Republic of The Philippines

Department of Education

Region II - Cagayan Valley

Division of Cauayan City, Isabela

Cauayan City Stand - Alone Senior High School

P. Albano St., Turayong , Cauayan, Isabela

Understanding Student: A Study Of Decision - Making Styles And Choosing a

Collage Course Among Grade 12 Gas

Submitted In Partial Fulfillment Of The Requirement For Practical Research 2

To The Faculty Of Senior High School Department

Lovely Joy Marcos

Mark Laurence Sacalamitao

Marielle Taguba

Jezrel Serquiña

Ais Casey Cristobal

Marc Jhoncarl Pagulayan

Ashleigh Zea Bartolome

Ashley Flotildes

Researchers

Sheila Mae Pagulayan

Research adviser
 CHAPTER I

THE PROBLEM

This Chapter consists; the Introduction, Conceptual Framework, Statement of

the problem, Scope and Delimitation, Significant of the Study and the Definition of

terms used.

Introduction

Students that are enrolled in the General Academic Strand (GAS) are known

for being unsure about their career choices or life goals. It's a frequent misconception

that people need to have their entire lives sorted out when they are young.

According to Fobbloggers (2016), there are many students entering college who do

not know what they really want to major in. So they transfer from one course to

another. And the general academic strand wants to correct these anomalies. This is a

way for those undecided students to pursue college.

Pursuing College is not as easy as High School and Elementary School. It requires

you to exert more effort and time, and most of all, it needs a lot of money compared to

junior and senior high. So if you're not really sure of your course or major when

you're in college, it will just waste everything: your time, effort, money, and, of

course, the desire of your parents for you to have a better life.
Conceptual framework

INPUT
PROCESS
OUTPUT
1. Profile of
Undecided GAS Data collection
Centralized the
student: Though:
options of course to
A. Passion
choose from Better
B. Career Options A. Informal
Understanding of
C. Skill/Capability interviews
what course of what
B. Statistical analysis
course is ideal
Affecting Factors in C. Questioners
career Path

FEEDBACK

Work of the study

Statement of the problem

1. What are the demographics profiles of the respondents in terms of:

1.1 Age

1.2 Career option

1.3 Skill/capability

2. What are the factors that affect for being undecided on what course to take in
college in terms of:

1.1 financial problem

1.2 peer pressure

1.3 fickle minded

3.What are the major interference to the mind of an undecided student?

Scope and Delimitation

This study described the profile of Gas students and identifies the problems

and difficulties encountered in making career choices as well as the factors of

undecidability in choosing their career. The respondents are composed of Gas

students enrolled in the first Grading period of school year 2021-2022 at CCSASHS.

Significant of the Study

After completing Grade 12, students are exposed to a variety of experiences

and opportunities. This study may be helpful in understanding these contexts. They

might also receive a career guidance from this, which would increase their

effectiveness, efficiency, competitiveness, and sense of fulfillment in the job path they

intend to take. This may also aid Teachers in making the appropriate adjustments to

their learning preferences and processing their best performance to the activities that

suit their capacity and interests, so strengthening their sense of dedication and

accountability. Additionally, it may boost or improve the school's career guidance and

counseling services by assisting students in making wise career decisions and

shielding them from the rising rates of unemployment, job mismatch, and

underemployment.
Definition of Terms

Misconception- the opinion is wrong or has an inaccurate idea.

Profitable- beneficial; helpful; well spent.

Competitiveness- it is a person's desire to do better than others.

Counseling- it is the process of assisting people in understanding more about

themselves, their current problems, and potential future conditions.

Shielding- to protect; to defend; guarding.

Undecidability- factor of being in decidable.

Contexts- gives meaning and solution to the situation.

Appropriate- suitable; has a proper meaning.

Strengthening- to become stronger and more powerful.

Pursue- to attain what you want.

Suits- to make decisions that are fit.

Difficulties- hard to deal with; you are not able to do it easily.

 CHAPTER II

Review of Related Literature and Studies

This chapter contains the concepts, the completed thesis, the generalizations or

findings, the methodology, and others. The information that was given in this chapter

aids in familiarizing readers with material that is pertinent to and related to the current

research.

Foreign Literature

Choosing a major is one of the most difficult decisions college students have

to make. Many students struggle with choosing their majors. It is estimated that 77%

of all freshmen and sophomore students countrywide are now selecting a college

major (McDaniel's, Carter, Heinzen, Candrl, & Wieberg, 1994).

