Factors That Affect Why Grade 11

Students Choose to Study in T.I.P - Q.C

Researchers

Anas, John Peter

Baclagon, Julian

Baluyo, John Alfred

Balawang, Edward

Califlores, Adrian

Eduardo, Jenny

Erilla, Chabelita

Loreto, Geraldine

Velayo, Rafael

Technological Institute of the Philippines

Senior High School

 October 2017

CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

Parents want the best for their children. They often dream of their children attending

the best of universities and then securing a most respectable job in modern society. They work

and earn so they can care for their child. While a secure and happy family environment is

considered a bare necessity for healthy growth and development, there is a fine line between

caring and caring too much. Parental pressure has led to the most horrible scenarios.

Modern society is a very competitive place. Honesty and humbleness are shown with

sarcasm, good deeds are questioned and bad deeds regularly ignored. Power and money have

become prime needs for survival. Unemployment rates are running high. That is why parental

pressure to choose a school to go to is a factor that students prefer, because some are to only

follow the direction of their parents because what their parents thought is that it is for the best

of their son as to why they choose to study in a particular school like T.I.P., Q.C.

Parents can be well intentioned in wanting their kids to do well in school, but they are

often too heavily influenced by a culture of academic intensity (Anxiety.org). They see the

booming test prep industry and feel pressure of their own to make sure their teen achieves a

high score on the SAT. At many schools, parents can track their child's progress online and

access their grades on tests, quizzes and homework assignments, creating a situation where

they have so much information; they can start to obsess over every single score. Of course,

there are the looming fears surrounding college admission. Parents are all too aware it's much
more difficult to get into college in today's world. By ramping up the academic pressure, they're

hoping to spare their children the disappointment and feelings of failure that may come along

with not getting admitted to college. "Rejection can be heart-breaking and devastating.

Especially for high-achieving students who spent countless hours studying and preparing for

assignments, exams and projects," (Anxiety.org).

This research study is about the factors that affect why students choose to study in T.I.P

Q.C in the academic year 2017-2018. This study mainly focuses on why students chooses to

study in T.I.P Q.C and to know what are the reasons that pushes them to study in our school, our

respondents would be our fellow SHS students too. The significance of the study is for us to be

informed why students chose to study in T.I.P Q.C. The purpose of this research is to find out the

reasons why the senior high school students chose T.I.P Q.C.

Statement of the Problem

1.This study attempts to find out “The factors that affect why students choose to

study in T.I.P Q.C (2017)

2. Specifically the researchers would like to know the factors that affect why

students choose to study in T.I.P when the respondents are grouped into:

2.1 Accessibility of the school

2.2 Peer Pressure

2.3 Socio-economic status

2.4 School Status

 2.5 Parental Pressure

Scope and Delimitation

This study is about the factors that affect why grade 11 senior high school

students choose to study in T.I.P Q.C (2017). The researcher believe that the factors

that affect students to study in TIP are because of accessibility of the school, socio-

economic status, affordability, school status and parental pressure.

The word accessibility refers to the ability to reach or approach the

destination of the school; at the same time socio-economic status refers to the

combination of social status and economic status of the respondents and their

families. School status refers to the reputation of the school and parental pressure

means the action of parents that they have over their children while studying in a

particular school.

Significance of the Study

The school and the students will benefit from this study because the school

might improve what they have such as the facilities, teachers etc.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Local Literature

In our society today we are surrounded by a lot of school and institutions to properly

nurture its future professionals so that they would make things a lot better. Hence, students

would choose to have the best school for them. This would mean that they consider a lot of

factors on choosing which school is the best. It is the same thing for the parents. Since it is also

their duty to support the decision of his child to go in one particular institution to study since it

is for the well being of their children. The students would likely formulate in their mind some

questions like: if it is a school that specialized in a kind of track or course that they would want?

If it is accessible for them? Would their parents be able to support the type of school that you

wanted in to study? In this research, we review the literature supporting this claim and present

evidences of what and why would students choose to study in one particular school.

Foreign Literature

Due to the cognitive ability of human being, humans would likely choose what is best for

him to satisfy his own need. It is a basic human trait: people love to have many options, even if

they only exist in theory. When asked, who wouldn’t prefer to choose from a list of five different

items over a list of only two? Intuitively, people feel that the more options they have, the

greater their chances are of finding the choice that will perfectly satisfy their needs (Ph.D. Liraz
Margalit). Belief in one’s ability to exert control over the environment and to produce desired

results is essential for an individual’s well being.

