1
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Nowadays, senior high school students are facing different problems and
struggles in and out of school such as financial capability, family’s choice of
career for their child, quality of teaching and high and well-maintained facilities
and equipment. With this scenario, the next batches of senior high are
considering different aspects as to how should they decide for their next school
year, they may consider staying in their current school —National College of
Business and Arts— or they might want to transfer to other school within
Fairview. In consideration of these situations, it is the main objective of the
researchers to know how the next batch of Grade 11 students will decide for their
chosen school next year. Aside from that, the researchers will be searching other
school on their special offers and specialty in learning and teaching styles. As
students, they want the best for them and the best school that will suite their
interests, expectations and comfort.
The researchers are also curious as to how the students manage
themselves and come up with a decision on their own, because not all students
rely on the decision of their parents instead, they want to be independent and
trust the decision they make. Like what Tony Robbins said, “Your life changes
the moment you make a new, congruent and committed decision.” It signifies that
we must be responsible for our life and take charge of our goals and objectives
by being true to ourselves. Being courageous in taking a step forward by our own
2
makes a little difference even though it may not seem to be that way, because
that is one way on how we can develop self-esteem and build up confidence
inside us.
Decision making is not just about your wants or how you want to
gain control over something but, it’s an ending cycle of identifying the problem,
analyzing the problem, developing alternative solutions, selecting the best
solution, converting decision into action, and follow-up of the action taken. In this
case, it’s not about selecting solutions but, selecting the best school that is
suitable for the needs of a student in order to learn more and be productive
through the school year.
A lot of article contains about “School Choice” yet, only few among
us know about this choice. So, school choice is an argument that provides
opportunities for parents to choose schools that best suits their children’s needs.
Competition of schools promotes innovation, motivated and well-prepared
teachers, and of course, improved academic and non-academic outcomes for
students to hone their abilities, strengthen their skills and mold their talents and
make efficient students for each year. How does this school choice affect the
decision of students? It improves the quality of schools in terms of facilities and
teaching techniques. It helps economic mobility. And it does not force any
students to be in failing schools. On the other hand, it has also some negative
effects. It drains money from public school that doesn’t have enough funds for all
their facilities, equipment and materials. And some parents don’t have enough
knowledge about the school for them to choose their kid’s school. However, even
3
though some families want their child to enter school, they don’t have enough
budgets for school fees which are needed for a student to fulfill the requirements
of the school.
In psychology, factors that affects in one’s decision are as follows:
first is motivation, wherein it all begins with needs, second is perception,
according to consistency theory one mostly listen to things that support one’s
existing belief system such as selective attention, selective distortion, and
selective retention, third is learning process, people do change their beliefs, faith,
likes & dislikes which happens through learning, and last is the memory process,
this includes past experiences even the hearsay experiences.
The study will take place in National College of Business and ArtsFairview, an educational institution that focuses on business-related courses and
was founded year 1967. This research is mainly for the purpose of determining
the factors that would affect the decision making of the current Grade 10 student
of National College of Business and Arts in choosing their school for senior high
school.
4
Conceptual Framework
The inputs of the study are the demorgraphic profile of the respindents
which include the ade and gender. The factors that may affect the
respondents’ decision making are also included in this part as well as the list
of the schools that offer ABM strand in Fairview, Quezon City. The process
includes the survey and questionnaire that will be answered by the
respondents for data collection and the frequency distribution technique for
the data analysis. The output are the possible outcomes that are anticipated
by the researchers. One of these is that the parents’ decision is the factor that
greatly affects the decision making of the students.
