WESTERN MINDANAO STATE UNIVERSITY College of Nursing Baliwasan, Zamboanga City

DETERMINANCE OF FACTORS IN THE CHOICE OF NURSING COURSE AND ITS EFFECT IN THE ACADEMIC PERFORMANCE OF THE STUDENTS

Presented to: Prof. Florence Alcazar

Presented by: Lukman, Fatima Jehanie B. Manam, Fatima Qaushar H. Manzon, Shirley H. Nono, Joanna Ellaine D. Nual, Kevin Kyle G. Ocampo, Shery Mae Pagara, Trisha Faith B. Pescador, Diana Jane S. Ramos, Rosenda Annica A.

BSN III - F

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Chapter I INTRODUCTION a. BACKGROUND OF THE STUDY Many people are perceptive of the matter relating to choice of college course by the teenagers and students. Throughout our careers, we encounter many situations when we could benefit from unbiased advice. The decision of choosing a career will play a very important role in determining the future of the students and this will impact them throughout their lives. A time of crisis is not the best time to seek professional help, according to an article on Pioneer Press. Columnist Amy Lindgren states that "many career problems are preventable with regular attention to the career path." According to Lindgren, visits with a career professional should take place on a regular basis. ("Seeking Professional Help." Pioneer Press.
August 23, 1998).

The choice of college course can be limited by lack of understanding concerning the wide range of options facing the student. Many students regret the choice once they are enrolled. In the Philippines, a large number of youth choose unfavorable course due to lack of knowledge, immaturity, parental involvement, peer influences, or absence of counseling and vocational guidance. As a result, these people are displeased for their courses when they discover themselves with careers not satisfying their value needs. Consequently, there could be times in which the students simply lack the desire to apply themselves and fail to perform well on an academic level and actual skill demonstrations. There could also be instances when an individual is unwilling to invest additional effort and time in his/her studies and pursuits. Moreover, these students may create inconvenience to themselves and people surrounding them. There are many factors affecting students on how they make career choices. Some of these include their views on the personality and the influence of parental factors. When one identified factor involves compulsion or incongruity to the students desire,

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alteration of scholastic performance could occur. Poor performance can be represented by hanging grades, absenteeism, tardiness, visits to a guidance counselor, increased levels of anxiety and aggression, psychosocial dysfunction, and social interaction difficulties. Some students may be forced to take up the nursing course. Other really wants to be lawyers, architects, teachers, accountants or other career. Perhaps, these individuals were driven to choose nursing in the hopes of making big money and work abroad. Some are influenced by their parents to lift their families from the poverty line. As a result, these students perform poorly in the class and actual application. On the brighter side, some students decided to choose nursing because they believe that their personality match the qualities of the nursing profession. Personality is a significant element in selecting the right career. When these students are self-motivated, they are more concerned about their grades and make intelligent plans. This is the reason why they perform well on any given tasks and requirements. Students must learn to dedicate their time and effort and exercise diligence and patience while studying; parents and their family has a very strong influence that affects their performance heavily. The childrens personality and strength in dealing with situations like when they are facing difficulty in school in many activities gives them the strength and courage to persevere if their emotions are stable. Students are likely to develop inner discipline to handle such situations, mostly if they are supported strongly by their parents or guardian will reflect in their studies. Some really good parents do not only provide them with sufficient materials they need, they even teach their children to aim high, develop their goals and objective and value their studies. As an overview, researchers should determine various ways on how students or young people decide on their choice of career. It is important to be aware that any choice may be reflected in a number of different paths, once the career has been commenced. For further clarification, the researchers presumed to answer the questions addressed in this study: determinance of factors in the choice of nursing course and its effect to the students academic performance.

