FACTORS THAT

DETERMINE THE
COLLEGE COURSE
CHOICE AMONG THE
GRADE 10 STUDENTS OF
YOUNG ACHIEVERS
INTERNATIONAL SCHOOL

Christine Jonah C. Carpio

Elijah Trams P. Macadangdang
 CHAPTER 1:
THE PROBLEM AND ITS
BACKGROUND

THESIS TITLE:
 Factors that Determine College Course Choice among the Grade 10 Students of
Young Achievers International School

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The selection of a college course represents a major career decision for the country’s
youth. Students who are fortunate enough to have the opportunities to go to college,
they will have to face the perilous task of making career decisions if without career
assistance, guidance and/or information. The essence of who the student is will revolve
around what the student wants to do with their life- long work. The choice of career has
been a serious problem among the secondary school students. No matter what one’s
age is, the choice of career or desire is an important question for everybody. A lot of
student in secondary schools believe that their future is a glorious adventure in which
they are bound to succeed. Many of them have the idea that they would be able to work
in the public or private establishments as soon as they complete secondary school
education. Some have planned to become lawyers, engineers, medical doctors,
accountants and so on. Students in secondary schools like many other young adults are
always worried about what they will do with their lives, the kind of adult they will
become. They are concerned about early entry into the occupational world and finding
productive and rewarding places in and out rapidly, fast changing societies where
wages employment is unlikely to be available on a scale sufficient to absorb more than
a small fraction of the young people when they do arrive at the labour market. How the
young people of today meet the problems of tomorrow will depend upon the amount of
success they make in planning for that tomorrow. Planning for tomorrow itself is
primarily the responsibilities of the parents, teachers and school counselor. Students
need general orientation into the world of work through the curriculum. The choice of
career is a delicate issue that requires caution and serious considerations. The kind of
career the youths pursue can affect their lives in many ways. For example, it can
determine where the individual lives and the type of friends kept. It can reflect how
much education one will have and determine the amount of money one will earn.
People desires from a career are different, many people desire high income; others
want adventures while some others want to serve people to make the world a better
place. Every student carries the unique history of their past and this determines how
they view the world. It then follows that how the student perceives their environment,
personality and opportunity will also determine the career choices the student will make.

SIGNIFICANCE OF THE STUDY

-This study will help provide information on the factors to be considered in

determining a career choice.

For the high school students; for their future to understand the circumstances
that may occur in choosing a certain course to their specific interest and for them to
make realistic decisions.

For the Educators; this will be useful in helping educators for them to know and
guide their students for choosing their college course choice.

STATEMENT OF THE PROBLEM

What are the factors that the Grade 10 students of Young Achievers International
School consider in choosing their college course choice?

HYPOTHESIS

The factors that they consider are the location, time, money, interest, capabilities
and aspiration. They also consider the choice based on the guidance of their parents,
teachers, counselors and the influence of their peers on them.
SCOPE AND LIMITATION

This study covers only the factors to be considered and the factors that influence
the Grade 10 students in Young Achievers International School in determining their
college course choices.

DEFINITION OF TERMS

1. Career (Conceptual) - an occupation undertaken for a significant period of a person's life

and with opportunities for progress.

2. Career Choice (Conceptual)- the selection of a particular path or vocation in terms

of career.

3. Student (Conceptual) - a person who is studying at a school or college.

4. Student (Operational) - a person who takes an interest in a particular subject.

 CHAPTER 2:
REVIEW OF RELATED
LITERATURE
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Every year, graduating high school students are faced with the problem of having
to decide on future career paths. (Johnson & Chapman, 1979), in addition in 2001 it was
mentioned that as early as the third grade, students are expected to acquire the skills to
investigate the world of work in relation to knowledge of self and to make informed
career decisions. In the middle school grades of six through eight, school counselors
help students identify interests and abilities through self-assessment activities,
comparing middle school with high school, and then use assessment results in
academic and career planning. When students enter ninth grade, the school counseling
and career guidance standards state that students should be able to assess the
relationship between aptitudes and interests to develop a six-year academic plan,
formulate long-term educational and career goals, and correlate courses of study to
long-term goals. Students are expected to research their future options and investigate
the world of work in relation to self-knowledge and use that information to make
informed career decisions. Then, in high school, students are expected to create
strategies to achieve future career success and satisfaction by modifying their
educational plans to support their career goals, to evaluate and update their career-
planning portfolios, and to apply academic and employment readiness skills through
programs such as work-based learning (Tennessee Department of Education, 2001,
School Counseling and Career Guide Standards.)

There are different factors that affect students’ choice of course in college. One
of this is family related factors. Students cope by following their parents’ advice. They
also have to cope with an expectation of financially supporting the family upon
completing their education. (Saysay, 2011)
 Respect for family is one of the most influential factors that impact Filipino
students’ career decision. It is concurred that “Out of respect and loyalty, it may not be
appropriate to express personal desires; rather, one may alter one’s interests to
maintain harmony.” As a sign of respect, Filipino children want to do well for the sake of
the family, follow parents’ advice about choosing a job or major in college and lastly,
make sacrifices for the family (Finlayson, 2012).

