FLCD 200 Thesis Proposal Acuna and Dela Pena Revised

Family Factors Behind the Choice of College Degree or Vocation Among High
School Students
A Thesis proposal presented to the
College of Home Economics
In partial Fulfillment for the Degree of
Bachelor of Science in Family Life and Child Development
By:
Pauline Danielle L. Acuna
Angela B. Dela Pena
University of the Philippines
Diliman, Quezon City
March 2019
FAMILY FACTORS IN DEGREE CHOICE i
TABLE OF CONTENTS
TABLE OF CONTENTS i
LIST OF APPENDICES iii
LIST OF TABLES AND FIGURES iv
CHAPTER I: INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Research Objectives 4
Significance of the Study 4
CHAPTER II: REVIEW OF RELATED LITERATURE

The K-12 Program 6
Adolescent Development 7
Self Concept 8
Adolescent Autonomy Development 9
Parental Role in a Child’s Life 12
Asian Parenting 15
Parental Influence on College Program Choice 17
Socioeconomic Status 18
Synthesis 20
CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

Theoretical Framework 22
Conceptual Framework 22
Operational Definition of Terms 23
Scope and Delimitations 24
Research Approach/Design 25
FAMILY FACTORS IN DEGREE CHOICE ii
Research Locale 25
Research Participants 26
Sampling Design 26
Research Instruments 27
Ethical Considerations 27
Data Gathering Procedures 28
Data Analysis 28
References 29
FAMILY FACTORS IN DEGREE CHOICE iii
LIST OF APPENDICES
Appendix A: Research Tool 33

Appendix B: In-depth Interview Guide For H.S. Students and Parents 34
Appendix C: Data Organization Guide 36
Appendix D: Tool Development 40
Appendix E: Informed Consent (English) 41
Appendix F: Informed Consent (Filipino) 43
Appendix G: Gantt Chart 45
Appendix H: Enhanced Basic Education Act of 2013 46
FAMILY FACTORS IN DEGREE CHOICE iv
LIST OF TABLES AND FIGURES
TABLE
Table 1. High School Student Respondent Profile - Sex 27

Table 2. High School Student Family Profile - Income 32
Table 3. Perceived Family Values on Education 35
Table 4. Parent’s Evaluation of their Educational Accomplishment 37
Table 5. Goals of Parents on the Educational Attainment of their 39
Children
Table 6. Role of Student in their own Education 40
Table 7. Family Circumstances 43
Table 8. Role of Parents in Child’s Education 47
Table 9. Parents’ Participation in Child’s Education 48
Table 10. Influences in Student’s Aspired Career - Personal 50
Development
Table 10.1 Influences in Student’s Aspired Career - Family 51
Table 11. Types of Parental Participation in Degree Choice - Verbal 55
Responses
Table 12. Reactions to Parental Participation 57
Table 13. Steps in Decision Making 60
FAMILY FACTORS IN DEGREE CHOICE v
FIGURES
Figure 1. Conceptual Framework of the Study of Family Factors Behind the 26

High School Students’ Choice of College Degree or Vocation
Figure 2. High School Student Respondent Profile - Age 30
Figure 3. High School Student Respondent Profile - Track 30
Figure 4. High School Student Family Profile - No. of Children in the Family 31
Figure 5. Respondent's Parental Profile - Educational Attainment 32
Figure 6. Respondent's Parental Profile - Employment 33
Figure 7. Tuition Fee Source 34
Figure 8. Career Development Measures of Students 41
Figure 9. Decision Maker/s in the Choice of a Degree or Vocation 42
Figure 10. Autonomy in the Choice of a Degree or Vocation 43
Figure 11. Level of Parental Participation in Degree Choice 53
Figure 12. Quality of Interaction 53
Figure 13. Types of Parental Participation in Degree Choice 54
Figure 14. Reactions to Parental Participation 56
FAMILY FACTORS IN DEGREE CHOICE 1
CHAPTER I
Introduction
Background of the Study
The researchers have observed in the college setting that many students, although
having deliberated extensively on the degree they will be taking still experience
confusion and endup shifting to a different course. An undergraduate study by Borlaza
and Miranda (2016) has shown that the main factor behind their decision to shift a degree
was internal, or inside the person, by nature. However, their study also showed that the
initial choice of a degree, compared to the decision to shift to another course was also
greatly affected by external factors, and a factor which was highlighted was the parents’
involvement in the initial choice of the child. The study dealt with college students who
have not undergone an extra two years of high school, which is currently being
implemented in the Philippines due to the Enhanced Basic Education Act of 2013, more
widely known as the K-12 program. The program extends the years in high school from 4
years to 6 years. This follows the pattern of schooling in other countries and was said to
help our education system be at par with other developed countries.
Through the K-12 program, Filipino Junior and Senior high school students are
given the space to explore their interests before tertiary education. Where as early as
Junior high, they are made to choose their subjects according to the track that they
envision themselves to pursue after high school, i.e. skills building vocational
preparation, or advanced college courses in preparation for higher college courses or
Tertiary Education (See Appendix F, p ). To further help these students in their decision
making guidance and counselling is also provided by high schools, as is mandated by the
law through the Secondary School Career Guidance and Counselling Act or R.A. It
11206. The law has been passed last February 14 ,2019, which aims to institutionalize a
career guidance and counselling program for high school students to make better
decisions regarding their choice of a degree program. This law mandates that a National
Career Guidance and Counselling Program must be administered by the Department of
Education (Galvez, 2019).
Guidance programs have been available for High School students before, but now
it is being recognized that with the revision of the school curriculum there is a need to
review and revitalize the programs to be suited to the needs of the students in the K-12
program. However, in reality a guidance counselor in a high school setting can only talk
indepthly with a percentage of the big population of students in the school. These
students are said to be mostly in the adolescent stage which has been identified as a stage
of rapid growth and maturity which allows for students to be more equipped in making
sound decisions. In Parenting in the Philippines, a study by Alampay (2014), it was noted
that adolescents are becoming more independent in their decisions, as how adults have
independence in the things that they do; however, in the Philippine setting, this is met by
resistance from some parents who view these young adults as children who still need
guidance.
To summarize, new developments regarding secondary education, through the K-
12 program have created opportunities for college students to be able to explore their
skills which can help in their choice of a career. However, this does not automatically
follow that the process of decision making would be easier for these students and the
government through guidance and counseling programs and parents try to help these
students in making their decision.
Statement of the Problem
Choosing a degree program for college applications is a decision that incoming
college students do not take lightly and a number of factors affect their decision in
choosing their course. However, there are many cases where even though incoming
college students have tried to deliberate well on which course they should take they
would find themselves not fit for the course they have originally chosen. Parents,
especially in the Philippine setting, take part in this endeavor and help their children
decide on their best course of action. Though schools have provided guidance and
counseling programs aim to help thesis students decide on their degrees or vocations
counselor and student ratios remain inappropriate for the demand, which is why parents
can play a big factor in the proper guidance of their children. It is expected that Filipino
parent and child dynamics will now be more crucial because of the two part phase of
career decision making in the K-12 program, choosing a STEM or Non-STEM track at
grade 10, and choosing of a college degree at grade 12. For these reasons, there is a need
to update literature with regards to the nature or character of the family factors in the
choice a college degree program while the students are still in high school (Junior and
Senior level).
Research Objectives
In the choice of high school students, particularly in the Junior and Senior year, the
following are the specific objectives:
1. Identify the family factors behind the parents’ participation in the high school
students’ choice of a degree program or vocation.
2. Explain the high school students’ circumstances that contribute to their choice of
a degree program or vocation.
3. Describe the parents and child interaction in the choice of a college degree
program or vocation.
Significance of the Study
The findings of the study aim to benefit students, parents, and ultimately Filipino
families through providing current descriptions on the dynamics of interaction between
college students and their parents in the decision of a college degree program or to go to
school or a vocational program in high school.
The results of the study can help parents understand the point of view of students
in deciding for their college degree programs or choose a vocational program; and on the
other hand, the students, on seeing the role of their parents in their decision making.
Since society vests an important role on parents in caring for and guiding their
children, the study will help promote family welfare through understanding basic issues
of dynamics between parent and child, most especially in choosing a degree program.
This may help in avoiding issues like dropping, shifting, low school involvement, low
school performance, which may be caused by pressure among family members or

prevented the appropriate guidance by parents. In addition, for the families, a general
concern for Time Management and minimizing financial expenses and waste of resources
on the part of parents and their families could redound to family welfare.
This study will also benefit the FLCD Department as it will add to the body of
knowledge on family relations, particularly on parent child interactions and adolescent
development. Descriptions of parent child interactions in the context of choosing a degree
program can give insight to the current dynamics of interaction of parents and children.
Also, this study will shed light on the values within the Filipino family's cohesiveness
and collective process in planning and educating children, i.e. family objective, uplifting
from poverty, etc.
Lastly, the study also aims to see whether school programs on guidance and
counseling must include parents concerns to minimize problems in interaction between
parents and child in choosing a degree program

CHAPTER II
Review of Related Literature
This section is about the factors affecting the decision making of high school
students on their choice of a college degree program or vocation, particularly related to
their personal development and family interactions. This section also discusses relevant
issues regarding the K-12 program, adolescents, parent and family circumstances.
The K-12 Program
The K-12 program, or the Enhanced Basic Education Act of 2013, seeks to
strengthen the Philippine Education system by adding an extra two years in the secondary
level of education (Official Gazette, n.d.) There have been various reactions to the Act,
both positive and negative. A survey conducted by PhilStar (2011) revealed that some
Filipinos think it is a waste of time and resources, others think it is not ready to be
implemented in the Philippines due to lack of trained teachers, while there are also those
who think it is an opportunity to be able to be job prepared, others think it is an
opportunity for graduates to be more prepared to choose a career. Some of them think it
is a waste of time and resources, others think it is not ready to be implemented in the
Philippines due to lack of trained teachers, there are also those who think it is an
opportunity to be able to be job prepared, others think it is an opportunity for graduates to
be more prepared to choose a career (2011). Parents of high school students have similar
opinions to those who were interviewed. A study by Mohammed (2016) has shown the
negative and positive reactions of parents to the implementation of the program. Some
parents have viewed the program to be a burden to them and their children both
physically and financially. Others have viewed it as an opportunity for their children to
be more equipped with the skills and knowledge required for tertiary and basic education.
Some have also had the concern of lack of classrooms, trained teachers, and non-teaching
staff. Though there are many concerns and hopes for this program, as mentioned above, it
is now in effect and being experienced by the youth.
In the life of a student, their experiences from the K-12 program affect their
choice of a degree program. Grade 10 students were first faced with the choice of what
track they would like to take. The three options are Academic, Technical-Vocational-
Livelihood, and Sports and Arts (Official Gazette, n.d.). As described in the enhanced
basic education law, under these Tracks are more specific Strands which the learner can
choose to further specialize their education in the field they aspire to be in. Once they
reach grade 12, they are again faced with the decision of what college course to take.
With this, though it may be argued that K-12 program aims for adolescents to be able to
make better decisions and be more equipped for tertiary education, these students are
still faced with more cognitive work involving decision making.
Adolescent Development
In order to pursue a career or have a better job opportunity, people who finished
high school continue their studies to a college level. According to a study, college
students tend to become more focused and mature in making decisions on their future
careers (Pascarella & Terenzin, 2005). However, as early as high school, students are
able to think about the specific course that they want to take if ever they are going to
pursue Tertiary Education. High school student’s ages usually range from 13-16 years
old in junior high and 17-18 years old in senior high, if they follow the regular academic
track, and fall under the category of adolescents. According to Yurgelunn-Todd (2007),
adolescence is a stage of rapid growth in a cognitive aspect. New advances in magnetic
resonance imaging show that the prefrontal cortex matures later than the other parts of the
brain which is accompanied by increased abilities in abstract reasoning, attentional
shifting, response inhibition and processing speed. He also says that,” brain regions that
underlie attention, reward evaluation, affective discrimination, response inhibition and
goal-directed behavior undergo structural and functional re-organization throughout late
childhood and early adulthood.” This may explain why adolescents negotiate rules with
their parents, especially at late adolescence. Their brain development allows for more
complex reasoning and improvements on socioemotional interactions. This development
is essential in choosing one’s own career.
Career.IResearchNet.Com (2016) emphasized in Donald E. Super’s Career
Development Theory that the changes and maturity throughout one’s life span affect how
he chooses and adapts to future career/s. As H.S. students are transitioning from
adolescence to young adulthood, they are beginning to discover their self-concept. This
describes how one perceives his or her own identity (Rice, 1997). In connection with this,
career choice is seen as the constant improvement in matching the self-concept and the
occupational environment (Career.IResearchNet.Com, 2016).
One’s self-concept can be a factor in choosing a certain career, in terms of the
interests that he or she discovers from his or her experiences. After being aware of these
interests, one continues the process of career decision-making through planning,

commitment, and implementation. Aside from self-concept, other factors such as
conditions in making the decision and developmental tasks to be done are also considered
in this process (Tinsley, 1992).
Super’s theory is divided into five stages: (a) Growth (ages 4-13), (b) Exploration
(ages 14-24), (c) Establishment (ages 25-44), (d) Maintenance (ages 45-65), and (e)
Disengagement (over 65). College students are most likely in the Exploration stage,
where they try to discover which career fits for them. They accomplish three vocational
tasks in this stage, and the first two stages are the most applicable to college students.
First, they make temporary job choices and gain experiences as they work. For example,
they take different classes to find out their interests and capabilities. Then, they analyze
these experiences to come up with a specific career preference. An example of this is
taking up a particular college degree program. (Career.IResearchNet.Com, 2016).
Adolescent Autonomy Development.According to the World Health Organization
(WHO), adolescents range from 10 to 19 years old (Csikszentmihalyi, 2019). In this age
range, adolescents tend to be more independent in their actions. Adolescent autonomy
development is a result of neurobiological changes that happen in the adolescent brain. A
study on Emotional and cognitive changes during adolescence by Yurgelun-Todd (2007)
explains that adolescence is a critical period for significant neurobiological changes in the
brain. In adolescence, the maturation of the brain affects their maturity and capability to
make more informed and throughout decisions. He says that “Adolescence is a critical
period for maturation of neurobiological processes that underlie higher cognitive
functions and emotional behavior (Yurgelunn-Todd, 2007).” Abstract thinking is one of

the higher cognitive functions that is developed in adolescence. It implies, the ideas are
not only about what is in the present reality but also the reflection of possible
circumstances in the future (Rice, 1997).
As cited by Levine and Munsch (2016), the decision making of adolescents start
to change in a way that they share authority with their parents in doing this. Moreover, it
was also mentioned that adolescents would tend to go with their parents’ expectations if
their parents control them less and just monitor what they do instead.
Adolescent development, according to Erik Erikson’s Stages of Psychosocial
Development, these students are at the stage of Identity versus Role Confusion (12 to 18
years old), where they try to find out who they are as people and where they belong
(McLeod, 2018). James Marcia (1980) identifies identity statuses which can aid in the
empirical study of Erikson’s theory, where each status is identified by the presence of
crisis and commitment. He says that the four identity statuses are Identity Achievement,
Foreclosure, Identity Diffusion, and Moratorium.People in Identity Achievement are
individuals who experienced a period of decision-making and pursued their own goals.
People in Foreclosures are those who committed to parentally chosen occupation and
ideology. People in Identity Diffusion are those who have not committed to an occupation
or ideology. People in Moratorium are those who currently suffer identity crisis and are
not sure of an occupation or ideology. These identity statuses could apply to how students
search for a degree program that suits them best. At this stage, choices of students may be
directly or indirectly affected by parents, and their achievements may be related to
parental involvement in the student’s education as well. In a study conducted by Deka

