Running Head: COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL

STUDENTS

Introduction

The Senior year is one of the most crucial parts of being a student. Besides the pressure

and stress brought about the different activities, examinations, and projects they are

undergoing this is where the turning point of their future will be decided. They will have

to decide on what course they will enroll in the tertiary level which will eventually

become their career in the future. It is the stage when teenagers need some guidance in

the proper selection of their desired careers. Where, they will arrive at the right decision

considering their innate capacities, educational privilege offered to the students and other

resources that society makes available for them to be more efficient and effective

(DepEd,2017)

Course Preference

Professional Regulation Commission (PRC) Commissioner Jenifer Jardin-Manalili

(2011), believed that students looking to be hired immediately upon graduation should

steer away from courses like nursing, criminology, and education. Instead, they would do

well to go into fields like: Optometry, nutrition and dietetics, guidance counseling, social

work, medical technology, pharmacy, library science, psychology and dentistry. Based on

their findings, there was an oversupply of licensed professionals buying for jobs in the

fields of nursing, education and criminology.

Commission on Higher Education (2009), observed that as many as 142,000 or 25%, of

all graduates took up business administration and related courses. Medical related courses

are the next most popular category, with about 110,000, or 20 percent. The other popular

courses are information technology (IT), education or teacher training, and engineering.

CHEd data over the past decade showed the same popular courses among college
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 2

graduates. On the other hand, the least popular courses based on the number of graduates

include agriculture-related courses, religion, home economics and general courses.

Santos (2009), found that the students consider more carefully economic factors in times

of distress and financial difficulties. These factors include job opportunities to

supplement their income, accommodation costs and family home proximity.

As noted by Fermoso (2010), whenever the economy is on downturn, as it has been

worldwide in the past two years, people begin to realized that some jobs are more

desirable than others because they are more suitable.

Every year, graduating high school students are faced with the problem of having to

decide on future career paths. The decision whether or not to continue with post-

secondary education and the choice of an institution to attend are two critical decisions

that students make at this time in their lives (Johnson & Chapman, 1979). Before, we are

free to do what job we want to do for living since life is simple. As the world changes,

life becomes together that in order to be successful in life, we must consider what profit

we gain from a certain job.

According to Hewitt (2010), factors influencing course preference can either be intrinsic

or extrinsic or both. He further stated that most people are influenced by courses that the

parents favor. Some however, choose to follow their passion regardless of how

insufficient their income in it would, while others choose the career that would give them

high income.

Smith (2010) suggested that some factors students can consider in decision making. First

factor is knowing you natural talents. In this case we should choose a course that fits your

talents, a course that you can work on easily. Next is work style, this means that you
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 3

should examine yourself about how you work or study. He said that in choosing a career

does not necessarily mean you have to re-evaluate down the line based on your long-term

objectives.

Course preference is an integral part of education so students have to aid to make

intelligent decisions and adjustments in life. According to Gary Kelly, as cited by Cinco

(2008), making a course preference as a phase of the educative process consists of the

appraisal of the abilities, interests and needs of individual pupils and students in order to

formulate plans for realizing their capacities and the adjustments which will promote

their well-being in school, and in life.

Course preference has become a complex science with the advent of information

technology and the emergence of post industrialization resolution and job competition.

Industrialization and post industrialization have made it possible for a common person to

be richer than the intellectual, as long as he or she has acquired the necessary knowledge,

skills and competence in certain expertise (Wattles, 2009).

Most students in secondary schools nowadays do not have the necessary and accurate

information about occupational opportunity to make the appropriate course preference.

According to Kerka (2000), course preference is influenced by multiple factors including

personality traits, interests, self-concept, cultural identity, globalization, socialization,

role model, social support and available resources, such as information and financial

assistance. Bandura, et al. (2001) states that the process of course preference is also

influenced by several factors including the context in which one lives. These are personal

aptitudes, social contexts and educational attainment.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 4

Career Preference

Limpahan (2014), emphasized that college is all about preparing for the real world, and

choosing the right college course is the best preparation one can have. Why make a big

thing of a college course? Well, most students go to school to secure a bright future for

themselves and their families at the same time, a college course can predetermine the

professional identity one may have for life.

