggestions, and recommendations for the further improvement

of the study.

Significance of the Study

This study is very important because it concerns the

capabilities of Senior High School students in decision-

making regarding in choosing college courses and making sure

it is in accordance of their strand in Senior High School.

Mainly the students, through these study students will

be able to think carefully and consider the factors in

choosing their course in college. This will help them have a

better overview and planning in choosing their career path.

6
 To the school, this study may help schools to develop or

improve career guidance and counseling they give to their

students considering the factors that affect the preference

of the students in choosing their career path.

To the community, this will help the community to develop

and produce more effective and productive individual that

will help the society and country progress.

Scope and Delimitation

The main focus of this study is to determine the factors

affecting the preference of in college courses of senior high

school students of Eastern Visayas Regional Science High

School. As well as identifying the relationship between

personal and career preference and its affect to the students.

The respondents of this study will be the senior high

students. The primary data gathering uses was survey. Wherein

the researchers will distribute survey questionnaires

containing questions related to the factors that affect their

preference in choosing college courses.

The respondents of this study is only limited to the

Senior High School students Eastern Visayas Regional Science

High School.

7
Definition of Terms

Factors - anything that contributes casually to a result

Preference - a predisposition in favor of something; a

grant of favor or advantage to one over another

Personal Preference – are specific likes and dislikes of an

individual human

Career Preference – are free opportunity to select a

desired career

College Courses – a program of instruction as in a college

or university

Senior High Students – both grade 11 and 12 are the

respondents of this study

EVRSHS – Eastern Visayas Regional Science High School, the place where the study

will be conducted

8
 CHAPTER II.

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

O’Hare (2012) concluded that studying for a new

qualification can often be one of the most effective ways of

boosting your career prospects, whether by enhancing or by

equipping you with professional qualification that will

enable you to move into a new line of work. Some factors

should be considered before signing up to a course, ensuring

that you find the right one, theories and concepts, whereas

vocational courses teach the hands on skills relating to a

specific profession such as nursing.

One of the things students should consider is whether to

choose an academic or a vocational course. And often, the

best way to get a feel for a course and the benefits it is

likely to have is to organize chats with former students.

This literature is somehow related to this study because it

discusses some hints that a student should understand and

know and which is the focused difference between enhancing

skills while in educational courses focus on bachelor

masters, degrees, theories and concepts.

9
 How students see themselves in a role which personality

is a determining factor may influence a chosen course. Some

courses demand that you have the personality to match the

qualities of the occupation. For example, sales people have

to be out-going.

Splaver (2000) said “personality” plays an important

role in choosing the right course. A student’s personality

must be self- motivated type, as to investigate courses

possibilities from early on their lives, and not the

procrastinating types that wait until they are compelled to

decide. Students must take seriously the role grades play in

limiting opportunities in the future. Splaver went on to say

“it is important for you to have a good understanding of

yourself, your personality, if you are to make intelligent

upcoming plans”. (Splaver 2000, p. 12). Opportunity may

influence how students may perceive their future in terms of

the reasonable probability of a future in particular career

fields. The issue of poverty has played an important

determining role in the opportunities available to all.

Smith (2010) suggested that some factors students can

consider in decision making. First factor is your natural

talents. In this case, students should choose a course that

fits the talent, ac course that students can work on easily.

10
Next is work style, this means that students should examine

their selves about how they work or study. This article is

related to this study because it shows how students should

examine themselves on how they should be more likely to

prioritize their self-decision then others. Students should

pick a course that they are good with or a course that they

can put their heart into.

Davidson (2009) said that choosing a career is one of

the most influential decisions you make in your life. Unlike

a job that is used to solely pay bills, a career is a pursuit

that normally requires a lot of time and emotional investment

on top of the need to provide for yourself and your possible

family. Choosing a career can be difficult and a number of

different factors play into the decision of what career to

pursue. This article is related to the study because it

explains that decision plays a big role in choosing a career

path. Students should give time in deciding what course to

take.

Related Studies

Perez (2010) studied that the factors that serve as

preferences of the students in choosing a career in college

include childhood aspirations, family, peers, interests,

values and in-demand opportunities to jobs. Select a career

11
desired preferences course. This study points out the

different factors that affect the course of the students like

those examples mentioned given above and how it help and

affect the decision-making of the student’s especially senior

high schools.