5
Statement of the Problem
To determine the percentage of the factors that affect the Grade 10 NCBA
students' decision in choosing competing schools that offer ABM track in
Fairview, Quezon City
To determine how these factors, affect students’ decision making in school
choice
To identify the factors that greatly affect students’ decision making in school
choice in terms of:
a) Parents’ decision
b) Peer influence
c) School environment and quality of education
d) Personal interests
e) Affordability
f) School Policies and Philosophy
g) Other additional factors
Significance of the Study
The study aims to investigate the factors that affect the decision of
students in regards to choosing competing schools. The results of the research
will benefit the following groups:
a) Current Grade 10 students of National College of Business and Arts. They
are the main subject of this study and all the data that will be gathered in
6
this study are all based on their experiences and perspective thus, help
their decision making be easier and better.
b) Undecided junior high school students on the track they will pursue on
senior high school; not only NCBA students but also other junior high
school students for they need to decide for their future school as well.
c) Parents and guardians of the students. This study would help them
identify the needs of their child and choose a school that will benefit them.
d) Teachers and school counselors, for it will help them to have
improvements in teaching and guiding students,
e) Schools that offer tracks for senior high school, for them to be
knowledgeable of the factors that affect students’ decision- making thus,
improving their overall performance to offer the best quality education and
services.
The research will be conducted to help these groups be aware and
knowledgeable of the factors that affects school choice of every student. This can
also be applicable to other students who are not decided on the school they
would like to enroll in.
In order to get the results, the researchers will list first all the schools that
are located in Fairview, Quezon City which offers ABM track. Then purposive
sampling of participants will be conducted on the Grade 10 students of the said
school. The chosen participant will answer sets of survey questionnaire and the
data collected will be analyzed and interpreted by the researchers.
7
Scope and Delimitation
The study was delimited to the current Grade 10 students who are
enrolled at the National College of Business and Arts for the A.Y. 2017-2018.
Since there are numerous students that are currently enrolled, the participants
that will be chosen are 50. It would have been ideal to stretch the scope of this
study to cover more schools not just in Fairview, Quezon City, but for the
minimum resources available and time factor, the area of the study of this project
is delimited to schools that offers ABM track which are 10-20 km away from the
National College of Business and Arts.
Definition of Terms
Theoretical Definition
Operational Definition
Decision making the thorough Decision making - the process of
process of selecting a logical choice choosing to what the students will do
from the available options.
when they're in senior high school.
ABM- the Accountancy, Business and
Management track. It's one of the
strand that the students may choose
when they're in senior high school.
ABM - the strand that the researchers
are focusing. One of the two strands
that national college of business and
arts offering.
Factors- something that help produce Factors - are the reason why the
or influence the results.
students are deciding in choosing their
strand and school in senior high
school.
Competing schools - to try to be better Competing schools - it's the other
or more successful than someone or school that also offer ABM strand near
something else.
at national college of business and
arts.
Quezon city - is the most populous city Quezon city - it's the city where the
in the Philippines. Part of the metro National College of Business and Arts,
8
manila.
Fairview branch located.
Senior high school - a secondary Senior high school - the stage where
school that students attend in the three the students will get b ready before
or four highest grades before college.
they attend in their college and chosen
course.
Hypothesis of the Study
The factors that are stated on this research will all affect the decision
making of the respondents of the study. The researchers portend that the
factors that will affect the student’s decision the most is the ‘Parent’s Decision
for Me’.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents readings from different researchers which help to
determine the different factors that affect the students’ decision making in
choosing their preferred school in senior high school that serve as a support to
the whole study.
Local
Accountancy and Business Management strand, under the Academic
Track, serves as a ticket for the corporate world (Constantino, 2016). With
subjects
like
Applied
Economics,
Business
Ethics
and
Responsibility,
Accountancy, Business Math, and Principles of Marketing, students are trained to
think big. Those who complete this strand will play an important role in the
corporate world (Constantino, 2016). But then, before being able to finish senior
high school, students need to decide first which school they would go in.
Foreign
School choice has been a part of every student since they entered school.
According to Raising Children Network (2016), decisions about where to go to
school are very personal and can be difficult. It’s common and normal for
students and parents to feel anxious about getting this decision right. Whether
you are choosing a public or private school or homeschooling, whether or not you
are paying tuition, careful planning is a must (U.S. Department of Education,
n.d.). Making the right decision could put students on a path toward lifelong
10
learning, a prestigious college education and a successful career (Webley,
2011).
