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Chapter 1
INTRODUCTION

Back on his younger years, man only dreamt to be a

teacher, engineer, doctor, lawyer, pilot, astronaut or any

other profession that he thought can solve his problems and

give him a comfortable life that he ever wanted, but what he

did not know is the growing of competition that lies ahead

in the real world.


As times go by, man’s world became broader and he

start to consider the different factors that may affect his

choices and decisions. Then time will come that he need to

make a crucial decision that will greatly affect his future;

that decision includes choosing the right course suited for

him, for it will serve as his ticket for his plan in the

future.
The K-12 program provides sufficient time for mastery

of concepts and skills, develop lifelong learners, and

prepare graduates for tertiary education, middle level

skills development, employment, and entrepreneurship. With

the advent of the new curriculum, incoming Senior High

School students must choose their preferred course or track.

These tracks include Academic Tracks, Technical- Vocational-

Livelihood, Sports, and Art and Design Tracks. The Ajuy

National High School which is the venue of this study came


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to offer two tracks - the Academic Track, and the Technical-

Vocational and Livelihood Tracks. Under the Academic Track

they offer Accountancy, Business and Management Strand,

Humanities and Social Sciences Strand, and the General

Academic strand. In Technical- Vocational and Livelihood

track they offer two specializations the Food and Beverages

Services and Electrical Installation and Maintenance. Before

the students choose what track to choose they have to

consider their interest and skill and what they want to

become in the future. But then, there are several factors

that affect the preferences of every student such as

security of the job he will have in the future, family

related-decisions, peer influence, personal choices and

perceptions, and school-related factors. These factors may

vary according to their academic performance, family monthly

income and sex.


The first batch of the K- 12 Curriculum in the senior

high school, specifically the Grade 11 students are presumed

to have already chosen their preferred courses. Relative to

this, the researchers decided to conduct this study to find

out the factors that greatly affect the preferred courses of

the Grade 11 students.


Statement of the Problem
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This study aimed to find out the factors affecting the

course preferences of Grade 11 students of Ajuy National

High School during the school year 2016-2017. Specifically,

it aimed to answer the following questions:

1.) What are the factors that greatly affect the course

preferences of Grade 11 students of Ajuy National

High School during the school year 2016-17?


2.) What are the factors that greatly affect the course

preferences of Grade 11 students of Ajuy National

High School during school year 2016-17 when they

are classified according to:


2.1) academic performance;
2.2) monthly family income; and
2.3) sex?
3.) Is there a significant difference in the mean rank

level of the factors affecting the course

preferences of Grade 11 students of Ajuy National

High School when they are classified according to:


3.1)academic performance and
3.2)monthly family income?
4.) Is there a significant difference in the factors

affecting the course preferences of Grade 11

students when classified according to their sex?

Hypotheses

Based on the stated questions, the researchers

formulated these hypotheses:


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1.) There is no significant difference in the mean rank

level of the factors affecting the course

preferences of Grade 11 students of Ajuy National

High School when they are classified according to

academic performance and monthly family income.


2.) There is no significant difference in the factors

affecting the course preferences of grade 11

students when classified according to their sex.

Theoretical Framework
The study is anchored on the Theory Career Choice

of Holland (1997) which states that in order to make an

informed career decision many factors have to be taken into

account, such as the individual’s unique characteristics,

values, interest, skills, and personality. Career

satisfaction contributes significantly to the general

happiness, stability and well-being of adults. In order to

experience career satisfaction, an individual has to first

make a fitting or appropriate career choice. Individuals

will select, and be more content in a work environment that

corresponds to their personality type, attributes, decision-

making style, and career maturity.


Watson and Stead(1999) supported the theory of

Holland who pronounced that a clear understanding of the

characteristics of the individual who is making the career


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choice involving the investigation of the characteristics of

the chosen work environment that requires careful

consideration of the characteristics in order to ensure the

best possible ‘goodness of fit’ or match. In short, the

better the match the more likely the individual is to adjust

to, and thrive in the chosen field of work.


This study is also anchored on the Choice Theory

by William Glasser that suggests that an individual has some

capacity to make choices and exercise control in his life.

Bob Sullo (2007) has written that the choice theory is a

biological theory that suggests that man is born with

specific needs that he is genetically instructed to satisfy.

All human behavior represents his best attempt at any moment

to satisfy his basic needs or genetic instructions. In

addition to the physical need for survival, man has four

basic psychological needs that must be satisfied to be

emotionally healthy

 Belonging or connecting
 Power or competence
 Freedom
 Fun

The need for belonging or connecting motivates him to

develop relationships and cooperate with others. Without the


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need for belonging and cooperating, he would only strive to

be independent.
The need for power is more than just a drive to

dominate. Power is gained through competence, achievement

and mastery. Man’s genetic instruction is to achieve, master

new skills and to be recognized for his accomplishments.


As human, he is also motivated to be free, to choose.

Having choices is a part of what it means to be human and

are one reason why man’s specie has been able to evolve,

adapt and thrive.


Each time man learns something new, he is having fun.

It is his playfulness and sense of discovery that allows him

to learn as much as he does (Corpuz & Lucas 2011).


This study is also anchored on the Theory of the Mind.

This theory refers to a broad understanding of other

individuals’ mental states, such as beliefs, desires and

knowledge. Theory of the Mind enables to predict other

people’s behavior and understanding to various concepts such

as physical versus mental processes such as empathy. Theory

of the Mind plays an important role in both social

interaction and perception of social interaction and is also

related to social functioning.


This study is also supported by Expertise Theory

of Ericson and Gladwell. Expertise theory specifies how

talent develops across specified fields or domains, focusing


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on cognitive task analysis (to map the domain), instruction

and practice, and clearly specified learning outcomes

against which one can objectively measure the development of

expertise.
Another theory that supports this study is the Self-

Determination Theory (SDT) of Edward Deci and Richard Ryan.

SDT is an important theory of motivation that addresses

issues of extrinsic and intrinsic motivation. People have

innate psychological needs: competence, relatedness and

autonomy. If these universal needs are met, the theory

argues that people will function and grow optimally. To

actualize their inherent potential, the social environment

needs to nurture these needs.

Conceptual Framework
The factors that affect the students’ course

preferences vary when they are grouped according to their

academic performance, family monthly income and sex. The

conceptual paradigm is shown in Figure 1.

Independent Variable Dependent Variable

Academic
performance
Factors affecting
Monthly Family students’
Income preferences

Sex
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Figure 1. A Schematic Diagram of the Independent and


Dependent Variable

Significance of the Study


The result of this study is significant to the parents,

teachers, and school principals and to the government as a

whole.
This study will provide some insights and information

to the parents about the factors that affect the decision

making of their children. It will also motivate them to

extend their guidance for their children’s choice.


Teachers would also be benefited by the results of this

study. The results will enable them to be aware of the

factors that affect the course preferences of their

students. It will help them understand the behavior of their

students towards the course they took.


The results of this study would provide information to

school principals on the factors that affect the course

preferences of students. It will help them decide how to

improve their services, facilities and the quality of

instruction so that students may not hesitate to enroll in

their respective schools.


Hopefully, the results will be of value to the

government to correctly allocate the budget for education

and to give appropriate consideration to students’ needs and

interest.

Scope and Limitations of the Study


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The study focuses only on the factors affecting the

course preferences of Grade 11 students of Ajuy National

High School. It covers the factors affecting the course

preferences of students with regard to their academic

performance, family’s monthly income and sex. The

researchers confined their study to the Grade 11 senior high

school students enrolled in Ajuy National School during the

school year 2016-17 only.

Definition of Terms
To clarify terms used in this study, they are defined

conceptually and operationally.


Ajuy National High School (ANHS). The term refers to a

DepEd-managed partially urban secondary public school

located in Ajuy, Iloilo (m.philippinecompanies.com).


In this study, ANHS is the institution where the

subjects of this study are enrolled.


Course. The term refers to the program of study or training,

especially one that leads to a qualification from an

educational institution. (Encarta World English Dictionary).


In this study, the term refers to the field of

study or track and strands such as the Academic Track and

Technical Vocational and Livelihood Track and the strands of

the K-12 curriculum that the Grade 11 students have chosen.


Grade 11 students. The term refers to the students who are

in the 1st year of Senior High School

(http://en.m.wikipedia.org).
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In this study, the term refers to the Senior High

School students and is the subject of this study.


Preference. The term refers to something that is liked or

wanted more than another thing or something that is

preferred (Merriam Webster Dictionary).


In this study, the term refers what the students liked

or wanted.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Local Readings
Curriculum designers need to enhance the

recommended curriculum and the propose curricular

innovations to respond to the changing landscape in

education regionally and globally.


K to 12 makes the Philippine education system at

par with the international standard of 12-year basic

education thereby contributing to a better educated society

capable of pursing productive employment, entrepreneurship,

or higher education studies. After going through

kindergarten, elementary, junior high and a specialized


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senior high school program, every K to 12 graduates is ready

to go into different path-higher education, middle level

skill development, employment, or entrepreneurship. The K to

12 graduates are also expected to be equipped with 21 st

century skills like information, media and technology

skills, learning and innovation skills, effective

communication skills and life and career skills.


When K to 12 was launched in 2012, many Filipinos

were apprehensive because of the addition of two(2) more

years in secondary schooling. Some said the two years are

added burden for average Filipino family. Others said the K

to 12 program is doomed to fail since it does not address

the basic problems in education like lack of classrooms,

chairs, books, teachers, quality teaching and many more.

Amidst criticisms, the Department of Education pushed for

the K to 12 implementation.
In international examinations, the Philippines

performed poorly as in 2003 TIMSS (Trends in International

Mathematics and Science) scores. In Grade IV Science and

Math, the Philippines ranked 23 out of 25 participating

countries. In High School II Science, the Philippines ranked

43 out of 46 and in Math ranked 34 out of 38. Even with only

the science high schools participating in the advanced

Mathematics category in 2008 TIMSS, the country’s ranking


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did not improve. In fact, it ranked the lowest (10) among

ten participating countries.