Alinmorong (2010, et al) found out that when students

make decisions for their career, job opportunities or high

employability is important because it impacts satisfaction

and the level personal of the students growth or personal

development opportunities. Jobs with great salaries and

revenue for its products and services, the study showed that

most students thought that high employability or job

opportunities are great contributory factor why they chose

such field or career. This study states that the job

opportunity is a major factor that the fourth year students

should rely on in choosing their course.

Cabrera & Nasa (2010) states that socioeconomic status

is a factor that influences the predisposition, search, and

choice stages of the college choice process. Rendering to the

National Centre for Education Statistics’ Descriptive Summary

of 2003-2004 Beginning Postsecondary Students: thirty percent

of the dependent start postsecondary students at 4- year

organizations came from people with annual incomes of 92,000

12
or more, matched with 17 percent of those at two-year

foundations and 4 percent of those at less than two year

associations.

Paulsen (1990) noticed that when tuition expenses, room

and board costs, and distance from home increased; the college

options became less attractive to students. However, these

effects are significantly bigger for students at lower income

level those with lower ability. At higher levels of student

income, these effects become less important (Paulsen, 1990,

p.27).

Ineke, Bossman, Fabea (2014) focused on the educational

factors that influence the career choice of the University of

Cape Coast students. The study adopted a descriptive survey

design. Purposive, stratified, quota and simple random

techniques were used to sample 471 respondents for the study.

Three Likert scale type of questionnaire was used in

collecting responses from the students. It was found from the

study that the educational factor that influence the career

choice of the students is going back to school to upgrade

themselves.

13
 CHAPTER III.

METHODOLOGY

This chapter provides information on the research method

in order to answer the research questions and to achieve the

aim of the study. It includes how the researchers made the

study possible, how they gathered data and where the study

located. To meet the research objectives of this study, a

survey was developed to determine the Factors Affecting

Preference both Career and Personal in choosing college

courses of Senior High School Students of Eastern Visayas

Regional Science High School. It follows the elements of the

research process which includes research design, sampling

procedure, data gathering procedure, instrumentation and the

statistical tool applied.

Research Design

The researchers used both Correlation Research Design to

be able to successfully arrive at the results. A correlation

study is a type of research design which seeks to understand

what kind of relationships naturally occurring variables have

with one another. In this study, correlation research design

will be used to figure out if the two variables of this study

are related. It is an efficient way of gathering data to help

answer the research questions. It enables the researchers to

14
statistically study the specific areas where the respondents

concentrates and focuses. It is much easier, simple and

reliable that will help gain good result for the study.

Sampling Procedure

The target population of the study was the Senior High

school Students of Eastern Visayas Regional Science High

School in Catbalogan City. The Grade 11- Students has a total

number of 115 students while Grade 12- Students has a total

number of 86 students, with an overall population of 201.

Because the researchers are included in the overall

population of EVRSHS, the researchers excluded themselves to

be able to come up the appropriate result of the study.

Instead of 201 students, the researchers come up with 198

respondents.

Table 1. Grade 11 Respondents

Celsius 41
Kelvin 38
Rankine 36
TOTAL 115

Table 1.1. Grade 12 Respondents

Lepton 42
Quark 41
TOTAL 83

15
 The researchers didn’t undergo any sampling method to

come up with the chosen respondents. Instead, the researchers

included all the senior high school students to be able to

have a wide range of collecting the data and to make sure

that the paper would be valid and credible. Since the

parameter of population of chosen respondents falls only on

a specific strand which is the STEM-track the researchers

think that it will be better to include all these STEM-

students to come up with a good result.

Data Gathering Procedure

This contains the step-by-step procedure on how the

researchers conducted the study and the process of analyzing

the gathered data.

Below is the process in gathering the data in order to

determine the factors affecting the preference of the

students in choosing college courses as well as identifying

the relationship between the personal preference and career

preference.

Preparation of Survey questionnaires

Validation of Survey questionnaire

16
 Distribution of Survey questionnaires

Answering the Survey Questionnaires

Retrieval of the Survey Questionnaires

Process of Decoding

Analyzing the gathered data

Drawing conclusion if the hypothesis is

accepted or rejected.

Instrumentation

The researchers used survey questionnaire in order to

collect the data needed in the study. It contains the factors

under personal and career preference that effect on how they

choose their college courses. The questionnaire is composed

of 30 statements that answer whether the factors can affect

their preference in choosing college courses. It will then be

analyzed and computed to be able to meet the aim of the study.