Evaluating a school includes student, family and schools’ characteristics
(Project Appleseed, n.d.). If he has a special interest in music or a foreign
language, then some preference might be given to a school that offers or excels
in those areas in its regular curriculum or through after-school programming or
clubs. Not only the students’ characteristics can affect the school choice, but also
the family’s characteristics, such as transportation and tuition costs are also
considered. Choosing the neighborhood school regardless of other factors may
be the best option for a student with close ties to their neighbors and
neighborhood community. Sometimes choosing a school for your child is as easy
as geography – the one closest to home is the right one. But for some families,
school selection can be a more complicated decision (Raising Children Network,
2016).
School philosophy, on the other hand, is also considered. Mission
statements and their beliefs are often asked to determine school programs and
teaching approaches. Schools have individual and distinct cultures and teaching
philosophies. For example, some have a strong sports ethic, some follow a
religious affiliation, and others promote individuality and artistic pursuits.
School facilities and personnel are often considered before deciding to
enroll in a particular school (Raising Children Network, 2016). Although modern,
well-designed facilities do not guarantee higher student achievement, some basic
features can look for include a well-equipped library, a collection of age-
11
appropriate books and periodicals in addition to textbooks in each classroom, a
separate lunchroom and auditorium or large classroom for meetings and
presentations, and adequate physical education facilities. With regard to
services, they check to see whether the school has a full-time library/media
specialist, on-site nurse, secretary, and social worker. The background and
qualifications of the teachers and what specialties are represented are also
asked.
Discipline policy, as well as homework and grading policies also affect
school choice. Parents will want to examine the school discipline policy to see if
the rules seem fair and consequences seem appropriate. In addition, some also
ask if the said policies reflect one’s values and expectations. (Victoria State
Government, 2017). Aside from that, school safety is highly considered, whether
the school has an emergency plan, the policy with regard to guns, knives, and
other hazardous items; and the school's policy toward bullying.
According to the site education.govt.nz, attachment to peers is also a
factor in choosing a school. Nowadays, most of the students are choosing the
same school with their friends. In addition, the following questions are also asked
as a basis of school choice: Does the school have a uniform? Are the teachers
eager and well informed? and Is there friendly, open, respectful communication
between the teachers and children? Students also ask if they will feel welcome
once they entered their preferred school.
According to the book The Good School: How Smart Parents Get Their
Kids the Education They Deserve by Peg Tyre (2011), the connection between
12
child and teacher is more important than any curriculum. They should be able to
speak about individual students' strengths and weaknesses and be well informed
of their background, interests, emotional and academic achievements. A teacher
who takes great pride in his or her students' progress and is consistently open to
their improvement can help students in performing better at school. The type or
the name of school also matters for the students but according to Tyre (2011),
there
is
no
colloquial
designation
that
guarantees
quality.
Just
the
word charter or private does not mean the school is a success. In fact, he said
that, "There is no uniformly great private school, no uniformly great charter
school and no uniformly great public school," Private schools cannot be directly
compared to public school as the one with the better teaching, as same as with
the public school (Raising Children Network, 2016). If looking beyond the local
public school to enroll in, think about what will work best that suits one’s
personality, strengths, needs and interests. How different schools’ cultures and
values sit with one’s family values and family life might be considered as well.
Questions about personal values and preferences are also asked. Schoolspecific factors such as population size, school’s previous academic results/
ranking, and campus size are considered.
13
There’s no clear-cut answer to the question of whether students will do
better in a smaller class. But teacher quality and working conditions for teachers
– that is, being well supported by other staff and having access to resources –
are likely to be more important than the number of students in the class.
School’s connection to the student’s family as well as the local community also
matters (Raising Children Network, 2016).
Financial considerations such as affordability of school fees and other
costs and scholarship programs are also part of choosing future school.