One of the factors that contribute to the low

performance in the achievement tests is the congested basic

education curriculum. What other countries teach in twelve

(12) years the Philippines teach only in ten (10) years. The

ten (10) years would not be enough to master the

competencies. Adding two years would make possible

decongestion of the curriculum for comprehensive acquisition

of basic competencies and the 21st century skills.


The Philippines is the only country in Asia that has

a ten-year basic education program. The short duration of

the basic education program also puts million of overseas

Filipino workers, especially the professionals, and those

who intend to study abroad at a disadvantage. Graduates of

Philippine schools are not automatically recognized as

professionals outside the country due to the lack of two

years in the basic education. Bologna Accord imposes twelve

(12) years basic education as an entry to recognition of

engineering professionals.
With K to 12, Filipino professionals would have the

same competitive edge with professionals in other countries

having gone through 12 years of basic education.


The K to 12 Curriculum prepares the students for the

world of work, middle level skills development,


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entrepreneurship and college education. As early as Grade 7

and Grade 8, the students are made to explore at least 8

subjects in the four (4) areas of Technology and Livelihood

Education (TLE) namely: Home Economics, ICT, Industrial Arts

and Agriculture and Fishery Arts. In Grade 10 and Grade 12,

the student is supposed to have obtained a National

Certificate (NC) Level I and NC Level II from TESDA. NC I

and NC II make a Grade 12 graduate employable.


The short duration of basic education in the

Philippines resulted to 15 year old graduates who are not

legally employable. With the implementation of the K to 12,

graduate of senior high is 18 years old who is legally

employable.
The students after undergoing Senior High School can

choose among four tracks: Academic; Technical-Vocational-

Livelihood; and Sports track and Arts and Design track. The

Academic track includes four strands: Business, Accountancy,

Management (BAM); Humanities and Social Sciences (HUMMS);

Sciences, Technology, Engineering, Mathematics (STEM); and

General Academic Strand (GAS). This means that at Grade 11,

a student chooses which track to pursue and if he/she

chooses the academic track, he/she must also choose which

strand. If a student intends to go to college after Grade

12, then he/she must take the academic track. The college
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program which he/she wants to enroll in determines which

strand to take- STEM, HUMMS, Sports and Arts and Design. If

a Grade 12 graduate wants to pursue TechVoc courses in

Technical Educational Skills Development Authority (TESDA),

he/she takes TechVoc track. He/She who is interested in Arts

and Design will pursue the Arts and Design track. The Sports

track will be for any sports-minded Grade 12 graduate

(Bilbao, et al, 2014).


The Course Selection Process
Selection of the “right” course may be described as a

high involvement, high risk decision –making situation

because the cumulative effect of the series of choices

students make each semester/quarter may impact their college

major selection, their ability to take additional course

work, as well as their career direction and future

employment opportunities. There are a plethora of factors

that the students may consider in their course selection

decisions as they choose between competing and attractive

course alternatives, including perceptions about a course’s

workload, the instructor’s grading leniency, the usefulness

of the knowledge gain in the course, the instructor’s

reputation, and the times/day the course meets. According to

Babad, Darley and Kaplowitz (1999), in course selection, not

one, but multiple, sequential and interdependent decisions


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must be made concurrently. The projected utilities are

sometimes contradictory and different courses are selected

with different objectives in mind.


When a student’s objective is to select a course in

his/her major that is taught by more than one instructor, it

is reasonable to expect that more time and effort will be

expanded in order to assure satisfactory outcome. This is

confirmed by Babad et al(1999); “Students reported their

decisions about different courses based on different

considerations, with most serious thought being devoted by

selecting among courses within their major field of study

for upperclassmen and to deciding on courses that might help

them test out a possible major for underclassmen. It is on

decisions about those (primary) courses that the students

expend most thought and more closest to the optimum of

rational decision-making.” A rational decision making

process might also include a search for heuristic or highly

credible information source to simplify course selection

decision.
High school is generally much more regimented than

college. Students have a wider variety of courses to choose

from in college, and they are in charge of their own path of

study. This can be daunting for some new students, but it


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really shouldn’t be. So they can achieve success in their

college courses.
Be smart about choosing courses. Choosing college

courses wisely is essential in academic success in college.

First, there are certain introductory courses that first

year students are required to complete. It is important to

make sure that they take all of these required courses

because they will need them to receive their degree. Second

thing to consider when choosing college courses is which

classes you need in order to complete your chosen major

concentration of study. Other aspects to consider when

choosing college courses include class size, class times,

prerequisites and difficulty.


Structure your time. One of the most important study

tips for new college students is simply: structure your

time. In high school they are told when to go to class, what

to do, and how to do it. In college, many students have

trouble finding the motivation to attend class or balancing

the work load of multiple college courses. Making a

reasonable schedule for yourself that includes blocks of

time for class, homework, reading, writing papers, and fund,

can be a big help. Other helpful study tips include making

study groups and learning how to speed read.


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Foreign Readings
While every K-12 education system strives to be the

very best, a few really go the distance. These programs have

so much to offer children and parents have the peace of mind

knowing that their children are a definite cut above the

rest academically.
The top five K-12 education systems worldwide are as

follows:

1. Finland is currently ranked as the number one K-12

education system. Finnish students consistently have the

highest scores in math, science, and reading. Finnish

schools also have a very low-key model that allows students

to learn at a more relaxed pace. There is only a half an

hour of homework every night and students don’t attend

school full time like other school systems worldwide. The

goal is for the student to feel like he or she is “at home”.

Students study in lounges with comfortable chairs and

fireplaces.
Finish schools have no tardy bells and students do not

get in any trouble if they fall asleep during class. While

the academic expectations of each student are extremely

high, there isn’t the expected huge amount of schoolwork

involved. Teachers also hold Master’s Degrees and only a

small percentage of them are actually accepted as teachers.


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Therefore, the teachers that do get accepted make a daily

commitment to do their absolute best. Teaching is a highly

sought after profession in Finland and these teachers know

just how lucky they are to have achieved their professional

dreams. Teachers also do not have to follow a set

curriculum, they are given free reign to do whatever it

takes for the success of their students. That is practically

unheard of anywhere else.


It is easy to understand why Finnish students are a cut

above the rest. They have no restrictions placed on them and

are allowed to do what they wish. These kids actually want

to learn, they know that they can learn in creative and

engaging ways. They also know that they will not be subject

to endless hours of homework and memorization. The Finnish

K-12 Education system does not believe that is the best way

for kids to learn. For example, if a child really enjoys

reading, he or she might read book after book all day long.

Teachers believe that this particular child will not only

have outstanding reading and comprehension scores, he or she

will also enjoy learning about a wide array of topics.


2. Another K-12 education system to keep an eye on is

China’s school system. Chinese students do not spend their

days focusing on sports or socializing. Instead, they are

completely dedicated to intellectual pursuits. China’s


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students study rigorously and are even required to complete

extra classes and tutoring. In fact, if a child shows

particular promise in Math, parents would begin seeking out

additional math tutoring.


3. India’s K-12 education system is also on the rise. Most

children in India already know what they want to be when

they grow up by the time they are in first grade. They have

already dedicated themselves to follow that career path.

These kids are highly motivated and the interactive learning

approach in their classrooms seems to be helping them retain

information better than most. Teachers guide their students

through the learning process with fun and creative

activities rather than hours upon hours of notes and

lectures.
4. The K-12 education system in Japan gears students toward

university preparation. Kids in Japan know that in order for

them to succeed they must have high test scores. Even those

kids who choose to go to technical or trade schools still

must ace rigorous entrance exams. A lot of parental pressure

is a key factor here as well. Japanese kids also have more

than one teacher in each class and kids are encouraged to

work through their studies without textbooks, calculators,

etc. This gives them many different ways to solve problems.


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5. The K-12 education system in Singapore is also a school

system worth mention. Kids in Singapore begin attending

school at the age of three. They attend preschool for three

years which includes two years of Kindergarten. While this

is not mandatory, more and more parents are enrolling their

children at the age of three to ensure that their child has

the right scores to get into more advanced programs. The

goal for teachers in Singapore is to focus on each child’s

individual learning style and ability. This ensures

automatic success for the child as he or she will be less

likely to fall behind (Dr. Foillier, 2016).

RELATED STUDIES
Local Studies
Diamante (2015), in his study entitled “Career

Choice of Students: Basis for Curricular Offering of Senior

High School in Region XI” revealed that personality is the

factor why the students choose the career. This would mean

that the students know what they wanted to pursue and maybe

encouraged by their parents or guardians to base their


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decisions on what they really want to do. Further, this

means that Filipino parents somehow deviate on the

traditional way of dictating their sons and daughters on

what they believe is the right career for them. Moreover,

the parents are also the reasons why the students choose the

career. This somehow supports that parents discuss to their

children plans and issues that concerns them and allows them

to take active participation in decision making.

Furthermore, the students’ skills, opportunity, environment

and values also influence their decision on what career to

choose. The guardians, friends and teachers are found to be

influential in their career choice.

Pascual(2014), in her study entitled “Factors

Affecting High School Students’ Career Preference: A Basis

for Career Planning Program” stated that unemployment rate

in the country was commonly associated with the misfit

graduates produced by universities and colleges and the

workforce needed by different companies. The wrong choice of

course taken by most high school students adds to

unemployment and underemployment rate of newly graduate

students. With this, the study determined the factors

affecting the fourth year high school students’ career


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preference of University of Rizal System’ Laboratory School

in Morong Rizal. The relationship of the factors affecting

students’ preference of course to their career preference,

Brainard’s Occupational Preference Inventory (BOPI) results,

academic achievement and their elective grades were

considered. Frequency, percentage and chi-square were used

as statistical treatments. The finding revealed that the

availability of work after college is the first

consideration of students in choosing a course in college.