The population of the Philippines as of August 1, 2015 was 100,981,437, based on the 2015

Census of Population (POPCEN 2015). Out of 100 million around 30 million or 0.3334% are

students. Each of this students probably choose their ideal school based on some factors like

their socio-economic status, accessibility of the school, school quality,

Accessibility of the school refers to how far is it to the students home and if they can

commute easily. In the Philippines most of the students commute from their house to school

but it is not as simple as that. Since commuting could be a major factor if the school that they

wanted to get into can be easily commuted to. A lot of students suffer a lot of time pressure due

to the inaccessibility of the school due to how far it is and if they can get in the school without

wasting so much time. Traffic is one of the fatal things in commuting because this would waste a

lot of their time and that because of this they may become late to the classes that they have to

attend. An article stated that Philippines have the 9th worst traffic in the world (Philstar, 2015).

This would only mean how hard it is to commute to school. Some say that by using private cars

they can get into school for only 20 minutes and that by commuting would take for about 40 or

maybe 1 hour just to get into school by means of public transportation. That is 2x or more the

time it consumes when they use public transportation than the use of private vehicle. Another

article says that out of total number of the commuter 4% of it like their commute however 43%

of the commuters said that it is inconvenient (CNN, 2016). While the ford motor company

survey stated that 3 out of 10 Filipino commuter consider their commute as the worst part of

their day (CNN, 2015). In totality it shows us how accessibility could affect on what school,

students would prefer since the more it is far away from their home, the more inconveniences
they might encounter while they are studying this would affect the learning adaptions of the

students since time pressure alone would stress out the students.

Related Studies

Local Studies

School status is one of the very most important if the student would choose a school. It

is because a high quality school would enhance its student to its outmost extent. It is an

essential part of choosing school since it will be the base of the foundation of what the students

will build up, because we are talking about the future of the students, whether they will be

successful or not. A high quality school attracts more students because of its reasons like its

popularity, achievements, quality of teaching, and the facilities of the school. The

implementation of senior high school In the Philippines has a big impact to different school and

because of it schools enhance their facilities and the courses so that students would have the

subjects that they need. The new high school curriculum includes core classes and specialization

classes based on student choice of specialization. Students may choose a specialization based on

aptitude, interests, and school capacity. Classes or courses are divided into two: Core Curriculum

Subjects and Track Subjects.

There are seven learning areas under the core curriculum. These are languages, literature,

communication, mathematics, philosophy, natural sciences, and social sciences. These will make

up 15 core courses with the same contents and competencies but with allowed

contextualization based on school's location despite of specializations of tracks and strands.

Foreign Studies

Say you're sitting around with some friends playing video games and someone

mentions a particular game that happens to be one of your favorites. "Oh, that game's easy. So

not worth the time," one of your friends says dismissively. The others agree. Inwardly, you know

that it is a game you happen to enjoy quite a lot but, outwardly, not wanting to debate the issue,

you go along with the crowd.

You have just experienced what is commonly referred to as peer pressure. It is probably

more accurate to refer to this as peer influence, or social influence to adopt a particular type of

behavior, dress, or attitude in order to be accepted as part of a group of your equals ("peers").

As a teen, it's likely you've experienced the effect of peer influence in a number of different

areas, ranging from the clothes you wear to the music you listen to.

Peer influence is not necessarily a bad thing. We are all influenced by our peers, both

negatively and positively, at any age. For teens, as school and other activities take you away

from home, you may spend more time with your friends than you do with your parents and

siblings. As you become more independent, your peers naturally play a greater role in your life.

Sometimes, though, particularly in emotional situations, peer influence can be hard to resist—it

really has become "pressure"—and you may feel compelled to do something you're

uncomfortable with. That being said the thought that peer pressure can still be one of the things

that teens use on choosing a particular school to go into. There are things that might be the

reason why they choose that school. First is that, there are a lot of students that are scared or

too attached to their peers to the point that even the school that their peer went to, they will

still go and follow them because of things like they might get lonely or that they cannot establish

a good relations with other. Second is that some teens could try to go to the school that their
friend went to because of how they introduce their school as a good school, high education

background and some other thing that convinces other to choose that school.