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b. STATEMENT OF THE PROBLEM: This study aims to determine the factors affecting the choice of nursing course and its effect to the students academic performance. Specifically, it seeks to answer the following questions: Do personal factors (attitude, qualities) affect students in their choice of nursing course? Do parental factors affect students in their choice of nursing course? Which among the factors identified is most influential in the choice of nursing course? What are the links between the career chosen and the factors influencing the choice? Does the most influential factor identified have a positive effect on the students academic performance? Does the most influential factor identified have a negative effect on their college performance?

c. SIGNIFICANCE OF THE STUDY Aftermath of the study done will provide individual information about the factors affecting the choice of nursing course. The result of the study will help determine the students viability in terms of completion of the course. It will also assist in formulating academic procedures that will enable the student pursue the field. This study will evaluate academic performances of each student and the possible reasons behind the rise and fall of their ratings in the respective major subjects. The correlation of parental factors and personal perspectives are separated and rated according to each individuals answer which will then comprise the elements for the studys evaluation.

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d. SCOPE AND LIMITATION The main concern of this study is to ascertain the various factors that influence a students choice for an academic field study, specifically B.S. Nursing and the effects of these factors play on the students academic performance. The study will include the students of Western Mindanao State University College of Nursing under the year Level II, with a population of 280 students with 40 students per section. Out of the population mentioned, the study will be limited only to 140 sophomores, with a target number of 20 respondents per section and the evaluation of academic performance will covers only the grades acquired on major subjects for the year 2011-2012.

e. DEFINITION OF TERMS For clarity the terms used in the study were defined as follows: 1. Career - an occupation or profession, especially one requiring special training, followed as one's lifework. It is a person's progress or general course of action through life or through a phase of life, as in some profession or undertaking. (Dictionary.com) 2. Career Choice/Preferences - are free opportunity to select a desired career. 3. Personality Relatively stable, consistent, and distinctive set of mental and emotional characteristics a person exhibits when alone, or when interacting with people and his or her external environment. (businessdicionary.com) 4. Personal Influence/Factors - occurs when decisions are influenced by mental processes that have to do with other people or groups. 5. Parental Pressure - was defined as behavior perceived by their children as indicating expectations of unlikely, even unattainable heights of accomplishment. As with Parental

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support was defined as behaviors by parents perceived by their children as facilitating athletic participation and performance (Leff & Hoyle, 1995). 6. Academic Performance - generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students' academic performance; grades, attendance, standardized tests, activities and behaviors. (ehow.co.uk).

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Chapter II REVIEW OF RELATED LITERATURE 1. Nursing as a Course The Philippines produces over 200,000 nursing graduates annually as per the Department of Labor and Employment (DOLE). There are approximately 450 Nursing Schools in the Philippines and each is manned and regulated by the Commission on Higher Education (CHED) to monitor and evaluate the quality of nursing graduates that these schools produce each year. (http://www.finduniversity.ph/majors/bs-in-nursing-philippines/) Nursing is a profession that combines physical science, social science, nursing theory, and technology, in the care of others (www.nursingsociety.org). Many years ago nursing was seen to have numerous career advantages. These included that there is a large demand for nurses nationwide, many job opportunities, various nursing career choices, good benefits, many choices both in terms of specialty areas and opportunities for advancements
(www.nursejobs.com).

In the Philippines, Nursing courses are booming. People are pushing their children to take up nursing in the hope that they would be able to get a job in the US and earn a lot of money. It is getting to the point that one could say there is a nursing bubble in the country too many people taking up nursing courses, resulting in a glut of nursing graduates. But whatever we may say, parents and relatives almost force their children to take up nursing even if these children have no real aptitude or inclination to take up the course; just because it is apparently a good way to get a US based job and lots of dollar remittances.
(http://butalidnl.wordpress.com/2008/04/17/think-twice-before-starting-with-a-nursing-course/)

2. Parental Factors In the early years, hundreds of studies were conducted in trying to understand the different factors that influence a young adults choice of a career. While confirming the

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influence of other personal and environmental factors, such as personality, school and the role of peers and teachers on career aspirations, researchers unanimously proved that a large number of variables influencing students occupational goals were linked to their family environment. These include: level of parental education, family size, employment and socioeconomic variables like parental income. In addition, the majority of papers published on this subject consistently ranked parents as the most important and influential individuals regarding career, decisions, as compared to teachers, peers, counselors and others.
(http://www/peoplepower.co.tz/aspire/article/?id=33)