According to Gordon, the decline in the study of indecision is due to "An

inadequate description of the academic and vocational uncertainty sector, the absence

of theoretical frameworks relating indecision to professional development, and few

counseling solutions have been examined" (2007). (Gordon, 2007; Kelly & Lee

referenced). Despite the fact that there are other studies, this one fills a knowledge

vacuum by presenting the characteristics and processes of decision-making of Rowan

University freshmen and sophomores who are unsure of their major.

 In the literature review, theories of higher education student development,

career decision-making, college student-specific decision-making, general decision-

making theories, and psychological theories of late adolescent decision-making are all

investigated. Theorizing about decision-making also helps practitioners better

comprehend pupils who aren't sure what they want to do.

Student development theory aids practitioners in understanding the transition

process of students, particularly undecided students who are in the process of making

an academic and potential career decision. Decision-making theory aids in improving

practitioners' comprehension of pupils who aren't sure what they want to do.

Practitioners can better comprehend students' transitional phases with the

help of student development theory, especially for students who are still deciding

between possible academic and vocational paths. The decision-making theory helps

practitioners better understand students who aren't sure what they want to do.

The applicable study on decision-making and choosing a major also explains

indecision and suggests viable decision-process structures for students. The

characteristics and decision-making processes of freshman and sophomore college

students at Rowan University who are undecided about their majors are examined in

this study. According to Gordon (2007), the findings of all the years of research

"Have merely supported the general agreement that indecisive students form a

complex, diversified group and their reasons for indecision are just as varied." After

enrolling in college as a freshman or sophomore, it takes an increasing amount of time

to complete a degree. Further research is needed on the characteristics and decision-

making processes of unsure freshmen and sophomore students when choosing an

academic major and career.

Local Literature

According to gas student Ashleigh Zea Bartolome, 75% of Gas students are

unable to choose their college courses, while 25% have already made up their minds.

This means that 100 Gas students are unable to make a decision.

Nearly two-thirds of Gas students report feeling overwhelmed by the process

of choosing a major, and many students lack confidence in their chosen career path.

This causes students to alter their majors without considering the consequences,

which results in them enrolling in pointless courses and delaying their graduation

date, often by several semesters. Many of them want additional assistance when

picking a major, choose courses that lead to graduation, and transfer from a two-year

to a four-year university. While students most frequently seek advice from advisors,

pathways approaches can assist students make simpler decisions by offering

structured, definite routes through college curriculum and on to the beginning of their

careers.

Foreign Studies

Scharen (2010) conducted a study at Rowan University from January through

March 2010 investigated the causes, influences, and elements of a few undeclared

before selecting a major in school. Scharen employed two tools in her research. An

initial tool was a cross-sectional survey with six background

Informational items, 12 items relating to factors to consider when selecting a major in

school, and 17 elements relating to information sources that students felt were crucial

for their major choosing procedure.

The poll was given out to about 300 incoming freshmen who had not

declared.

Residents. According to the convenience of freshmen students residing in Chestnut

Hall during the academic year 2009–2010. 181 of the 300 questionnaires that were

handed out surveys were finished and sent back. A series of interviews served as the

second instrument colleges and universities provide a wide range of excellent services

and universities to assist students who are unsure.

Wisconsin-La Crosse University and its Academic Discovery lab (ADL) is

actively working with students who aren't sure what they want to do. On their school

and has been quite successful at assisting students in making a major and set a career

objective. Before the ADL opened, the University's center the office in charge of

career advice and the office in charge of academic advising negatively regarded by

pupils students did not utilize each of the services and initiatives that they visited

these offices since they didn't know where to turn for advice.

The results a work panel recommended creating a campus center jointly run

by the university and educators and personnel from career services. According the
freshman class took part in this optional program. The course consists of a a lecture, a

library of employment resources, and a program called professionals-in-action that

enables Unregistered students will spend the day working with adults. In line with

Groccia & Harrity (1991), students virtually always agreed that the MSP assisted

them in creating a well-informed choice on their major. 76% of the class completed

the first semester at the freshmen in this program who weren't sure about their majors

had declared one more frequently than with 41% of freshman who weren't sure about

their decision not to take the MSP (Groccia & Harrity, 1991).

Local Studies

Oscar t. Vallejo's study (April 2019) explores how socioeconomic status and

personality factors influence Senior High School students' decisions on their academic

focus. 225 seniors from the Wesleyan University-Philippines campus in Maria

Aurora, Aurora, Philippines took part in a descriptive research study throughout the

course of the 2018–19 academic year.