"There are two main features that seem to distinguish teenagers from adults in their decision

making," says Laurence Steinberg, a researcher at Temple University in Philadelphia. "During

early adolescence in particular, teenagers are drawn to the immediate rewards of a potential

choice and are less attentive to the possible risks. Second, teenagers in general are still learning

to control their impulses, to think ahead, and to resist pressure from others." These skills

develop gradually, as a teen's ability to control his or her behavior gets better throughout

adolescence.

According to Dr. B. J. Casey from the Weill Medical College of Cornell University, teens are very

quick and accurate in making judgments and decisions on their own and in situations where

they have time to think. However, when they have to make decisions in the heat of the moment

or in social situations, their decisions are often influenced by external factors like peers.

Parents want the best for their children. They often dream of their children attending the

best of universities and then securing a most respectable job in modern society. They work and

earn so they can care for their child. While a secure and happy family environment is considered

a bare necessity for healthy growth and development, there is a fine line between caring and

caring too much. Parental pressure has led to the most horrible scenarios.

Modern society is a very competitive place. Honesty and humbleness are shown with

sarcasm, good deeds are questioned and bad deeds regularly ignored. Power and money have

become prime needs for survival. Unemployment rates are running high. That is why parental

pressure to choose a school to go to is a factor that students prefer, because some are to only
follow the direction of their parents because what their parents thought is that it is for the best

of their son as to why they choose to study in a particular school like T.I.P., Q.C.

Parents can be well intentioned in wanting their kids to do well in school, but they are

often too heavily influenced by a culture of academic intensity (Anxiety.org). They see the

booming test prep industry and feel pressure of their own to make sure their teen achieves a

high score on the SAT. At many schools, parents can track their child's progress online and

access their grades on tests, quizzes and homework assignments, creating a situation where

they have so much information; they can start to obsess over every single score. Of course,

there are the looming fears surrounding college admission. Parents are all too aware it's much

more difficult to get into college in today's world. By ramping up the academic pressure, they're

hoping to spare their children the disappointment and feelings of failure that may come along

with not getting admitted to college. "Rejection can be heart-breaking and devastating.

THEORETICAL FRAMEWORK

The theory that will best justify our study is the existentialism. Existentialism is

a philosophy that emphasis individual existence, freedom and choice. It is the view that

humans define their own meaning in life, and try to make rational decisions despite existing

in an irrational universe. Thus, existentialism believes that individuals are entirely true and

must take personal responsibility for them selves.

CONCEPTUAL FRAMEWORK/ RESEARCH PARADIGM

Input Output Process

Grade 11 Factors Grade 11

students Affordablity students choice
STEM of T.I.P. Q.C.
School Status
HUMSS Peer Pressure
ABM Parental
Pressure
Socio Economic
status

ASSUMPTION

We researchers are assuming that our respondents will answer our question

politely. In our question we will know why our respondents (Grade 11 students) choose to

study in TIP QC and what really are the factors that affect them in choosing. We, researchers

believe that they choose TIP QC because of some factors like; accessibility of the school,

socio-economic status, school status, peer pressure and parental pressure.

HYPOTHESIS

We assert that there is no significant relation of the factors that affect the choice of TIP QC

SHS on their tertiary education.

DEFINITION OF TERMS:

Institution - a place where an organization takes care of people for a usually long period of

time.

Accessible - able to be reached or approached

Cognitive – involving conscious mental activities (such as thinking, understanding, learning,

and remembering)

Expert – to cause force, effort, etc. To have an effect or to be felt

Intuitive – having the ability to know or understand things without any proof or evidence

Socio-economic – involving a combination of social and economic factors.

Existentialism – certain knowledge of what is right or wrong, good or bad.

 CHAPTER 3

Research Methodology

Introduction

This chapter includes the research design, respondents of the study, sampling, research

instrument, validity and reliability, data gathering procedure and treatment of data.

Research Design

The researchers agreed to use case and field study research design because it is the

most appropriate type of research. Case and field study research design can be applied by

studying they background, current status, and environment interaction of a given social unit.

Respondents of the Study

The respondents of our study are Grade 11 Senior High School students, who are

enrolled in the academic year 2017-2018.

Sampling

Stratified sampling is used to select the respondents of this study. Stratified sampling

is which all people in sampling frame are divided into “Strata”. (Group of categories)

Research Instrument

The researchers will use close-ended questionnaire as our research instrument. Close-

ended Questionnaire research instrument is used for short response are known as the

restricted or closed form type.