17
Statistical Tool Applied

The researchers used the Pearson correlation coefficient

which is very helpful statistical formula that measures the

strength between variables and relationships. In this study,

Pearson correlation coefficient is a good idea in determining

whether the variables are positively or negatively

correlated.

Inferential Statistics

Ʃ[(𝑥−𝑥𝑚)(𝑦−𝑦𝑚)]
r=
√Ʃ(𝑥−𝑥𝑚𝑒𝑎𝑛)2 Ʃ(𝑦−𝑦𝑚𝑒𝑎𝑛)2
Where:
∑x= sum of x scores
∑y= sum of the y scores
xm= mean of the x scores
ym= mean of the y scores
∑x²= sum of the squared x scores
∑y²= sum of the square y scores

Descriptive Statistics
The researchers used the measure of spread, also called

as a measure of dispersion as descriptive statistics which is

used to describe the variability in a sample population. It

is usually used in conjunction with a measure of central

tendency such as the mean, median, or mode to provide an

overall description to provide a data. A measure of spread

18
gives us an idea of how will the mean for example represents

the data. If the spread of values in data set is large, the

mean is not as representative of the data as if the spread of

data is small. This is because a large spread indicates that

there are probably large differences between individual

scores.

Formulas:

Variance:

∑(𝑥−𝑚)²
S²=
𝑛−1

Where:

x= is the value of each statement

m= mean

n= number of respondents

Standard deviation:

∑(𝑥−𝑚)²
SD= √
𝑛−1

19
 CHAPTER 1V

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of

the statistical analysis done and interpretation of the

findings. These are represented by tables following the

specific research problem and charts for the personal profile

of the respondents.

TOTAL NUMBER OF RESPONDENTS:

Rankine Celsius
31% 36%

Kelvin
33%

celsius kelvin rankine

The chart above shows the Grade 11- respondents of

Eastern Visayas Regional Science High School. The Celsius has

a total number of 41 students, Kelvin has 38 students and

Rankine has 36 students.

20
 Lepton
49%
51% Quark

Quark Lepton

The chart above shows the total number of respondents in

Grade 12 both section. Quark has a total number of 41 students

and Lepton has 42 equal number of respondents.

AGE

90
80
70
60
50
40
30
20
10
0
15 16 17 18

Grade 11 Grade 12

21
 The bar graph above shows the ages of the respondents of

the study. There are 18 students in Grade 11 that are aged

15, 61 students that are aged 16, 35 students that are aged

17 and 1 student that is aged 18. In Grade 12, 49 students

are aged 17 and 34 students are aged 34.

SEX

140

120

100

80

60

40

20

0
Male Female
Grade 11 Grade 12

The bar graph above illustrates the sex of the senior

high school students that are the respondents of this study.

In Grade 11, there are 42 males and 73 females. In Grade 12,

there are 40 males and 43 females.

22
PREFERRED COURSE IN COLLEGE:

6% Engineering
15% 28%
Medicine
Architecture
5%
Non-STEM related courses
6%
Undecided
Other STEM-related courses
40%

The chart shows the preferred courses of Senior High

School students in EVRSHS. 40% of these students have chosen

the course Medicine that specializes in Med. Tech., Nursing,

and Pharmaceutics. 28% of the students chose the courses Civil

Engineering, Computer Engineering, and Chemical Engineering.

For the architecture, there are only 6% of the student that

chose the course. There are 5% that chose non-STEM related

course including Accountancy, Fine Arts, and Criminology. The

other 6% chose other STEM-related courses like Aeronautics,

Biology and Psychology. While the remaining 15% of the

students remains undecided.

23
Data Interpretation and Analysis

Table 2. Grade 11 Result with the Interpretation

FACTORS 5 4 3 2 1 Interpretation
(SA) (A) (N) (D) (SD)
CAREER FACTORS
1. My preference in 4.4
choosing college course 65 34 13 2 1 Strongly
must relate to my Senior Agree
High School strand.
2. I consider my future 40 55 15 3 2 4.0
salary in choosing my Agree
course.
3. I consider choosing my 31 55 26 1 2 4
college course depending if Agree
the job I will get is in-
demand.
4. I consider the availability 36 54 22 2 1 4.1
of job in choosing a college Strongly
course. Agree