Data were gathered using a questionnaire and an interview, as well as

frequency distribution, percentage, weighted mean, tests of correlation, and regression

analyses. Students chose the General Academic Strand (GAS) while still selecting

which degree they would like to pursue in college, as evidenced by the finding that

strong significant correlations were found to exist between the academic strand

chosen and all personality and socioeconomic characteristics. To a 14.0% and 13.1%

degree, respectively, socioeconomic element, intellectual capacity of students to

complete their education, and personality component can all be used to predict
academic strand chosen and all personality and socioeconomic characteristics. To a

14.0% and 13.1% degree, respectively, socioeconomic element, intellectual capacity

of students to complete their education, and personality component can all be used to

predict academic strand. Colleges and universities provide a wide range of excellent

services and universities to assist students who are unsure.

Wisconsin-La Crosse University and its Academic Discovery Lab (ADL) is

actively working with students who aren't sure what they want to do. On their school

and has been quite successful at assisting students in making a major and set a career

objective. Before the ADL opened, the university's center the office in charge of

career advice and the office in charge of academic advising negatively regarded by

pupils students did not utilize each of the services and initiatives that they visited

these offices since they didn't know where to turn for advice. The results a work panel

recommended creating a campus center jointly run by the university and educators

and personnel from career services.

According the freshman class took part in this optional program. The course

consists of a a lecture, a library of employment resources, and a program called

professionals-in-action that enables unregistered students will spend the day working

with adults. In line with Groccia & Harrity (1991), students virtually always agreed

that the MSP assisted them in creating a well-informed choice on their major. 76% of

the class completed the first semester at the freshmen in this program who weren't

sure about their majors had declared one more frequently than with 41% of freshman

who weren't sure about their decision not to take the MSP (Groccia & Harrity, 1991).
 CHAPTER III

Methodology

This chapter describes the research techniques that the researcher will use to

carry out the study, including the population for the study and the research design,

data collection techniques,the creation of the research instrument, confirming its

validity an

Research Design

This study used the descriptive research method in order to establish the

respondent profiles and ascertain how Senior High School General Academic Strand

(GAS) students were perceived. A population circumstance or phenomena is intended

to be correctly and methodically described through descriptive research. (MC

Combes, 2019) What, Where, When, and How inquiries can be answered, but why

questions cannot.

Further more a descriptive design can study one or more variables and to use

a wide range of research methodologies. This method could be beneficial when

evaluating Senior High School students opinion.

Sampling and Sampling Techniques

The population of the study comprises of Grade 12 GAS Senior High School

Students enrolled in Cauayan City Stand-Alone Senior High School. The aim of the

study is to interview 10 of those who are still undecided of what career path to take.

The Non-probability sampling that the researchers will utilize is convenience

sampling. The researchers will interview those who are available and undecided of

what career path to take.

The Respondents of the Study

People from the CCSASHS community make up the study’s respondent. One

of the essentials steps for the success of this investigation. These participants were all

chosen via random sampling. With this sampling techniques, every person in the

population has the potential to be included in the sample.

Selected respondents from CCSASHS make up the chosen respondents. The

researchers selected those students because they are appropriate and relevant to the

study.
Research Instrument

The main tool for acquiring data was a questionnaire. The prepared instrument

was focused on providing an answer to the problem statement. The advantages and

disadvantages of Gas students who are unsure of which subject to enroll in. Three (3)

questions make up the questionnaire. The Cauayan City Stand-Alone Senior High

School pupils who were chosen will receive the surveys.

The instrument used to collect the data was set up on a scale from 1-4. Where

(1) and (2) strongly disagree, (3) and (3) agree, and (4) and (4) strongly agree. This

will make it easier for the researchers to analyze the information they have collected.

Data Gathering Procedures

The researcher used convenience sampling, the sampling units are selected

subjectively by researcher. In this study since the researcher goal was to determine

Gas Students Undecided on what course to take. The researcher believed that this

method is the most appropriate in choosing sample for the research.

After the respondents answered the questionnaire the researcher collected and

tallied the data for interpretation and based on the data researcher comes up with

conclusion and recommendations for the study. A letter of request to conduct the

study was prepared. The researchers constructed of questionnaire survey or checklist

validated by the professor of the subject then the questionnaire checklist are

distributed. Student of Cauayan City Stand Alone Senior High School or CCSASHS ,
through a survey method the researchers explain to respond importance of respond to

their study. The researcher clarify some terms to the respondents so that the

respondents can answer the questionnaire with full of knowledge.