(2016) on college students analyzing the students’ desirability of parental involvement in
the higher educational level, it was found that Sixty- five percent (65%) of the students
interviewed from one college wanted assistance from their parents, while Thirty-five
percent (35%) felt that their parents should not interfere with their schooling. Eighty-five
percent (85%) of the total students interviewed considered parental involvement as a
factor in enhancing educational achievement. It was seen that most of college students
perceived parental involvement to be beneficial to them in their academics. This study
agrees with the findings of a study conducted by Yuan, Weiser and Fischer (2016),
examining how parent-child relationship quality relates to college students’ academic
achievement and self-efficacy with a comparison of European Americans and Asian
Americans. The study showed that for Asian Americans, parent-child relationships were
both associated to self-efficacy and academic achievement. However, for European
Americans self-efficacy was less dependent on parent-child relationship quality. This has
lead the researchers to recommend that due to the cultural difference it may be important
for educators with Asian American students to facilitate communication and family
support so that the students may utilize this as a means to boost self-efficacy levels, as
this has shown to also affect academic achievement (Yuan, Weiser and Fischer, 2016).
The study was able to analyze how ethnicity affected the correlation of parental
involvement to academic achievement in college students. However due to the limitations
of the research it lacks data on purely Asian participants and the correlation of parental
involvement to their academic achievement. It may be good to further analyze this to see
if it would agree with the result of the study where parental involvement is seen to be
beneficial to Asian American students.
Though researches cited in this section refer to college choices, the researchers
opine that similar situations may still arise in the Filipino high school (Junior and senior)
students. The only difference with the cited studies is that the subjects are focusing on
college level, ages 18-22 years. The uniqueness in this situation is that K-12 student's
decision is earlier due to DepEd’s enhanced Basic Education Act (See Appendix F, p ).
Parental Role in a Child’s Life
Parental Involvement, is the parents’ participation in every aspect of a child’s
development and education from birth to adulthood, with the acknowledgement that
parents are the primary influencers in the lives of their children, according to Deka
(2016). Even before birth, mothers are given the task to nurture their children inside their
bodies and after birth both parents are given the responsibility of raising their child to
become morally upright citizens that can function in the society at adulthood. As further
explained, the process requires different types of involvement from parents, addressing
the needs of the child physically, mentally, socio-emotionally and even spiritually, which
vary in each stage of the life of the child (Santrock, 2007). Santrock also describes
parents as managers of their children’s lives, and that they are managers in the way that
they schedule the activities of their children from birth. He says that at infancy, parents
act as managers by deciding which doctors their children will go to, and as they grow
older they also decide what activities their children may participate in and what type of
school they will be enrolling their children in.

Mendez (1984) explained that in Filipino families, a big part of childhood is going
to school, and parents may and are also involved in this endeavor of the child’s life. Thus,
parents realize that schools have a role in the development of their children to be able to
become functioning members of society and to be able to live adequately and fend for
themselves in the changing and complex world, which most parents by themselves cannot
teach their children on their own (Mendez, 1984). Also, parents may be involved in the
schooling of children in various ways. i.e giving of financial support like tuition fee,
physical presence and help in school work, social-emotional support through parent-child
communication, attendance in school activities, and coordination with teachers are the
ones mentioned in the cited studies above.
The importance of parental involvement in the education of children at a young
age is always given emphasis and there are many benefits to parents being involved in the
education of their children. Studies have shown that children with parents who are more
involved in their schooling are more likely to achieve academic success. A study on
parent involvement and student academic performance by Topor Keane, Shelton, and
Calkins (2011) analyzed the relationship of parental involvement and cognitive
competence of children to the child’s academic performance. This study found that,
“parent involvement was significantly related to academic performance above and
beyond the impact of the child’s intelligence (IQ).” Moreover, parental involvement was
not only seen to have an impact in the cognitive performance of children, but also their
social-emotional skills. In a study by El Nokali (2011), it showed that increased parental
involvement has a role in the increase of social skills of children and decrease in reported
problem behaviors at school. This is supported by Waithaka, Furniss and Gitimu (2017)
on who examined the influence of father and mother nurturance on a college student’s
fixed and growth mindset. Where growth mindset means the belief of college students
that through their perseverance they will be able to achieve their goals. It was shown in
the study that students who had high support from parental nurturance enabled students to
have a growth mindset which helped them in their college life. This shows that parental
involvement is not only seen to be vital in young children’s education, but also
adolescents.
Although parental involvement is important in the education of both young and
older children, the degree to which parents are involved also change over time. This is
because of the changing characteristics of children as they grow older and mature. In the
Western Society, many parents see adolescence as a dreaded stage in parenting, due to
the different changes that adolescence undergo and the changing times, a generation gap
is seen to be inevitable and conflicts between parents and children arise (Hamner &
Turner, 1990). This is not always the case, as stated by Hamner and Turner (1990), there
are also studies reporting that adolescence feel respect and fondness for their parents and
have similar values with them and can talk openly with them as well. It was said that they
are able to seek guidance on issues like morality, education, career and marriage. At this
stage, the authors above further say, that parents’ roles change from being a caregiver,
nurturer and encourager, to being a counselor of their adolescent child. While, young
children need more structure and rules that are supplied by their parents to keep them safe
because their brain development has not yet come to full maturity and the ability to make
concrete decisions for themselves has not been fully formed yet. However, as children
grow and become adolescents their brains develop and the ability to decide for
themselves is enhanced as well. While adolescence due to brain development have
increased their ability to make better decisions, it is seen that they still need the guidance
from their parents. Positive communication was said to be needed for a good counselling
relationship between the parent and child. In the Asian setting it is observed that even at
adolescence parents are still very much involved in the lives of their children.
Asian Parenting. Throughout Philippine history, Filipino culture has been family
oriented. Palattao-Corpus (1993) said, ‘Early in the recorded history of the country
families banded together for mutual protection and support to form a “barangay”, or
“small village”.’ Female family members, were the ones responsible for taking care of
their children. In Asia, a particular type of parent has been described to be a” living
symbol of strength and power, (which) generally inspires fear and respect,” and was
termed Tiger Moms by Amy Chua’s Battle Hymn of the Tiger Mom (Kohler, Et. al,
2012). There are polar views of tiger moms as seen by their children, some with
gratitude, others with resentment. This is due to the fact that Tiger moms tend to push
their children, usually in an excessive manner, to success. Obedience is always imposed
on the children by their Tiger moms, and there are consequences that will be given if they
do not comply. Asian families rely on these Tiger moms to keep their children in line.
Their way of parenting is similar to an authoritarian parenting style.
Most Filipino parents have shown to be more strict with their children and set
more rules than parents from American and Chilean descent (Darling, Cumsille,
&Alampay, 2005). This may be due to the fact that Filipino parents are expected to keep
their children in-line and to avoid shame or hiya in the family (Alampay, 2014). Filipino
culture also strongly fosters obedience to parents and arguing with parents is looked
down upon and seen as disrespectful. Filipino parent-child interactions are governed by
values that have been ingrained in the Filipino culture by their ancestors. An article by
the University of Arizona also gave emphasis on the effect of the culture of ‘utang na
loob’ and ‘hiya’ which govern the interaction between children and their parents, and
how obedience is fostered through this (n.d.). An individual's success or failure is seen as
either the pride or shame of the whole family. Filipino children strive to do their
obligations and obey their parents, whether it is in doing household chores, helping
financially, or academic and occupational success. This is because of the value of utang
na loob which shows not only their gratitude, but respect for their parents. Connecting it
to their parents’ value and consequently a value passed on to them as well, one factor of
avoidance of disobedience is due to the fact that doing so would mean they are
disrespectful of their parents, or in the local term they would be deemed as walang-hiya
(Alampay, 2014).
Parental authority and influence are seen to extend even up to adolescence and
young adulthood. Studies that involve 18-30 year old Filipinos have shown that many
still live with their parents, even when married, and usually continue to do so until they
are financially stable to live on their own. In this way we see that parents still greatly
affect the lives of their young adult children. Adolescents and young adults still continue
to be given and solicit advice from their parents, and receive support whether emotional
or instrumental. This can be attributed as the reason for Filipino children feeling that their
parents have a big legitimate authority over the decisions of their children, even up to late
adolescence and beyond. A study compared the amount of rules set by parents, the
feeling of adolescent children that their parent’s authority was legitimate, and that they
were obliged to obey the rules of their parents in the countries Chile, Philippines and
United States. The study showed that Filipino parents were more likely to set rules for
their children to follow, and children were more likely to think that they were obligated to
obey their parents. This feeling of obligation did lessen over time, but still remained
higher compared to that of children from Chile. However, the study also showed that
although more Filipino adolescents believed that their parents had a say in their decisions,
they were also more likely to argue with their parents when they felt that their parents
were limiting their autonomy too much (Darling, Cumsille, & Phinney, 2005). This often
becomes a problem because adolescents ask for autonomy earlier than the time their
parents are ready to give it to them.
Parental Influence on College Program Choice. The choice to go to college and
in consequence of a college program may be affected by different factors. These factors,
as said by Papalia in her book, are (1) individual viability and personality, (2) education,
(3) socioeconomic and ethnic background, (4) the advice from school counselors, (5) life
experiences, and (6) societal values (2008). An undergraduate study on factors affecting
career preference among senior high school students done by Penedillo and Rosaldo in
Tacloban identified Personal and Social factors as what most affects career preference
among senior high school students. Under social factors are peers, teachers, sponsors and
parents (2017).
Initial Degree Program choice was seen to be affected by parental involvement
(Borlaza & Miranda, 2016). A number of studies have shown different ways on how
parental involvement plays a role in the career choice of students. The way parents
reward or punish the behavior of their children has been seen to have an effect on how
children develop and perceive the world. A study by Niu (2016) has shown that there is
an association between task-extrinsic rewards provided by parents to their children, to the
choice of students between STEM and Non-STEM courses. Extrinsic rewards are
external motivations which come from outside the person, as compared to intrinsic
rewards which produce a feeling of achievement from within. Students who were
provided with task-extrinsic rewards by their parents since childhood shown that they
have a less likelihood in choosing a STEM course compared to students who were not
provided task-extrinsic rewards (Niu, 2016). The study shows a relationship between
parenting practice and college course choice in students. However, beyond choice we
must also see whether these students stand by their choices and the involvement of
parents in this matter.
Socioeconomic status of parents also has an effect on the decision of students in
choosing their courses. Since tertiary education is expensive, the capability of parents to
support a student through college may have a big impact on the way a student chooses a
career path and eventually goes on to graduate. Furthermore, expectations of parents,
which many times become a motivation for students to accomplish tasks have also
become a big factor in the academic achievements of student. A study on Career Choice
and College Students by Kumar showed that parents have a significant influence in the
career choice of students. Kumar also said that how a student perceived parental
expectation has an influence on their career choice. He also says that parental influence,
especially socio-economic status of parents has an impact on the educational attainment
of a student (2016). According to Miller (1996), parents set expectations on their children
based on their own social and economic backgrounds. For instance, if being obedient to
other people worked for them, they would expect their children to do the same. If not,
they would let their children make compromises so that parents and children would meet
at a common ground. In terms of socio-economic status, if the parents are struggling to
make both ends meet, they might put pressure on their children, especially the eldest
ones, to look for jobs that will aid in their survival. On the other hand, if parents have
enough or plentiful income to support their families, they would want a creative learning
environment where their children can develop their own skills and interests. The amount
of autonomy the student has to choose a career path for themselves often depends on how
much freedom parents give their children to be able to decide for themselves.
Parents are encouraged to be involved in the education of their children, however
there are cases where parents may get too involved in the schooling of their children. The
term helicopter parenting was coined to describe parents who would try to act for their
children, and tries to solve all their problems for them, whether in major and minor ways
which is undesirable since it does not satisfy the developmental needs of the adolescent
college student (Deka, 2016). This behavior of parents has also been aggravated by the
situation as shown in the Asian Development Bank (2018) study where 21.6% of
Filipinos were below the National Poverty line in 2015. Due to the prevailing condition
of poverty in the country many parents are inclined to encourage and sometimes force
their children to take college courses which would lead them to a financially stable job
afterwards. Eventually however, this may lead college students to be frustrated with the
courses they are in, lacking drive and passion for their field. Parental involvement such as
this may be the reason why shifting of courses and mismatched occupations after
graduation occur from college, i.e. while they are now in college, as the authors of this
study projected.
Synthesis
High school students are adolescents in which natural developmental milestones
in cognitive reasoning allow them to become more mature and aid in their decision
making. They are also at a stage wherein they are trying to understand themselves better
as stated in Erik Erikson's Psychosocial Theory of Development, wherein College
students are at the Identity versus Role Confusion, and the choice of a college degree
program is part of their search for their identity.
Parents, especially in the Philippine setting have direct and indirect involvement
to their children's academic performance and choice in a degree program. Studies have
identified family values, socioeconomic status and reward systems as a number of ways
parents have affected a college student's choice of degree program in the past..
However, there is a gap in literature regarding the effect of the K-12 program and
current parent-child dynamics of interaction in the choice of high school students in a