Most of the students prefer to take scientific related field

courses or the “popular courses” for Filipinos. The least

preferred course is in agriculture field. The BOPI results

showed that most of the student-respondents are suited to

take professional courses. Students’ preferred course is

related to their BOPI results as well as to their father’s

occupation. Other factors such as mother’s occupation,

monthly family income, students’ sibling position and

students’ third year general average grades are not related

to the students’ preferred course in college to their BOPI

results. BOPI results are significantly related to students’

elective course grades.


Students’ care success can be best attained if proper

guidance is given in choosing the right course in college,


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suited to students’ personality, ability and intellect.

Helping students choose the career that suits them can be

done by integrating career plan with the curriculum so that

students can make good decisions in what course to take in

college. Collaborative effort of the school administration,

quidance counselor and parents should be made to come-up

better career plan for every individual student.

There are different factors that affect students’

choice of course in college. One of this is family related

factors. Study revealed that Filipino immigrants and non-

immigrants rely heavily on their families’ decision-making.

International Journal of Sciences: Basic and Applied

Research Students cope by following their parents’ advice.

They also have to cope with an expectation of financially

supporting the family upon completing their education.

Studies from other Asian countries also show parents’ impact

in decision making of students when it comes to students’

course preference. Another study highlighted that parental

involvement have positive impact on adolescents’ education

and career choice. Furthermore, it is reported that parents

are deeply involved and influential to their high-achieving

children’s college choices.


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The report also found open houses, dialogue with

college friends, alumni, and admitted-student programs are

extremely influential to students. The report claimed these

sources are not well known, but very powerful to student’s

decision making for their college. The study also found 26%

of sampled students paid a specialist or advisor during the

college decision process. The studies presented are

important to the present study since the studies explain the

importance of taking parents’ advice and permission in

choosing a college course. 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. 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. These

writings discuss that the family decides in what college


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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. Coming from a collective

culture, immigrant parents and children seek careers that

will support the whole family.

Moreover, it is found that Asian American men and women

tend to be more interested in technical fields, the physical

sciences, and no enterprising business positions over

artistic, social, or socially interactive business careers.

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 in

Tenessee, 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


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counselors felt that CTE teachers should have knowledge,

skills and a teaching license. 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.

Personality and interest are not the only criteria for

choosing a career. An individual’s aptitude International

Journal of Sciences: Basic and Applied Research 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. The

importance of having effective career planning is emphasized


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by SREB. 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. 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. The researchers suggested that the “American

education career development plan” is to prepare students

for the next formal learning experience with little

opportunity in career development activities, and students


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are simply encouraged to attend school until they can go no

further. Continuity of career development program should be

continuous and progressive. 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


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their career-planning portfolios, and to apply academic and

employment readiness skills through programs such as work-

based learning.

Middle school counselors are instrumental in

implementing effective education and career planning systems

to help students with their educational and career

development. Research shows that the choices middle school

students make have a strong bearing on their educational and

career development for decades to come, particularly

academic choices. Furthermore, it is mentioned that school

counselors and school counseling programs play key roles in

preparing students to successfully transition to the next

level, whether it is some type of postsecondary education or

joining the workforce. To add with, it is International

Journal of Sciences: Basic and Applied Research (IJSBAR)

(2014) Volume 16, No 1, pp 1-14emphasized that education and

career planning from a life-career perspective, with career

development and planning encompassing education, work, and

leisure. Therefore, extracurricular activities, hobbies,

civic participation, and cultural experiences should be part

of middle school students’ education and career planning.


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Antipolo, et al (2011) in their study, “Factors

Affecting Career Indecision Among Freshmen and Shifters

Students of Bulacan State University” found out that

authoritative and authoritarian parenting styles, anxiety

and self efficacy were indirectly related to career

indecision while permissive parenting style, vocational

identity and intention certainty were directly related to

career indecision for freshmen students. The regression

analysis result reveals that vocational identity, career

decision-making self-efficacy and intention certainty

manifested to be significantly predicting career indecision.

Vocational identity and career indecision on the other hand

could be mediated by self- efficacy while authoritative

parenting style is indirectly related to career indecision

through intention. Demographic, Career Indecision Scale,

Decision Self Efficacy Scale Short-Form, Student Intention

Certainty Scale, Vocational Identity Scale, State Trait

Anxiety Inventory and Parental Authority Questionnaire were

used to collect the data. Path Analysis for freshmen and

Multiple Regression Analysis for shifter students was

utilized to identify whether the proposed model of career

indecision fits the data.


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Foreign Studies
Valdez (2015), in her study entitled “Specialization

preference and attitude of medical students in Cairo within

the primary health care” investigates the specialization

preference of medical students in Cairo, Ain Shams and El-

Azhar Medical Schools using a stratified systematic random

sample of 428 students and house officers (199 females and

229 males). They represent 5% of all second, fifth year

students and house officers from all three universities. In

addition 31 female students of El-Azhar were followed up to

the final year and house officer year. The aim of the study

is to compare students’ specialization preference with PHC

needs. The questionnaire used comprised besides demographic

data like age, sex, origin, maternal and paternal education

and occupation also factors influencing the specialization

preference like motive for choosing medical education,

lecturer's personality, subject content, future location and

setting intention. The distribution of specialization

preference was found significantly different with

educational year, sex, maternal education and occupation,

father's occupation, socioeconomic standard, reason for

choosing medical study and content attraction of the

subject. Major subjects like surgery, medicine and


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gynecology and obstetrics were preferred significantly more

by males, students with non-medical fathers, of lower SES,

those who choose medicine for prestige and help of people,

and who were attracted by the content of subject, while vice

versa for pediatric and other specializations like

cardiology, ophthalmology, clinical pathology and psychiatry

among others. The follow-up study indicated that female

students of El-Azhar tended to gynecology and obstetrics

(from 32.3% to 42.1%) orienting themselves toward community

needs being themselves to 34.1% from rural areas. The

multiple regression analysis indicated that the best subset

of variables influencing specialization preference are SES,

maternal education, study reason, father occupation, sex,

future setting and location. Students’ preferences are far

from the PHC needs.


According to Darren Fizer(2013), in his study entitled

“Factors Affecting Career Choices of College Students

Enrolled in Agriculture” in The University of Tennessee,

Martin, many factors can influence a student’s decision,

including parents, coaches, religious figures, or any role

models in a student’s life. Participation in agriculture

clubs such as FFA and 4-H can also have an effect on

students’ career choices.


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The objective of his research study was to determine

what factors affect agriculture students’ choice of career

path. A questionnaire was developed to examine areas of

interest and attributes that may have influenced students

when choosing a career path. The questionnaire was completed

by 128 students in the freshman studies classes of The

University of Tennessee at Martin who plan to major in

Agriculture. Chi-square tests were used to examine

relationships among study factors.


According to his survey, students are most influenced

by family when choosing a major; 22% chose family as the

most important factor influencing their choice of major.

However, 21% of the students chose “a career that is

personally rewarding” and 20% chose “FFA/4-H experience” as

the most important factors affecting their choice. FFA

played a bigger role in choosing a major than 4-H. Farming

background and the size of schools did not play a role in

choosing a major. However, students with a farming

background were more likely to plan on working in production

agriculture than students without a farm background. The

students who completed the questionnaire had a positive

outlook on their career. Students believe their projected

careers will make a positive impact on the world. Students


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also believe that there are excellent career opportunities

in agriculture.
According to Kochung Edwards (2011) in his study

entitled ‘’Factors Influencing Students Career Choices among

Secondary School students in Kisumu Municipality, Kenya’’,

career choice is a complex decision for students since it

determines the kind of profession that they intend to pursue

in life. As students try to make career choice while in

secondary school, they face problem of matching their career

choices with their abilities and school performance. In

Kenya every year form four secondary school students make

career choices before sitting for their final examination

(Kenya Certificate of Secondary Education examinations)

however, studies indicate that most students enter into

careers that are totally different from the ones they chose

while in secondary. The purpose of his study was to examine

factors influencing career choice among form four secondary

school students in Kisumu municipality, Kenya. The study was

conducted using descriptive survey design with a population

of 332 students. The data for this study was collected using

questionnaire and interview schedules. The findings of his

study indicate that availability of advancement

opportunities and learning experiences are the most


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influential factors affecting career choices among students.

While males reported learning experiences and career

flexibility as the most influential factors, females however

reported availability of advancement opportunity and

opportunity to apply skills as the most influential factors.

However, no variance was reported for persons influencing

career choice by gender.

CHAPTER 3
RESEARCH METHODOLOGY
Research Design
In this study, the researcher used the descriptive

survey method. The descriptive survey method of research is

directed toward ascertaining conditions that prevail in the

group of cases chosen for the study. Survey makes possible

for the formulation of generalizations because the sample

has a high degree of representativeness. This is especially

true if the sample is adequate and proper sampling

procedures are used in the selection of sample (Calmorin and

Calmorin, 2012).
Respondents of the Study
The respondents of this study were the 204 Grade 11

Senior High School students of Ajuy National High School who


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were taken from 416 total Grade 11 students of the said

school. The respondents were classified according to their

academic performance, monthly family income and sex.

Presentation of Respondents

Category Frequency %
A. Entire group 204 100%

B. Academic performance
Developing (75-79%) 9 4.41%
Approaching Proficiency (84%- 80) 61 29.90%
Proficient (85-89%) 83 40.69%
Advanced (90-above) 51 25%
Total 204 100%
C. Monthly Family Income
Low income (₱5,000 and below) 142 69.61%
Average income (₱5,001-₱10,000) 39 19.12%
23 11.27%
High income (₱10,001 and above)
204 100%
Total
D. Sex
Male 96 47.06%
Female 108 52.94%
Total 204 100%

When respondents are classified according to student’s

academic performance, 9 or 4.41% are described as developing

or have grades of 75-79%, 61 or 29.90% are described as

approaching proficiency or have grades 84-89%, 83 or 40.69%

are described as proficient and have grades of 85-89 (above


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average) and 51 or 25% are described as advanced or have

grades of 90 and above.