The researcher requested to answer it honestly. The researcher used

convenience sampling, the sampling units are selected subjectively by researcher. In

this study since the researcher goal was to determine Gas Students Undecided on what

course to take. The researcher believed that this method is the most appropriate in

choosing sample for the research. After the respondents answered the questionnaire

the researcher collected and tallied the data for interpretation and based on the data

researcher comes up with conclusion and recommendations for the study.

Statistical Tools and Treatments

The research tallies the collected data and indicate what kind of statistical

tools and treatments will be used to interpret the data obtained. You will be able to

know the best statistical treatment to use based on what you have researched in.
 Chapter IV

Presentation, analysis and interpretation of data

This chapter contains the presentation, analysis and interpretation of data and

answers to questions indicated in chapter 1 as collected from the response of the gas

students within the Cauayan City Stand-Alone Senior High School.

The data were analyzed and interpreted in the following order .

I. The summary of the respondents' responses to the profile variables.

II. Average weighted mean of the respondents' response to their difficulties in terms

of level, personal aspect, financial aspect, and mental aspect.

Table 1

Frequency and percentage distribution according to age

Age Frequency Percentage

16 3 3%

17 54 54%

18 34 34%

19 7 7%

21 2 2%

Total: 100 100%

 Table 1 shows that 54 of the respondents are from the 17-age group which has

a percentage of 54%, 34 respondents are from the 18-age group which has a

percentage of 34%. 7 respondents are from the 19-age group which has a percentage

of 7%. 3 of the respondents are from the 16-age group which has a percentage of 3%.

2 respondents are from the 21-age group which has a percentage of 2%

Table 2

Frequency and Distribution of Respondents According to Gender

Gender Frequency Percentage

Female 44 44%

Male 56 56%

Total: 100 100%

Shown in table 2 that male group has a frequency of 56 students with a

percentage of 56% and female group has a frequency of 44 students with a percentage

of 44%. The data implies that most of the respondents are male.

Table 3

Frequency and Percentage Distribution According to Main Factors that pushed

Students to Choose their Chosen Track/Course

Frequency Percentage

a. Financial problem 37 37%

b. Peer pressure 28 28%

c. Fickle minded 35 35%

Total: 100 100%

 There are few factors affecting students to choose their specialization. Table 3

indicates that 37 respondents which has 37% answered parents or guardian as the

main factor for choosing their track, 35 respondents which has 35% answered interest,

28 respondents which has 28% answered talent/passion, table shows that majority of

students have chosen their track because of their financial state. Ahmed et al. (2017)

found that career choice is affected by the level of financial resources (FIN).

According to Reid (2017), family income is closely related to students’ decision to

choose a career.

Table 4

Do you have any idea what course to pursue?

Frequency Percentage

Yes 80 80%

No 20 20%

Total 100 100%

The table 4. shows that 80 of the students answered yes with a corresponding

percentage of 80, while the rest answered no with a corresponding percentage of 20. it

shows that correspondent students have an idea to what course they want to pursue.

Table 5

Does academical difficulty affect you upon choosing your course?

 Frequency Percentage

Yes 57 57%

No 43 43%

Total 100 100%

Table 5. shows that 57 of the students answered yes with a corresponding

percentage of 57, while the rest answered no with a corresponding percentage of 43. It

shows that majority of the respondents have their decision affected by academical

difficulty. According to Joshua Gross (2017) the simple trust is that expectation in

collage students to expect to spend 2-3 hours outside class for every hour they spend

in an classroom, between studying, homework, tutoring, etc. Since a full load is

typically 15 credits (for a semester system), that means you’ll be working 30-45 hours

outside of class and 45-60 hours total.

Table 6

I often need the assistance of other people when making decisions.

Frequency Percentage

Yes 70 70%

No 30 30%

Total 100 100%

Table 6. shows that 70 of the students answered yes with a corresponding of

percentage of 70, while the rest answered no with the corresponding percentage of 30.

The table shows that most students need assistance of other people when making
decisions. These studies suggest that the impact of social information is greatest in

early to mid-adolescence and then decline with age. Notably , in a recent study,

adolescents were influenced more by safe that by risky advice (Braamset al., 2019).

Table 7

Does your family members chooses their ideal course for you?

Frequency Percentage

Yes 49 49%

No 51 51%

Total 100 100%

Table 7. shows that 51 students answered no with a corresponding percentage

of 51, while the rest answered yes with a corresponding percentage of 49. It shows

that majority of the respondents chooses their ideal course for themselves and not by

their family members.