degree program or vocation, which may be essential for the improvement of guidance
programs to families. This gap is what the study aims to fill through providing
descriptions of familial factors, i.e. family context, high school student circumstances and
the parent-child interaction in the choice of high school students of their degree program
or vocation.
CHAPTER III
Research Design and Methodology
Theoretical Framework
The family systems theory, that is used in the study, recognizes the
interconnectedness of each member of the family system to one another (Klein & White,
1996). Due to the family systems interconnectedness, the theory also says that we may
only understand the system if it is viewed in its entirety. The theory states that each the
emotional functioning of each person is closely connected with each other and can have
an effect on the decisions of one another. This theory is used in the study by analyzing
how the family, particularly in the subsystem of parent and child interaction affects the
choices of high school students. It also sees how this subsystem of the family handles the
disequilibrium of the need of the child to decide on his or her degree or vocation. The
study uses this theory by identifying the inputs and outputs of the system, which may be
seen in the introduction of the problem of the course, resources like time, money, advice,
research and energy that may have been expended in the process, and the decision they
have arrived with.
Conceptual Framework
Figure 1: Conceptual Framework of the Study of Family Factors Behind the High School
Students’ Choice of College Degree or Vocation
As shown in figure 1, the study looks at how family factors in the form of parental
factors and high school students’ circumstances affect their interaction, as represented by
the line connecting the family factors to the decision, in making the decision of a degree
or vocation. Under parental factors, family context and socioeconomic status of the
family will be identified. Under the high school student’s circumstances are adolescent
autonomy development and career development. In the interaction of the parent and child
the study looks into the quality of interaction, description of interaction and decision
making.
Operational Definition of Terms
Family Factors (FF) - This refers to the characteristics of the family that have an effect
on the choice of the student’s choice of a degree.
- Socioeconomic Status (SES) - The financial support that parents provide for
their children.
Family Background (FB) refers to the family circumstances affecting the choice of
high school students of a degree.
- Adolescent Autonomy Development - The adolescent’s characteristic of
wanting to be more independent in decision making and the manifestations of
this in his or her actions.
- Career Development - Goals and aspirations of the high school students
regarding their college degree or vocation.

Parent-Child Relations (PCR) - This refers to the ways by which the parents and high
school students interact with each other, limited to the choice of a degree or vocation.
This will be in the form of quality of interaction, descriptions of interaction, and decision-
making process.
- Quality of Interaction - The degree of which the parent participated in the
choice of the high school student in a degree or vocation.
- Descriptions of Interaction - From the point of view of the high school
student, how the parent and child communicated in the choice of a degree or
vocation
- Decision Making Process - How parent and high school student came to the
decision of a degree or vocation
Scope and Delimitations
The research is limited to the family factors affecting the choice of a degree of
grade 12 high school students who participated in the study. However, the study is still
helpful in gaining insight to the situation of other high school students who are choosing
a college degree program.
The National Capital Region (NCR) is an urbanized area in the Philippines that is
home to numerous high schools. This provides for a big population of students to get
respondents from. The respondents of this study come from the high schools of NCR, as
the objectives of the research are to gain information regarding the family factors behind
the high school students’ choice of a degree or vocation.

The description of the parental SES and family context, high school students’
circumstances and parent child dynamics of interaction solely rely upon the answers of
the high school student participants to the in-depth interview questions and does not
include observations of the students’ decision making and parenting practices.
Research Approach/Design
The research is an exploratory qualitative descriptive research study on the issues
on K-12. An exploratory research allows to gain further insight on a problem that has not
been clearly studied yet, and does not have in view to offer conclusive solutions to the
problems posed. A qualitative research allows people to interpret their experiences. In a
descriptive research the goal is to understand the experiences. When we combine the
meanings the research will allow us to gain further insight and understand how people
interpret their experiences (Vanderstoep and Johnston, 2009). In describing the dynamics
of interaction between parents and high school students in their choice of a college degree
or vocation, an in-depth interview will be used. After gathering the participants’
responses and direct quotations, a contextual analysis was done to see the role of a group
context, in this case the family, to the individual decision of a high school student in a
degree or vocation.
Research Locale
The research will be conducted in National Capital Region. The area is an urban
area with several high schools in the location. This allows for a big and diverse
population to get respondents for the study from.

Research Participants
The research participants had been chosen from the students of different high
schools in NCR who are in their 12th grade of high school in the school year 2018-2019.
This time frame was chosen to be sure that the event was still recent enough to be
recalled by the participants. They are 32 students in all, eight males from public schools,
eight males from private schools, eight females from public schools, and eight females
from private schools. The students were asked to recall their experiences from their
junior and senior high school years.
Sampling Design
The researchers employed snowball sampling, which according to Research
Methodology, is a “non-probability (non-random) sampling method used when
characteristics to be possessed by samples are rare and difficult to find.” This is also
referred to as Chain-referral Sampling. Meaning, there will be primary data sources who
will provide researchers with other possible participants for the study. The particular type
of this sampling to be used is exponential non-discriminative snowball sampling.
According to the said reference, this involves the primary subjects to refer multiple
participants, who are then explored until collected samples are sufficient (Snowball
sampling, n.d.).
Research Instruments
The instrument that was used to gather data for the research is an in-depth
interview guide which contains questions that ask about the participant’s demographic
background, family factors in their decision of a degree or vocation, parent-child

interaction in the decision of a degree or vocation, and the decision of the student. The
semi structured interview guide was pilot tested to a student was not included in the
actual research.
Ethical Considerations
Due to the personal nature of the responses in the in-depth interview, participants’
identities and responses were only used in this research and will not be exposed to other
external factors. The researchers asked the consent of each of the participants before
engaging into the in-depth interview. In the event that the participant was a minor,
parental consent was sought through a letter. The participants were given the freedom to
disclose information that they are only open to provide. The participants were also given
the choice to withdraw from the interview at any time in the interview(Fouka &
Mantzorou, n.d.) A ballpen was given to the participating student as a token of
appreciation for participating in the interview.
Data Gathering Procedures
The researchers did face to face in-depth interviews with each of the 32 participants to
gather data on the dynamics of interaction between parents and college students in their
choice of a degree program. This was done in April. Chosen participants were informed
of the procedure of the research. Moreover, they were given the freedom to choose
whether they want to participate in the research or not. Face to face meetings were set
with the consenting participants to establish rapport and do the interview proper. The
interview lasted for about 10 minutes to 40 minutes due to the busy schedule of students.
After the interview, the students were given a ballpen as a token of appreciation for
participating in the study. After the data was collected from 32 participants, the data was
analyzed using contextual analysis.
Data Analysis
The study used contextual analysis to analyze the data that was gathered from the
participants of the research. Contextual analysis sees the part of a group context in the
actions of individuals (Iverson, 1991). Data was analyzed through looking at the
interactions of parents and their children and its effect on the individual choice of the
high school student of their college degree or vocation.

CHAPTER IV
Results and Discussion
This chapter contains the presentation of the results, the discussion and analysis
that the researchers have gathered from in-depth interviews with high school students.
The discussion and analysis is in line with the theoretical framework, review of related
literature and conceptual framework.
Profile of the Respondents
As stated in the methodology, 32 grade 12 high school students, eight males from
public schools, eight males from private schools, eight females from public schools, and
eight females from private schools were interviewed.
Table 1. High School Student Respondent Profile - Sex
Public Private
Male Female Male Female Total
Child 8 8 8 8 32
In the organization of the data, the researchers assigned codes for each student.
The code names PRM1-PRM8 were used for the high school males studying in a private
school, PRF1- PRF8 for the high school females studying in a private school, PUM1-
PUM8 for the males studying in a public high school, and PUF1-PUF8 for the females
studying in a public high school. After contacting and interviewing the students the
following are the organized summary of data that were obtained.

Figure 2 shows the ages of the students interviewed. 29 of the students are 18
years old, 2 of the students are 17 years old, and one student is 19 years old. It is shown
in the data that only two of the students are minors.
Figure 2. High School Student Respondent Profile - Age
18 yrs old
17 yrs old
No of Students
19 yrs old
0 5 10 15 20 25 30 35
Figure 3 shows the number of the students who took the different types of tracks
are as follows: 12 of the students took ABM, 10 of the students took STEM, five of the
students took GAS, three of the students took HUMSS, one of the students took Tech
Voc Programming, and one of the students took HE/HRM. The ages of the students are
consistent with the typical age range of grade 12 students.
Figure 3. High School Student Respondent Profile - Track
ABM
STEM
GAS
HUMSS No. of Students
Tech Voc Programming
HE/HRM
0 2 4 6 8 10 12 14
Figure 4 shows the number of children in the families of the high school students
range from one to eight. Ten families have four children, eight families have two
children, seven families have three children, three families have five children, two
families have six children, one family has one child, and one family has eight children. It
is shown that majority of the students chose either ABM or STEM as their course.
Figure 4. High School Student Family Profile - No. of Children in the Family
Four Children
Two Children
Three Children
Five Children
No. of Students
Six Children
One Child
Eight Children
0 2 4 6 8 10 12
Family Factors
This refers to the characteristics of the family that have an effect on the choice of
the student’s choice of a degree.
SES. This refers to the parents income and the financial support that they are able
to provide for their children’s education. Table 2 shows the income bracket of the
families, considering the number of people per household, as based from Philippine
Statistics Authority where the researcher divided the suggested income for a three person
household and applied it to an amount requirement per family member, are as follows: 16
families are middle income; eight families are high income; and seven families are low
income.
Table 2. High School Student Family Profile - Income
Income Bracket Number of Respondents Rank
Middle Income (4,000 above and 16,700 below/ family member) 16 1
High Income (16,700 and above/family member) 8 2
Low Income (below 4,000/family member) 7 3
n 32
Figure 5 shows the students' parents' educational attainments according to ranking
are as follows: 32are college graduates; 23 are high school graduates, three are college
undergraduates, two are post graduates, two are elementary graduates, one has a double
degree, and one is unknown. As shown by the data, more than half of the parents of the
students were able to reach college, however, only 50% of the total number of parents
graduated. Many parents were also able to reach the high school level, however, as
explained by the students, financial constraints prevented them from attaining a college
degree.
Figure 5. Respondent's Parental Profile - Educational Attainment
College Graduate
High School
College Undergraduate
Post Graduate
No. of Parents
Elementary
Double Degree
Unknown
0 5 10 15 20 25 30 35
Figure 6 shows the employment status of the students’ parents, which are the
following: 40 are employed parents; 20 of the parents are unemployed; two of the
parents’ occupation are unknown; and two of the parents are deceased. As shown in the
data, more than half of the parents were employed. However, more than a quarter of the
total number of parents were unemployed, and there were a few parents who had
unknown occupation or deceased already.
Figure 6. Respondent's Parental Profile - Employment
Employed
Unemployed
No. of Parents
Unknown
Deceased
0 10 20 30 40 50
Figure 7 showed the students’ different sources of tuition fee, which are as follow:
11 students get their tuition fee and other school fees from their parents, some are dual
earners while others are single earner families, 11 students get their tuition fees and other
school fees from multiple sources, mentioned were vouchers and other relatives
providing for their tuition fee. Seven students get their tuition fee from vouchers. Two
students don't have tuition fees, and one is a working student who provides for himself
with government assistance through vouchers.

Figure 7. Tuition Fee Source
Tuition Fee Source
Parents
Multiple Sources
Voucher (Government Assistance)
No of Students
No Tuition
Self + Voucher
0 2 4 6 8 10 12
Family Background
This section discusses the families’ values towards education and the
circumstances in the family that have affected the interaction of parents and high school
students in their choice of a college degree or vocation.
Family Values. This refers to how families see the importance of education in the
lives of children. The following categories emerged from the reasons as to why education
was important in the family: (1) legacy (maipapamana ng magulang), (2) future job, (3)
financial stability, (4) to give back (utang na loob), (5) to attain dreams, and(6) family
identity
Table 3. Perceived Family Values on Education
Reasons Some Responses of High School Students
Legacy Parang yun lang yung maipamama.. maipamamana ng parents ko sa akin. (PRM3)
Future Ah importante po yung education kasi po yung ito yung ano eh ahh mag ano magbibigay
Job/Career sa iyo kung ano anong ano mo kung ano ung magiging trabaho mo. Kaya importate yung
big deal malaking desisyon ung ano pagpili ng course samin po. (PRM4)
Uhm well. Kasi syempre education importante yan bago ka magtrabaho eh. Kasi syempre
kailangan may mga requirements ka dapat eh. Or parang qualifications bago ka
magtrabaho eh. Pero hindi ka basta basta magtrabaho na kunwari hindi ka college
graduate. Pero kung di mo naman natapos yung college graduate mo parang may mga
trabaho lang na parang doon ka lang. Yung parang mababa lang na job. Yung parang
ganun.(PUM3)
Financial Oo kasi iyon lang naman ang makakatulong sa amin na balang araw kapag nakapagtapos
Stability kami. kami rin magfifinance sa family namin.(PRM5)
Syempre super important siya para makahanap ka ng trabaho. Tapos next of all
kailangan mo mag-aral so that yung trabahong kukunin mo hindi lang magbebenefit para
sayo. magbebenefit din sa pamilya mo.. sa future family mo, yung family na
sinusupportahan mo ngayon and para enough lang for what you need and what you
want.(PRF8)
To Give Back Makatulong. Sa sakripisyo na ginawa ng magulang. (PUM4)