When classified according to family’s monthly income,

142 or 69.61% have an income of ₱5000 and below (low

income), 39 or 19.12% have an income of ₱5001-₱10,000

(average income) and 23 or 11.27% have an income of ₱10,001

and above (high income).


When classified according to sex, out of 204

respondents, 96 or 47.06% are males and 108 or 52.94% are

females.

Determination of Sample Size


In determining the sample size, Slovin’s formula was

used.
N
n= 1+ N e 2
where n = sample size
N = population size
e = margin of error (5%)
The researchers used the stratified sampling. This

scheme was used to ensure that different groups of

population are adequately represented in the sample.


The Research Instrument
The researchers used the researchers-made instrument,

which was the checklist. This is to determine the factors

that affect the course preferences of Grade 11 students of

Ajuy National High School during the school year 2016-17. It

consisted of two parts. Part I dealt with the personal data

of the students including their name, sex, monthly family


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income, and academic performance. Part II contained 22 items

of pre-determined factors that may affect the course

preferences of Grade 11 students of Ajuy National High

School for school year 2016-2017. The respondents were

requested to answer each item by checking the column

Strongly Agree (4), Agree (3), Disagree (2), and Strongly

Disagree (1).

Validation of the Research Instrument


To determine the validity of the instrument, five

instructors were requested to validate it considering their

expertise. The validators were requested to evaluate the

item as to whether it was relevant, irrelevant, or needs

revision. They were requested to check relevant if items

were related to the study, if language used was

understandable to the subjects, and if items were

grammatically constructed; irrelevant if the items were not

related to the study; needs revision if the items needed to

be restated or rephrased.
Reliability of the Research Instrument

To test the reliability of the instrument, it was

subjected to reliability testing. The questionnaire was

administered to thirty (30) Grade 11 students of Culasi

National High School who were not part of the actual


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subjects. The researchers used the split-half method, also

known as odd-even technique, using the formula:

6 ∑ D2
r h t = 1- for half test
N 3−N

2 r ht
r wht = for whole test
1+r ht

Where:

r ht −¿ half test

r wht - whole test

N- number of cases

D= difference in the rank of x and y

The reliability of the half test was 0.075 and whole

test was 0.86 that denotes high relationship. Thus, the

instrument was reliable. Upon finding that the checklist was

reliable, it was administered to the subjects.


Data Gathering Procedure
After having found the checklist valid and reliable,

the researchers sought for the approval of the principal of

Ajuy National High School, the coordinator of the Senior

High School in Ajuy National High School and the advisers

for each section of Grade 11.


The researchers administered the checklist to the

respondents who were the Grade 11 students of Ajuy National

High School. The respondents were provided a copy of the


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checklist. They were given clear instructions on how to

answer the items. After answering the checklist, one hundred

percent of the respondents returned the checklist.


Data Processing Method
After the retrieval of the checklist, the researchers

categorized, recorded, analyzed, and tabulated the needed

data. The factors affecting the course preferences checked

by the students were tallied as a whole and classified

according to their academic performance, monthly family

income and sex. Data matrix was used to organize, summarize,

and analyze the data on how the variables agree with each

other.
Statistical Treatment
The statistical tools used in the interpretation of

data and the testing of the hypothesis include the weighted

arithmetic mean, mean, ranking, Friedman’s Two-way ANOVA,

and T- Test for two independent samples.


Weighted Arithmetic Mean

X =
∑ fiXi
∑ fi
Where:

X = weighted mean
fi = frequencies corresponding to the given mean
xi = items given

Mean
X = ∑ Xi
N
Where:
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X = mean
xi = items given
N = number of respondents

Friedman’s Two-Way ANOVA


12
Xr2 =
NK (K +1)
∑ (Ri) 2
-3N(K+1)
Where:

Xr2 = Freidman Test


N = no. of rows
K = no. of columns
Ri = rank sum for column i

t-Test

x 1−x 2
∑ ( X 1+ X 1 )
2


2 2 2
t = SD 1 SD 2 SD 1 =
+ N 1−1
N1 N2

SD 2 2
=
∑ ( X 2+ X 2 )
2

N 2 −1

where:

t = t-test

x1 = mean of the first variable

x2 = mean of the second variable

N 1 = number of respondents of the first variable

N 2 = number of respondents of the second variable


2
SD 1 = variance of first variable
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2
SD 2 =¿ variance of first variable

CHAPTER 4
RESULTS, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results, analysis, and

interpretation of data.

Factors Affecting Course


Preferences of Grade 11 Students
of Ajuy National High School
School Year 2016-2017
Taken as an Entire Group

Table 1. Factors Affecting the Course Preferences of Grade


11 Students taken as an Entire Group

Factors Mean Rank


a.) Employment-Related Factors 2.94 2
b.) Family-Related Factors 2.44 4
c.) Peer-Related Factors 1.97 5
d.) Personal-Related Factors 3.08 1
e.) School-Related Factors 2.76 3
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The factor that greatly affects the course preferences

of Grade 11 students was determined in this study using the

mean.
As shown in Table 1, the factor that greatly affects

the course preferences of Grade 11 students is personal

related factors with the mean of 3.08. This result is

supported by the Choice Theory of William Glasser that

suggests that an individual has some capacity to make

choices and exercise control in his life. It is also

supported by the study conducted by Diamante(2015) which

showed that personality is the factor why the students

choose a career.

Factors Affecting Course


Preferences of Grade 11 Students
of Ajuy National High School
School Year 2016-17 Classified
According to Academic Performance

Table 2.1. Factors Affecting the Course Preferences of Grade


11 Students Classified According to Academic Performance

75-79% 80-84% 85-89% 90%- above


Factors (Developing) (Approaching (Proficient (Advanced)
Proficiency) )
Mea Ran Mea Ran Mean Rank Mea Rank

n k n k n
a.) Employment- 3.0 1 3.0 2 2.98 2 2.9 2
Related
Factors 7 0 5
b.) Family- 2.5 4 2.6 4 2.44 4 2.2 4
Related
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Factors 4 0
c.) Peer-Related 2.1 5 2.2 5 2.05 5 1.8 5
Factors
7 1 0
d.) Personal- 3.0 2 3.0 1 3.11 1 3.2 1
Related
Factors 4 3 3
e.) School- 2.7 3 2.7 3 2.55 3 2.7 3
Related
Factors 3 0 5

Table 2.1 showed that when classified according to

academic performance, the factor that greatly affects the

course preferences of students with grades of 75-79% is

employment related. The factor that greatly affect the

course preferences of students with grades of 80-84%, 85-89%

and 90% and above is personal related.

Factors Affecting Course


Preferences of Grade 11 Students
of Ajuy National High School
School Year 2016-17 Classified
According to Family’s Monthly Income

Table 2.2. Factors Affecting the Course Preferences of Grade


11 Students Classified According to Family’s Monthly Income

₱5, 000- ₱5, 001- ₱10, 001


Factors below ₱10, 000 – above
Mean Rank Mea Ran Mea Ran

n k n k
a.) Employment- 2.73 3 2.9 2 3.1 1
Related Factors 9 4
b.) Family-Related 2.43 4 2.4 4 2.6 4
Factors 4 3
c.) Peer-Related 1.97 5 2.0 5 2.0 5
Factors 6 4
d.) Personal-Related 3.05 1 3.0 1 3.1 2
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Factors 9 2
e.) School-Related 2.75 2 2.7 3 2.7 3
Factors 3 6

As shown in Table 2.2, the factor that greatly affects

the course preferences of Grade 11 students with a monthly

family income of ₱5, 000 and below is personal related.

Students with monthly family income of ₱5, 001 - ₱10, 000

asserted that personal-related factors greatly affect their

course preferences, and the factor that greatly affects the

students with monthly family income of ₱10, 001 and above is

employment related factors.

Factors Affecting Course


Preferences of Grade 11 Students
of Ajuy National High School
School Year 2016-17 Classified
According to Sex

Table 2.3. Factors Affecting the Course Preferences of Grade


11 Students Classified According to Sex

Male Female
Factors Mean Rank Mean Rank
a.) Employment-Related 3.04 1 2.88 2
Factors
b.) Family-Related Factors 2.51 4 2.47 4
c.) Peer-Related Factors 2.07 5 1.87 5
d.) Personal-Related 2.96 2 3.16 1
Factors
e.) School-Related Factors 2.95 3 2.73 3

Table 2.3 showed that when classified according to sex,

the factor that greatly affects the course preferences of

male students is employment related. The result also shows


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that personal related factors greatly affect the course

preferences of female students.

Difference in the Mean Rank Levels


of the Factors Affecting the Course
Preferences Classified According to
Academic Performance and Monthly
Family Income

Table 3.1 Difference in the Mean Rank Levels of the Factors


Affecting the Course Preferences Classified According to
Academic Performance

Variable Computed Tabular Value Interpretation


Value
Academic 2.04 7.82 Not Significant
performance df .05(3 )

Table 3.1 shows that there is no significant difference

in the mean rank levels of the factors affecting the course

preferences of Grade 11 students when classified according

to academic performance.
Friedman’s Two-Way ANOVA was used to determine if there

is a significant difference in the course preference of

Grade 11 students of Ajuy National High School for school

year 2016-17.
The computed value of 2.04 is lesser than the tabular

value of 7.82, thus, the null hypothesis is not rejected.


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Table 3.2 Difference in the Mean Rank Level of the Factors


Affecting the Course Preferences Classified According to
Monthly Family Income

Variable Computed Tabular Value Interpretation


Value
Monthly 6.4 5.99 Significant
Family Income df .05(2)

As shown in table 3.2, there is a significant

difference in the mean rank level of the factors affecting

the course preferences of Grade 11 students of Ajuy National

High School for school year 2016-17 when classified

according to monthly family income.


Friedman’s Two-Way ANOVA was used to find out if there

is a significant difference in the mean rank levels of the

factors affecting the course preferences of Grade 11

students when classified according to monthly family income.