Academic and extracurricular considerations such as admission procedures,
languages and elective subjects offered, extracurricular activities, class schedule,
and accelerated learning programs are the other factors that students as well as
parents think about.
The four fit factors, developed by Great Schools Staff (2016) are simply a
way of sorting out students’ many features in a way useful for identifying the
school needs. These include the following: First, What Your Child
Learns: These are aspects of your child that affect what subjects and at what
level of difficulty your child should be taught at school. These include your
child’s Basic Learning Capability, other capabilities, and interests. The next
one is How Your Child Learns: These are aspects of your child that affect
how a school should teach and interact with your child both in and outside of
the classroom. These include your child’s learning styles, motivation, physical
and mental health challenges, behavior challenges, learning disabilities and
disorders, and self-understanding. Third is the Social Issues: This includes
14
the need for social contact with particular friends from the child’s perspective.
And the last one is Practical Matters: This includes essential extracurricular
activities that may be compelling choice factors for some children. These
factors are important for matching every student to the right school.
According to Knowledge and Human Develop Authority (2017), there are
three major areas where we need to find as many information as possible before
deciding to enroll. The first is the curriculum. The curriculum is much more than
the textbooks or examinations – it refers to everything the school teaches,
including subjects and activities inside and outside the classroom. These include
extra-curricular activities, school trips, and visitors to the school. Different
curricula also adopt different approaches to learning. It is essential for it is related
to any future application to universities especially if deciding to study abroad in
college. The quality of education refers to the learning outcomes and
performance of schools that will be important in making decision. Last major area
to be considered is the school environment, which includes the facilities,
personnel, policies, assessments, communication with parents, and many more.
One of the important factors to be considered is the safety. These include
the details regarding security measures, prevention of violence, and how they
deal with abusive behavior. It also questions the school’s relationship with the
local police as well as the police officers who are responsible of ensuring safety
for the entire school. Information about the emergency plan or drills is also
considered (U.S. Department of Education, n.d.).
15
The school reputation is an important aspect that is involved in decision
making of every student. The referrals of school alumni, awards won or received
by the school, and most importantly the significant contributions the school made
to the community and their field of choice are often –analyzed as well (U.S.
Department of Education, n.d.).
There are many factors stated that can affect the school choice of
students as they transition from one level to another. The factors that were stated
include students’ personal attributes, such as their interests, ability, capability,
behavior and attachment to. Another factor includes the transportation or the
distance between house and school. The highest numbers of factor that can
affect students’ decision in choosing their school came from the characteristics
that the school have. These factors include the school philosophy, school
environment such as facilities, personnel, class size and campus size. The
policies regarding discipline, homework and grading system are also included.
Other school-related factors include safety measures, school name and
reputation, curriculum, quality of education, connection of the school to the
community, academic ranking, and referrals. But the most important factor to be
considered is the influence of parents on their children because in the end, the
parents will be the one to decide for their children.
16
Review of Related Studies
Local
It is reported that friends, school alumni, and other people’ suggestions
are extremely influential to students (Pascual, n.d.). Her study also found 26% of
sampled students who paid a specialist or advisor during college decision
process. Respect for family is one of the most influential factors that impact
Filipino students’ career decision. It is concurred that “Out of respect and loyalty,
it may not be appropriate to express personal desires; rather, one may alter
one’s interests to maintain harmony.” As a sign of respect, Filipino children want
to do well for the sake of the family, follow parents’ advice about choosing a job
or major in college and lastly, make sacrifices for the family (Pascual, n.d.)
Foreign
According to Roslyn Louise Kelly Beswick of University of Lethbridge, on
her research A Study of Factors Associated with Student Choice in the University
Selection Process, every 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. That
is why there are lots of factors to be considered in attending a school for the
succeeding years.
Borchert (2002) stated that the environment may influence the choice of
the students. These include a person in the student’s life who has made a
17
significant impact that may influence his choices. Delaney (n.d.), on his research
Factors Affecting Parents’ Decision in Charter School Enrollment, the regulatory
freedom granted by the school to both students and parents affects one’s
decision in choosing school. Another thing is parents usually look for school with
less demands but with more academic benefits given to their child.