Parenting style, support, responsiveness and guidance may even have more influence than family demographics. This proves how children from impoverished, low educational and disadvantaged socioeconomic backgrounds can have great academic achievements and proceed to more fulfilling and prosperous careers. This fact strongly encourages open engagement and involvement of parents in their childrens academic pursuits. An authoritative parenting style (a demanding and responsive child rearing style which includes a high level of parental involvement, high expectations and standards, adequate support, guidance and encouragement) was found to be associated with better career choices as it balances clear, high expectations with emotional support and recognition of an adolescents autonomy. Authoritative parents set standards, promote independence and provide a warm family climate, which results in self-confidence, persistence, social competence, academic success and psychosocial development. This in turn leads to more active career exploration on the part of children and greater career satisfaction.

(http://www/peoplepower.co.tz/aspire/article/?id=33)

Some parents view themselves as owners, they will likely feel a responsibility sometimes an acute responsibility for what their children will do, or become involved with, as adults. Those parents will apply pressure to mold them into desired careers or professional roles that they have envisioned for their children. (Parents Influence Career Decisions by Crown Financial
Ministries)

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Sometimes, due to relatives forcing their children to take up nursing, academic performances of the students are affected. Academic performances refer to how students deal with their studies and how they cope with accomplish different tasks given to them by their teachers. It is the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper. Although education is not only the road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their childs academic performance because they believe good academic results will provide more career choices and job security.
(http://www.ehow.com/about_4740750_define-academic-performance.html#ixzz1SnrUiDG)

Parental support and encouragement were found to influence vocational outcome. Through interactions, such as, conversations and through verbal and non-verbal reactions, parents conveyed their influence to their children, which in turn affected what children thought, said and perceived about various careers. This eventually affected the childrens attitudes and behaviors towards work. (http://www/peoplepower.co.tz/aspire/article/?id=33) Family members particularly parents, were most influential in the decision to pursue a career in nursing. (Dissertation Abstract International, Vol.: 52-07, Sec: B, page: 3523)

3. Personal Factors Nursing is frequently viewed as a vocation, even a calling (Prater & McEwen 2006). Self-actualization is one of the most important reasons given for entering the nursing profession (Zysberg & Berry, 2006). Many students who choose nursing are motivated by a desire to help others (Zysberg & Berry, 2006), and have strong perceptions on how they will practice once qualified (Spouse, 2000). These perceptions are an important influence on whether or not nursing students complete their courses. However, not all students who choose nursing express a calling or even a desire to do nursing as their first choice; in a Jordanian study, 69% of nursing students entered the profession because of family or economic pressure (Jraset et al, 2005).

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Similarly, in Turkey, many nurses entered the profession as a last resort, because they did qualify for other university courses (Baykal et al, 2005). Personality traits are considered crucial in the selection of a career in nursing
(Zak, 1979),

with caring, compassion (Prater & McEwen, 2006) and resilience (McGee, 2006) considered

some of the most important traits of nursing. One of the most important influences on students who take up a career in nursing is contact with a practicing nurse (Buerhaus et al, 2005), the occupation of the mother, and experience of a hospital environment (Law & Arthur, 2003). Gender is a very powerful factor in the choice of nursing as a career. Women are more likely to consider nursing than men (Law & Arthur, 2003, Kikwiluet al, 2000), and, for different reasons, women are more likely to cite self-actualization as their main motivation, whilst men are more likely to cite economic reasons (Zysberg& Berry, 2006). Although numbers are increasing, men still comprise a minority in the nursing profession, and may be deterred from entering it by the perception that nursing is womens work (Romem& Anson, 2005). Intrapersonal factors include individual characteristics such as knowledge, attitudes, and beliefs that may affect behavior. For the college student, it is important to assess knowledge regarding choice of course relationship not only to get general health, but also how their personal choice can affect academic performance. According to the NCAA, almost 60 percent of college students believe their personal choices of career course has a great impact on their academic performance, while almost 30 percent stated that they have performed poorly in class because of their parents decision. Since the choice of career may affect academics through scholarship retention and vice versa, students must be aware of the compromise from decision making.

