CHAPTER 4

RESULTS AND DISCUSSION

Upon the statistical analysis of the results of the raw data obtained by the researchers, the

results are interpreted to address the research questions posed by the researcher.

Table 1. Demographic Profile of the Respondents

Program Enrolled f %
BS Biology 3 0.94
BS Pyschology 3 0.94
BS Political Science 3 0.94
BS Social Work 3 0.94
BS Math 4 1.25
AB English Language 5 1.57
BS Dentistry 9 2.82
BS Mechanical Engineering 8 2.51
BS Electrical Engineering 7 2.19
BS Civil Engineering 8 2.51
BS Accountancy 10 3.13
BS Accounting Technology 9 2.82
BS Hotel and Restaurant Management 9 2.82
BS Office Administration 10 3.13
BS Business Administration 7 2.19
BS Nursing 35 10.97
BS Radio Technology 36 11.29
BS Marine Transportation 32 10.03
BS Marine Engineering 33 10.34
BS Computer Science 9 2.82
BS Information Technology 9 2.82
BS Agricultural and Biosystems 4 1.25
Engineering
BS Agriculture 4 1.25
BS Medical Technology 18 5.64
BS Criminology 29 9.09
BS Elementary Education 6 1.88
BS Secondary Education 6 1.88
 Table 1 shows the frequency distribution of the respondents in terms of the program
enrolled. Based on the result, majority of the respondents were enrolled in BS Radio Technology
with 11.29% or equivalent to 36 respondents. It was followed by those enrolled in BS Nursing
with 10.97% (35 respondents), BS Marine Engineering with 10.34% (33 respondents), BS
Marine Transportation with 10.03% (33 respondents), BS Criminology with 9.09% (29
respondents), BS Medical Technology with 5.64% (18 respondents), BS Accountancy and bs
Office Administration with 3.13% (10 respondents), BS Dentistry, BS Accounting Technology,
BS Hotel and Restaurant Management, BS Computer Science and BS Information Technology
all with 2.82% (9 respondents each), BS Mechanical Engineering, and BS Civil Engineering with
2.51% (8 respondents each), BS Electrical Engineering and BS Business Administration, both
with 2.19% (7 respondents), BS Elementary Education and BS Secondary Education with 1.88%
(6 respondents), AB English Language with 1.57% (5 respondents), BS Math, BS Agricultural
and Biosystems Engineering and BS Agriculture with 1.25% (4 respondents each). The least
comprises of BS Biology, BS Psychology, BS Political Science and BS Social Work with 0.94%
(3 respondents each).

Gender f %
Male 162 50.78
Female 157 49.22
Total 319 100.00

Table 2 shows the frequency distribution of the respondents in terms of the gender. Based
on the result, majority of the respondents were male with 50.78% or equivalent to 162
respondents. While the remaining 49.22% (157 respondents) were female.

SHS Strand f %
STEM 159 49.84
HUMSS 68 21.32
ABM 47 14.73
GAS 19 5.96
ICT 16 5.02
PRE BACCALAUREATE 10 3.13
Total 319 100.00

Table 3 shows the frequency distribution of the respondents in terms of the SHS Strand.
Based on the result, majority of the respondents were STEM with 49.84% (159 students). It was
followed by HUMSS with 21.32% (68 respondents), ABM with 14.73% (47 respondents), GAS
with 5.96 (19 respondents), ICT with 5.02% (16 respondents), and the least were pre-
baccalaureate with 3.13% (10 respondents).

Family Monthly Income f %

1,000-12,500 (low lower class) 16 5.02
12,501-25,000 (low upper class) 71 22.26
25,001-37,500 (middle lower class) 125 39.18
37,501-50,000 (middle upper class) 107 33.54
Total 319 100.00

Table 4 shows the frequency distribution of the respondents in terms of the family
income. Based on the result, majority of the respondents belongs to the family who is earning
25,001-37,500 (middle lower class) with 39.18% (125 respondents). It was followed by those
who were under 37,501-50,000 (middle upper class) with 33.54% (107 respondents), 12,501-
25,000 (low upper class) with 22.26% (71 respondents) and the least belong to family with
1,000-12,500 (low lower class) income represented by 5.02% (16 respondents).

Table 2. Parents Factors

Statement/ Question Weighted Verbal

Mean Interpretation
1. I seek my parents' advice in choosing course. 2.87 Agree

2. I choose this course based on my parents' 2.36 Disagree

occupation.
3. My parents recommend me to take this 2.48 Disagree
course.
4. I choose this course based on my parents' 2.41 Disagree
perception of my future career.