According to Milton Friedman, vouchers can be way to improve education
for it lessen the cost of expenses thus, gives more opportunities to less fortunate
students. But on the side of private schools, it is not favorable for the risk of being
shut down is possible if certain performance goals are not met. Discriminationfree schools or the schools who keenly monitor the discrimination and inequality
that happens in school have greater chance of being chosen by the parents for
their child.
Other factors that affect the school choice are the sports options and other
non-academic factors. Also, the income and education level of the parents are
also considered in choosing schools (Ihlanfeldt, 1980). Most students appear to
believe that graduation from a good school will improves chances of favorable
employment thus; background of the school is keenly checked by the students as
well as their parents.
Yaacob, Osman, Bachok (2014) stated eight factors that can influence
one’s decision choosing school, these include the following: first one is parent’s
involvement in their children’s education, the second one is the social
background or status, according to Catsambis (1998) social background includes
the size of the family, family possessions, race or ethnicity. The third one is the
18
income level of the family then the fourth one is the School Syllabus which refers
to the religious affiliation of the school. As mentioned by Van Pelt et.al. (2007),
parents who chose religiously-defined schools are concerned with morals, values,
religion, family and character development. The next factors included on their
research paper are School Environment and Facilities and School Performance.
Smith (2000) said that schools that offer good facilities have a great place for
students to improve the social perspective, school management, school
organization and class allocation. In addition, Berry (2002) mentioned that a
healthy school environment is the key to a high academic performance
educational institution.
The next factor that can influence the decision making in choosing school
according to Yaacob, Osman, Bachok (2014) is the location. Flatley (2001)
stated that school location must be convenient for all the students. There must be
means of transportation to and from the school therefore the convenience issue
is the factor that is connected to the distance of the school from the student’s
house. The last factor is the Teacher’s Quality. Nurahimah (2010) stated that
quality supervision can increase or decrease teachers’ effectiveness in teaching.
Thus, in order to achieve the effectiveness of teaching to all educators of the
school, it requires knowledge, interpersonal skills and technical skills
19
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the materials and methods used in the study.
Research Method Used
The study used a descriptive research methodology. Descriptive research
involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection (Glass & Hopkins, 1984). It often uses
visual aids such as graphs and charts to aid the reader in understanding the data
distribution. This research method is suitable in the study since it aims to
determine the factors that affect the decision making the respondents.
Research Design
This study is a non-experimental research type that will use a mixedmethod design that incorporates both quantitative and qualitative data gathering
and analysis techniques. In this study, the descriptive and statistical
interpretation of data will be based from the quantitative data from research
survey. This study involved a small sample and examined students’ reasons for
choosing one school over the others. It described reasons how these factors
affect the decision making of students. The desire to investigate and describe
more deeply the reasons for students’ school choices prompted the addition of
qualitative techniques to this study.
20
Sampling Technique
The samples will be obtained through the purposive selection of Grade 10
students of National College of Business and Arts for the A.Y. 2017-2018. Only
the chosen students will be involved in the study which are selected based on the
criteria set by the researcher such those who were decided to take ABM track in
senior high school. A total of 50 selected Grade 10 students will be the
participants of the study. Therefore, the sampling type that would be used in
conducting this research is purposive sampling, which is under the nonprobability sampling, since not all Grade 10 students are interested in taking up
ABM in senior high school.
Description of the Respondents
The respondents of the study were the grade 10 students of National
College of Business and Arts- Fairview during the academic year 2017-2018.
There are total of 50 respondents. In terms of proportion, these respondents
represent 18% of the current Grade 10 students of the said school.
Instruments Used
The study employed a survey research design using a self-developed
questionnaire based on the information stated on the review of literature to
collect the data. The possible factors that can affect the students’ decisionmaking in choosing their preferred school will be included on the survey
questionnaire that will be distributed to the chosen participants.