5. I consider my pension 30 46 32 7 1 4
salary in choosing a college Agree
course.
6. I consider the place of 34 56 20 5 0 4.0
my future work in choosing Agree
my course.
7. I consider the location of 39 48 18 9 1 4
the school in choosing Agree
college course.
8. I consider the 31 68 11 6 1 3.6
time/duration of my chosen Agree
course.
9. I consider the feedbacks 26 54 19 7 9 3.9
people give in choosing a Agree
college course.
10. I consider the academic 59 36 8 1 2 4.1
quality of school in Strongly
choosing my college Agree
course.
11. I consider the learning 56 49 8 2 0 4.4
style of the school in Strongly
choosing college course. Agree

24
12. My choice of school 32 54 21 6 2 4
affects my choice of course. Agree
13. I consider the size of 20 29 49 13 4 3
school I will be going in Neutral
choosing college course.
14. I consider the 36 56 20 2 1 4.1
instructional tools available Strongly
in school. Agree
15. I consider the 38 43 23 8 3 4
professors major in Agree
choosing college course.

PERSONAL FACTORS 5 4 3 2 1 Interpretation

1. The course that I will 28 30 35 16 6 4

choose is related to my Agree
childhood dream.
2. My parents doesn’t have 2 17 43 36 17 3
enough money to support my Neutral
course in college.
3. I consider my favorite 18 36 45 9 7 3.4
subject in choosing a college Agree
course.
4. My talents are one of the 18 36 34 21 6 3.3
factors in choosing a college Agree
course.
5. I depend on my friends’ 1 7 20 45 42 2
decisions in choosing a Disagree
college course.
6. My parents want me to 15 30 21 32 17 3
choose a career that they Neutral
prefer.
7. My parents’ job influenced 11 20 30 34 20 3
me in choosing my college Neutral
course.
8. I consider my academic 29 54 22 9 1 4
ability in choosing a course. Agree
9. My choice of course is my 45 43 22 4 1 4
personal choice. Agree
10. I consider my hobbies 29 56 25 4 1 4
and interests in choosing my Agree
college course.

25
11. The dominant profession 15 22 38 31 9 3
in my family is also my Neutral
preferred course in college.
12. I depend on my parent’s 14 47 23 17 14 3
approval in choosing my Neutral
course.
13. My choice of college 17 40 31 17 10 3
course is influenced by Neutral
influential personalities.
14. I choose a course that 13 23 40 22 17 3
suits on my gender. Neutral
15. I consider the race where 10 29 29 25 22 3
I belong in choosing college Neutral
course.

Table 2.1. Grade 12 Result with Interpretation

5 4 3 2 1 Interpretation
FACTORS (SA) (A) (N) (D) (SD)
CAREER FACTORS
1. My preference in 52 25 4 2 0 3.78
choosing college course Agree
must relate to my Senior
High School strand.
2. I consider my future 34 37 11 0 1 3.01
salary in choosing my Agree
course.
3. I consider choosing my 35 30 17 1 0 3.48
college course depending if Agree
the job I will get is in-
demand.
4. I consider the availability 36 41 5 1 0 3.46
of job in choosing a college Agree
course.
5. I consider my pension 19 33 25 4 2 2.13
salary in choosing a college Neutral
course.
6. I consider the place of 35 30 12 5 1 2.97
my future work in choosing Neutral
my course.
7. I consider the location of 35 26 19 3 0 2.74
the school in choosing Neutral
college course.

26
8. I consider the 22 38 17 5 1 4.02
time/duration of my chosen Strongly
course. Agree
9. I consider the feedbacks 22 40 11 5 5 4.36
people give in choosing a Strongly
college course. Agree
10. I consider the academic 48 25 9 1 0 3.84
quality of school in Agree
choosing my college
course.
11. I consider the learning 43 31 7 2 0 3.10
style of the school in Agree
choosing college course.
12. My choice of school 21 25 22 10 5 3.26
affects my choice of course. agree
13. I consider the size of 24 12 26 14 7 3.08
school I will be going in Agree
choosing college course.
14. I consider the 35 31 10 4 3 2.69
instructional tools available Neutral
in school.
15. I consider the 36 27 18 1 1 2.96
professors major in Neutral
choosing college course.

PERSONAL FACTORS 5 4 3 2 1 Interpretation

1. The course that I will 31 18 23 7 4 4.53

choose is related to my Strongly
childhood dream. Agree
2. My parents doesn’t have 7 19 29 24 4 4.24
enough money to support my Strongly
course in college. Agree
3. I consider my favorite 16 25 27 13 2 4.19
subject in choosing a college Strongly
course. Agree
4. My talents are one of the 21 16 30 13 3 4.34
factors in choosing a college Strongly
course. Agree
5. I depend on my friends’ 7 6 12 24 34 3.75
decisions in choosing a Agree
college course.