(http://www.usm.edu.ph/gradschool/index.php?option=com_content&view=article&id=227:the-relation-ofmultiple-intelligence-and-the-chosen-course-of-the-university-of-southern-mindanao-students&catid=68:ma-ineducation-major-in-educational-management&itemid=67)

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b. THEORETICAL FRAMEWORK Donald Super (1957) and other theorists of career development recognize the changes that people go through as they mature. Career patterns are determined by socioeconomic factors, mental and physical abilities, personal characteristics and the opportunities to which persons are exposed. People seek career satisfaction through work roles in which they can express themselves and implement and develop their self-concepts. Career maturity, a main concept in Super's theory, is manifested in the successful accomplishment of age and stage developmental tasks across the life span. Self-concept is an underlying factor in Super's model: "...vocational self-concept develops through physical and mental growth, observations of work, identification with working adults, general environment, and general experiences....As experiences become broader in relation to awareness of world of work, the more sophisticated vocational selfconcept is formed" (Zunker, 1994, p.30). Super's contribution was the formalization of stages and developmental tasks over the life span: VOCATIONAL DEVELOPMENTAL STAGES: 1. Growth (birth-age 14 or 15), characterized by development of capacity, attitudes, interests, and needs associated with self-concepts; 2. Explanatory (ages 15-24), characterized by a tentative phase in which choices are narrowed but not finalized; 3. Establishment (ages 25-44), characterized by trial and stabilization through work experiences; 4. Maintenance (ages 45-64), characterized by a continual adjustment process to improve working position and situation; and

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5. Decline (ages 65+), characterized by preretirement considerations, reduced work output, and eventual retirement/ The crystallization task (ages 14-18) is forming a preferred career plan and considering how it might be implemented. Pertinent information is studied with the goal of becoming more aware of the preferred choice and the wisdom of preference. The specification task (ages 18-21) follows in which the individual feels the need to specify the career plan through more specific resources and explicit awareness of cogent variables of the preferred choice. The implementation task (ages 21-24) is accomplished by the completion of training and entry into the career and develops a feeling of security in career position. The stabilization (ages 24-35) is reached when the individual is firmly established in a career and develops a feeling of security in career position. Finally, the consolidation task (35+) follows with advancement and seniority in a career. Although Super originally presented the stages and tasks in a sequential manner, he later added that we cycle and recycle throughout our life span as we adapt to changes in ourselves as well as to the trends in the work place. Understanding these ages and related stages of career development helps the facilitator select appropriate responses and activities. Super and Thompson (1979) identified six factors in vocational maturity: 1. Awareness of the need to plan ahead 2. Decision-making skills 3. Knowledge and use of information resources 4. General career information 5. General world of work information, and 6. Detailed information about occupations of preference. Super also looked at the different roles we play during our lifetimes and the relative importance we give to those roles at different times in our lives. In this theory, the six

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factors in vocational maturity can be related to adolescents because the nursing students fall under this category. John D. Krumboltz developed a theory of career decision making and development based on social learning. Career decisions are the product of an uncountable number of learning experiences made possible by encounters with the people, institutions and events in a person's particular environment. In other words people choose their careers based on what they have learned. Krumboltz proposed that: The four main factors that influence career choice are genetic influences, environmental conditions and events, learning experiences and task approach skills (e.g., self-observation, goal setting and information seeking). The consequences of these factors and most particularly learning experiences lead people to develop beliefs about the nature of careers and their role in life (selfobservational generalizations). These beliefs, whether realistic or not, influence career choices and work related behavior. Learning experiences, especially observational learning stemming from significant role models (e.g., parents, teachers, heroes), have a powerful influence on career decisions, making some occupations more attractive than others. Positive modeling, reward and reinforcement will likely lead to the development of appropriate career planning skills and career behavior. Krumboltz saw his theory as (1) a way of explaining the origin of career choice and (2) a guide to how career practitioners might tackle career related problems. The practitioner starts with understanding how a client came to their career related view of themselves and the world and what is limiting or problematic about this view. Once this has been established, the practitioner and client identify what career relevant learning experiences, modeling or skill building will help them reframe their view. Using Krumboltzs approach a practitioner plays a major role in dealing with all career problems, not just occupational selection.