The computed value of 6.4 is greater than the tabular

value of 5.99, hence, the null hypothesis is rejected.

Difference in the Factors Affecting


The Course Preferences of Grade 11
Students Classified According to Sex

Table 4. Difference in the Factors Affecting the Course


Preference of Grade 11 Classified According to Sex

Variable t-Computed Tabular Value Interpretation


Value
Sex 0.29 12.706 Not Significant
df .05(1 )
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As shown in table 4, there was no significant

difference in the factors affecting the course preferences

of grade 11 students when classified according to their sex.


T-test was used to find out if there is a significant

difference between the factors affecting the course

preferences of Grade 11 students of Ajuy National High

School when classified according to sex.


The computed value 0.29 is less than the tabular value

which was 12.706, this means that there is no significant

difference in the factors affecting the course preferences

of Grade 11 students of Ajuy National High School when

classified according to sex.

CHAPTER 5
SUMMARY of FINDINGS, CONCLUSION AND RECOMMENDATIONS
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This chapter presents the summary of findings,

conclusion and recommendations.


Summary of Findings
This study was conducted to determine the factor that

greatly affects the course preferences of Grade 11 students

of Ajuy National High School for school year 2016-17.


The findings of the study showed that the factor that

greatly affects the course preference of Grade 11 students

taken as an entire group was personal-related. When

classified according to academic performance, the factor

that greatly affects the course preferences of students with

grades of 75-79% was employment-related. The factor that

greatly affect the course preferences of students with

grades of 80-84%, 85-89% and 90% and above was personal

related.
When classified according to monthly family income, the

factors that greatly affect the course preferences of Grade

11 students with a monthly family income of ₱5, 000 and

below and ₱5, 001 to ₱10, 000 were personal-related.

Students with monthly family income of ₱10, 001 and above

asserted that employment related factors greatly influence

their course preferences.


When classified according to sex, the factor that

greatly affects the course preferences of male students was


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employment related. The factor that greatly affects the

course preferences of female students was personal related.


No significant difference was noted in the factors

affecting the course preferences of Grade 11 students when

classified according to academic performance.


A significant difference was found in the factors

affecting the course preferences of Grade 11 students of

Ajuy National High School for school year 2016-17 when

classified according to monthly family income.

Lastly, no significant difference was evident in the

factors affecting the course preferences of Grade 11

students of Ajuy National High School when classified

according to sex.
Mean and ranking were used to determine the factors

that greatly affect the course preferences of Grade 11

students. Friedman’s Two-way ANOVA was used to determine if

there is a significant difference in the mean rank level of

the factors affecting the course preferences of Grade 11

students classified according to academic performance and

monthly family income and the t-test for two independent

samples was used to determine if there is a significant

difference in the factors affecting the course preferences

of grade 11 students classified according to sex.


Conclusions
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In view with the findings, the following conclusions

were drawn:
It is concluded that students preferred their courses

personally. Their choices were not influenced by their peers

or parents.
It is also concluded that employment-related factors

affect the course preferences of some Grade 11 students. In

choosing their courses, students considered the in-demand

courses and the availability of the job in the future.


Recommendations
Based on the findings and conclusions, the following

recommendations are hereby presented:

1. Students must be given freedom to choose a course

they prefer for them to be effective in the field of

their choice.
2. Parents should allow their children to freely choose

their courses, guide them to the right path and

provide the needs of their children.


3. School Principals or Superintendents should be aware

of the factors affecting students’ course

preferences so that they can provide quality

education that students need. They should also

understand that there are several factors that

affect students’ preferences and performances. They


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should implement a program to help students in their

choice of a career and monitor the program as well.


4. It is recommended to the future researchers to do

further study using different subjects and place of

study.

BIBLIOGRAPHY

A. General References

Encarta World English Dictionary

Merriam Webster Dictionary

B. Books

Bilbao, Purita P. et. al.(2014).“Curriculum development


for teachers” Lorimar Publishing, Inc. Quezon City

Calmorin, Laurentia P., Melchor A. Calmorin (2007)


“Research method and thesis writing”Rex Bookstore,
Inc. Quezon City
C. Journal

Corpuz, Brenda B. et. al.(2015)“PAFTE Research Journal”


Philippine Association for Teachers and Educators
D. Internet

http://www.learning-theories.com
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(date retrieved: September 16, 2016)

http://en.m.wikipedia.org
(date retrieved: September 16, 2016)

m.philippinecompanies.com
(date retrieved: September 16, 2016)

http://pareonline.net
(date retrieved: September 16, 2016)

https://www.universitylanguage.com/guides/collegecourses/
(date retrieved: September 16, 2016)

http://gssrr.org/index.php?journal
(date retrieved: September 16, 2016)
https://www.researchgate.net/publication/21022136_Specialize
rence_and_attitude_of_medical_students_in_Cairo_within_the_p
rimary_health_care_context
(date retrieved: October 10,2017)

http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-
1-PB.pdf-
(date retrieved: October 21, 2016)

https://www.researchgate.net/publication/21022136_Specialize
rence_and_attitude_of_medical_students_in_Cairo_within_the_p
rimary_health_care_context
(date retrieved: October 21, 2016)

http://k12educationsystem.com/comparison-of-education-in-
different-countries/
(date retrieved: October 21, 2016)
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APPENDICES
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Secondary Education Department

APPENDIX A

Instruments

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
56
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

Ajuy, Iloilo

FACTORS AFFECTING COURSE PREFENCES OF GRADE 11 STUDENTS


OF AJUY NATIONAL HIGH SCHOOL
SCHOOL YEAR 2016-17

I. Students’ Personal Data


Name: ________________________ Previous General:_______
Average:____
Sex: Male Female
Track/Strand:______________
Family’s monthly income: ____________

II. Check the corresponding box that states whether you


strongly agree, agree, disagree and strongly
disagree to each statement.

SA- Strongly Agree D- Disagree


A- Agree SD- Strongly Disagree

Factors SA(4 A(3) D(2) SD(1


) )
1. I considered my choice of course to
be in demand.
2. I considered the financial status of
family in choosing my course.
3. I considered the place of my future
work in choosing my course.
4. My choice of school affects my
choice of course.
5. The availability of job in the
future affects my course preference.
6. My preferred course is related to my
childhood dream.
7. My preference of course is connected
to my favorite subject.
8. My course preference is my personal
choice.
9. My friend’s course preference
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NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

affects my decision in choosing my own


course.
10. My parents are the ones who chose
my course.
11. Our family business is a factor in
my choice of course.
12. The dominant profession in my
family is also my preferred course.
13. I considered my intellectual
capacity and ability when I chose my
course.
14. My preferred course is due to the
availability of the courses offered.
15. I believe that my preferred course
is suited to my personality.
16. I consider the proximity (nearness)
of the school to my home.
17. I chose this course because there
is a scholarship offered.
18. I considered the facilities of the
school in choosing my course.
19. I consider the alma-mater of my
parents in choosing my course.
20. My boyfriend/girlfriend affects my
choice of course.
21. My order of birth in the family
affects my decision.
22. I am highly interested in my
preferred course.

Thank you!!!

God Bless
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NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

APPENDIX B

Communication

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
59
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

August 4, 2016

DR. Evelyn Amor


Focal Person, Gender and Development
NIPSC Ajuy Campus

Ma’am:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL FOR SCHOOL YEAR 2016-17” as a
requirement for graduation in college.

In this regard, we would like to request for your help and


expertise in validating our research instrument.

Your favourable response regarding this request will be highly


appreciated.

Attached is our checklist.

Thank you and May God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
60
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

Dr. Cheryl Biclar


Research Director
NIPSC Ajuy Campus

Ma’am:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL FOR SCHOOL YEAR 2016-17” as a
requirement for graduation in college.

In this regard, we would like to request for your help and


expertise in validating our research instrument.

Your favourable response regarding this request will be highly


appreciated.

Attached is our checklist.

Thank you and May God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
61
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

August 4, 2016

Mr. Jay F. Falagne


Chair, Computer Technology Department
NIPSC Ajuy Campus

Sir:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-17” as a requirement
for graduation in college.

In this regard, we would like to request for your help and


expertise in validating our research instrument.

Your favourable response regarding this request will be highly


appreciated.

Attached is our checklist.

Thank you and May God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
AJUY CAMPUS
Ajuy, Iloilo
August 4, 2016
62
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

Engr. Eliseo Basa Jr.

NIPSC Ajuy Campus

Sir:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-17” as a requirement
for graduation in college.

In this regard, we would like to request for your help and


expertise in validating our research instrument.

Your favourable response regarding this request will be highly


appreciated.

Attached is our checklist.

Thank you and May God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
63
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

August 4, 2016

DR. Danilo Rubrico


Research Professor
NIPSC Ajuy Campus

Sir:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-17” as a requirement
for graduation in college.

In this regard, we would like to request for your help and


expertise in validating our research instrument.

Your favourable response regarding this request will be highly


appreciated.

Attached is our checklist.

Thank you and May God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
AJUY CAMPUS
Ajuy, Iloilo
August 16, 2016
64
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

DR. REMUS S. VALDEVIEZO


Principal III
Ajuy National High School

Sir :

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-17” as a requirement
for graduation in college.

In this regard, we would like to ask permission to administer our


research instrument to Grade 11 students for reliability testing.

Your favourable response regarding this request will be highly


appreciated.

Thank you and may God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO, Ph.D.
Research Adviser

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
August 16, 2016
65
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

Mr. JV O. Magbanua
Senior High School Coordinator
Ajuy National High School

Sir:

Greetings!

The undersigned are BSED IV students of Northern Iloilo


Polytechnic State College- Ajuy Campus presently conducting a
research entitled,
“FACTORS AFFECTING COURSE PREFERENCES OF GRADE 11 STUDENTS OF
AJUY NATIONAL HIGH SCHOOL SCHOOL YEAR 2016-2017” as a requirement
for graduation in college.