(Utang na
Loob)
To Attain Ah, siyempre kailangan dahil nga ah, importante yung edukasyon, siyempre kailangang
Dreams mag-aral nang mabuti para ano, ma-, ma-, makamit mo yung pangarap mo.(PUF4)
Family Uhm siguro po from my roots din kasi, yung lolo ko super.. super ano po siya.. priority
Identity yung studies kasi ano din siya.. nasa teaching din siya. So same as my mom. Pati..
actually po sa family ko sa mother’s side parang puro teaching jobs po kasi yung meron
sila kaya sobrang priority yung studies. (PUF6)
Based from the gathered data, all families saw the importance of education in the
lives of children. As shown in the table 8, there are different reasons why the families
saw education as important to their family. Some said that it is important because it is the
only legacy that their parents would be able to leave to them, as said by PRM3. Some
students said that education was needed to be able to get a decent job in the future, like in
the example of what was said by PRM4 and PUM3. Others said that they needed
education to be able to be financially stable in the future, examples are statements given
by PRM5 and PRF8. This is in line with Mendez's (1984) study which says that
education is seen as a means to prepare children to be fully functioning members of
society. Some students said that education would help them to give back for the hard
work their parents did for them. As seen in Alampay (2014), Filipino children do their
best to do their obligations, in this case use education to be able to help financially in the
future,as a way to show their gratitude or 'utang na loob' to their parents. Others said that
education was needed for fulfilling their dreams, like what was said by PUF4. Some
students said that education was important because of the identity of their family, and as a
family of educators they saw education as something of utmost importance, as said by
PUF6.
Parental Evaluation of their Educational Accomplishment. This refers to the
evaluation of parents in their own educational attainment. The reasons for satisfaction
and dissatisfaction of parents with their educational attainment as perceived by high
school students are as follows: satisfaction: (1) self-fulfillment, and (2) financial stability;
dissatisfaction: (1) desire to study, and (2) financial instability.
Table 4. Parent’s Evaluation of their Educational Accomplishment
Evaluation Reason Some Responses of High School Students
Satisfied Self- Si papa po kasi ah kinuha po niya di ba IT po. So yun parang na eenjoy
fulfillment niya po yung ginagawa niya. Yung like for example yun nga po so
computer po ginagawa niya sa San Miguel, office work po. (PRM6)
Oo din satisfied sila na nagtapos sila kasi ang pagkakaalam ko yun din
yung..kumbaga yung kinuha nilang course yun din yung gusto nila.
(PRM2)
Kasi ano naman.. Na achieve before kami dumating naman sa life nila
before na achieve na nila yung mga gusto nilang gawin sa buhay. Parang
nagawa naman nila yung mga plano nila tapos ayun patuloy naman nilang
inaano yung plano nila para sa amin. ganun. (PRF4)
Financial Kasi nagagamit naman nila ngayon kung ano napag-aralan nila. (PRF8)
Stability
Ano kasi po ano as long as they have ano ah what do you call that ano
stable job. Ayun lang at this moment. (PRM4)
Umm Mm kasi bilang college grad nabibigyan nasusustentuhan naman

nila ung kami. (PUM8)
Kasi nabibigay nila.. I mean naging maganda yung future namin.

Nabibigay.. naproprovide nila yung bagay na kailangan namin. And
syempre mahalaga sa lahat nakakakain kami araw araw ng marami. Kahit
pa ilang beses sa isang araw. Yun yung mahalaga. (PUF7)
Ayun, kasi na-, nasusustentuhan nila yung mga pangangailangan namin.

Tas, nakapagtapos na rin naman yung mga ate ko. (PUF5)
Dissatisfaction Desire to Kasi nagsisisi silang hindi sila nakapag-aral. Kaya sa amin sila bumabawi
Study makapagtapos ng pag-aaral. (PUM4)
Siguro, para sa parents ko, hindi. | Kasi lagi nilang sinasabi na kung
napag-aral lang daw sila dati, is mag-aaral daw talaga sila. (PUF1)
Yung paano ko ba.. I think naman po. Kasi si mama, in her case kasi,
nagmamasteral po siya. Baka gusto niya parang more. (PUF6)
Financial Minsan kasi nagsisisi sila na ganun nga. Na yun lang yung naabot nila.
Instability Sana kung nakapagtapos sila siguro hindi sila hirap kumita ng pera.
(PUM5)
Kasi feeling ko mas maganda po yung buhay kung nakapagtapos ng

college ganun po.(PUF8)
It was observed from the data gathered that parents who were college graduates
were mostly satisfied with their educational attainment, except for one who was still
pursuing a masteral degree. It was also observed that children with parents who did not
reach the college level perceived that their parents were not satisfied with their
educational attainment. Parents who were said to be satisfied with their educational
attainment were perceived to be satisfied because of the self-fulfillment, as said by
PRM2, PRM6, and PRF4, and financial stability, as said by PRM4, PRF8, PUM8, PUF7
and PUF5, that finishing a college degree or post graduate degree provides. Parents who
were said to have experienced dissatisfaction with their educational attainment were
perceived to be dissatisfied because they still desired to study further if they were given
the chance. Financial problems were a common cause of these parents not being able to
pursue studies up to the college level, as expressed by some of the high school students.
Parental Goals. This refers to the level of educational attainment that parents
aspire for their children. The following are the levels of educational attainment that high
school students have said that their parents desire for them: (1) college graduate, and (2)
post graduate. The following are the reasons why parents desire those specific levels of
educational attainment:
Table 5. Goals of Parents on the Educational Attainment of their Children
Level Reason Some Responses of High School Students
Ease in Di ko alam. Wala akong masabi na ano. Ang masasabi ko lang satisfied na
College Getting a Job talaga sila doon sa may college graduate kasi pwede ka nang magkaroon ng
parang sufficient job doon eh. Yun lang. (PRM3)
Sabi nila parang malaking advantage daw yung makapagtapos din talaga
hanggang college talaga. Parang ano.. mas mabilis din makakuha nang
trabaho in the future ganun. Kesa sa high school lang. (PRM2)
Siyempre mahalaga yung makatapos muna ng College kasi pag nagtrabaho na

agad parang kaunti lang ng mapapasukan mo kasi mostly College graduate
natatanggap.(PRM5)
Kasi po mas madaling makakuha ng trabaho at mas malaki po talaga yung

kita. (PUF8)
Financial Para maging stable yung ako. Para maging stable.(PRM3)

Stability
Kasi, kasi daw para maabot ko yung mga pangarap ko, at siyempre para
makatulong din sa kanila.(PUF1)
Self- Kasi, kasi daw para maabot ko yung mga pangarap ko, at siyempre para
Fulfillment makatulong din sa kanila.(PUF1)
Ano po, para maabot po yung mga pangarap, kung anong gusto ko, ganun
po.(PUF2)
Projection Kasi yung father ko po, gusto niya po talaga makapagtapos kasi, kami kasi sila
po hindi po, kaya samin po nila tinutuloy yung gusto po nilang
mangyari.(PUF3)
Post Extra Sabi po nila pagtapos ko ng college kasi na kumuha po ako ng masteral ganoon
Grad Credentials para extra. Iyon lang po extra extra.
Most of the respondents perceive that their parents aspire for them to finish a
college degree. One of the reasons behind this was due to the perception that it is easier
for college graduates to get a job. This is evident in today's society where most jobs
require a college degree for a person to be qualified to apply. Another reason behind this
was due to the perception that college graduates are able to be financially stable, because
with a higher educational attainment comes a higher pay grade. Self-fulfillment was also
seen as a reason, because having a college degree was a means for them to attain their
aspired careers. Another reason is the projection of a parent's dream to graduate on their
child, as mentioned by PUF3.
Student’s Educational Role. This refers to the role of students in the furthering
of their education. Based on the responses of the students, these categories of student
roles emerged: (1) study hard, (2) help society, (3) be responsible, and (4) persevere.
Table 6. Role of Student in their own Education
Student’s Some Responses of High School Students

Role
Study Hard “Tungkulin niya mag-aral nang mabuti tiyaka wag sasayangin yung mga panahon na
binigay.”(PRM1)
“Totoo po iyon na kailangnang mag aral ng mabuti kasi ano po para paglaki mo maging
parang iiba po kasi nagsisisi po pag ano eh di sila nag aral ng mabuti kaya importante pong
tapusin po ung pag aaral.” (PRM4)
“Ang role ng isang tao, isang disciplined na tao for me ah,isang disciplined na tao and
diligent and siguro kung God conscious ka edi isang godly na student din at the same time.
And so disciplined,diligent, godly and yung may integrity and resilient na student ganun.”
“As a student dapat pagtibayin niya yung pag-aaral niya.and syempre ilang years yan para
maging kang college grad eh or para magkatrabaho. So be patient din. And strive to become
kahit hanggang college grad. Ganun.”(PUM3)
Help “Una syempre para makatylong kami sa bayan. Para makatulong simulan sa sarili. Parang
Society kailangan eager ka ganun. Kailangan sa sarili mo pa lang nabuibuild na yung motivation
mo na makatulong ganun. So bale parang para sakin pag naging successful ako para sa
sarili ko alam kong makakatulong na ako para sa iba. Ganun po.” (PUF7)
Be “Siguro maging responsible sa lahat nang kailangan niyang gawin.” (PRM2)

responsible
“Ung ang edukasyon sa estudyante hindi niya ito obligation more on responsibility na di ka
naman finoforce na “hoy gawin mo” ‘to kasi dito sa Pilipinas meron namang nagbibigay ng
free education so ikaw kung gusto mo mag aral may paraan kasi ‘kung gusto, may
paraan’.” (PUM8)
Persevere “Maging masipag lang talaga, tsaka always think positive kasi ganun po ako nag-aral.
Positive lang.” (PUF3)
“Ah, siyempre kailangan pursigido siya at wag siyang magpapaano sa iba. Dapat walang
pressure. Kailangan kung ano lang yung gusto niya, kung ano yung passion niya, dapat i-
push niya yun.” (PUF4)
“Ayun, um, magtiyaga lang, although ma-, may time na mahihirapan sila pero, ayun. Isipin
lang nila na kaya nila yun. Wag lang sila susuko.” (PUF5)
“Syempre you have to do your best. You have to find ways to find the best financially stable
education place. like yung school hindi masyadong mahal pero at the same time yung values
and yung curriculum is good and the environment isn't toxic para naman yung mauwi mong
values sa bahay hindi nakakaapekto sa kanila.” (PRF8)
Career Development. This refers to the measures high school students took or
are planning to take to achieve their aspired career. Figure 8 shows the steps students
took to achieve their aspired career. 12 students said that their current track and
graduating high school is what they did to help them achieve their aspired career. Five
students said they study hard in school, and one said that he made sure to get high grades.
Three said that they were studying beyond what was required of them in school. Five
students said that taking CETs or College Entrance Tests is one of the steps they took to
achieve their aspired career. One said that he set his goals and plans for his future. 10
students said that they did not do anything yet to help them achieve their aspired career.
Figure 8. Career Development Measures of Students
Career Development Measures of Students
Track
No Steps
CETs
Study Hard
No. of Students
Extra/advanced studying
High Grades
Goal Setting and Planning
0 2 4 6 8 10 12 14
*Note some students said more than one step

Adolescent Autonomy. This refers to the perceived freedom the adolescent experiences
in their choice of a college degree or career. Figure 9 shows that 23 of the students said
that they are the ones who decided their degree for themselves, six of the students said
that other people in their family decided their degree for them, while three of the students
said that they decided their degree with the help of other people in their family. For the
six students that other family members decided for them, the family members mentioned
to have decided their degree for them were, parents, siblings and aunts. For the three
students that had other members of the family help them with their decision, the family
members mentioned were parents and aunt.
Figure 9. Decision Maker/s in the Choice of a Degree or Vocation
Decision Maker/s in the Choice of a Degree or Vocation
Self
Others
No. of Students
Self and Others
0 5 10 15 20 25
The 23 students who were able to decide for themselves fall into James Marcia’s
(1980) Identity Achievement status as those who experienced a period of decision-
making and pursued their own goals. The six students who had others decide for them fall
under the Foreclosures category. James Marcia however does not state under which
category a person who decides with others about their career would fall under.
Figure 10 shows whether or not students felt they had the autonomy or freedom to
decide their degree for themselves.

Figure 10. Autonomy in the Choice of a Degree or Vocation
Autonomy in the Choice of a Degree or Vocation
Yes
No
No. of Students
50/50
0 5 10 15 20 25 30
It was evident in the answers of the students that the freedom they felt was
because their parents allowed them to decide their degrees for themselves. Levine and
Munsch (2016) say that in the adolescent stage students share authority with their parents
when they make decisions, and that students would tend to go with the expectations of
their parents if they controlled them less. This was seen in line with the responses of the
students, where their parents did have expectations for them and they made their
decisions in line with their parents expectations as their parents only gave them advice,
but left the decision up to them.
Family Circumstances. This refers to the family circumstances that the students
have mentioned in the interview to have had an impact on their choice of a degree.
Table 7. Family Circumstances
Circumstances Some Responses from High School Students
OFW Sabi po nila mas okay po yung nursing kasi mas madali po talagang makarating ng
ibang bansa. Eh nandun po yung tita ko.
Family Member with ... kapatid ko kasing second .. mayroon siyang disability sa likod na di siya pwede
Disability mag parang hard work.Tapos parang nakarely sa akin yung somewhat magiging
trabaho niya kasi if ever na pharmacy yung nakuha ko baka magpatayo ng .. botika
tapos parang siya yung maghahandle noon pero yung lisensiya sa akin. (PUM8)
Financial/Material Minsan, nakakairita. Siyempre, naiirita. Sino yung di maiirita dun? Kasi .. maayos
Circumstance na yung plano mo sa buhay, siyempre... Kunyari, ako, nagplano ako na mag
HUMSS ako, papasok ako sa university ganito,biglang sasabihin nila, 'Ah,
magpalit ka nga ng ano. Di natin kaya.'
Family "Umm nainfluence ako ng tito tiyaka tita ko bilang parang sila ung naghandle sa
Member/Extended akin elementary tiyaka highschool.
Family Pedia tapos ung tito ko naman Public health ta’s wala due to constant exposure
doon sa mga ginagawa nila na ano na din ung interest ko sa Med.” (PUM8)
“..nung sinabi lang ng tita ko. Parang influence lang nila.” (PUF1)
“Nurse sana kaso nagtourism din. Wala, gusto ko lang po ganun. Dahil ano, yung
ate ko, tinulak lang ako sa pagiging tourism. Di ako nagkaroon ng ibang desisyon.
Sila lang yung nagdesisyon.” (PRF6)
Religion “Gusto ko din sana maging pulis... pero hindi. Kasi kapag pulis ka kasi hindi mo
maiiwasang pumatay nang tao kasi yun yun. Pero kasi dahil nga iyon, dahil takot
ako pumatay, takot ako kay Lord, parang naano ako na di ko dapat gawin yun.
Parang ganun kaya mas pinili ko na lang maging Bureau of Fire kasi meron din
naman. Kasi second choice ko yung BFP eh. First choice ko yung PNP, pero dahil
nga pumasok nang grade 11 at 12 pinarealize sakin na kung ano talaga yung gusto
kong kunin.
Inaadvice nila (parents) ako na wag ka nalang talagang magpulis. Talagang mag
Bureau of Fire ka na lang kasi yun nga sabi ni papa mas safe daw talaga. Kung
talagang sacrifice kailangan mong gawin hindi mo kailangan pumatay nang tao.
And kailangan mong magsave nang tao. Hindi mo kailangang pumatay.”
(PRM1)
It was observed, as shown in Table 7, that various circumstances, such as
disability in the family, having overseas family workers, financial or material
circumstances, extended family and religion experienced by the family have an effect on
the decisions of the high school student. This is consistent with the family systems theory
that states that a family is like a baby mobile wherein if one experiences a certain
circumstance other members are also affected. This is shown in the case of PUM8 where
because his sibling has a disability his decision of a career is affected so that he will be
able to help his sibling gain employment in the future.