Validity and Reliability

A panel of English teachers of SHS T.I.P-QC had checked the validity of our research

instrument before the instrument was given for a pre-test.

The reliability of our research instrument had been tested through a pre-test, which

was conducted to the selected Grade-11 SHS students of T.I.P-QC.

Procedure of Data Gathering

After our research instrument has passed the validity and reliability, it is now ready

to be answered by our research respondents.

Using the stratified sampling, we identified our respondents; we will ask them to

volunteer to answer the questionnaire.

When we met our respondents, we gave them instructions on how to answer our

questionnaire-survey.

After the respondents answered our questionnaire, we the researchers, gathered the

questionnaire forms and compiled them for submission to a statistician for the treatment of

data.

Treatment of Data

The questionnaire forms that were answered by our respondents were submitted to

a statistician who treated the data using the different statistical tools.
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of the data.

The findings or results were based on the sub – problems and null hypothesis that

were set at the outset of the study.

TABLE 1

Respondents Demographic People

STRAND AGE GENDER

16 17 18 19 M F

STEM 105 52 7 1 94 46

ABM 20 13 4 3 15 25

HUMSS 12 10 4 1 8 17

On Table 1, Three strands of grade 11 senior high school students were

identified, namely: STEM, ABM, and HUMSS.

On the age level, STEM strand has (105) age 16, (52) age 17, (7) age 18, and (1)

age 19 ABM strand has (20) age 16, (13) age 17, (4) age 18, and (3) age 19 HUMSS

strand has (12) age 16, (10) age 17, (2) age 18, and (1) age 19.
 On the gender status, STEM strand has (94) male, and (46) female ABM strand

has (15) male, and (25) female HUMSS strand has (8) male, and (17) female.

TABLE 2

T.I.P - Q.C an ideal School

STRAND NUMBER YES NO

F % F %

STEM 165 119 72.12% 46 27.88%

ABM 40 28 70% 12 30%

HUMSS 25 12 48% 13 52%

TOTAL 230 159 69.13% 71 30.86%

On Table 2 T.I.P-Q.C an ideal school, STEM strand, (10) answered yes, (20)

answered no; ABM strand, (28) answered yes, (12) answered no; HUMSS strand,

(12) answered yes, (13) answered no.

 TABLE 3

T.I.P – Q.C having enjoyable environment

STRAND NUMBER YES NO

F % F %

STEM 165 154 93.33% 11 6.67%

ABM 40 36 90% 4 10%

HUMSS 25 25 100% 0 0%

TOTAL 230 215 93.47% 15 6.52%

On Table 3 T.I.P – Q.C having enjoyable environment, STEM strand, (154)

answered yes, (11) answered no; ABM strand, (36) answered yes, (4) answered no;

HUMSS strand, (25) answered yes, (0) answered no.

 TABLE 4

T.I.P – Q.C Affordability

STRAND NUMBER YES NO

F % F %

STEM 165 132 80% 33 20%

ABM 40 33 82.25% 7 17.5%

HUMSS 25 19 76% 6 24%

TOTAL 230 184 80% 46 20%

On Table 4 T.I.P – Q.C affordability, STEM strand, (132) answered yes, (33)

answered no; ABM strand, (33) answered yes, (7) answered no; HUMSS strand, (19)

answered yes, (6) answered no.

 TABLE 5

T.I.P – Q.C facilities

STRAND NUMBER EXCELLENT GOOD POOR

F % F % F %

STEM 165 95 57.57% 70 42.42% 0 0%

ABM 40 33 82.5% 7 17.5% 0 0%

HUMSS 25 15 60% 10 40% 0 0%

TOTAL 230 143 62.17% 87 37.82% 0 0%

On Table 5 T.I.P – Q.C facilities, STEM strand, (95) answered excellent, (70)

answered good, (0) answered poor; ABM strand (33) answered excellent, (7)

answered good, (0) answered poor; HUMSS strand (15) answered excellent, (10)

answered good, (0) answered poor.