Verona (2009), claimed that picking a career is the most important decision the average

student makes. It should involve a self-critical analysis: Where does my talent lie, what is

the reality of earning a living by using it. Prepare yourself for a career that is based on the

realities of your talent and the job market.

Hanson (2011), coined that a career choice is a decision that affects the rest of a student’s

life. Career choices are pivotal points in adolescents’ life. So no matter if they are headed

for work or for college, there are factors that affect their career decisions. Role models,

peers, grades, economics, location, and time orientation are some of the factors a student

should consider.

Melone (2014), claimed that choosing the right career path is one of the most important

things you can do for yourself and your family. Whether you are choosing your first

career or embarking on a second or third, finding something that you enjoy and excel at

can do wonders to improve your whole life. While no job is ever perfect, there are some

factors that you should consider to help ensure you get into the right career for you.

Interest, career opportunities, and education and training, these are the factors that

Melone said to be the main considerations of students in taking up a course.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 5

Ogowewo (2010), explained that the choice of career was gender biased and the factors

that influenced the students’ choice of career were: interest, life ambition, challenging

nature of the career, prestige attached to profession, intellectual ability, high salary

potential, and prospects of job opportunity. He also said that school counselors should

employ their expertise to determine the aptitude and interest of students in the career

choice.

Factors that Influences Course Preference

Several studies have identified some factors related to the choices of students regarding

the college course to pursue. Green (2010), reviewed that many factors influence your

choice of career, ranging from personality and individual preferences to practical

concerns such as salary, job outlook for the field, career stability and opportunities for

advancement. Other people choose their careers based on a desire to help others, solve a

specific problem, or continue a family legacy in a specific industry.

Socio-Economic Status of Parents

The socio-economic status of parents plays an influential role in student academic

achievement and in course preferences. Several forces of social structure are considered

major determinants of vocational choice. The family and the social class in which the

individual is nurtured and reared will help him determine his future vocation. It includes

the parents’ educational attainment, family income, the occupational prestige and the

cultural orientation of the family. Parents’ aspirations include the father’s and mother’s

vocational choice for their children and other aspirations in life.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 6

Parents also sustain their child’s progress along courses with encouragement and praise,

by providing material assistance such as books, equipment and tutoring and by allocating

time to practice or participate in certain activities (Flores, 2010).

Academic Grades

The learners’ academic grade is very important to both their personal and professional

life in many significant ways. The level of their academic performance is often related to

the right course preference that they choose (Castillo, 2012).

The learners are more motivated to go to school when their parents give them also moral

support by attending or participating in school activities and assisting them in their

studies. The learners also perform better in their classes when they are given more

encouragement, inspiring advice and great affection daily. These can enhance their

school achievement and performance in the different subjects.

Personality Traits

Personality is the sum total of an individual’s characteristics and ways of behaving which

affects his unique adjustment to his environment. It is the product of many factors and

conditions which have been inherited and which exists in the environment. No two

persons have the same heredity and no two persons react in the same way to their

environment (Annabel, 1998).

Study Habits

The students’ study habits can either help or hinder them to accomplish their tasks. The

way they do the assigned task / activity in school can prolong or shorten the time they

spend in learning their lessons. Even the time they choose to study can already produce
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 7

poor, satisfactory or very satisfactory results on their performances. If one has poor study

habits, he needs to improve on it. An improved study habit can help him to learn

effectively and finish his work efficiently in school which leads him to achieve a high

academic performance (Punsalan, 2008).

Multiple Intelligence

Career preference may also be influenced by special intelligence. According to

Dr. Howard Gardner, an American psychologist from Harvard University, intelligence

can be defined in several ways. This definition led to the conceptualization of the Theory

of Multiple Intelligences (MI theory). In his milestone work, “Frames of Mind” Gardner

defined intelligence as the ability to solve problems, or to create products that are valued

within one or more cultural settings. When this theory is applied to learners, they are

either word smart, number/reasoning smart, picture smart, body smart, musical smart,

people smart, self-smart, nature smart, wondering smart and spiritual smart. These

intelligences can help teachers and parents alike, to assist students select courses that are

attuned to their innate talents and intelligences.