For practicality reasons, it is also reported that parents usually encourage

careers that will not cost much money, but at the same time, are stable sources of
income. Careers in nursing, accounting, and engineering are highly popular for Filipino
families (Saysay, 2011). These writings discuss that the family decides in what college
course students should take is also associated with the financial status of the family.
These writings discuss that the family decides in what college course students should
take is also associated with the financial status of the family.

Aside from family related factors, economic factors which includes the
employability and availability of job in the future is also considered by students.
Employability, i.e., the realistic feasibility of being employed in a stable job, then
becomes an important factor in career decision-making. (Leong, et al., 2004)

Aside from economic factors, exposure of students to career related technical

and academic subjects also known as elective subjects in the Philippines also helps in
students’ decision making in career choices in college. It was revealed that Career
Technical Education (CTE) was perceived positively by middle school and high school
counselors and the need for career awareness should begin in a student’s early years
before high school. However, there was a difference in perceptions of CTE by middle
school and high school counselors. Both middle school and high school counselors felt
that CTE teachers should have knowledge, skills and a teaching license (Finlayson,
2009).

School counselors felt that they did not have enough time to provide career
counseling to students. Being informed and ready to choose a career focus area in a
student freshmen year could help make the transition from middle school to high school
easier thus help prevent the student from dropping out of school before graduation. On
the importance of integrating the academic curriculum in students’ preparation for a
college course choice, it is explained that academics should be integrated with career-
focused courses so students can see practical application for the academic courses
such as mathematics, science, reading and writing (Plank, 2001).

Personality and interest are not the only criteria for choosing a career. An
individual’s aptitude and intellectual abilities are equally of great importance. An aptitude
is a potential for success in an area after undergoing some training but a layman may
define aptitude as a flair for something. The context in which people live, their personal
aptitudes, and educational attainment are other things that do influence people’s career
choice (Bandura, et al., 2001).

It was found that students who receive help in exploring careers and planning
programs of study related to their career interest are more likely to see school as
meaningful. High Schools that work recommended that students as early as the eighth
grade develop a six-year plan for all four years of high school and two years after
graduation. These students should work with their parents, teachers, and school
counselors to develop high school courses and future goals. Students who see a direct
link between school and the future are more definite in their career and postsecondary
goals. Middle schools lay the foundation for career choices by getting students to
explore career fields which interest them, and then in high school, counselors help
students align the curriculum to the academic and industry standards of those careers
(S.R.E.B., 2006).

The involvement of family, school administrators and guidance counselor to help

students make good career choice in the future is emphasized in the study who
mentioned that parents, teachers, and school counselors are all involved in students’
career decision-making process (Finlayson, 2009).

RELATED STUDIES

Many studies on college student decision-making use economic and sociologic

theoretical frameworks to examine factors of college choice (Hearn, 1984; Jackson,
1978; Tierney, 1983; Somers, Haines, & Keene; 2006). These frameworks have been
used to develop three theoretical, conceptual approaches to modeling college choice:
(a) economic models, (b) status-attainment models, and (c) combined models. First, the
economic models focus on the econometric assumptions that prospective college
students think rationally and make careful cost-benefit analyses when choosing a
college (Hossler, Schmit, & Vesper, 1999). Second, the status-attainment models
assume a utilitarian decision-making process that students go through in choosing a
college, specifying a variety of social and individual factors leading to occupational and
educational aspirations (Jackson, 1982). Third, the combined models incorporate the
rational assumptions in the economic models and components of the status attainment
models. Most combined models divide the student decision-making process into three
phases: aspirations development and alternative evaluation; options consideration; and
evaluation of the remaining options and final decision (Jackson, 1982).

Students consider more carefully economic factors in times of distress and

financial difficulty. These factors include job opportunities to supplement their incomes,
accommodation costs and family home proximity (Foskett et al., 2006)

A range of factors influencing course preference including: the reputation of the

course among employers; graduate satisfaction from the course; graduate employment
from the course; the quality of teaching in the course; approaches to teaching, learning
and assessment from the course including opportunities for flexible study (James et
al.,1999)

Two different perspectives to understanding the complex college selection

decision have emerged. One approach focuses on how aspiring students develop a
college choice set, decide where to apply considering admission criteria, and make their
enrollment decisions (Hearn, 1984) In addition, Geography also imposes constraints on
college choices. That most students attend public, in-state institutions implies that
college options are circumscribed by state of residence (Niu & Tienda, 2008).

The second approach emphasizes institutional characteristics such as cost, size,

distance, the quality of programs, and availability of financial aid. The factors most
commonly associated with a comprehensive college choice model include student
background characteristics (Jackson 1982), aspirations (Chapman, 1984; Jackson
1982), educational achievement (Hanson & Litten, 1982; Jackson, 1982), social
environment (Hossler and Gallagher, 1987), financial variables (St. John, 1990; 1991),
net cost (St. John & Starkey, 1995), institutional climate (Chapman, 1984), and
institutional characteristics (Hanson and Litten, 1982; Hossle et al., 1989).