 TABLE 6

T.I.P – Q.C Teachers quality

STRAND NUMBER EXCELLENT GOOD POOR

F % F % F %

STEM 165 102 61.81% 63 38.18% 0 0%

ABM 40 23 57.5% 17 42.5% 0 0%

HUMSS 25 13 52% 12 48% 0 0%

TOTAL 230 138 60% 92 40% 0 0%

On Table 6 T.I.P – Q.C Teachers quality, STEM strand, (102) answered

excellent, (63) answered good, (0) answered poor; ABM strand (23) answered

excellent, (17) answered good, (0) answered poor; HUMSS strand (13) answered

excellent, (12) answered good, (0) answered poor.

 TABLE 7

Parents Influence

STRAND NUMBER YES NO

F % F %

STEM 165 82 49.69% 83 50.30%

ABM 40 21 52.5% 19 47.5%

HUMSS 25 12 48% 13 52%

TOTAL 230 115 50% 111 48.26%

On Table 7 Parents Influence, STEM strand, (82) answered yes, (83)

answered no; ABM strand, (21) answered yes, (19) answered no; HUMSS strand,

(12) answered yes, (13) answered no.

Reference:

https://www.psychologytoday.com/blog/behind-online-behavior/201410/the-psychology-

choice

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2944661/

National Center for Educational Statistics. 31 March 2008.

http://nces.ed.gov/programs/coe/glossary/s.asp

http://www.greatschools.org/gk/articles/considering-your-childs-needs/

http://www.azquotes.com/picture-quotes/quote-life-experience-is-the-best-teacher-david-

letterman-143-22-33.jpg

https://www.psychologytoday.com/blog/theory-and-psychopathology/201308/the-theory-self-

actualization

Dr. Romulo A. Virola. 2009 Official Poverty Statistics (PowerPoint presentation). National

Statistical Coordination Board (NSCB). February 8, 2011.

https://en.wikipedia.org/wiki/Poverty_threshold

https://psa.gov.ph/content/executive-order-no-352

GMA News. SWS Survey: Hunger up to 20.5%; Poverty Rises to 51%. April 8, 2011.

http://news.abs-cbn.com/lifestyle/youth/06/13/10/only-half-working-students-finish-college-

ched

https://www.thecompleteuniversityguide.co.uk/preparing-to-go/student-jobs-working-part-

time/
https://www.endsleigh.co.uk/press-releases/10-august-2015/

http://psa.gov.ph/content/highlights-philippine-population-2015-census-population

http://www.philstar.com/headlines/2015/01/20/1414875/philippine-traffic-9th-worst-world

http://cnnphilippines.com/metro/2016/05/12/filipinos-commute-worst-part-of-day-forbes-

survey.html

http://news.stanford.edu/2016/02/08/education-knowledge-capital-020816/

https://www.brainyquote.com/quotes/quotes/s/solomonort346229.html

https://en.wikipedia.org/wiki/Education_in_the_Philippines

http://headsup.scholastic.com/students/peer-pressure-its-influence-on-teens-and-decision-

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 TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
938 Aurora Blvd., Cubao, Quezon City

SENIOR HIGHSCHOOL DEPARTMENT

APPROVAL SHEET
This thesis entitled “Factors That Affect Why Grade 11 Students Choose to
Study in T.I.P - Q.C“, prepared and submitted by the researchers, in partial fulfillment
of the requirements in Research 002 has been examined and is recommended for oral
examination, acceptance and approval.
MR. NICANOR T. FERNANDEZ, JR
ADVISER

APPROVED by the thesis committee on oral examination with the grade of Passed

________________________________
Chairman

_______________________________ ___________________________
Member Member

ACCEPTED and approved in partial fulfillment of the requirements for the Research 002

___________________________________
 ACKNOWLEDGEMENT

The researcher’s heartily expresses their gratefulness, to the administration of

TECHNOLOGICAL INSTITUTE of the PHILIPPINES for giving us the opportunity to

conduct a research.

The adviser of the section HUMSS B2 Dr. Ernesto Pamo, for his support to the

researchers by providing his extensive knowledge that would be useful on us.

Prof. Nicanor T. Fernandez the adviser for the REASEARCH 002 of the grade 12

students HUMSS B2 and the researchers to support and edify us in conducting this

research, we appreciate his dedication in guiding us for completing this research paper.

The grade 11 students of STEM, ABM, and HUMSS Strand for providing us the

data that we need to conduct our research.

The parents of the researchers to provide the moral and financial needs of the

researchers.

Lastly, to the almighty lord for imploring the strength and the spirituality of the

researchers so that, we the researchers would be able to finish this research and this

task as a challenge that will give us the knowledge in our future.