Another theory that may affect the course preference of senior high school students is the

Capability Approach (Clark, 2005) which claims that the freedom to achieve well-being

is of primary moral importance and it must be understood in terms of peoples’

capabilities to do what they value. The theory recognizes the freedom of individuals to

achieve well-being and this is a matter of what they are able to do and to be, and thus

attain the kind of life they are effectively able to lead.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 8

Rationale/Synthesis

This research, in contrast to other related researches, is exclusively intended for Senior

High School students. As we all know, the previous curriculum was Basic Education

Curriculum which has only 4 years of high school. That, in our perspective added to a

large number of course-shift among college students. The newly implemented K-12

curriculum added 2 years to the existing 4 years of high school. That may give the

students more time to examine themselves and reduce the possibility of them changing

their chosen course in the future. That would make the Senior High School students more

reliable respondents than those who had graduated in the Basic Education Curriculum.
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 9

Theoretical Framework

This research will be guided by two theories, namely: the Multiple Intelligence Theory,

the Capability Approach Theory.

Theory of Multiple Intelligences

Howard Gardner (1999) formulated the “Theory of Multiple Intelligences” which

identifies ten separate kinds of intelligences. He believes that each individual is equipped

with a unique blend of intellectual potentials which he can mobilize, expand or connect

according to his inclinations and intentions. The different multiple intelligences are: a)

verbal- linguistic, b) logical-mathematical, c) musical-rhythmic, d) bodily-kinesthetic, e)

visual-spatial, f) interpersonal, g) intrapersonal, h) naturalist) existentialist, and j)

spiritual.

An instrument for assessing the multiple intelligences of students could be an effective

tool to find out the innate talents and potentials and their lines of interest and it could be a

useful reference to determine course preference.

Capability Approach Theory

Another theory that was utilized as framework in this research is the Capability

Approach Theory (Clark, 2005) which claims that the freedom to achieve well-being is of

primary moral importance and it must be understood in terms of peoples’ capabilities to

do what they value. The theory recognizes the freedom of individuals to achieve well-

being and this is a matter of what they are able to do and to be, and thus attain the kind of

life they are effectively able to lead.

When applied to course preferences, students can succeed more if they pursue a course

within their capability and which is of value to them. When the innate talents and
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 10

capabilities of students are identified using a multiple intelligence test, they would be

guided to pursue a course that is attuned to their capabilities, thus increasing their

chances of success in their chosen career.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 11

Statement of the Problem

Generally, this study will determine the factors that affects the course preference of

senior high school students. Specifically, this study will aim to; 1) Describe the

characteristics of senior high school students in terms of; 1.1) sex; 1.2) educational

attainment; 1.3) occupation; 1.4) income; 1.5) academic grades; 1.6) study habits; 2) How

may the multiple intelligence of the respondents be described in terms of; 2.1) Verbal-

Linguistic Intelligence; 2.2) Logical-Mathematical Intelligence; 2.3) Spatial Intelligence;

2.4) Bodily-Kinesthetic Intelligence; 2.5) Musical Intelligence; 2.6) Interpersonal

Intelligence; 2.7) Intrapersonal Intelligence; 2.8) Naturalist Intelligence; 2.9)

Existentialist Intelligence; 2.10) Spiritual Intelligence; 3) Determine the relationship of

socio-demographic characteristics to their course preferences.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 12

Conceptual Framework

In this research, a three-part questionnaire will be used to determine the college course

preference of the senior high school students. After the administration of the test, the

researchers will do an investigation by comparing the respondent’s socio-demographic

characteristic to their course preference.

Conceptual Paradigm

Intelligences
Academic
or
Performance
Inclination

College Course
Socio-
Preference of Senior Study Habits
Demographic
High School Students
Characteristic

Socio- Personality
Economic or
Status Traits
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 13

Hypothesis

There is no significant relationship between the profile characteristics of Senior

high school students and their course preferences.

Methodology

This chapter will deal with the research method that the researchers will use in

conducting the study, which includes the research design, locale of the study, research

instrument, data collection the statistical treatment of the data that the researchers have

gathered.