27
6. My parents want me to 10 20 20 24 9 4.12
choose a career that they Strongly
prefer. Agree
7. My parents’ job influenced 7 15 25 22 14 4.12
me in choosing my college Strongly
course. Agree
8. I consider my academic 26 37 17 2 1 3.90
ability in choosing a course. Agree
9. My choice of course is my 43 30 8 1 1 3.83
personal choice. Agree
10. I consider my hobbies 28 26 21 6 2 4.44
and interests in choosing my Strongly
college course. Agree
11. The dominant profession 8 27 25 12 11 4.38
in my family is also my Strongly
preferred course in college. Agree
12. I depend on my parent’s 15 16 31 18 3 3.56
approval in choosing my Agree
course.
13. My choice of college 8 19 33 18 5 3.38
course is influenced by Agree
influential personalities.
14. I choose a course that 5 15 23 30 10 4.09
suits on my gender. Strongly agree
15. I consider the race where 10 15 31 16 11 4.15
I belong in choosing college Strongly
course. Agree

28
 OVERALL RESULTS AND INTERPRETATION

Statement no. 5 4 3 2 1 Interpretation

Career Factors
1 96 52 36 9 5 4.14
Strongly
Agree
2 47 74 44 27 6 3.65
Agree
3 47 80 53 14 4 3.77
Agree
4 57 70 52 15 4 3.8
Agree
5 37 51 44 31 35 3.1
Agree
6 44 76 40 29 9 3.6
Agree
7 46 63 43 31 15 3.5
Agree
8 55 105 28 8 2 4.03
Strongly
Agree
9 69 84 27 8 10 3.10
Agree
10 87 62 29 7 4 3.10
Agree
11 64 76 33 14 11 3.85
Agree
12 47 70 52 24 5 3.66
Agree
13 28 48 82 31 9 3.13

29
 Agree
14 41 71 43 32 11 3.5
Agree
15 48 54 50 28 17 3.43
Agree

Personal factors 5 4 3 2 1 Interpretation

1 80 55 39 18 6 3.9
2 36 54 54 36 18 3.27
Agree
3 53 66 62 10 7 3.75
Agree
4 54 77 39 22 6 3.76
Agree
5 20 40 45 49 44 2.7
Neutral
6 50 60 33 37 18 2.9
Neutral
7 46 46 49 37 20 3.31
Agree
8 51 92 39 14 2 3.89
Agree
9 67 83 33 9 6 3.99
Agree
10 77 81 34 5 1 4.15
Strongly
Agree
11 58 53 45 33 9 3.6
Agree
12 35 72 45 27 19 3.39

30
 Agree
13 41 52 57 31 17 3.35
Agree
14 48 54 50 26 20 3.4
Agree
15 46 56 47 26 23 3.38
Agree

Table 2.3 Grade 11-12 Results with Interpretation

Based on the results from Table 2.3 which is the career factors, statements 1 and 8
has the highest percentage that ranges from 4.01-5.00 and are/is interpreted as strongly
agree. Meanwhile, for the statements 2-7 and 9-15, has the percentage ranging from 3.01-
4.00 and interpreted as agree. For the personal factors, statement 10 has the highest
percentage and is interpreted as strongly agree. For the statements 1-4 and 7-15, has the
percentage below 4.01-5.00 which the respondents have agreed to the given statements.
Statements 5 and 6 has the range of 2.01-3.00 and is interpreted as neutral.

To determine if there is a relationship between the two factors, we use the formula
of the Pearson’s Correlation Coefficient.

Formula using Pearson’s Coefficient Correlation:

Ʃ[(𝑥−𝑥𝑚𝑒𝑎𝑛)(𝑦−𝑦𝑚𝑒𝑎𝑛)]
r=
√Ʃ(𝑥−𝑥𝑚𝑒𝑎𝑛)2 Ʃ(𝑦−𝑦𝑚𝑒𝑎𝑛)2

51,687.6
r=
√(72,218.76)(47672.4)

31
 51,687.6
r=
√3,442,841,614
51,687.6
r=
58,675.73275

r= 0.88/ 0.9

The results showed that there is a strong positive correlation between the two factors,
personal and career as it affects the preference in choosing college courses.