In this regard, we would like to ask permission to have the list


of Grade 11 students and administer our research instrument to
them.

Your favourable response regarding this request will be highly


appreciated.

Thank you and may God bless you!

Respectfully yours,

(SGD)JESSA MAE R. SARABIA

(SGD)JESCA CRIS D. SAMOS

(SGD)EDNALYN C. VALDEZ

(SGD)RAZEL F. TAGAYGAYAN

(SGD)MA.MELANIE B. PIODENA

(SGD)KYLE LIZLIE C. BASA

Noted:
(SGD)DR. FELISA N. RUBRICO,Ph.D.
Research Adviser
66
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

APPENDIX C

Checklist for Validation

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE


AJUY CAMPUS
Ajuy, Iloilo
67
NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

FACTORS AFFECTING COURSE PREFENCES OF


GRADE 11 STUDENTS OF AJUY NATIONAL HIGH SCHOOL
SCHOOL YEAR 2016-17

Instruction: Kindly check (/) the column (R)if the statement


is relevant to the study; (IR) if the statement is
Irrelevant to the study; or (NI) if the statement needs to
be restated or Need Improvements.

Factors R I NI Remarks/
Recommendation
1. I consider my choice of
specialization to be an
indemand.
2. I consider the
financial status of family
in choosing my course.
3. I consider the place of
my future work in choosing
my specialization.
4. I consider the course I
will get after
finishing my
specialization.
5. My choice of school
affects my choice of
specialization.
6. The availability of job
in the future affects my
choice of specialization.
7. My preferred
specialization is related
my “childhood
dream” work.
8. My preference of
specialization is
connected to
my favorite subject.
9. My preference of
specialization is my
personal choice.
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SCHOOL OF EDUCATION
Secondary Education Department

10. My preference of
course is a reflection
of my talent.
11. My friend’s preference
of specialization affects
my decision in choosing my
own specialization.
12. My friend’s choice of
school affects my
decision in choosing a
specialization
13. My parents are the
ones who are
choosing my
specialization.
14. Our family business is
a factor in my
choice of specialization.
15. The dominant
profession in my family
is also my preferred
specialization.
Note: This researcher-made questionnaire has 5 choices
(Strongly Agree, Agree, Neutral, Disagree and Strongly
Disagree) that the respondents are going to fill in by
putting a check on the corresponding columns.

_________________
Validator
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SCHOOL OF EDUCATION
Secondary Education Department

APPENDIX D

Statistical Computations

Determination of Sample Size


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Secondary Education Department

To determine the sample of 204 students from 416 total

Grade 11 students, the researcher used Slovin’s Formula set

at 0.05 margin of error. The formula is represented by:


N
n= 1+ N e 2
Where: n = sample size
N = population size
e = margin of error (5%)
0.05
¿
¿
n = 1+416 ¿
416
¿
0.0025
¿
¿
n = 1+416 ¿
416
¿
416
n =
1+1.04
416
n =
2.04
n = 203.92
n = 204

The table represents the distribution of respondents

per section.
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Secondary Education Department

Distribution of Respondents per Section

Section Frequency %
GA 11-A 21 10%
GA 11-B 20 10%
GA 11-C 20 10%
GA 11-D 18 9%
GA 11-E 18 9%
ABM 11-A 15 7%
HUMSS 11-A 21 10%
HUMSS 11-b 20 10%
TVL 11-A 17 8%
TVL 11-B 18 9%
TVL 11-C 17 8%
Total 204 100%

Reliability Testing

X Odd Y Even Rx Ry D D
2

1 98 2 97 3.5 4 -0.5 0.25


3 99 4 102 1.5 1.5 0 0
5 86 6 88 7 7 0 0
7 98 8 100 3.5 3 -0.5 0.25
9 63 10 56 10 11 -1 1
11 65 12 66 9 10 -1 1
13 99 14 87 1.5 8 -6.5 42.25
15 96 16 90 5 5.5 -.5 0.25
17 94 18 90 6 5.5 1.5 2.25
19 70 20 85 8 9 -1 1
21 62 22 102 11 1.5 2.5 6.25
2
∑ D 54.5
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SCHOOL OF EDUCATION
Secondary Education Department

Solving for reliability (Using Spearman Brown Formula)

Given: ∑ D2=54.5
N = 11

6 ∑ D2 2 r ht
r h t = 1- r wht =
N 3−N 1+r ht

6(54.5) 2(0.7522728)
r h t = 1- r wht =
(11)3−11 1+0.7522728

327 1.5045456
r h t = 1- r wht =
1331−11 1 .7522728

327
r h t = 1- r wht = 0.858625209 or
1320

r ht =1−.2477272 r wht = 0.86 (High


Relationship)

r ht = 0.7522728

Interpretation for Reliability

± 0.00 to ± 0.20 – Negligible


± 0.21 to ± 0.40 – Low or Slight relationship
± 0.41 to ± 0.70 – Marked or Moderate relationship
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Secondary Education Department

± 0.71 to ± 0.90 – High Relationship


± 0.91 to ± 0.99 – Very high relationship
± 1.00 - Perfect Correlation

Mean Levels and rank in the Factors Affecting the Course


Preference of Grade 11 Students
Entire Group
Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 3.04 Greatly affects
 I considered the place of my future work in 2.99 Moderately affects
choosing my course.
 The availability of job in the future affects my 2.79 Moderately affects
course preference.
Overall Mean 2.79 Moderately affects 2
B.Family Related Factors
 I considered the financial status of my family in 3.09 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.22 Slightly affects
 Our family business is a factor in my choice of 2.27 Slightly affects
course.
 The dominant profession in my family is also my 2.46 Slightly affects
preferred course.
 I considered the alma-mater of my parents in 2.53 Moderately affects
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NIPSC AJUY
SCHOOL OF EDUCATION
Secondary Education Department

choosing my course.
 My order of birth in the family affects my 2.06 Slightly affects
decision.
Overall Mean 2.44 Slightly affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.18 Slightly affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.75 Slightly affects
5
Overall Mean 1.97 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 3.03 Greatly affects
dream.
 My preference of course is connected to my favorite 3.00 Moderately affects
subject.
 My course preference is my personal choice 3.27 Greatly affects
 I considered my intellectual capacity and ability 3.22 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.13 Greatly affects
personality.
 I am highly interested in my preferred course. 2.85 Moderately affects
Overall Mean 3.08 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.63 Moderately affects
 My preferred course is due to the availability of 2.84 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.78 Moderately affects
fto my home.
 I chose this course because of there is a
scholarship offered 2.73 Moderately affects
 I considered the facilities of the school in 2.80 Moderately affects
choosing my course.
Overall Mean 2.76 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Academic Performance 75- 79%


Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 2.89 Moderately affects
 I considered the place of my future work in 3.44 Greatly affects
choosing my course.
 The availability of job in the future affects my 2.89 Moderately affects
course preference.
Overall Mean 3.07 Greatly affects 1
B.Family Related Factors
 I considered the financial status of my family in
choosing my course. 2.67 Moderately affects
 My parents are the ones who chose my course. 2.44 Slightly affects
 Our family business is a factor in my choice of
course. 2.67 Moderately affects
 The dominant profession in my family is also my
preferred course. 2.67 Moderately affects
 I considered the alma-mater of my parents in
choosing my course. 2.22 Slightly affects
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Secondary Education Department

 My order of birth in the family affects my


decision. 2.56 Moderately affects

Overall Mean 2.54 Moderately affects 4


C.Peer Related Factors
 My friends’ course preferences affect my decision 2.11 Slightly affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 2.22 Slightly affects
Overall Mean 2.17 Slightly affects 5
D.Personal Factors
 My preferred course is related to my childhood 2.89 Moderately affects
dream.
 My preference of course is connected to my favorite 3.00 Moderately affects
subject.
 My course preference is my personal choice 3.33 Greatly affects
 I considered my intellectual capacity and ability 3.00 Moderately affects
when I chose my course.
 I believed that my preferred course is suited to my 2.89 Moderately affects
personality.
 I am highly interested in my preferred course. 3.11 Greatly affects
Overall Mean 3.04 Greatly affects
2
E.School related Factors
 My choice of school affects my choice course. 2.89 Moderately affects
 My preferred course is due to the availability of 2.56 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 3.11 Moderately affects
to my home.
 I chose this course because of there is a 2.44 Slightly affects
scholarship offered
 I considered the facilities of the school in 2.67 Moderately affects
choosing my course.
Overall Mean 2.73 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Academic Performance 80- 84%


Factors Mean Interpretation Rank
A.Employment Related Factors 3.03 Greatly affects
 I considered my course to be in demand.
 I considered the place of my future work in 3.13 Greatly affects
choosing my course.
 The availability of job in the future affects my 2.84 Moderately affects
course preference. 2
Overall Mean 3.00 Moderately affects
B.Family Related Factors
 I considered the financial status of my family in
choosing my course. 3.05 Greatly affects
 My parents are the ones who chose my course. 2.45 Slightly affects
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Secondary Education Department

 Our family business is a factor in my choice of 2.73 Moderately affects


course.
 The dominant profession in my family is also my 2.40 Slightly affects
preferred course.
 I considered the alma-mater of my parents in 2.61 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.73 Moderately affects
decision.
Overall Mean 2.60 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.53 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.89 Slightly affects
5
Overall Mean 2.21 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 3.06 Greatly affects
dream.
 My preference of course is connected to my favorite 2.94 Moderately affects
subject.
 My course preference is my personal choice 3.21 Greatly affects
 I considered my intellectual capacity and ability 2.92 Moderately affects
when I chose my course.
 I believed that my preferred course is suited to my 2.97 Moderately affects
personality.
 I am highly interested in my preferred course. 3.05 Greatly affects
Overall Mean 3.03 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.50 Moderately affects
 My preferred course is due to the availability of 2.77 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.60 Moderately affects
to my home.
 I chose this course because of there is a 2.76 Moderately affects
scholarship offered
 I considered the facilities of the school in 2.89 Moderately affects
choosing my course.
Overall Mean 2.70 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Academic Performance 85- 89%


Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 3.04 Greatly affects
 I considered the place of my future work in 3.19 Greatly affects
choosing my course.
 The availability of job in the future affects my 2.71 Moderately affects
course preference. 2
Overall Mean 2.98 Moderately affects
B.Family Related Factors
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Secondary Education Department

 I considered the financial status of my family in 3.07 Greatly affects


choosing my course.
 My parents are the ones who chose my course. 2.18 Slightly affects
 Our family business is a factor in my choice of 2.24 Slightly affects
course.
 The dominant profession in my family is also my 2.45 Slightly affects
preferred course.
 I considered the alma-mater of my parents in 2.56 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.11 Slightly affects
decision.
Overall Mean 2.44 Slightly affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.10 Slightly affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.99 Slightly affects
5
Overall Mean 2.05 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 2.95 Moderately affects
dream.
 My preference of course is connected to my favorite 2.99 Moderately affects
subject.
 My course preference is my personal choice 3.14 Greatly affects
 I considered my intellectual capacity and ability 3.20 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.13 Greatly affects
personality.
 I am highly interested in my preferred course. 3.25 Greatly affects
Overall Mean 3.11 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 1.70 Slightly affects
 My preferred course is due to the availability of 2.91 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.64 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.83 Moderately affects
 I considered the facilities of the school in 2.69 Moderately affects
choosing my course.
Overall Mean 2.55 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Academic Performance 90%- Above


Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 2.96 Moderately affects
 I considered the place of my future work in 2.86 Moderately affects
choosing my course.
 The availability of job in the future affects my 3.02 Greatly affects
course preference.
Overall Mean 2.95 Moderately affects 2
B.Family Related Factors
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 I considered the financial status of my family in 3.08 Greatly affects


choosing my course.
 My parents are the ones who chose my course. 1.98 Slightly affects
 Our family business is a factor in my choice of 2.08 Moderately affects
course.
 The dominant profession in my family is also my 2.02 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.41 Moderately affects
choosing my course.
 My order of birth in the family affects my 1.75 Slightly affects
decision.
Overall Mean 2.22 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.08 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.51 Slightly affects
5
Overall Mean 1.80 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 2.98 Moderately affects
dream.
 My preference of course is connected to my favorite 3.04 Greatly affects
subject.
 My course preference is my personal choice 3.33 Greatly affects
 I considered my intellectual capacity and ability 3.41 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.20 Greatly affects
personality.
 I am highly interested in my preferred course. 3.41 Greatly affects
Overall Mean 3.23 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.47 Moderately affects
 My preferred course is due to the availability of 3 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.90 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.67 Moderately affects
 I considered the facilities of the school in 2.73 Moderately affects
choosing my course.
Overall Mean 2.75 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

Mean Levels and rank in the Factors Affecting the Course


Preference of Grade 11 Students
According to Monthly Family Income ₱5000- Below
Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 2.79 Moderately affects
 I considered the place of my future work in 2.94 Moderately affects
choosing my course.
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 The availability of job in the future affects my 2.46 Moderately affects


course preference.
Overall Mean 2.73 Moderately affects
3
B.Family Related Factors
 I considered the financial status of my family in 3.13 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.20 Moderately affects
 Our family business is a factor in my choice of 2.23 Moderately affects
course.
 The dominant profession in my family is also my 2.23 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.43 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.50 Moderately affects
decision.
Overall Mean 2.07 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.21 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.73 Slightly affects
5
Overall Mean 1.97 Slightly affects
D.Personal Factors
 My preferred course is related to my childhood 2.81 Moderately affects
dream.
 My preference of course is connected to my favorite 2.97 Moderately affects
subject.
 My course preference is my personal choice 3.17 Greatly affects
 I considered my intellectual capacity and ability 3.18 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 2.92 Moderately affects
personality.
 I am highly interested in my preferred course. 3.27 Greatly affects
Overall Mean 3.05 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.83 Moderately affects
 My preferred course is due to the availability of 2.79 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.56 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.80
Moderately affects
 I considered the facilities of the school in 2.78 Moderately affects
choosing my course.
Overall Mean 2.75 Moderately affects 2
Scale Verbal Interpretation
3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Monthly Family Income ₱5001 – ₱10,000


Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 3.08 Greatly affects
 I considered the place of my future work in 3.10 Greatly affects
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choosing my course.

 The availability of job in the future affects my 2.79 Moderately affects 2


course preference.
Overall Mean 2.99 Moderately affects
B.Family Related Factors
 I considered the financial status of my family in 2.90 Moderately affects
choosing my course.
 My parents are the ones who chose my course. 2.31 Moderately affects
 Our family business is a factor in my choice of 2.15 Moderately affects
course.
 The dominant profession in my family is also my 2.28 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.64 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.38 Moderately affects
decision.
Overall Mean 2.44 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.26 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.85 Slightly affects
5
Overall Mean 2.06 Moderately affects
D.Personal Factors
 My preferred course is related to my childhood 3.03 Greatly affects
dream.
 My preference of course is connected to my favorite 2.85 Moderately affects
subject.
 My course preference is my personal choice 3.40 Greatly affects
 I considered my intellectual capacity and ability 3.31 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.08 Greatly affects
personality.
 I am highly interested in my preferred course. 3.18 Greatly affects
Overall Mean 3.09 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.51 Moderately affects
 My preferred course is due to the availability of 2.82 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.72 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.77 Moderately affects
 I considered the facilities of the school in 2.82 Moderately affects
choosing my course.
Overall Mean 2.73 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Monthly Family Income ₱10, 001– Above


Factors Mean Interpretation R
a
n
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k
A.Employment Related Factors
 I considered my course to be in demand. 3.17 Greatly affects
 I considered the place of my future work in 3.26 Greatly affects
choosing my course.
 The availability of job in the future affects my 3.00 Greatly affects
course preference. 1
Overall Mean 3.14 Greatly affects
B.Family Related Factors
 I considered the financial status of my family in 3.04 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.13 Moderately affects
 Our family business is a factor in my choice of 2.52 Moderately affects
course.
 The dominant profession in my family is also my 2.96 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.22 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.89 Moderately affects
decision.
Overall Mean 2.63 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.17 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.91 Slightly affects
5
Overall Mean 2.04 Moderately affects
D.Personal Factors
 My preferred course is related to my childhood 3.26 Greatly affects
dream.
 My preference of course is connected to my favorite 3.00 Moderately affects
subject.
 My course preference is my personal choice 3.13 Greatly affects
 I considered my intellectual capacity and ability 3.13 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.17 Greatly affects
personality.
 I am highly interested in my preferred course. 3.00 Greatly affects
Overall Mean 3.12 Greatly affects 2
E.School related Factors
 My choice of school affects my choice course. 3.00 Moderately affects
 My preferred course is due to the availability of 2.91 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.87 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.39 Moderately affects
 I considered the facilities of the school in 2.70 Moderately affects
choosing my course.
Overall Mean 2.76 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

Mean Levels and rank in the Factors Affecting the Course


Preference of Grade 11 Students
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According to Sex for Male


Factors Mean Interpretation Rank
A.Employment Related Factors
 I considered my course to be in demand. 3.09 Greatly affects
 I considered the place of my future work in 3.21 Greatly affects
choosing my course.
 The availability of job in the future affects my 2.83 Moderately affects
course preference.
Overall Mean 3.04 Greatly affects 1
B.Family Related Factors
 I considered the financial status of my family in 3.07 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.30 Moderately affects
 Our family business is a factor in my choice of 2.28 Moderately affects
course.
 The dominant profession in my family is also my 2.51 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.57 Moderately affects
choosing my course.
 My order of birth in the family affects my 2.30 Moderately affects
decision.
Overall Mean 2.51 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.30 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.84 Slightly affects
5
Overall Mean 2.07 Moderately affects
D.Personal Factors
 My preferred course is related to my childhood 2.98 Moderately affects
dream.
 My preference of course is connected to my favorite 3.00 Greatly affects
subject.
 My course preference is my personal choice. 2.22 Moderately affects
 I considered my intellectual capacity and ability 3.22 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.06 Greatly affects
personality.
 I am highly interested in my preferred course. 3.29 Greatly affects
Overall Mean 2.96 Moderately affects 2
E.School related Factors
 My choice of school affects my choice course. 2.69 Moderately affects
 My preferred course is due to the availability of 3.90 Greatly affects
the courses offered.
 I considered the proximity (nearness) of the school 2.80 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered. 2.78 Moderately affects
 I considered the facilities of the school in 2.59 Moderately affects
choosing my course.
Overall Mean 2.95 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects

According to Sex for Female


83
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Factors Mean Interpretation Rank


A.Employment Related Factors
 I considered my course to be in demand. 2.99 Moderately affects
 I considered the place of my future work in 2.89 Moderately affects
choosing my course.
 The availability of job in the future affects my 2.76 Moderately affects
course preference.
Overall Mean 2.88 Moderately affects 2
B.Family Related Factors
 I considered the financial status of my family in 3.11 Greatly affects
choosing my course.
 My parents are the ones who chose my course. 2.69 Moderately affects
 Our family business is a factor in my choice of 2.26 Moderately affects
course.
 The dominant profession in my family is also my 2.41 Moderately affects
preferred course.
 I considered the alma-mater of my parents in 2.50 Moderately affects
choosing my course.
 My order of birth in the family affects my 1.85 Slightly affects
decision.
Overall Mean 2.47 Moderately affects 4
C.Peer Related Factors
 My friends’ course preferences affect my decision 2.07 Moderately affects
in choosing my own course.
 My boyfriend/girlfriend affects my decision. 1.67 Slightly affects
Overall Mean 2.07 Moderately affects 5
D.Personal Factors
 My preferred course is related to my childhood 3.08 Greatly affects
dream.
 My preference of course is connected to my favorite 2.99 Moderately affects
subject.
 My course preference is my personal choice 3.38 Greatly affects
 I considered my intellectual capacity and ability 3.21 Greatly affects
when I chose my course.
 I believed that my preferred course is suited to my 3.19 Greatly affects
personality.
 I am highly interested in my preferred course. 3.11 Greatly affects
Overall Mean 3.16 Greatly affects 1
E.School related Factors
 My choice of school affects my choice course. 2.57 Moderately affects
 My preferred course is due to the availability of 2.86 Moderately affects
the courses offered.
 I considered the proximity (nearness) of the school 2.76 Moderately affects
to my home.
 I chose this course because of there is a
scholarship offered 2.69 Moderately affects
 I considered the facilities of the school in 2.76 Moderately affects
choosing my course.
Overall Mean 2.95 Moderately affects 3