Research Design

This study will employ the descriptive method of research to determine the factors

affecting the course preference of the senior high school students. As a descriptive study,

it described the characteristics of fourth year students in terms of sex, religion, socio-

economic, academic grades, personality traits, study habits, and the talent and abilities of

the students as determined by Howard’s test of multiple intelligences. It also identified

the course preferences of senior high school students.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 14

Respondents of the Research

The respondents in this study will be grade senior high school student. The researchers

will be using the total enumeration of the students in Grades 11 and 12. The researchers

will ask the respondents to properly and honestly answer the given instrument.

Instrument of the Research

The researchers will use a questionnaire to determine the college course preference of

senior high school students. The questionnaire is divided into three major parts. The first

part will focus on the respondent socio-demographic profile and their personal traits and

habits. The second part will be about their intelligences and inclination and the third and

last part is about their preferred college course at the time of intervention and their reason

for choosing that specific course.

Procedure

The researchers will provide a letter for the senior high school department principal and

the teachers asking for authorization to conduct this study. Upon the approval, the

researchers will start to administer the survey questionnaires to the targeted respondents.

QUESTIONNAIRE
COLLEGE COURSE PREFERENCE OF SENIOR HIGH SCHOOL STUDENTS

Part I. Socio-demographic Profile

(Please fill up all the necessary information’s about you honestly and accurately
on this questionnaire).
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 15

A. Personal Profile

Name_________________________________ Sex ______________Age__________

Address___________________________ Religion__________________________

B. Parents Socio-economic Status

Father’s Educational Attainment__________________Occupation__________________

Mother’s Educational Attainment_________________Occupation_________________

Parent’s Monthly Income ______________________

C. Educational Background/Academic Grades

Academic Grades (Gen. Ave. :First Semester)

General Average:___________

D. Personality Traits

Direction: Below are pairs of contrasting traits with seven points between the

opposite traits. The middle space indicates midpoint (0) of the opposite adjectives

whether the trait applies to you very high indication or slight indication. The higher the

number to be checked at each space the higher indication is the trait that describes you.

Put a checkmark on the space that you feel most likely describes you.

3 2 1 0 -1 -2 -3

Friendly ______ ______ ______ ______ ______ ______ ______ Unfriendly

Assertive ______ ______ ______ ______ ______ ______ ______ Quiet

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 16

Dependable ______ ______ ______ ____________ ______ _____Not dependable

Patient ______ ______ ______ ______ ______ ______ ______ Impatient

Outgoing ______ ______ ______ ______ ______ ______ ______ Shy

Prompt ______ ______ ______ ______ ______ ______ ______ Not prompt

Cheerful ______ ______ ______ ______ ______ ______ ______ Gloomy

Kind ______ ______ ______ ______ ______ ______ ______ Unkind

Hardworking ______ ______ ______ ______ ______ ______ ______ Lazy

Independent ______ ______ ______ ______ ______ ______ ______ Dependent

Quiet ______ ______ ____________ ______ ______ ______ Talkative

E. Study Habits

Below are some ways of studying. Rate yourself according to the scale provided
by checking the column that best describes how you study your lessons.

Indicators Very Good Average Poor Very

Good Poor
5 4 3 2 1

1. Read assigned lessons on my own.

2. Read lessons in advanced, even if not

assigned.

3. Study lessons even without being told.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 17

4. Study lesson with the help of parents.

5. Ask the help of teachers for different

lessons.

6. Avail of the assistance of a private tutor.

7. Make use of the library for research work

and to gather additional information.

8. Surf the internet for additional readings.

9. Prepare or review before a scheduled long

examination to avoid cramming.

10. Study and review lessons well to attain

mastery level.
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 18

Part II. Intelligences or Inclination

Direction: Read each statement carefully. Rate each statement indicating

how well the statement describes you following the rating scale below:

Legend:

1 = Statement does not describe you at all 4 = Statement describes you much

2 = Statement describes you little 5 = Statement describes you exactly

3=Statement describes you well

A. Verbal Linguistic Intelligence

_______Books are very important to me.

_______I can hear the words in my head before I read, speak or write them down.

_______It is easy for me to say what I think in an argument or debate.

_______I show an aptitude for word games like Scrabble, Anagrams and Word

Factory.

_______I enjoy entertaining myself or others with tongue twisters, nonsense

rhymes or puns.

_______Other people ask me to explain the meaning of the words I use in writing

or speaking.

_______English, Social Studies and History were easier for me in school than

Math and Science.