Table 8

Do you want to choose a course that relates to your passion but there are a lot of

factors holds you back?

Frequency Percentage

Yes 83 83%

No 17 17%

Total 100 100%

 Table 8. shows that 83 of the students answered yes with corresponding

percentage of 83, while the rest answered no with a corresponding percentage of 17. it

shows that majority of the respondents want to choose a course that relates to their

passion but with a lot of set backs.

Table 9

I have more than one option to choose from.

Frequency Percentage

Yes 62 62%

No 38 38%

Total 100 100%

Table 9. shows that 62 of the students answered yes with corresponding

percentage of 62, while the rest answered no with a corresponding percentage of 38. it

shows that majority of the respondents have multiple options to choose from.

Table 10

My financial state is a hindrance in choosing my career path.

Frequency Percentage

Yes 62 62%

No 38 38%

Total 100 100%

 Table 10. shows that 62 of the students answered yes with corresponding

percentage of 62, while the rest answered no with a corresponding percentage of 38. It

shows that majority of the respondents are affected by their current financial status in

choosing their career path.

Table 11

Rethinking if should go to collage or just work.

Frequency Percentage

College 82 82%

Work 18 18%

Total 100 100%

Table 11. shows that 82 of students will go to college with corresponding

percentage of 82, while the rest will work with corresponding percentage of 18. It

shows that majority of the respondents would want to go to college.

Table 12

Does your passion play a big role into choosing your course?

Frequency Percentage

Yes 62 62%

No 38 38%

Total 100 100%

 Table 12. shows that 62 of the students answered yes with corresponding

percentage of 62, while the rest answered no with a corresponding percentage of 38. it

shows that their passion plays a big role in choosing their course.

Table 13

My surrounding affects my decision.

Frequency Percentage

Yes 84 84%

No 16 16%

Total 100 100%

Table 13 shows that 84 of the students answered yes with a corresponding

percentage of 84, while 16 percentage of correspondent said no. It shows that majority

of the respondents decision making are affected by their surroundings.

 CHAPTER V

Summary of findings, Conclusions and Recommendations

The goal of the study is to identify the challenges faced by Gas students at

Cauayan City Stand-alone Senior High School and, using the research's results and

recommendations, to assist them in overcoming those challenges. In order to acquire

the data, the researchers used probability sampling and survey questionnaires.

The majority of the respondents, who made up 56% of the data collected for

this study, are male and all of them are grade 12 Gas students, with the most of them

being between the ages of 17 and 18.

Based on the data gathering in this study, findings show that the profile of the

respondents were most of them are at age 17, majority of them are male which is

56%, and all the respondents are Grade 12 Gas Students

In terms of personal aspect, it shows that the factor that pushed most of the

students to choose their chosen course is them and their passion in choosing their

course. We found out that 62% of the respondents answered that their financial status

is a hindrance in choosing their course. Findings shows that majority of respondents

sometimes tend to be fickle minded and become easily anxious because of the

pressure, sometimes having difficulty in balancing family and academic life.

In financial aspect, findings show that 37% of the respondents are

experiencing financial issues, most of them have been experiencing financial

difficulty that affects their decision what course to take because they can't afford the

course that they wanted to pursue.

In terms of making decisions, study shows that 35% of the students are fickle

minded because they're undecided and scared to make decisions.

In making decisions, every Gas students has a significant impact on their

academic performance. Table indicates that 37% majority of students have chosen

their track due to their financial situation. 1.51% named their parents or guardians as

the main factor in their decision, followed by interest and 28% for Talent/Passion.

The level of difficulties by making decisions on what course to take by the

respondents is interpreted as slightly hard.

Conclusions

The researchers concluded that in the profile of the respondents; age of the

respondents are mostly 17, majority are Male Gas Students. In personal aspect; we

concluded that experiencing peer pressure, being fickle minded, and poor financial

state affects the decision making of the respondents. In terms of financial status,

majority of the students rely on their parents' income which is a factor to the problems

in choosing a career path, as which the financial sources of parents' is partially use to

support their academics.

Recommendation

The following recommendations were made based on the findings of this

study:

A functional school should set up a career services center to help students choose

from a variety of majors that would be suitable for students who aren't sure what they

want to study. In order to provide their kids the strength to choose what path to take,

parents and guardians should support, motivate, and encourage them as they make

decisions. Professional counselors should set up group counseling in schools to

educate students on how to choose their line of study.