Family Background Discussion
From the responses of the students it was shown that family values, career
measures taken by students, autonomy development, and family circumstances have
affected the decisions of a high school student in the choice of a college degree.
Family values were seen to shape the choice of the student to pursue getting a
college degree as college was viewed to be essential for the student to be prepared for
their future, particularly in being a functioning member of society who is financially
stable. This being in line with what Santrock (2017) said that parents see the need to put
children in school for a higher education because the are aware that they themselves don’t
have the capacity to prepare their children as schools do. It was also seen that parents
valued college education based from their personal experiences where some students
expressed that their parents who were not able to get a college degree wanted their
children to get one because they are currently having a hard time earning a living because
of being high school graduates or below that. It was also shown that the Filipino Value of
utang na loob had an affect on the student’s choice of a degree as expressed by some of
the students interviewed.
Career measures that students were able to take also show how most students
value being prepared for their future. Many of the students have mentioned that the steps
they took to be prepared for their aspired careers are their choice of a Track, Extra/
Advanced studying, Studying Hard in School and maintaining high grades, Taking
College Entrance Tests, and Setting Goals and Planning for their future. These show how
these high school students in the ages of 17-19 are in the exploratory stage in career
development (Career.IResearchNet.Com, 2016). There were however some students who
have said that they felt like they haven’t done anything to advance to their aspired career,
but this may also show the difference of what students perceive as steps in pursuing their
aspired careers because many of those who said that they did not feel like they have done
anything to pursue their aspired careers have chosen a track in line with their desired
career and have taken entrance tests as well.
In the autonomy development of students, it was shown that the amount of
freedom parents gave to their children in a choice of a degree also had an effect in their
choice. Those who had the freedom to choose were seen to make decisions that their
parents supported. There were children that felt they did not have control over their
decisions and it was seen that they
Other family circumstances were also seen to have affected the choice of the
student, and this was in line with the family systems theory which said that experiences
and situations experienced by one family member had effects on another family member.
Parent-Child Relations (PCR) - This section will discuss the ways by which the parents
and high school students interact with each other, limited to the choice of a degree or
vocation. This will be in the form of quality of interaction, descriptions of interaction,
and decision-making process.
Parent’s Role in Child’s Education. This refers to the high school student’s
perceived role of a parent in their children’s education. Some high school students made
mention of more than one role of a parent in the education of a child, as reflected in the
tables below.
Table 8. Role of Parents in Child’s Education
Parent’s Some Responses of High School Students

Role
Financial Well first of all sila yung mga financial resources ng isang student. Bale sakanila
Support nanggagaling yung mga pera. And syempre siguro support para sa ano financial support
and di naman lang financial support pero parang pwede rin sigurong ayun supoort para
ipagtuloy yung education niya. (PUM3)
Umm bilang karapatan ng studyante ‘to dapat ang responsibilidad nung ano nung parents
na mabigay ng nararapat tiyaka ung magandang edukasyon sa mga anak niya.
Siyempre una kailangan nila ng family planning di ung papagpapasabay sabayin sa kanila
kapag ihahandle ung buong family tapos yun ah kailangan sa buhay they need to focus
more on the needs kaysa doon sa wants. (PUM8)
Emotional Suportahan sa kung ano mang gagawin at gusto nilang gawin. Tsaka mas ipush lang sa
Support pag-aaral nila. (PRM1)
Ang role po nila sa parents po ano kailangan po ano ah suportahan po nila kasi oo yung
bata po ano diba po.. may sinasabi po tayong ano parang pag pinili mo yung ano pag
natutuwa ka sa trabaho parang iyon yung hilig mo talaga parang feeling mo di ka
nagtatrabaho kaya iyon yung sa tingin kong role ng parents parang support sila ung
whatever gusto ng anak nila iyon lang iyon. (PRM4)
Ano, supportive dapat.

Ayun, lahat ng, parang lahat ng kailangan mong gawin is nandun sila. Ipakita nila na
suportado ka nila sa mga gusto mo gawin, pagdating sa pag-aaral lagi. (PUF5)
Love and support. (PUM3)

Guidance Laging gabayan (PRM1)
Spiritual Para sakin financial, emotional, tiyaka spiritual din. (PRM1)

Support
The expected roles high school students have for parents in a child's education are
financial and emotional support. In financial support, parents are expected to provide for
student's tuition fees and other school related fees. PUM8 even made mention that
education is a right of a child, which means for him that parents should give their
children a good quality of education.
Parental Involvement in Child’s Education. This refers to the ways in which a
parent participates in the furthering his or her children’s education. This involvement was
categorized into the following types: (1) financial support, (2) spiritual guidance, (3)
emotional support, (4) inspiration, (5) giver of advice, and (6) less involvement.
Table 9. Parents’ Participation in Child’s Education
Type of Some Responses of High School Students

Involvement
Financial "Alam nila, ano lang, sila kasi.. sila yung nagproprovide ng allowance ko ganoon." (PRM
Support 5)
"Parang sila po yung nagproprovide sa akin sa school po sa mga pangangailangan ko."

(PRM 6)
"Uh yun nga they're involved para sa financial resources namin and tulad nga nung sinabi
ko kanina love and support ganun." (PUM3)
"Sa pagaano siguro.. sa pagtiyatiyaga nilang kumayod sa trabaho kahit mahirap."

(PUM4)
"Yun po sila po yung nagpapaaral sakin tapos sila rin po yung nagproprovide sa lahat ng
kailangan ko sa school. Kahit outside the school din po. Ganun. Yun po. May.. uh..Yung
support din po ng kung anong gusto kong gawin sa buhay. Yun lang po. As long as tama
yung ginagawa ko and I know my limits. Ganun." (PRF4)
"Ah, ano lang po, pag halimbawa, financial need. Pag may mga ano, mga bayarin sa
school, ganun lang. Nag-a, susupport sila sa mga activities ko. Ayun lang po. "(PUF2)
Spiritual They are the ones who support me financially, they support me emotionally, they give me
Guidance constructive criticism, especially dun sa work na ginagawa ko kasi si papa electrical
engineer so he's very specific on sa in terms of physics, mathematics ganun. Si mama
naman she's very critical sa mga essay writting, mga grammar, ganun. And also they
provide me spiritual guidance, kung ano dapat yung sabihin ko, gawin ko, tama, is this
advisable, is this wise to do? ganun. (PRF8)
Emotional Ano parang ayun nangangamusta sila. Parang kamusta naman yung ginagawa ko sa
Support school o kaya yung mga interes ko.ganun. in the future. (PRM2)
Inspiration Kasi para sakin kasi sila yung inspiration ko. Kaya gusto ko makapagtapos nang pag-
aaral. (PRM1)
I think nagseserve na lang din siguro sila bilang inspiration tapos gusto kong ibalik at
suklian ang lahat ng binigay nila, yung utang na loob. (PUM8)
Kasi feeling ko kapag hindi ako nagabayan ng maayos feelig ko hindi ako aabot sa
ganitong point na parang sobrang matindi yung drive ko na para makagraduate,para
maging successful. Ayun so bale parang sila talaga yung pinagkukuhanan ko ng
inspiration. (PUF7)
Guidance Ahh nagaano po sila nagsusuggest tiyaka po is sabi ko po kanina nagaano po sila
sinusuggest po nila ano magpost graduation kumuha ng mag masteral for extra
credentials. (PRM4)
Ano sinabi nila kung ano yung kaya ko, ano yung gusto ko, yun yung piliin ko. (PUM6)
Pinupush nila ‘ko na, na gawin yung mga bagay na nahihirapan ako. (PUF5)
Less Oo kasi minsan lang ako.. minsan lang sila magbigay sakin at minsan lang ako manghingi
Involvement sakanila kaya siguro hindi ko ramdam. Pero sinusuportahan nila ako sa paraang alam
nila kaya ganun. (PUM5)
Influences in Aspired Career. This refers to the reasons why the high school
student chose their specific course or career.
Table 10. Influences in Student’s Aspired Career - Personal Development
Influence Some Responses of High School Students
Interests Wala parang nung. Simula nung parang nung naintroduce sakin yung pag pprogram,pag
eencode parang nagustuhan ko rin siya. Parang nung ano namin.. nung highschool namin
may isa kaming subject doon parang chinange siya to programming na lang so kahit sandali
lang may nalaman din ako tungkol sa pagpprogram. (PRM2)
Mas more on math ako (PRM3)
Ah, kasi nandun yung both interest and skills ko as a person. Nakaalign doon. (PRM8)
Kasi hobby ko po talaga mag-ano.. magcomputer. (PUM4)
Ewan ko. Gusto ko. (PUM5)
Maging dentist. Simula nung high school ako. Wala. Hindi ko talaga makita yung sarili ko sa
ibang ano kasi kung ngayon, ayun din. May inooffer kasi na specialization sa dent so kinuha
ko yung dental technology. Dati gusto ko lang talaga magdent pero nung nalaman ko na
kung ano yung mga ginagawa, mas lalo akong na-convince na magdedent talaga ako, ganun.
(PRF1)
Tapos, parang, kasi I-, I love ano po yung pagiging ano, sa mga politics, ganun, ganyan.
Inaalam ko. Ganun po. (PUF2)
Kasi mahilig po ako sa art. Yun po talaga yung passion ko. (PUF4)
Actually.. although malayo po sa course.. or hindi naman malayo sa course. Gusto ko po

talaga kasing maging lawyer. (PUF6)
Di ko rin alam. Actually grade 5.. I mean grade 5 ko parang naisip na interested ako sa
earth science kasi may subject kami noon. Since hindi pa naman ganoon ka gusto ko yun
nung pumasok ako ng QueScie nagkaroon kami ng Earth Sci na subject ayun... Magaling
siya. Actually parang mas nagustuhan ko yung Earth Science simula dahil sakanya. Ayun so
bale parang.. tas yearly nagkakaroon kami kahit na saglit man. Pero sobrang interesting
talaga niya. Kaya yun parang yun talaga yung nagpush sakin na ah eto na. (PUF7
Skills Ah, kasi nandun yung both interest and skills ko as a person. Nakaalign doon. (PRM8)
Ako personally.. kasi isa akong artsy na tao eh. (PUM3)

Um, simula nung pagpasok ko ng high school, um, yun talag-, yun parang nakikita ko na sa
sarili ko na parang madali lang sakin yung mag-ano ng parts ng computer or somethin, na
magkalikot ng computer. So, bat di ko gawing Computer Engineering i-take ko? (PUM6)
Serve Yun po talaga. Gusto ko lang po talaga makatulong sa mga taong may sakit, ganun po.
Others (PUF3)
Gusto ko po kasi talaga gumamot ng may sakit. (PUF8)
Idol Kasi gusto kong gaya ngayon iniidolo ko si Duterte kasi siya lang sa lahat nang mga naging
Presidente siya lang yung nakapagpatigil, di naman sa tigil. Actually siya lang yung
nakapagpapigil sa ibang mga adik,yung mga drugs. Tapos yung mga corrupt napakulong
niya. Yun mga ganun. (PRM1)
Kasi, uh, I just want, I just like to follow my mother’s footsteps. Hahaha. | Actually, lawyer
muna then sabi ko parang medyo madugo ang pagiging lawyer. So, uh, the next one is to
like, follow na lang the footsteps of my mom. (PUM1)
I want to be a dentist. Since I was a child, I want to be a doctor. And, upon growing up, yun
lang. Naisip ko na gusto kong maging dentist. Na- inspire ako ng tita ko. Dentist po siya.
(PRF3)
Dreams Bata pa lang dream ko na talaga magtravel sa buong mundo. (PRM5)
Nung ano po gusto ko doctor parang basta kahit ano

I mean opo nung Bata Bata pa parang di pa po ako.. ay nung junior high po kasi parang
gusto ko po. Parang gusto ko Lang doctor Lang. Basta Matawag akong doctor, ganun. Tapos
diba narealize ko din kasi doctor din naman yun ganun tas mas explored ko ngayon kasi
nagkakaroon na kami ng background.(PRF4)
Kasi simula bata pa naman ako, yun na yung talagang gusto ko. Yun lang talaga. Wala
akong ibang gusto. (PUF5)
Practicality I want to find a job that will support my family, support me and my brother in the future,
myself and my future family. I'm not sure what I want to be, but I want to have a salary that
includes that. (PRF8)
Table 10.1 Influences in Student’s Aspired Career - Family