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Theoretical Paradigm

LEARNING ON PAST EXPERIENCES CAREER VOCATIONAL SELF CONCEPT PREFERENCES

Genetic Influences, Environmental Conditions, Learning Experiences and Task Skills (E.G., SelfObservation, Goal Setting And Information Seeking).

The theoretical paradigm shows how these two theories are being related to career preferences of the students. Super amplified the idea of vocational self-concept. One follows a vocational self-concept in which his/her career behavior follows career patterns. Individual acknowledges distinctive characteristics of self while simultaneously acknowledging similarities to others. The persons vocational decisions made are also consistent with selfconcept. Super states that in making a vocational choice individuals are expressing their selfconcept, or understanding of self, which evolves over time. People seek career satisfaction through work roles in which they can express themselves and further implement and develop their self-concept. On the other hand, Social learning theory explains how educational and occupational preferences and skills are acquired and how selection of courses, occupations, and fields of work are made. The theory identifies the interactions of genetic factors, environmental conditions, learning experiences and task skills. It is posited that each of these influencers plays a part in all career decisions that are made, but different combinations of interactions of the influencers produce a multitude of different career choices that individuals make (Mitchell &
Krumboltz, 1990). Accordingly, these factors are generally outside the control of the individual and

include several conditions that affect an individual's decision-making.

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c. CONCEPTUAL FRAMEWORK The extensive research and review of related studies that is presented in

chapter two gave rise to the conception of this study, which is based on the concept of determining the basic factors that influence a student in choosing Nursing as a academic field of study and ultimately, as a career. Accordingly, the impact of social media and other outside influences play an important role in todays youth. It ranks at par with parental/familial obligations and economic state. The processing of shared information and opinions today is unparalleled which a high school student has access to using any forms of medium. Schein (1985) defined this concept as the pattern of shared meanings or rules that a group, whether, social or familial, develops to manage in response to their need. In a peer group, this sharing transpires between the individual members of the group, and the group as a whole itself. Seel (2000) offers an explanation on the process of influence as he wrote that as the individual becomes part of a tribe, an organization, a group, which has certain expectations for its members, this individual partakes in the shared opinions, whether consciously or subconsciously, that other members of the group mutually coerced one another into conformity. Issues may range from values, meanings and proprieties are continuously negotiated until an acceptable proper norm is established. Douglas (1985) reinforced this dynamism as he explained that organizational culture is the emergent result of the continuing negotiations about values, expectations, meanings and proprieties , between the members and its immediate environment. The paradigm below shows the conceptual framework of the study:
BS Nursing

Parental influence

Economic/Social Influence

Academic Performance

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Chapter III RESEARCH METHODOLOGY a. RESEARCH DESIGN This study will employ a non-experimental design specifically the descriptive exploratory type to determine the factors in the choice of nursing course and the effects of identifies factors in the academic performance of a student.

b. RESEARCH LOCALE The study will be conducted within the vicinity of Western Mindanao State University College of Nursing located at Baliwasan, Zamboanga City.

c. RESEARCH SAMPLING The participants in the study will be chosen using the random stratified network sampling with the following inclusive criteria: 1. The participants are students of Western Mindanao State University. 2. The participants are enrolled in Bachelor of Science in Nursing course. 3. The participants are level II students. 4. The participants have willingness to cooperate with the study.

d. RESEARCH INSTRUMENT A survey tool questionnaire will be utilized as the method of data gathering collection. It will be composed of numbers of question that will seek to answer the most influential factor in the choice of nursing course and will evaluate their individual academic performances as the result of the identified factor.

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e. VALIDITY AND RELIABILITY VALIDITY The content validity of the tools will be ensured by subjecting them to members check and experts critique by comparing the content of the measurement tool to a known literature and by validating the fact if they do represent the literature accurately.