5. I choose this course based on my parents' 2.99 Agree

moral support.
Total 2.62 Agree

Legend of the Verbal Interpretation of the Weighted Mean:

1.00 to 1.74 Strongly Disagree

1.75 to 2.49 Disagree
2.50 to 3.24 Agree
3.25 to 4.00 Strongly Agree

Based on the result, choosing the course based on their parents’ moral support got the
highest mean of 2.99. It was followed by seeking parent’s advice with 2.87 mean, parents
recommending their course with 2.48, choosing their course based on their parents’ perception of
the future career with 2.41, and the least was choosing based on their parent’s occupation with
2.36 mean. Overall, the average weighted mean is 2.63 which implies that the students agreed
that parent factors affect their career choice.

According to the findings, most students consult their parents while selecting a course.
They reject the idea that their parents would advise them to do a particular course or that their
choice of course will be determined by how their parents see their future careers, and they are
less likely to base their course selection on their parents' line of work. Overall, the results
indicate that although students value their parents' recommendations, they often choose their
college courses on their own.
Mwaa (2016) looked at how four students from Nairobi County choose their careers in
relation to their parents. Of the 400 students in the sample, 383 responded to the questionnaires.
The findings demonstrated the strong influence of family factors on professional decisions,
including parent-child relationships, beliefs, occupation, and parental education. Nonetheless,
92.4% of Nairobi County parents were middle class or above, indicating that children' career
choices were not influenced by their socioeconomic level. When assisting children in making
professional decisions, the study recommends that schools, parents, and career guidance
counselors take parental factors into account.

Table 3. Peer Factors

Statement/ Question Weighted Verbal

Mean Interpretation
1. I consult my friends before choosing a 1.49 Strongly Disagree
course.
2. I go by the trend in class/campus in choosing 1.25 Strongly Disagree
the course.
3. My peer group recommend me to take this 1.57 Strongly Disagree
course.
4. I and my peer group share thoughts and 1.63 Strongly Disagree
opinion in choosing course.

5. My friends will acknowledge me if I choose 1.56 Strongly Disagree

the course same with them.
 Total 1.50 Strongly Disagree

Legend of the Verbal Interpretation of the

Weighted Mean:

1.00 to 1.74 Strongly Disagree

1.75 to 2.49 Disagree
2.50 to 3.24 Agree
3.25 to 4.00 Strongly Agree

Based on the result, sharing thoughts and opinion in choosing course got the highest
score of 1.63. It was followed by recommending the current course by their peer group with 1.57
mean, acknowledging them when they choose their course with 1.56 mean, consulting friends
before choosing a course with 1.49 and the least got 1.25 mean which was going with the trend
in class when choosing a course.
According to the findings, students are more likely to make their own judgments than to
follow peer suggestions or trends, even though they may consult their peers before selecting a
course. Recognizing and discussing ideas with classmates does not appear to have a significant
impact on students' course selections. This decision-making independence suggests that,
although classmates may have some influence over pupils, it is not as great as it may be due to
other circumstances.
All students should carefully evaluate their career choices as they have a lasting impact
on their lives, especially those in high school. An overview of how peer pressure affects high
school students' decisions about their careers in Midlands Province, Zimbabwe, is provided in
this research. In the current study, a quantitative research strategy was adopted. A questionnaire-
based survey design was employed to gather data. To analyze the data, descriptive statistics were
employed. Twenty career advice teachers and one thousand and ten student participants in total
were chosen at random to participate in this study. The study's findings showed that students are
impacted by their peers in a variety of ways while choosing a career. Peer education, support,
and guidance ranked highest among the predictors. Students refuted the notion that they look to
their peers for approval of their job choices. The study suggested that in order to enable
generalization of the findings to a larger group, a similar national study be conducted (Mtemeri
2020).

Table 4. Self-choice Factors

Statement/ Question Weighted Verbal
Mean Interpretation
1. I based my chosen course on the basis of my 3.33 Strongly Agree
skills and abilities.
2. I choose this course based on my dream 3.24 Agree
career.
 3. I choose this course based on the satisfaction 3.14 Agree
that I will get soon from my future job.
4. I choose this course based on my interest. 3.11 Agree
5. I choose this course because I'm good at 3.41 Strongly Agree
doing at it.
Total 3.25 Strongly Agree

Legend of the Verbal Interpretation of the Weighted Mean:

1.00 to 1.74 Strongly Disagree

1.75 to 2.49 Disagree
2.50 to 3.24 Agree
3.25 to 4.00 Strongly Agree

Based on the result, choosing a course because they’re good at it got the highest mean of
3.41.It was followed by choosing a course on the basis of their skills and abilities with 3.3 mean,
choosing a course based on their dream career with 3.24 mean, choosing a course based on the
satisfaction with 3.14 and the least, choosing a course based on interest got 3.11.
The findings show that students mostly consider their interest, competency, ideal career,
skills and talents, and potential work satisfaction while selecting a course. This implies that while
choosing a field of study, students are driven by internal variables rather than by outside forces.
Arjanggi et al (2019) aimed to understand college students' self-efficacy in making career
decisions. 313 participants from four batches of students in three programs at a private university
were chosen. A 25-item professional decision-making self-efficacy measure was used to gather
data. Twenty items showed good power discrimination indexes, indicating their validity and
reliability. The research found gender differences in self-efficacy in making professional
decisions, with men students showing more confidence in choosing a profession. This highlights
the importance of understanding students' self-efficacy in making informed career choices.

Table 5. Career decision-making self-efficacy

Statement/ Question Weighted Mean Verbal Interpretation

1. Use the internet to find information about 4.05 Much Confidence
occupations that interest you.

2. Select one major from a list of potential 3.78 Much Confidence

majors you are considering
3. Make a plan of your goals for the next five 4.08 Much Confidence
years.
4. Choose a major or career that will fit your 4.36 Complete Confidence
 interests.
5. Resist attempts of parents or friends to push 3.91 Much Confidence
you into a career or major you believe is beyond
your abilities.
6. Get involved in a work experience relevant to 4.26 Complete Confidence
your future goals.
7. Identify some reasonable major or career 3.92 Much Confidence
alternatives if you are unable to get your first
choice.
8. Talk with a person already employed in the 4.04 Much Confidence
field you are interested in.
9. Choose the best major for you even if it took 4.03 Much Confidence
longer to finish your college degree.
10. Determine the steps to take if you are having 4.13 Much Confidence
academic trouble with an aspect of your chosen
major.
11. Successfully manage the job interview 3.78 Much Confidence
process.
12. Move to another city to get the kind of job 4.02 Much Confidence
you really would like.
13. Persistently work at your major or career 4.01 Much Confidence
goal when you get frustrated.
14. Figure out what you are and are not ready to 3.87 Much Confidence
sacrifice to achieve your career goals.
15. Change occupations if you are not satisfied 3.62 Much Confidence
with the one you enter.
16. Choose the major you want even though the 3.82 Much Confidence
job market is declining with opportunities in this
field.
17. Choose a career in which most workers are 2.98 Moderate Confidence
the opposite sex.
18. Choose a career that will fit your preferred 4.19 Much Confidence
lifestyle.
19. Choose a major or career that will suit your 4.34 Complete Confidence
abilities.
20. Choose a major or career that will fit your 4.45 Complete Confidence
interests.
Total 3.98 Much Confidence
Legend of the Verbal Interpretation of the Weighted Mean:

1.00 to 1.79 No Confidence at all

1.80 to 2.59 Very Little Confidence
2.60 to 3.39 Moderate Confidence
3.40 to 4.19 Much Confidence
4.20 to 5.00 Complete Confidence
 Based on the result, choosing a major or career that will fit your interests got the highest
mean of 4.45. It was followed by choosing a major career that will fit their interest with 4.36
mean, choosing a major or career that will suit your abilities with 4.34, getting involved in a
work experience relevant to future goals with 4.26, choosing a career that will fit my lifestyle
with 4.19, determining the steps with 4.13, making a plan of your next goal with 4.08 mean,
using the internet to find the information about occupations with 4.05, talking with an employed
person with 4.04 mean, choosing the best major with 4.03, moving to another city with 4.02,
persistently working at your major career with 4.01, identifying alternative course with 3.92,
resist attempt support from a love one with 3.91, figuring out what you can risk with 3.87,
choosing a major even though it is not fit in the market demand with 3.82, selecting one major
from a list of potential career and successfully managing job interview process with 3.78,
changing occupations if not satisfied with 3.62, and the least was, choosing a career with most of
the employees are opposite to my sex with 2.98.
The findings show that students are very confident in their abilities to make decisions
about their careers in a number of areas, including goal-setting, using the internet to research
careers, fending off outside pressure, and handling obstacles. This implies that students have a
sense of agency and are competent to make wise career selections.
Prior studies have shown a favorable correlation between career exploration,
commitment, and satisfaction and self-efficacy in making professional decisions (Brown & Lent,
2016; Lent et al., 2018). Higher self-efficacy students are more likely to take part in career
planning activities, look for knowledge, and decide on their future occupations after considering
all the options. This emphasizes how crucial it is to support students' self-efficacy in making
professional decisions in order to improve their career growth and success.