_______I enjoy listening to a good lecture, speech or homily.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 19

_______My conversation includes frequent references to things that I have read

or heard.

_______I have written something I’m proud of and received recognition from others.

B. Logical-Mathematical Intelligence

_______I can easily compute numbers in my head.

_______Math and or Science were among my favorite subjects in school.

_______I enjoy playing games or solving brain teasers that require logical thinking.

_______I love to solve jigsaw puzzles.

_______I like to set up little “what if” patterns, regularities, or logical sequences in

things.

_______I am interested in new developments or discoveries in Science.

_______I believe that almost everything has a rational explanation.

_______I sometimes think clear, abstract, wordless, imageless concepts.

_______I find logical mistakes that people say and do at home and at work.

_______I feel more comfortable when something has been measured, categorized,

analyzed, or quantified in some way.

C. Musical-Rhythmic Intelligence

_______I have a pleasant singing voice.

_______I can tell when a note is off-key.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 20

_______I frequently listen to music on radio, records, cassettes or compact discs.

_______I can play a musical instrument.

_______My life would be lonely and miserable without music.

_______I sometimes catch myself walking down the street with a jingle or tune in my

mind.

_______I can easily keep in time a piece of music with simple instrument.

_______I know the tunes of many different songs or pieces.

_______If I hear a selection once or twice, I am usually able to sing it back well.

_______I often make tapping sounds or sing little melodies while working or studying.

D. Bodily-Kinesthetic Intelligence

_______I engage in at least one sport or physical activity on a regular basis.

_______I find it difficult to sit still for long periods of time.

_______I like working with my hands at concrete activities such as sewing,

weaving, carving, carpentry or model-building.

_______My best ideas often come to me when I am out for a walk or a jog or

when I am engaged in some kind of physical activity.

_______I frequently use hand gestures or other body language when conversing

with people.
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 21

_______I need to touch things in order to learn more about them.

_______I enjoy daredevil amusement rides or similar thrilling physical

experiences.

_______I have a good sense of balance and coordination.

_______I need to practice new skill rather than simply reading about it or seeing a

video that describes it.

_______I love to participate in folkdances, ballroom dancing and gymnastics

during school programs.

E. Visual-Spatial Intelligence

_______I often see clear images when I close my eyes.

_______I am sensitive to colors.

_______I frequently use a camera or camcorder to record what I see around me.

_______I enjoy doing jigsaw puzzles, mazes and other puzzles.

_______I have vivid dreams at night.

_______I can generally find my way around unfamiliar territory.

_______I like to draw or doodle.

_______Geometry was easier for me than Algebra in school.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 22

_______I prefer looking at reading material that is heavily illustrated.

_______I easily remember places and streets I’ve gone before and can orient

myself with either maps or landmarks.

F. Interpersonal Intelligence

_______I am the sort of person whom my classmates come to for advice and

counsel.

_______I prefer group sports like badminton, volleyball or softball rather than

individual sports.

_______I have at least three closest friends.

_______I favor social pastimes such as Monopoly or bridge rather than

recreations such as video games or solitaire.

_______I consider myself as a leader for others have called me that.

_______I feel comfortable in the midst of a crowd.

_______I love to get involved in social and religious activities.

_______I would rather spend my evenings at lively gatherings than stay at home

alone.

_______I like to be with different kinds of people.

_______I enjoy appreciating others when they have done well.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 23

G. Intrapersonal Intelligence

_______I regularly spend time alone meditating, reflecting or thinking about

life’s important questions.

_______I have attended counseling sessions or personal growth seminars to learn

more about myself.

_______I have opinions that set me apart from the crowd.

_______I have a special hobby or interest that I keep pretty much to myself.

_______I have some important goals for my life that I think about on a regular

basis.

_______I have realistic view of my strength and weaknesses (borne out of

feedback from other sources)

_______I would prefer to spend a weekend alone in a cabin in the wood rather

than a fancy resort with lots of people around.

_______I consider myself to be strong willed or independent minded.

_______I keep a personal diary or journal to record the events of my inner life

_______I am self-employed or have at least thought seriously about starting my

own business.
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 24

H. Naturalist Intelligence

_______I enjoy gardening and like to grow different kinds of plants.

_______I am delighted in the sounds of nature, like the chirping birds and the

sounds of the waves.