Measure of Dispersion: using the variance

Variance for the Career Factors:

∑(𝑥−𝑚)²
S²=
𝑛−1

235.97
S²=
15−1

S²= 16.85

Variance for the Personal Factors:

∑(𝑥−𝑚)²
S²=
𝑛−1

318.08
S²=
15−1

S²= 22.72

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 The result of variance for the career factors is 16.85 and has a standard deviation of

4.10 while the variance for the personal factors is 22.72 and its standard deviation is 4.77

which means that the variance indicates a greater variability since it has a higher value.

Spread out

Factors Statement Interpretation SD

Career 5. I consider my Agree 6.5

pension salary in
choosing a college
courses.
Personal 5. I depend on my Neutral 10.15
friend’s decision in
choosing a college
course.

The standard deviation for statement 5 for the career factor is 6.5 and for the

personal factor is 10.15. Since the value of the standard deviation is high, it indicates that

the values are spread out over a wide range. Because a low standard deviation indicates

that the values tend to be close to the mean of the set or so called the expected value of the

set.

CHAPTER V.

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary

This research aimed to evaluate the factors affecting the preference of choosing

college courses of senior high school students of Eastern Visayas Regional Science High

School, particularly it sought to answer the profile of the respondents in terms of age,

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gender and preferred courses. The main factors, the personal preference and identifying the

relationship between the two variables. Finally, it propose a plan of action to help the

students determine their college path ahead of time.

Base on the analysis and interpretation done on the data gathered several findings

divulged in this perspective of its statement of the problem are summarize.

1. The data showed the age range of the respondents and their gender. In overall, there were

9.1% students that are aged 15, 30.8% student’s aged 16, 42.4% students aged 17 and lastly,

there were 17.7% students aged 18.

2. Seeing that the profile of the respondents the majority are female, overall there are 116

females with the percentage of 58.6% while for the males there are 82 of them resulting

to 41.4%.

3. The result showed the total number of respondents of the study. From the Grade 11,

there are 115 students and from the Grade 12, there are 83 students with an overall

respondents of 198.

4. In terms of their preferred courses in college, there were 40% of students that have

chosen the course of Medicine/Med.Tech., 28% are in the Engineering 6% for the

Architecture. There are also students who chose non-STEM related course and they are the

5% of the population. The other 6% chose other STEM-related courses while the

remaining 15% of the students remains undecided which means that, they are not yet sure

of what courses they prefer in college due to the factors that affects them.

5. From the results of the data gathered in the career factors, showed that the statement 1

and 8 got the highest percentage ranging at 4.01-5.00 which indicates strongly agree. These

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factors include the course that relates to their senior high school strand and the other one

is the duration of the course they will choose. For the results of the data gathered in the

personal factors, showed that only statement 10 got the highest percentage which is

strongly agree. These factor is that they consider their hobbies and interest in choosing a

college course.

6. Using the formula of the Pearson’s Correlation Coefficient that measures the strength

between variables and relationships we get the answer 0.88 which means that there is a

strong positive correlation between the two factors, personal and career as it affects the

preference in choosing college courses of the senior high school students of Eastern

Visayas Regional Science High School.

Conclusion

The researchers conclude that:

 One of the biggest problem of a particular graduating high school student is to decie

I s to decide on what course they will take in college.accepting the fact tha there

are mere factors that affect their decision. The factors that affect the most with

regard to the college course decision making is the accordance of their chosen

course to their senior high school strand, the time or duration of chosen college

course and considering the hobbies and interest in choosing college course.

 Aside from these factors money or the financial stability is also one of the

hindrances of that affects the decision making of a student in choosing college

courses. And of course the parents approval on the decision of a particular student.

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  The most precise possible solution that a student can do to get what they want is to

study hard. Finishing high school is a one step ahead for hem in reaching their goals.

In college the students goal is to study harder for them to graduate and have a good

job right after they graduate.

Recommendation

After a thorough analysis of data the following recommendations are hereby made.

The study centers on identifying the factors affecting preference in choosing college

courses and that in either way may impact on their future.

 The improved of hypothesis and researchers. The researchers must try to comply

with the nature of participants in order to accomplish the completeness of the study.

 Direct interview from the participants is might as well encourage to prepare and

wring the consistency of their answers.

 The researchers recommend that the paper should be allowed to use by the future

researchers that relates to the aim of the study as the basis in making a paper.

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