Scale Verbal Interpretation


3.01- 4.00 Greatly affects
2.01- 3.00 Moderately affects
1.01- 2.00 Slightly affects

0- 1.00 Does not affects


84
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Friedman’s Two- Way ANOVA on the Factors Affecting the Course


Preference of Grade 11 Students

Classified According to Academic Performance

Variables
75- 79 80- 84 85-89 90-above
Factors (Developing) (Approaching (Proficient) (Advanced)
Proficiency)

X FR X FR X FR X FR

Employment- related 3.07 4 3.00 3 2.98 2 2.95 1


Peer- related 2.54 3 2.60 4 2.44 2 2.22 1
Family-related 2.17 3 2.21 4 2.05 2 1.80 1
Personal- related 3.04 2 3.03 1 3.11 3 3.23 4
School-related 2.73 3 2.70 2 2.55 1 2.75 4
Total 15 14 10 11

Given: N= 5

K= 4

12
Xr2= ∑(Ri2)-3N(K+1)
NK ( K +1 )

12
Xr2= (15)2+ (14)2+ (10)2+ (11)2 -3(5) (4+1)
5 ( 4 ) ( 4+1)

12
Xr2= (225+ 196+ 100 +121)-15(5)
20 (5)

12
Xr2= (642)-75
100

Xr2= 0.12(642)-75

Xr2= 77.4- 75

Xr2= 2.04 (Computed Value)

df= K-1 df 3 (0.05 ) = 7.82(Tabular


Value)

df= 4-1
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df= 3

Friedman’s Two- Way ANOVA on the Factors Affecting the Course


Preference of Grade 11 Students

Classified According to Family Income

Variables
Factors Below-₱5,000 ₱5,001-₱10,000 ₱10,001-above
(Low Income) (Average) (High Income)
X FR X FR X FR

Employment- related 2.73 1 2.99 2 3.14 3


Family-related 2.43 1 2.44 2 2.63 3
Peer- related 1.97 1 2.06 3 2.04 2
Personal- related 3.05 1 3.09 2 3.12 3
School- related 2.75 2 2.73 1 2.76 3

Total 6 10 14

Given: N=5

K=3

12
Xr2= ∑(Ri2)-3N(K+1)
NK ( K +1 )

12
Xr2 = (6)2+ (10)2+ (14)2-3(5) (3+1)
5 ( 3 )(3+1)

12
Xr2= (36+100+196)-15(4)
15 (4)

12
Xr2 = (332)-60
60

Xr2=0.2(332)-60

Xr2=66.4-60

Xr2= 6.4

df= K-1 df .05 (2) = 5.99


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df= 3-1

df= 2

Factors Variables
Male Female
2
X1 X1-x1 (X1-x1) X2 X2-x2 (X2-x2)2
Employment-related 3.04 0.334 0.11156 2.88 0.258 0.066564
Family- related 2.51 -0.196 0.038416 2.47 0.152 0.023104
Peer- related 2.07 -0.636 0.404496 1.87 - 0.565504
Personal- related 2.96 0.254 0.064516 3.16 0.752 0.2829444
School- related 2.95 0.244 0.05936 2.73 0.538 0.011664
0.108
Total ∑x1= ∑= ∑x2= ∑= 0.956276
13.5 3 0.7235202 13.11

T-Test on the Factors Affecting the Course Preference of Grade 11


Students

Classified According to Sex

Given: N1= 5
N2 = 5
∑x1= 13.53
∑x2= 13.11
∑(X1-x1)2= 0.7235202
∑(X2-x2) = 0.956276
2

x1 x2
X1 = X2 =
N1 N2

13.53 13.11
X1 = X2 =
5 5

X1 = 2.706 X2 = 2.622

SD 1
2
= ∑ (X 1−x 1) 2 SD 2
2
= ∑ ( X 2− X 2)2
N 1−1 N 2−1
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2 0.7235202 2 0.956276
SD 1 = SD 2 =
5−1 5−1

2 0.7235202 2 0.956276
SD 1 = SD 2 =
4 4
2 2
SD 1 = 0.18088005 SD 2 = 0.239069

X 1−X 2


t = SD 12 SD 22
+
N1 N2

2.706−2.622
t =
√ 0.18088005 0.239069
5
+
5

0.084
t =
√ 0.71994905
5

0.085
t =
√ 0.08398981

0.085
t =
0.2898099549

t = 0.28984512

t = 0.29

df.05(1)= 12.706
88
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Appendix E

Curriculum Vitae
89
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Curriculum Vitae

A. Personal Data
Name : Jessa Mae R. Sarabia
Address : Antonio Yusay, Sara, Iloilo
Contact Number : 09071576532
Date of Birth : July 24,1996
Place of Birth : Silay City, Negros Occidental
Citizenship : Filipino
Religious Affiliation : Roman Catholic
Civil Status : Single
Parents:
Mother : Marlene R. Sarabia (Deceased)
Occupation : NA
Father : Sergio M. Sarabia
Occupation : Driver
B. Educational Background
Name of School Year Graduated
Elementary: Ilaya Elem. School 2008-09
Secondary: San Juan Academy, Inc. 2012-13
Tertiary: Northern Iloilo Polytechnic
State College
90
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(Bachelor of Secondary Education


Major in Mathematics) 2016-17

Curriculum Vitae

A. Personal Data
Name : Kyle Lizli c. Basa
Address : Barrido, Ajuy, Iloilo
Contact Number : 09071576532
Date of Birth : July 7, 1991
Place of Birth : Villa, Iloilo City
Citizenship : Filipino
Religious Affiliation : Protestant
Civil Status : Single
Parents:
Mother : Elizabeth C. Basa (Deceased)
Occupation: NA
Father : Engr. Eliseo Basa Jr.
Occupation: Professor
B. Educational Background
Name of School Year Graduated
Elementary: Ajuy Christian Development 2002-03
Learning Center
Secondary: Ajuy Christian Development 2006-07
Academy
Tertiary: Northern Iloilo Polytechnic
91
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State College
(Bachelor of Secondary Education
Major in Mathematics) 2016-17

Curriculum Vitae

A. Personal Data
Name : Ma. Melanie B. Piodena
Address : Barrido, Ajuy, Iloilo
Contact Number : 09489652389
Date of Birth : Otober 5, 1996
Place of Birth : Barrido, Ajuy
Citizenship : Filipino
Religious Affiliation : Roman Catholic
Civil Status : Single
Parents:
Mother : Melania B. Piodena
Occupation: Housewife
Father : Endrile Piodena Sr.
Occupation: Fisherman
B. Educational Background
Name of School Year Graduated
Elementary: Barrido Elementary School 2008-09
Secondary: Culasi National High School 2012-13
Tertiary: Northern Iloilo Polytechnic
State College
(Bachelor of Secondary Education
Major in English) 2016-17
92
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Curriculum Vitae

A. Personal Data
Name : Jesca Cris D. Samos
Address : Bay-ang, Ajuy, Iloilo
Contact Number : 09278266408
Date of Birth : April 13,1997
Place of Birth : Bay-ang, Ajuy, Iloilo
Citizenship : Filipino
Religious Affiliation : Roman Catholic
Civil Status : Single
Parents:
Mother : Cynthia D. Samos
Occupation: Housewife
Father : Joseph P.Samos
Occupation: Carpenter
C. Educational Background
Name of School Year Graduated
Elementary: Beatriz D. Tupas Mem. 2008-09
Elem. School
Secondary: Bay-ang National High School 2012-13
Tertiary: Northern Iloilo Polytechnic
State College
(Bachelor of Secondary Education
Major in Mathematics) 2016-17
93
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Curriculum Vitae

A. Personal Data
Name : Razel F. Tagaygayan
Address : San Antonio, Ajuy, Iloilo
Contact Number : 09958050542
Date of Birth : July 13,1979
Place of Birth : Himamaylan, Negros Occidental
Citizenship : Filipino
Religious Affiliation : Baptist
Civil Status : Married
Parents:
Mother : Corazon V. Federico
Occupation: Housewife
Father : Roberto Federico(Deceased)
Occupation: NA
D. Educational Background
Name of School Year Graduated
Elementary: F.R. Araneta Elem. School 1998-90
Secondary: Ramon Torres National
High School 1995-96
Tertiary: Northern Iloilo Polytechnic
State College
(Bachelor of Secondary Education
Major in Mathematics) 2016-17
94
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Curriculum Vitae

A. Personal Data
Name : Ednalyn C. Valdez
Address : Bay-ang, Ajuy, Iloilo
Contact Number : 09309622492
Date of Birth : October 17,1995
Place of Birth : Bay-ang, Ajuy, Iloilo
Citizenship : Filipino
Religious Affiliation : Roman Catholic
Civil Status : Single
Parents:
Mother : Nelinda C. Valdez
Occupation: Housewife
Father : Ernesto Valdez Sr.
Occupation: Brgy. Tanod
B. Educational Background
Name of School Year Graduated
Elementary: Beatriz D. Tupas Mem. 2007-08
Elem. School
Secondary: Bay- ang National High School 2011-12
Tertiary: Northern Iloilo Polytechnic
State College
(Bachelor of Secondary Education
Major in Mathematics) 2016-17

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