RELIABILITY The reliability of the survey tool questionnaire with the respondents is ensured by translating the questions from English into a dialect common to all the respondents. All the data to be gathered will be recorded and documented accordingly to assure reliability of data contents.

Research Question Personality factors: 1. Is nursing your priority course?

Translation

1. Nursing ba ang pangunahing kursong iyong napili?

2. Do you honestly dream of becoming a nurse in the future? 3. Do you like taking care of others? 4. Do you think your personality matches the requirements of nursing profession? 5. Did you take up nursing because you dream of wearing nursing standard uniform

2. Pinangarap

mo

bang maging

isang

mtagumpay na nars sa hinaharap? 3. Mahilig kabang mag-alaga ng ibang tao? 4. Sa iyong palagay, ang iyong personalidad ba ay naaayon sa kursong iyong pinili? 5. Kinuha mo ba ang kursong nursing sa kadahilanang nais mong magsuot ng uniporme ng isang nars, kabilang na ang cap o badge?

including the cap/badge?

6. Did you take up nursing because medical assistance is needed in your family?

6. Kinuha mo ba ang kursong narsing dahil may nangangailan na tulong medikal sa iyong pamilya?

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Parental factors: 1. Did your parents become the greatest impact for you to take up nursing? 1. Maituturing mo bang isang napakalaking impluwensya ang iyong magulang sa pagpili ng kursong nursing? 2. Do your parents think that nursing is the most outstanding course that WMSU can offer? 2. sa pananaw ba ng iyong magulang, narsing lang ba ang natatanging kursong maibibigay ng WMSU na may mataas na kalidad? 3. Have you ever consider your parents opinion in choosing nursing course? If yes, are you an extension of his/her dream? 3. Binigyang pansin mo ba ang sariling opinyon ng iyong mga magulang sa pagkuha ng kursong ito?, kung oo, masasabi mo bang ikaw ay

tagapagpatuloy ng kanilang pangarap? 4. Is it the idea of your parents to put you into nursing as far as financial upliftment is concern? 5. Are you being pressured by your parents by comparing you with others who is also taking up nursing or is already a nurse by profession? 4. Ang pagkuha ba ng kursong ito ay ideya ng iyong mga magulang upang mapagaan ang inyong buhay? 5. Ikaw ba ay pini-pressure ng iyong magulang upang kunin din ang kursong ito sa pamamagitan ng pagkukumpara sa iyo sa ibang kumukuha din ng nasabing kurso o sa mga ganap nang nars. 6. Are your parents in the medical field too? 6. Ang iyong mga magulang ba ay nasa larangan din ng madesina?

FOLLOW UP QUESTION: Did your parents let you choose any course you want? Pinayagan ka ba ng iyong mga magulang na pimili ng anumang kursong iyong ninais?

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EVALUATION QUESTIONS:

1. For the whole school year (FRESHMAN YEAR), approximately how many absences have you incurred?

1. Sa iyong hinuha, humigit kumulang na ilang pagliban sa klase ang iyong nagawa base sa iyong unang taon sa kolehiyo (2011-2012)?

2. Have you ever been to the guidance office for academic counseling or for violation of rule/s? If yes, how many times?

2. Ni minsan ba ay natawag na ang iyong pansin sa guidance counselor office dahil sa problema sa iyong pag-aaral? Kung oo, maka-ilang ulit na?

3. Do you always comply your requirements on time? 4. Have you ever acquired an INC mark? If yes, how many times? 5. In general, are you doing well in your studies? 6. Regarding taken, a. What is your highest the nursing-related-subject