SYNTHESIS

There are some factors that impact the grade 10 students from Young Achievers
International School in what path they should take. Choosing a college course must not
be taken for granted. The review literature that are stated, contributed facts and results
from previous studies that help in the justification of the present study. Many students
would agree that in deciding on a college course, it is not easy and there are many
factors that those students will face. Factors which includes: family-related factor,
financial aspect, in-demand jobs, economical aspect, counselors, mentors, personality,
interest and aptitude. It is a big step for the students for them to make a college course
decision, because their future will depend on whatever decision they make. That is why
they should be considerate and at the same time cautious to the factors regarding in
their college course choice.
 CHAPTER 3:
RESEARCH
METHODOLOGY
 CHAPTER 3

RESEARCH DESIGN

This research work utilized descriptive assessment method of research to

describe the determined factors of the Grade 10 students in Young Achievers
International School affecting their college course choice.

RESPONDENTS

The respondents of this study are the Grade 10 students (Batch 2017-2018) of
Young Achievers International School that consists of 51 students; 27 girls and 24 boys
both from the Albert Einstein and Socrates section.

DATA GATHERING

The researchers used questionnaires in order to gather information that was

needed from the respondents. It was modified based on the specific objectives of the
study, part of the questionnaire is to determine the factors of the Grade 10 students.
Fifty-five copies of the questionnaire will be generated and directed by the researchers
to the Grade 10 students of Young Achievers International School. Participants will be
informed regarding the objective of the study and the confidentiality of the result which
will be utilized solely in the purpose of this research.
 CHAPTER 5:
FINDINGS,CONCLU-
SIONS AND
RECOMMENDATIONS
 CHAPTER 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary or the research work undertaken, the
conclusions drawn and the recommendation made as an outgrowth of this study.

Summary of Findings

The salient findings of the study are as follows:

1. Do the respondents consider money as a factor in choosing their college

course?

-Most of the students are considering money as a factor in

choosing

their college courses.

2. Who influences them in choosing such courses?

-According to the data gathered by the researchers that was tallied. Their
parents are the one who influences them in choosing such course

3. For the respondents, what are the 3 important factors to consider in

deciding their college courses?

-There are several factors to consider but according to the data gathered,
money is the first most important, followed by the interest of the students
in a certain course and lastly their capabilities.
CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

1.) The researchers conclude that the 3 important factors that the students consider
are their money, interest and capabilities.
2.) The researchers conclude that the parents have a huge influence on the students
in deciding college courses.
3.) The researchers conclude that the most important factor to be considered in
choosing a course, is the money that is required.

Hypothesis is accepted.

RECOMMENDATIONS

Based on the findings and conclusions presented, the following

recommendations are suggested:

For the parents of the students, for them to influence their children
to be confident in their ability and to have the initiative to know what their desired
courses are. Parents must encourage their children to get as much education as
possible and help them to discover their innate talents and skills.
For the students to know in what field of course they are interested
in, so that they could choose courses they are good at to avoid shifting into
different courses and to avoid job mismatch in the future. Understanding and
awareness about their desired courses could help them achieve the specific
educational objectives needed by the course.
For the teachers, they guide and help the Grade 10 students to
choose their desired college courses in the future. They present different college
courses for the Grade 10 students to choose with what they desire to be in the
future.

REFERENCE

Finlayson, Kathy. (2009)

Perceptions of career Technical Education by Middle School and High School

Counselors and the Effect of these Perceptions on Student Choice of Career and
Educational Planning. A published Dissertation. Union University. Published by
UMI Dissertation Publishing, copyright by Proquest LLC.[December 15, 2012]

Leong, F.T.L., Kao, E.M., Lee, S. (2004).

The relationship between family dynamics and career interests among Chinese
Americans and European Americans. Journal of Career Assessment 12(1), 65-
84.

Plank, S. (2001).

A question of balance: CTE, academic courses, high school persistence, and

student achievement. Journal of Vocational Education Research, 26(3), 1-32.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001).

Self-efficacy beliefs as shapers of children's aspirations and career trajectories.

Child Development, 72, 187-206.

Russell H. Johnson and David W. Chapman (1979)

An assessment of college recruitment literature: Does the high school senior
understand it?
Project CHOICE, 2001 School of Education The University of Michigan Ann
Arbor
https://link.springer.com/article/10.1007/BF00975622

Saysay, Karen-Lyn. (2011)

A qualitative study on Pilipino Americans students relative to their high school

success and career choices. Published Dissertation. Faculty of the USC Rossier
School of Education, University of Southern California. Proquest. UMI number
346610. [January 21, 2013]

Southern Regional Education Board (SREB) (2006).

Building transitions from high school to college and careers for Tennessee’s
youth. Tennessee Education Forum on September 8, 2005. Atlanta, GA:
Author.2006.

Tennessee Department of Education (2001).

School Counseling and Career Guide Standards.

www.tennessee.gov/education/ci/cistandards2001/guidance/ciguid35.htm.
[January 7, 2013]

MAKINO, MUSOR
 CHAPTER 4:
PRESENTATION,
ANALYSIS AND
INTERPRETATION OF
DATA