Influence Some Responses of High School Students
Expectation Kasi yung Lola, lola ko po ano sila naging lawyer so gusto nila maging lawyer ako. Atsaka
parang nagustuhan ko na rin siya. May mga part po akong nagugustuhan ganoon. May
mga part po akong nagugustuhan sa .. may nalalaman po ako. (PRM6)
Kasi yun po yung sinabi sakin na magandang trabaho, yung ganun po. (PRF5)
Nurse sana kaso nagtourism din. Wala, gusto ko lang po ganun. Dahil ano, yung ate ko,
tinulak lang ako sa pagiging tourism. Di ako nagkaroon ng ibang desisyon. Sila lang yung
nagdesisyon. (PRF6)
Um, nung, nai-, nung sinabi lang ng tita ko. Parang influence lang nila. Tapos, anong
tawag dito, parang na-love ko na rin yung teacher na course. | Ano lang, yang, nakita ko
lang na, anong tawag dito, na maganda nama-, ma-, okay lang naman yung maging
teacher. Tapos, tsaka siyempre, yang, pangarap yan ng lola ko sakin. Edi siyempre, gusto
ko rin to. (PUF1)
Advised Sa, tapos magtatrabaho sa UP and if not, ano ah, nagtatrabaho sa government. Well, una,
may gusto talaga ako sa UP. Pangalawa, yun talaga. Pero, yung sa ano, sa government,
advice yun ng aking tatay, na magtrabaho sa government. (PRM7)
Utang na Tapos ayon parang sabi ko na lang sige.. or para masuklian na lang ung umm lahat ng
loob ginawa nila for me (PUM8)
As seen in the table 10, most of the students choose their course or careers based
on their interests. Some high school students also consider their skills in their choice of a
career. This is in line with Tinsley's study which says that a person's self concept which
includes a person's interest and skills affect their choice of a career. A high school student
also said he agreed with his parents’ choice of his career to show his gratitude for what
his parents have done for him. This is in line with Alampay’s study that says that the
value of utang na loob shown in the gratitude of the child to the parent is something that
affects the decisions of children today.
Parent Participation
This refers to the whether parents participated in the high school student’s choice
of a track and college degree or vocation. Figurew 11 shows the level of participation of
parents in the student’s decision of a college degree. More than half of the students said
that their parents did participate in their choice of a degree. 11 of the students said that
their parents did not participate in their decision of a degree. 1 said that maybe their
parents participated in their choice, but are unsure. Through the interviews it was shown
that students have different ways of perceiving parental participation, some did not see
the agreement of parents with their decision as participation in their choice, while other
students still considered this as participation. This may show how some students still
value the approval of their parents in their decisions.
Figure 11. Level of Parental Participation in Degree Choice
Yes
No
No. of Students
Maybe
0 5 10 15 20 25
Quality of Interaction. This refers to whether the parents who participated in the
choice of the high school student in a degree or vocation were encouraging of their
children’s choice or rigid. As shown in Figure 12, of the 20 parents who participated in
their child’s choice 17 were encouraging their children to choose the courses they really
desired for themselves, while three were rigid with their children’s choice of a course.
Figure 12. Quality of Interaction
Encouraging
No. of Students
Rigid
0 5 10 15 20
Relating the data to the socioeconomic status and other circumstances, it
was seen that one of the students (PRM6) with rigid parents were from the low income
bracket, and one of the students (PUM8) were from the high income bracket, however his
brother has a disability.
Types of Participation - This refers to how the parent parent participated in the
student’s choice of a degree or vocation. Figure 13 shows the ways students who said yes
to the question of whether or not their parents have participated in their choice of a
degree have perceived their parents to have participated in their choice of a degree. Seven
of the students said that their parents participated in their choice by giving them advice
on what degree to take. Four of the students said that their parents participated in their
choice by supporting their decision of a degree. Three said that their parents participated
by having control of their decision. Two said that their parents helped them in filling up
of paper work for college applications. One said that their parent participated by
challenging them to make a wise decision, One said that their parents participated in their
decision by enrolling them in a review center. One said that their parents participated by
helping them get through means of transportation and going with them to entrance tests
as a means of showing their support.
Figure 13. Types of Parental Participation in Degree Choice
Advice
Support of Decision
Control
Paper Work
No of Students
Challenge
Review Center
Transportation
0 1 2 3 4 5 6 7 8
Table 11 shows some of the responses of the students that were categorized into
the types of participation they mentioned.
Table 11. Types of Parental Participation in Degree Choice - Verbal Responses
Type Some responses from high school students
Advice "Oo nag aadvice sila kasi nga ayun meron na silang parang background kung ano
talaga yung gusto kong gawin. Inaadvice nila ako na wag ka nalang talagang magpulis.
Talagang mag Bureau of Fire ka na lang kasi yun nga sabi ni papa mas safe daw
talaga. Kung talagang sacrifice kailangan mong gawin hindi mo kailangan pumatay
nang tao. And kailangan mong magsave nang tao. Hindi mo kailangang
pumatay."(PRM1)
"Uh. Ano lang.. nagbibigay lang sila nang suggestion pero nakabase parin sa kung
anong gusto ko talaga." (PRM2)
"Opo malaking role po. Mentor." (PRM3)
Paper Work "Sila na din yung nag-aabot ng requirements kasi medyo busy ako sa school ngayon eh.
madaming nangyayari sa school." (PUM3)
Challenge "Mostly yung pag-uusap namin usually kami lang ni dad. Hindi masyadong nagpapa-
involve si mom kasi she knows na medyo hirap ako pag pinag-uusapan namin yun and I
immediately just dismiss the topic kasi medyo may grudge pa din ako sakanila pag
dating doon sa choice. Dati yun. Pag pinag-uusapan namin ni dad it's always what if
hindi ako makapasa sa boards? What if hanggang Med- tech assistant lang ako? What
if hindi ako maging doctor? Parang puro what ifs ako and kinonfront ako ng dad ko na-
(name) aren't you just choosing your courses or aren't you just making decisions out of
fear? Why don't you look on the positive side? Why don't you take this as a challenge?
So more of like yung pag-uusap namin it always happens as a challenge for me. Ayun,
parang lagi akong chinachallenge ni dad." (PRF8)
Control "Ayon parang bumalik ako sa pagiging strings ko bilang puppet sa kanila na control na
naman nila pero little by little gusto ko putulin ung mga iyon tas iachieve yung
freedom." (PUM8)
Review Center “Nung CETs time yun po yug unang unang review center na natry ko kasi nung high
Enrollment school. Ay nung pagpasok naman ng high school hindi naman po ako nag ano." (PUF7)
Transportation “Hinahatid pa nila kami sa mga entrance exams naming.” (PUM1)
Support of “Minomotivate nila ako na gawin yun, na kunin yung gusto ko talaga.”(PUF5)
Decision
Reaction. This refers to the reaction of high school students to the degree of the
involvement of their parents in their decision of a degree or vocation. Table 20 shows that
more than half of the students had positive reactions (happy, okay with involvement, and
thankful/appreciation) to the involvement of their parents in their decision at 84.375%;
While 12.5% had negative reactions to their parents involvement. 3.125% had no reaction
to their parent’s participation.
Figure 14. Reactions to Parental Participation
Happy
Okay with Involvement
Thankful/Appreciation
Hurt
No. of Students
Sad
Did Not Like Involvement
No Reaction
0 5 10 15 20
Table 12 shows the reactions of students to the participation their parents had in
their choice. It was observed that students, like PRM1, PRM2, PRM3, PRM4, PUM1
PUM3, PUM7, PRF8, and PUF 8, were happy, okay with the participation or thankful
when their parents gave them advice and supported their decisions. Some students also
said they were happy or okay that their parents did not involve themselves with their
education, like PRM8, PUM5, and PRF5. There were a few who said they were sad about
it and wanted them to be more involved. When students felt that their parents were
controlling them they said they felt hurt by this type of involvement and did not like it,
like PUM8. One student said that they had no reaction to their parent’s involvement. The
responses of the students to their parents involvement are similar with those of Deka’s
(2016) study, where many students saw parental participation in their education as
desirable, while some students said that they thought parents need not be involved in their
education.
Table 12. Reactions to Parental Participation
Participated? Participation Reaction

Yes “Oo nag aadvice sila kasi nga ayun meron “Sobrang saya. Parang overwhealmed
na silang parang background kung ano kasi talagang sinusupportahan nila ako
talaga yung gusto kong gawin. Inaadvice sa.. Sila mismo yung parang nagbibigay
nila ako na wag ka nalang talagang nang ano nila na tutulungan nila ako.
magpulis. Talagang mag Bureau of Fire ka Yung hindi ko alam kung paano kumuha
na lang kasi yun nga sabi ni papa mas safe ng scholarship sila yung nagsasabi na
daw talaga. Kung talagang sacrifice kumuha ako doon. Tinutulungan nila
kailangan mong gawin hindi mo kailangan akong mas ano..” (PRM1)
pumatay nang tao. And kailangan mong
magsave nang tao. Hindi mo kailangang
pumatay. So bukod ba dun meron bang
ibang way silang nainvolve sa pagdecide
mo? Paanong ibang”? (PRM1)
“Uh. Ano lang.. nagbibigay lang sila nang “..Thankful din.” (PRM2)
suggestion pero nakabase parin sa kung
anong gusto ko talaga.”(PRM2)
(talked with parents) “Sa pagsuggest” “Masaya. Masaya.” (PRM3)
(PRM3)
“Opo malaking role po. Mentor.” (PRM4) “Agree pa rin po kasi ano ah alam
naman nila ah ..tutulungan naman po
nila ako para makatapos lagi silang
nandiyan and tiyaka po ano pag
nagbago naman po ako ng isip pwede
naman po akong mag shift later.”
(PRM4)
“Uh, sa, uh, sila rin po kasi yung uh, they “Nung una, medyo skeptic kasi um,
really help me parang decide. Like, for alam kong may iba pa silang gusto for
example, umattend po kami ng parang me pero yun nga. Ah, by the end of the
college, parang uh, orientation ng senior day, mas nakatulong sila kasi at least, I
high school for college, parang sila na know na yung gagawin kong decision is
mismong nagsabi sakin na “you better 100 percent sure kasi nga nanggaling sa
attend it and you better ah, see what schools parents ko.” (PUM1)
to attend.” Hinahatid pa nila kami sa mga
entrance exams namin. Parang ganun po.”
(PUM1)
“Sila na din yung nag-aabot ng “I'm thankful. and actually happy din na
requirements kasi medyo busy ako sa school tinutulungan ako ng mga parents ko”.
ngayon eh. madaming nangyayari sa (PUM3)
school”. (PUM3)
Opo, nagparticipate sila kasi sil-, sila po Um, siyempre, ako, natutuwa ako kasi
yung nagpapaulit-ulit na magtanong sakin walang ano e, parang napakalaya kong
kung ito na ba talaga yung kukunin ko, kung pumili. Hindi, hindi sapilitan yung
sure na ba talaga ako, kung ito daw ba pagkuha ko ng course or kung saan ako
talaga yung gusto ko na kunin. (PUM7) dapat mag-aral.(PUM7)
Ayon parang bumalik ako sa pagiging Malungkot ahh parang feeling mong
strings ko bilang puppet sa kanila na control ibong nasa cage ung parang gusto mo
na naman nila pero little by little gusto ko ng kalayaan pero you can’t kasi
putulin ung mga iyon tas iachieve yung mahirap makalaya. (PUM8)
freedom. (PUM8)
Mostly yung pag-uusap namin usually kami Okay lang. Para din naman ito sakanila
lang ni dad. Hindi masyadong nagpapa- eh. So okay lang sakin kahit.. Tsaka
involve si mom kasi she knows na medyo kahit saan naman ako dalhin ni Lord eh.
hirap ako pag pinag-uusapan namin yun and (About parents praying for her) Blessed
I immediately just dismiss the topic kasi na they're really concerned for my
medyo may grudge pa din ako sakanila pag welfare and it gives me an assurance na
dating doon sa choice. Dati yun. Pag pinag- kung masagot man yung prayer nila at
uusapan namin ni dad it's always what if least alam ko na if I continue on in this
hindi ako makapasa sa boards? What if course talagang will ni Lord (PRF8)
hanggang Med- tech assistant lang ako?
what if hindi ako maging doctor? Parang
puro what ifs ako and kinonfront ako ng dad
ko na- (name) aren't you just choosing your
courses or aren't you just making decisions
out of fear? Why don't you look on the
positive side? Why don't you take this as a
challenge? So more of like yung pag-uusap
namin it always happens as a challenge for
me. Ayun, parang lagi akong chinachallenge
ni dad. (PRF8)
Minomotivate nila ako na gawin yun, na Masaya kasi dun ko nafifeel na support,
kunin yung gusto ko talaga. (PUF5) suportado nila ako sa mga bagay na
gusto kong gawin, sa mga bagay na
gusto kong kunin. Na, yun. Di sila
nagiging contradict sa mga bagay na
yun na gusto kong gawin.(PUF5)
Siguro sa pag fill up ng forms ako lang pero okay lang. Ganun pa din. Masaya kasi
pag may hindi ako alam nagtatanong na ko. supported talaga nila ako dito so hindi
(review center)Opo. Nung CETs time yun po ako masyado nagkaroon ng problema sa
yug unang unang review center na natry ko pagpili ng course tiyaka sa pagpili ng
kasi nung high school. Ay nung pagpasok university na rin. Onti lang yung
naman ng high school hindi naman po ako nagooffer so mas madali para sakin
nag ano. (PUF7) mamili kung saan ako. Ayun.(PUF7)
Opo kasi yun nga mas gusto rin.. kahit yung Uh. Nafeel ko po na gusto rin nila
parents ko po mas gusto nila na. Okay lang talaga na mas may future.. may
naman gusto ko rin po talaga ng nursing pakialam sila sa futureko ganun.
pero pinagpipilian ko po yung sa medtech Masaya naman. (PUF8)
pero sabi po nila mas okay po yung nursing
kasi mas madali po talagang makarating ng
ibang bansa. Eh nandun po yung tita ko.
(PUF8)
No Um wala naman po kasi hindi naman po
nila ako pinigilan. (PRM6)

Ah, wala naman kasi mas maganda na
may, na sarili ko talagang desisyon. So,
mas okay yun para sakin kaysa yung
masasama sila sa decision making ko
kasi ako naman yung mag-aano. Tsaka,
okay lang din. Tsaka sinuportahan din
naman nila ako sa decision ko kaya
okay lang din. (PRM8)
Wala naman. Okay lang para sakin kasi
alam ko naman nandiyan lang sila eh.
Di lang ako lumalapit sakanila, pero
nandiyan lang sila para sakin. (PUM5)
Tinanong lang po nila ako kung sure na ba And then, nung nag dent, na-sense ko
talaga ako kasi maghahanda na sila ng pera. rin yung excitement nila na sinabi kong
gusto kong magdent. (PRF2)
Masaya naman po kasi hindi nila ako
pinipilit.(PRF5)
Naging masaya na lang po siguro. |
(Her feeling of parents not too involved)
Ano, malungkot po pero tinatanggap ko
na lang. Para po naman sakin yun
e.(PUF3)
Ah, okay lang naman po kasi um, ano ko
lang, uh, choice ko talaga yun e. Kaya
okay lang naman po sakin. (PUF4)
Decision Making Process. This refers to the process that the parent and child
underwent in making a decision of a degree or course. The students were not able to
make definite step by step answers to how they decided on their college degree, however
they did answer the factors that they and their parents considered and some steps they did
in order to arrive at their decision of a degree. As shown in Table 13, the steps that were
mentioned are the following