3. Naipapasa

mo

ba

ang iyong mga

requirements sa takdang panahon? 4. Ni minsan ba ay nagkaroon ka na ng INC na marka? Kung oo, maka-ilang ulit na? 5. Sa pangkalahatang aspeto, masasabi mo bang pinagbubuti mo ang iyong pagaaral? 6. Patungkol sa mga asignaturang may kinalaman sa nursing na iyong kinuha, a. Ano ang iong pinakamataas na marka?____________ i. Sa aling asignatura

grade?__________ i. Subject?______________ b. What is your lowest

ito?_________ b. Ano naman ang iyong

grade?__________ i. Subject? ______________

pinakamababang

nakuhang

marka? ____________ i. Sa aling asignatura

ito?_________

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f. DATA GATHERING PROCEDURE For a span of two days the Level II students from the College of Nursing will be met for the establishment of rapport as well for informing these students of the rationale of the study. During the implementation of the research study, a survey tool questionnaire will be utilized and given to the students to answer. Schedule of Activities DATE OF IMPLEMENTATION

PHASE

ACTIVITIES A letter of permission will be given to the Dean of the College of Nursing and to the Level II Coordinator to obtain the

Assessment

authorization to start with the study. The schedule of the possible respondents will be determined to identify possible dates of data gathering. Introduction respondents. The researchers will explain the purpose of the study. The participants-to-be-used must have of researchers to the

Day 1

Implementation

Day 2 and 3

agreed to cooperate with the study. Survey tool questionnaire will then be given to the respondents to answer. E valuation The data gathered from the research instrument will be arranged and studied to obtain the most influential factor and the respective effects on the academic Day 4 and 5

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performance of the students

g. DATA PRESENTATION, ANALYSIS AND INTERPRETATION The result of the data gathering which center on the determinacy of factors influencing the choice of nursing course and their corresponding effect on the academic performance of students will be subsequently presented in a manner of an ordinal scale, ranking the results according to which factor they are categorized, based on their prevalence. Hence, it is construe narratively based on the results that will be obtained from the respondents.

h. ETHICAL CONSIDERATION Participants are given informed consents for them to have an idea about the procedures and risk that they will expect to encounter in the study. Both oral and written consents are provided for double assurance of agreement between participants and researchers. Consents are given a week before utilization of the participants. Harm is defined as a result of injecting negative waves to participants and can be classified as physical or psychological. Participants are protected on both areas of classification. Datas gathered are may not be given to any unconcerned organizations and persons who request copies and demands revealance of datas gathered by researchers. Confidentiality and anonymity of the participants are guaranteed in the conduction of the study to avid leakage of personal datas and exposure of private documents and informations to uninvolved agencies and groups.

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Results of the aftermath of the evaluation of the study may or may not be beneficial to one or both parties, in either ways participants are free to be informed about the final result of the conducted study if they wish to do so. Students rights are given the highest priority to ensure safety and protection of the individuals and so with the data gathered during the implementation of the study.

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APPENDIX SURVEY TOOL QUESTIONS QUESTIONS PERSONAL FACTORS: 1. Is nursing your priority course? 2. Do you honestly dream of becoming a nurse in the future? 3. Do you like taking care of others? 4. Do you think your personality matches the requirements of nursing profession? 5. Did you take up nursing because you dream of wearing nursing standard uniform including the cap/badge? 6. Did you take up nursing because medical assistance is needed in your family? PARENTAL FACTORS: 1. Did your parents become the greatest impact for you to take up nursing? 2. Do your parents think that nursing is the most outstanding course that WMSU can offer? 3. Have you ever consider your parents opinion in choosing nursing course? If yes, are you an extension of his/her dream? 4. Is it the idea of your parents to put you into nursing as far as financial upliftment is concern? 5. Are you being pressured by your parents by comparing you with others who is also taking up nursing or is already a nurse by profession? 6. Are your parents in the medical field too? FOLLOW UP QUESTION: Did your parents let you choose any course you want? YES NO

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EVALUATION QUESTIONS: 1. For the whole school year (FRESHMAN YEAR), approximately how many absences have you incurred? 2. Have you ever been to the guidance office for academic counseling or for violation of rule/s? If yes, how many times? 3. Do you always comply your requirements on time? 4. Have you ever acquired an INC mark? If yes, how many times? 5. In general, are you doing well in your studies? 6. Regarding the nursing-related-subject taken, i. What is your highest grade? __________ a. Subject ______________ ii. What is your lowest grade? ___________ a. Subject ______________

YES/NUMBER

NO