_______I get excited about biological museum tours and fieldtrips to beautiful

tourist spots.

_______I am concerned with proper garbage and waste disposal.

_______I can often tell when it is going to rain.

_______I can usually tell precisely what my pets need.

_______I can identify many different kinds of trees or plants.

_______I prefer to spend my time in natural settings than inside buildings.

_______I am interested in fossils, and can identify different kinds of rocks.

_______I can identify different species of animals.

I. Existential Intelligence

_______I doubt if God is real.

_______I am curious why humans exist.

_______I wonder what the real mission of humans in this world is.

_______I wonder sometimes if love is real.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 25

_______I don’t believe in religion.

_______I only believe in God if I see him.

_______I don’t believe in God because I haven’t seen him.

_______I believe that I can achieve all my dreams even if I don’t believe in God.

_______I don’t believe that miracles can happen in anybody’s life

_______I believe that God is just a product of human imagination.

J. Spiritual Intelligence

_______I believe that God is the source of everything.

_______I center myself to God.

_______I believe in the Holy Spirit.

_______I become more caring to others because of my strong faith in God.

_______I trust the Lord with my decisions in life.

_______I keep Holy the Lord’s Day or I go to church on Sundays.

_______I believe that God saved us from our sinfulness by dying on the cross.

_______I attend Bible study.

_______I read the Bible and reflect on God’s words.

_______I give offering and tithes to the church.

Now add the points and record your total score for each category. Put the results on

the space below.

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 26

RESULTS

A. Verbal-Linguistic Intelligence _______

B. Logical-Mathematical Intelligence _______

C. Spatial Intelligence _______

D. Bodily-Kinesthetic Intelligence _______

E. Musical Intelligence _______

F. Interpersonal Intelligence _______

G. Intrapersonal Intelligence _______

H. Naturalist Intelligence ________

I. Existentialist Intelligence ________

J. Spiritual Intelligence ________

Analyze your scores. In which intelligence did you get the highest points and the lowest

points? How would you then describe yourself in terms of multiple intelligences.
COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 27

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Part III. Course Preferences of the Respondents.

Below are courses listed. Please check the course you would like to pursue in college.

_______Law

_______Engineering

_______Medicine

_______Priesthood

_______Computer

_______Electrical

_______Electronics

_______Radio mechanic

_______ Associate in Hotel and Restaurant Technology

_______ Bachelor of Elementary Education Major in Early Childhood Education

_______Bachelor in Secondary Education Major: Values Education, English, Filipino,

Mathematics, THE, PEHM,

_______Bachelor of Science in Business Administration Major in Human Resource

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 28

Development Management

_______Bachelor of Science in Business Administration Major in Financial Management

_______Bachelor of Science in Business Administration Major in Marketing Management

_______Bachelor of Science in Business Administration Major in Operations Management

_______Bachelor of Science in Business Administration Major in Hotel and

Restaurant Technology

_______Bachelor of Science in Office Administration

_______Bachelor of Arts in Political Science

_______Bachelor of Science in Agriculture

_______BS Criminology

_______BS in Theology

_______BS Accountancy

_______Midwifery

_______Bachelor of Science in Nursing

_______Bachelor of Science in Commerce

_______Bachelor of Science in Tourism

_______ Bachelor of Arts Major in History

_______Bachelor of Arts Major in Communication

COLLEGE COURSE PREFENCE OF SENIOR HIGH SCHOOL STUDENTS 29

_______Bachelor of Arts Major in Economics

_______Bachelor of Arts in Environmental Science

_______Bachelor of Science in Social Work

Others (pls. specify) _______________________________________________________

________________________________________________________________________

Original questionnaire by: (SGD) NICANDRA MILAGROS B. BOBILES in her study

entitled FACTORS AFFECTING THE COURSE PREFERENCES OF FOURTH YEAR
STUDENTS OF NORTHERN CHRISTIAN COLLEGE LABORATORY HIGH SCHOOL:
BASIS FOR THE DEVELOPMENT OF A CAREER COUNSELING PROGRAM

https://www.scribd.com/document/250648671/Factors-Affecting-the-Course-Preferences-of-
Fourth-Year-Students-Nincandra-Milagros-Bobiles