Table 13. Steps in Decision Making
Steps Some Responses of High School Students
Parent-Child ..Sila po yung nagpapaulit-ulit na magtanong sakin kung ito na ba talaga yung
Conversations kukunin ko, kung sure na ba talaga ako, kung ito daw ba talaga yung gusto ko na
kunin. (PUM7)
Nag-usap lang kami, ganun. Na ganyan, ganun yung gusto ko. (PUF2)
Inexplain ko sa parents ko yung steps ko para mag ano kung ano ung steps ko.
(PUM4)
Everytime nag-uusap kami, ah, I'm very firm. Di ako papalit-palit. So, kung lawyer
talaga, lawyer. (PUM2)
Kasi hanggang ngayon tinatanong pa din nila ako kung yun na daw ba yung decision
ko ganun. Kung sure na ba talaga ako kasi kung hindi naman daw talaga yun yung
gusto ko.. yung.. yung gusto ko pa din daw yung piliin ko. (PUF3)
Nagbibigay lang sila nang suggestion. (PRF2)

Oo nagparticipate...Ano parang.. nagtanong tanong din ako sa kanila kung ano yung
tingin nila yung kung okay ba sakanila na kukunin ko yung track na ‘to. So syempre
nakabase pa rin sa. Tinanong din nila ako kung gusto ko daw ba talaga. So ayun
okay naman..Oo malayo nga. Kaso parang.. kasi medyo nagdadalawang isip ako
kung ano talaga yung kukunin ko. So parang sinubukan ko muna mag business
management kasi hindi ko pa nattry kasi. Kumbaga sa programming may konti na
akong na-experience na dun sa ano.. sa school. (PRM2)
College Well, pumipili rin sila kung, yung college application. Yun yung nag-aaply for
Application college. Kinonsider ko yung engineering nga talaga. And other than that, wala na.
Pinili ko na lang yung mga gusto kong iba. (PRM7)
Knowledge Uh, sa, uh, sila rin po kasi yung uh, they really help me parang decide. Like, for
Gaining on example, umattend po kami ng parang college, parang uh, orientation ng senior high
Degrees and school for college, parang sila na mismong nagsabi sakin na “you better attend it
Schools and you better ah, see what schools to attend.” Hinahatid pa nila kami sa mga
entrance exams namin. Parang ganun po. (PUM1)
Ano siguro chineck din namin kung ano. Kung saan madalas magaling yung school
na ‘to. Kung saan sila.. kung saan nila mas nadedevelop yung mga studyante.
Parang ganun. (PRM2)
Sa steps naman, ah minsan, dumadalo rin ng mga college tour, yung mga basic na
ginagawa ng mga college students. (PUM2)
Self Interests and Kung paano ko pinili? Ano yun. Nagsimula siya sa nagdecide ako maging pulis
Processing tapos naghanap ako nang school na yung Senior High niya merong Humes kasi yung
humes pasok siya doon sa.. pasok doon yung merong criminology course. Then nung
nag grade 11 na ano ko na talaga. Kasi nung grade 11 may doubt pa ako pag
pinasok ko yun eh. Nung nag grade 11 ako mas naging buo na yung desisyon ko na
yun na talaga yung kukunin ko, Criminology in college. Yun nung grade 12 ako na
ano ko rin na mas gusto ko pala BFP kesa sa PNP. Yun. (PRM1)
Nung grade 9 doon na ako nagdecide na dentistry. Dun nagboom yung business ng
parents ko kaya sinupport na nila yung dent. Nung grade 9 nagsearch search ako
about sa dent. Tapos, nainfluence na rin ako ng tita ko na dentist. Kasi nakikita ko
yung mga gamit niya parang ang cool. (PRF2)
Okay. So, yung sa pagiging journ kasi, nakitaan na po, nakitaan ko na po sa sarili ko
na dati na ano, na magaling ako sa ano, yung sa pag-, sa pananalita ko, ganyan. Ah
may nagsasabi na parang akong ano, yung, yung para akong reporter. Tapos, nung,
kasi palagi ako yung, yun. Palagi akong naghohost, ganun. Pagdating sa, pagdating
kapag may mga activities kami. Tapos pagdating po dito sa Manila, dito sa E. Rod,
nag-aral ako, nakasali po ako sa ah, press con, sa journalist. Naging third place ako
ng ano Best in Reporter. So, ayun. Parang nais-, kasi more on English, di ako
masyadong kagalingan sa English. So, parang napa change ako sa ano, mag ano
lang ako, mag abogado. Dun na lang kasi may subject din po kami na politics. Tapos
I always participated kasi. Tapos, gustong-gusto ko rin pong malaman kung ano
yung mga ano, sa politics, ganun.Ano yung mga takbo ngayon. So parang naisip ko
na mag… (PUF2)
Ano po, kasi may mga... pag naglalakad po ako, marami po akong nakikitang may
kapansanan, yung para pong mabilis po akong maawa agad kaya gusto kong maging
nurse. Tas parang gusto kong kahit konting gamot lang mapa-, kahit papaano
makatulong ako. (PUF3)
Ano po, ang una kong choice, maging journalist. So, parang na-change po siya na
maging aboga-, abogado na lang po. | So, parang ano, I feel difficulty po dun sa ano
pagiging journ. Tapos, parang, kasi I-, I love ano po yung pagiging ano, sa mga
politics, ganun, ganyan. Inaalam ko. Ganun po. | Yun yung sa-, sabi po nung ano
namin, yung parang ano so, I have pagtetake po muna yung sa ano, so, ano, Political
Science.
Di ko rin alam. Actually grade 5.. I mean grade 5 ko parang naisip na interested ako
sa earth science kasi may subject kami noon. Since hindi pa naman ganoon ka gusto
ko yun nung pumasok ako ng QueScie nagkaroon kami ng Earth Sci na subject
ayun... Magaling siya. Actually parang mas nagustuhan ko yung Earth Science
simula dahil sakanya. Ayun so bale parang.. tas yearly nagkakaroon kami kahit na
saglit man. Pero sobrang interesting talaga niya. Kaya yun parang yun talaga yung
nagpush sakin na ah eto na. (PUF7)
Based from the interviews one of the steps parents and children underwent in their
decision was having conversations about what their children would like to be and parents
voicing their concerns to their children about the child’s choice. Another step was college
applications and answering them. One student said that their parent had one choice of a
degree in the application and the other options were filled out by the student. Another
step done by parents and children are trying to gain knowledge about the degree they
would like the child to take and the possible universities they could apply in which would
offer the best education. Another step was students getting to know their own self
interests and them processing on their own what they would like to be, this is mostly for
those who were allowed by their parents to decide on their own or who had parents who
supported their decision of a college degree.
Parent-Child Relations Discussion
It was shown in the results that more than half of the parents participated in the
choice of the student’s degree in various ways. The ways of participation were classified
according to whether the parents were encouraging or rigid in their participation and it
was seen that the parents who were rigid in their pariticipation of the child’s course had
financial concerns which made them limit the choices of their children of a course. This
is in line with Miller (2016) that parents set expectations for their children because of
their socioeconomic status. It was also seen that children who had encouraging parents
had positive reactions to their parents involvement, while students with parents who were
rigid gained negative reactions from the students. This is expected due to the desire of
adolescents for autonomy and to make decisions based on what they perceive is best for
them. However it was shown that students do yield to their parents’ decisions, but try to
argue with them on what they desire to be, which is in line with the study of Darling,
Cumsille, & Phinney (2005).

CHAPTER V
Conclusions and Recommendations
This chapter shows the answers to the objectives of the study and the implications
of the data gathered which was discussed in the previous chapter. This chapter also
contains recommendations for further improvement of the study.
Conclusion
Family Factors. The family’s socioeconomic status and the parent’s satisfaction
with their own educational attainment was seen to affect the career decisions of students.
Students from lower SES or students with parents who came from a lower SES were
encouraged by their parents to pursue a college degree in order to have better job
opportunities and financial stability.
Family Background. Based from the analysis of the data it was seen that family
values affected the choice of students in their degree. Overall it was seen that all families
valued education and believed that it was essential to at least finish a college degree. The
expectations of other family members for students and their gratitude towards their
family members have seen to persuade some students to make decisions in line with their
parents decisions.
From the responses of high school students it was also seen that the amount of
autonomy they had greatly affected their choice of a degree. The amount of autonomy
they have is greatly depended upon their parents allowing them to decide for themselves
or not. It was seen that many students were allowed to decide their careers for
themselves, and most students who were allowed to decide their courses for themselves
conformed to their parents expectations of them.
Being in the exploration stage in Super’s Career Development Theory, as said in
Career.IResearchNet.Com(2016), it was also observed that the student’s self- concept, or
their view of who they are, their interests, skills, and dreams, greatly affected their choice
of a degree. Most students said they chose their career based on these factors. This
affirms that the choice of a career at this age is largely based on the person’s exploration
of who they are and what career is most in line with who they are as individuals.
Parent-Child Relations. Results of the study show that
many parents still participate in their children’s decision of a degree. They participate
through ways like giving advice, challenging their children to make wise decisions,
helping fill out paperwork, and showing of support through means like enrolling their
children in a review center, bringing them to their college entrance test venues, and
motivating their child to do the things they really like. These types of involvement were
seen to bring about a positive reaction from students. However controlling of students
decisions and non involvement from parents produce mixed reactions from children.
Some children accepted this type of involvement while others did not like this type of
involvement by parents.
Recommendations
Parental Involvement. From the study, the researchers recommend that parents
and children need constant open communication with regards to choices they will make,
for parents to be able to guide their children, for children to understand the guidance and
decision of parents, and for parents to understand and support the decisions of their
children. The researchers also recommend that parents continue to show their support for
their children because based from the responses of the high school students it is able to
boost their confidence in their choices and it makes it easier for students to decide.
Methods.For future researcher, the researchers recommend that influences of
other family members in the aspect of the choice of a college degree or vocation be
further looked into as it was evident in the data that other family members, and not just
parents had a significant influence on the high school student's choice.
The researchers also recommend looking at how specific variables like
educational attainment of parents affect the involvement of a parent in the choice of a
degree.
The researchers also recommend looking into whether there is a difference or not
if the parents are the ones who are guiding the children in their decision of a career or
another relative as some students expressed that it was not their parents who they
consulted for their choice of a career, but their aunt.
The researchers also recommend interviewing both parents and children for the
cross checking of data, as some students were not very certain with answers like their
family's monthly income or their parent's educational attainment.

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Appendix A
Research Tool
In-depth Interview Guide
Objectives Concept
Identify family factors behind the parents ● Socioeconomic Status

● Family Context
participation in the high school students’ ○ Culture
○ Values
choice of a degree program or vocation. ○ Family Background
Explain the high school students’ ● Adolescent Autonomy

Development
circumstances that contribute to their choice of ● Career Development
a degree program or vocation.
Describe the parents and child interaction in ● Quality

● Characteristic
the choice of a college degree program or ● Decision making
vocation.
The tool was made through looking at the objectives of the study, looking at indicators of
the objectives, and them making questions based on the indicators we identified. The
semi structured interview guide was pilot tested to one student who will not be part of the
research proper.
Appendix B
In-depth Interview Guide For H.S. Students
Introduction:
Good Day! We are Pauline Danielle L. Acuña and Angela B. Dela Peña,
Undergraduate Students of BS Family Life and Child Development. We are students
conducting a study on Dynamics of Interaction Between Parents and High School
Students in Choice of College Degree. This is in partial fulfillment of our thesis
requirement in our FLCD 200 course. This interview will take 30 minutes to an hour.
Any information disclosed will be used for the purpose of fulfilling the requirement only.
Pseudonyms will be used in the reporting of data as to protect the participant. The
participant is free to withdraw at any time of the interview he or she feels the need to do
so.
Ice Breaker:
Child: How was your K-12 experience?
Interview Proper Questions:

A. SES
1. What is your family’s monthly income?
2. How many are you in the family? Parents? Siblings? Extended family?
3. Who is/are the earner/s in your family
4. What are the educational attainment of your parents?
5. Who pays for your tuition fee? Do you receive any type of support
(scholarships, financial aid, or allowance) from extended family or from
outside of your family.
B.Family Context
1. What is your religion?
2. What are your values in the family?
3. Do you think your parents are satisfied with their educational attainment?
If yes, why? If no, why not?
4. Up to what level of education do you think your parents aspire for you to
reach? Why do you think so?
5. Does your family have similarities in career paths? If yes, what are they?
6. What do you believe is the role of a person in furthering his or her own
education?
7. What do you believe is the role of a parent in the furthering of a child’s
education?
8. How are your parents involved in your own education?
C. H.S. Student Circumstances

1. What do you want to be in the future? Why?
2. What do your parents want you to be in the future?
3. Did you take steps to help you achieve your aspired
career/degree/vocation?
4. Who decided on what course or vocation you would take in college?
5. Did you feel like you had the freedom to decide your course for yourself?
Yes or No and why?
6. Do you think your parent has a role in your decision making? If Yes,
What?
D. Parent and H.S. Student Interaction
1. Do you think your parents participated in the decision of your
track/college degree/vocation? To what extent?
2. How were your parents involved in the decision of your track/ college
degree/vocation?
3. How did you decide on your track/ college degree/vocation? Please
elaborate the whole process by stating the steps you took in deciding for
your track/college degree/vocation.
4. How did you react to your parent's involvement in your choice of a
track/college degree/vocation?
Synthesis:
Thank you very much for participating in the interview. If you would like to know
about the results of our study you can give us your email address and we will give you
the results when the study is finished.
Appendix C
Data Organization Guide
Introduction:
Good Day! We are Pauline Danielle L. Acuña and Angela B. Dela Peña,
Undergraduate Students of BS Family Life and Child Development. We are students
conducting a study on Dynamics of Interaction Between Parents and High School
Students in Choice of College Degree. This is in partial fulfillment of our thesis
requirement in our FLCD 200 course. This interview will take 30 minutes to an hour.
Any information disclosed will be used for the purpose of fulfilling the requirement only.
Pseudonyms will be used in the reporting of data as to protect the participant. The
participant is free to withdraw at any time of the interview he or she feels the need to do
so.
Ice Breaker:
Child: How was your K-12 experience?
Interview Proper Questions:

A. SES
Concept No of Father Mother Comments
children
Social class Lower Middle Upper
Family Size 12345
Earner
Educational
Attainment
Tuition Support/
Financial Aid
B. Family Context
Questions Options Why? Other Comments
What is your religion? Ca Chr M

B Ag At O
What are your values

in the Family?
Do you think your

parents are satisfied
with their educational
attainment? If yes,
why? If no, why not?
Up to what level of Elem

education do you H.S.
think your parents College
Post Grad
aspire for you to
reach? Why do you
think so?
Does your family Yes

have similarities in
career paths? If yes,
No
what are they?
What do you believe

is the role of a person
in furthering his or
her own education?
What do you believe

is the role of a parent
in the furthering of a
child’s education?
How are your parents

involved in your own

education?
C. H.S. Student Circumstances
Concept Questions Options Comments
Career Development What do you want to

be in the future?
Why?
What do your parents

want you to be in the
future?
Did you take steps to

help you achieve your
aspired
career/degree/vocatio
n?
Adolescent Who decided on what Self

Autonomy course or vocation
you would take in
college? Others
Did you feel like you Yes

had the freedom to
decide your course for
yourself? Yes or No No
and why?
Do you think your Yes

parent has a role in
your decision
making? If Yes, No
What?
D. Parent and H.S. Student Interaction
Concept Question Junior H.S. Senior H.S.
Quality of Interaction Do you think your Yes No Yes No

parents participated in
the decision of your
track/college
degree/vocation? To
what extent?
Description How were your

parents involved in
the decision of your
track/ college
degree/vocation?
Decision Making How did you decide

Process on your track/ college
degree/vocation?
Please elaborate the
whole process by
stating the steps you
took in deciding for
your track/college
degree/vocation.
How did you react to

your parent's
involvement in your
choice of a
track/college
degree/vocation?
Synthesis:
Thank you very much for participating in the interview. If you would like to know
about the results of our study you can give us your email address and we will give you
the results when the study is finished.
Appendix D
Tool Development
The tool was made through looking at the objectives of the study, looking at
indicators of the objectives, and then making questions based on the indicators we
identified. The semi structured interview tool was pilot tested to two people who will not
be part of the research proper. The in-depth interview guide was pilot tested to one parent
and one H.S. student which will not be included in the actual study. The interview lasted
for 17 minutes for the child and 30 minutes for the parent. Follow up questions were
needed, but over all the parent and H.S. student understood the questions and were able to
answer them adequately. However, upon the suggestion of the panel, parents will no
longer be interviewed and all the data will come from the high school student instead.
The in-depth interview guide was revised to ask questions that were originally for parents
to the students instead. Rephrasing of some of the questions were also done so that
questions may be better understood by respondents.
Appendix E
Informed Consent (English)
March 2019
Dear research participant,
Good day! We are Pauline Danielle L. Acuña and Angela B. Dela Peña, graduating students
taking up BS Family Life and Child Development at the University of the Philippines Diliman.
We are currently taking up FLCD 200: Undergraduate Thesis in Family Life and Child
Development this second semester AY 2018-2019, and a requirement of the course is to come up
with an thesis proposal of our undergraduate thesis, which includes pilot testing of our research
instrument.
In fulfillment of our final paper in FLCD 200, we will conduct a study entitled, “Family Factors
Behind the Choice of College Degree or Vocation Among High School Students.” The aim of
this research is to Identify the factors behind the parents choice of a degree program for their
child, identify the factors behind the high school student’s choice of a degree program, and
describe the dynamics of interaction between parents and college students in their choice of a
college degree program. This study aims to benefit high school students, parents, the college of
home economics and counsellors by giving insight to the dynamics of interaction of parents and
High school students in choosing a degree program. In order to test the validity and credibility of
research instrument, we will be conducting a pilot test. With this, we wish to conduct a personal
interview with you, which will only take about more or less an hour to finish.
If you agree to be a participant in our study, the researchers guarantee that any personal
information such as your identity and all collected information will be kept confidential and will
be strictly used for academic purposes, in this case, contributing to the analysis of our study.
Furthermore, please be informed that your participation in this study is voluntary. This means that
you have the option to withdraw from the study at any point. You will also have access to the
study once all data have been gathered and analyzed.
If you have any more concerns, please feel free to contact the researchers at:
09667003069 -Pauline Danielle L. Acuña
09979802724 - Angela B. Dela Peña
Thank you and we hope for your favorable response!
________________________________________________________________________
For minors:
I,____________________________________, agree to let my child,
____________________________________, to participate in the research about
For legal aged students:

I, ___________________________________, agree to participate in the research about
(Name of participant)
Family Factors Behind the Choice of College Degree or Vocation Among High School
Students that will be conducted on ______________________ at
___________________________________. (Date of interview)
(Venue of interview)
_____________________________ _____________________________
Signature of Parent Signature of Participant

Appendix F
Informed Consent (Filipino)
Marso 2019
Sa aming kalahok sa pananaliksik,
Magandang araw po! Kami po sina Pauline Danielle L. Acuña, mga mag-aaral ng BS Family Life
and Child Development sa Unibersidad ng Pilipinas Diliman. Kami po ay kasalukuyang
kumukuha ng kursong FLCD 200: Undergraduate Thesis in Family Life and Child Development,
ngayong unang semestre na taong pang-akademiko 2018-2019, at isa sa mga kinakailangan
naming gawin ay makapagsulat ng proposal ng aming tesis, na may kasamang pilot testing ng
aming instrumento.
Upang katuparan sa mga gawain sa FLCD 199, kami ay nagsasagawa ng saliksik sa “Family
Factors Behind the Choice of College Degree or Vocation Among High School
Students.”Ang layunin ng aming saliksik ay tukuyin ang mga dahilan nang pakikilahok ng mga
magulang sa pagpili ng kanyang kurso sa kolehiyo, tukuyin ang mga dahilan ng estudyante sa
pagpili ng kurso sa kolehiyo at ilarawan ang interaksyon nang magulang at anak sa pagpili ng
kurso sa kolehiyo. Nilalayon ng pag-aaral na ito na matulungan ang mag bata, magulang,
counselor at Ang college of home economics sa pagtupad ng mga layunin nang pag-aaral na too.
Para makita ang bisa at kredibilidad ng aming instrumento, magsasagawa kami ng pilot testing.
Dahil dito, nais po namin kayong imbitahin sa isang pakikipanayam. Ang panayam po na ito ay
hindi po hihigit sa isang oras.
Sakali man pong pumayag kayo na maging parte sa aming saliksik, makakaasa po kayo na
anumang personal na impormasyon tulad ng inyong pagkakakilanlan at mga impormasyong
makukuha namin sa panayam ay magiging kumpidensyal at gagamitin lamang sa layuning pang-
akademiko, tulad na pagaanalisa sa saliksik na ito. Gusto rin po namin kayong paalalahanan na
ang inyong pakikilahok ay boluntaryo. Ibig sabihin po nito ay mayroon kayong opsyon na
bumawi o umalis sa anumang punto ng pakikinayam. Magkakaroon rin po kayo ng access sa
saliksik na ito matapos ang pagkuha at pagaanalisa ng mga datos.
Kung mayroon po kayong kahit anong katanungan, mangyari pong kausapin kami:
09667003069 -Pauline Danielle L. Acuña
09979802724 - Angela B. Dela Peña
Salamat at inaasahan namin ang inyong kanais-nais na sagot!

________________________________________________________________________
Para sa minorde edad:

Ako, __________________________________, ay sumasang-ayon na sumali ang aking anak na
si, _______________________________, sa saliksik tungkol sa
Para sa hindi na minorde edad:

Ako, __________________________________, ay sumasang-ayon na sumali sa saliksik
tungkol sa Family Factors Behind the Choice of College Degree or Vocation Among High
School Students, na gagawin sa ______________________ at
___________________________________. (Petsa ng panayam)
(Lugar ng panayam)
_____________________________ _____________________________
Lagda ng magulang Lagda ng kalahok

Appendix G
Gantt Chart
Task January Feb March April 2019

2019 2019 2019
Final Writing of
Thesis Proposal
Thesis Proposal
Defense
Contacting of
Respondents
Interview
Respondents
Data Analysis
Final Thesis
Defense
Appendix H
Enhanced Basic Education Act of 2013
OFFICIAL GAZETTE OF THE REPUBLIC OF THE PHILIPPINES

THE OFFICIAL GAZETTE IS THE OFFICIAL JOURNAL OF THE REPUBLIC OF THE
PHILIPPINES. EDITED AT THE OFFICE OF THE PRESIDENT OF THE PHILIPPINES UNDER
COMMONWEALTH ACT NO. 638
Republic Act No. 10533
May 15, 2013
Basahin sa Filipino
S. No. 3286
H. No. 6643
Republic of the Philippines

Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.
[REPUBLIC ACT NO. 10533]
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS

CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.
SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive and
responsible citizens equipped with the essential competencies, skills and values for both life-long learning
and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years
old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of
junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic
role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance
the same based on their respective educational and social contexts. The production and development of
locally produced teaching materials shall be encouraged and approval of these materials shall devolve to
the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC,
the Department of Science and Technology (DOST), and a representative from the business chambers such
as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the implementation of the basic
education curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets
the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with
relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct
teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the
content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such
training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum
of these organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted
regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994”, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates
admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily
complete the requirements set by these organizations: Provided, That they pass the LET within five (5)
years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time
basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the TESDA:
Provided, further, That they undergo appropriate in-service training to be administered by the DepED or
higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized
learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That
they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate
government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the
provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counselling
Act of 2004”, career and employment guidance counsellors, who are not registered and licensed guidance
counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school
where they are currently employed; Provided, That they undergo a training program to be developed or
accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade
10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in selected schools to
simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School
Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the
HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical,
financial, and human resource capabilities of HEIs and TVIs to provide educational and training services
for graduates of the enhanced basic education program to ensure that they are not adversely affected. The
faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be
given priority in hiring for the duration of the transition period. For this purpose, the transition period shall
be provided for in the implementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House
of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of
both Houses. The membership of the Committee for every House shall have at least two (2) opposition or
minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of
the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c)
textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules
and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) FELICIANO BELMONTE JR.

Speaker of the House
of Representatives
(Sgd.) JUAN PONCE ENRILE

President of the Senate
This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by
the Senate and the House of Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP

Secretary General
House of Representatives
(Sgd.) EDWIN B. BELEN

Acting Senate Secretary
Approved: MAY 15 2013
(Sgd.) BENIGNO S. AQUINO III

President of the Philippines
Basahin sa Filipino
RESOURCES
[PDF] Republic Act No. 10533, May 15, 2013; Implementing rules and regulations, September 4, 2013
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FLCD 200 Thesis Proposal Acuna and Dela Pena Revised

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FLCD 200 Thesis Proposal Acuna and Dela Pena Revised

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Family Factors Behind the Choice of College Degree or Vocation Among High

A Thesis proposal presented to the

College of Home Economics

In partial Fulfillment for the Degree of

Bachelor of Science in Family Life and Child Development

Pauline Danielle L. Acuna

Angela B. Dela Pena

University of the Philippines

Diliman, Quezon City

LIST OF APPENDICES iii

LIST OF TABLES AND FIGURES iv

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

Appendix A: Research Tool 33

LIST OF TABLES AND FIGURES

Table 1. High School Student Respondent Profile - Sex 27

Figure 1. Conceptual Framework of the Study of Family Factors Behind the 26

Background of the Study

confusion and endup shifting to a different course. An undergraduate study by Borlaza

help our education system be at par with other developed countries.

preparation, or advanced college courses in preparation for higher college courses or

Career Guidance and Counselling Program must be administered by the Department of

Education (Galvez, 2019).

To summarize, new developments regarding secondary education, through the K-

students in making their decision.

Statement of the Problem

Choosing a degree program for college applications is a decision that incoming

following are the specific objectives:

students’ choice of a degree program or vocation.

a degree program or vocation.

Significance of the Study

families through providing current descriptions on the dynamics of interaction between

school or a vocational program in high school.

school performance, which may be caused by pressure among family members or

knowledge on family relations, particularly on parent child interactions and adolescent

development. Descriptions of parent child interactions in the context of choosing a degree

from poverty, etc.

counseling must include parents concerns to minimize problems in interaction between

parents and child in choosing a degree program

Review of Related Literature

students on their choice of a college degree program or vocation, particularly related to

The K-12 Program

who think it is an opportunity to be able to be job prepared, others think it is an

opportunity to be able to be job prepared, others think it is an opportunity for graduates to

is now in effect and being experienced by the youth.

still faced with more cognitive work involving decision making.

adolescence is a stage of rapid growth in a cognitive aspect. New advances in magnetic

brain which is accompanied by increased abilities in abstract reasoning, attentional

underlie attention, reward evaluation, affective discrimination, response inhibition and

goal-directed behavior undergo structural and functional re-organization throughout late

complex reasoning and improvements on socioemotional interactions. This development

is essential in choosing one’s own career.

Career.IResearchNet.Com (2016) emphasized in Donald E. Super’s Career

occupational environment (Career.IResearchNet.Com, 2016).

One’s self-concept can be a factor in choosing a certain career, in terms of the

interests, one continues the process of career decision-making through planning,

commitment, and implementation. Aside from self-concept, other factors such as

in this process (Tinsley, 1992).

these experiences to come up with a specific career preference. An example of this is

taking up a particular college degree program. (Career.IResearchNet.Com, 2016).

Adolescent Autonomy Development.According to the World Health Organization

range, adolescents tend to be more independent in their actions. Adolescent autonomy

development is a result of neurobiological changes that happen in the adolescent brain. A

study on Emotional and cognitive changes during adolescence by Yurgelun-Todd (2007)