The survey questions consist of the following parts:
1) Title and letter explaining the study
21
2) Survey questions. Some of the survey questions include:
a. Semantic Differential Scale of the factors that greatly affects the
decision of students in choosing school.
b. The use of Likert Scale to show their preference in choosing school
c. Checklist of the schools located in Fairview, Quezon City.
Validation of Instrument
The researchers employed survey questionnaires for the chosen
respondents of the study. This was developed by the researchers themselves
with the approval of the teacher/ facilitator of the research process. The
researchers collected data from different related literatures and studies to be the
basis of the research questions and contents of the survey.
The survey questionnaire underwent face and content validity. The first
draft of questionnaire was submitted to the teacher. With her comments,
corrections, and suggestions, the items were simplified and all the questions that
were not related to the review of literature were omitted. The second draft was
then showed to the teacher and was already accepted and permitted the
researchers to start conducting the survey. On the other hand, the survey
questionnaire given to the participants are proven reliable because all the
questions stated are able to answer all the research questions and the statement
of the problem.
22
Data Gathering Procedure
The data gathering process was held during the first week of September. The
researchers asked permission to the subject adviser to administer survey
questionnaire.
After asking permission, the researchers immediately went to the classrooms
of the respondents. The researchers first asked the students who decided to take up
ABM strand in senior high school. Those who raised their hand were given survey
questionnaires to answer.
The researchers explained the direction to avoid
confusion and for clarification on the part of the respondents. The respondents were
given a short period of time for them to complete the survey questionnaire.
The raw scores obtained through the questionnaire were tallied and its interpretation
and analysis were followed.
Statistical Treatment
Percentage = Number of respondents who chose the specific factor
Total Number of Respondents
X100
The researchers will use the Frequency Distribution, under the descriptive
Statistical Technique in order to determine the percentage distribution of each
factor. Based from the result of the frequency distribution, the top factors will be
sorted according to their rank from highest to lowest.
23
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter reports the presentation, analysis, and interpretation of the
data collected from the sample of 50 students who agreed to participate in the
study.
The Profile of the Respondents
In gender, 44% of the respondents are boys while 30% are girls. There
are 26% of the respondents whose gender were not specified for they left that
part of the questionnaire blank. The age, on the other hand, has a range of 15-17
years old. 28% are 15 years old, 42% are 16 years old, and 18% are 17 years
old. There are 12% who are not specified because same with the gender, others
left that part of the questionnaire blank.
Table 1 shows the basic demographic data of the participants which
include their age and gender.
Table 1
Profile of Respondents According to Age and Gender
Respondent's Demographic Profile
Gender
Number Percentage
Boys
22
44%
Girls
15
30%
Not
Specified
13
26%
Age
Number Percentage
15
14
28%
16
21
42%
24
17
Not
Specified
9
18%
6
12%
Table 2 shows the data collected from the respondents regarding the
factors that can possibly affect them the most. The data presented has two
columns: the left side is the actual number of respondents who chose the specific
category and the right side is the corresponding percentage of it. According to
Iowa State University (2010), the categories have equivalent to: (1) Not
Important,
(2)
Slightly
Important,
(3)
Moderately
Important, (4) Important, and (5) Very Important.
Table 2
Factors that Affect the Students’ Decision Making in terms of Parents’ and
Peer Influence, School’s Education Quality, Affordability and Policy, and
Personal Preferences
Category
My Parents’
Decision for
Me
Influence of
my Peers
Quality
of
Education
Suits
Personal
Interest
Affordable
Tuition Fees
School
Policies and
Development
Not At All
1
14 28%
16 32%
1
2%
1
2%
1
2%
4
8%
Slightly
Important
2
8
16%
10 20%
2
4%
4
8%
5
10%
8
16%
Important
3
4
17 34%
2 4%
8 16%
11 22%
9 18%
17 34%
8 16%
13 26%
15 30%
14 28%
5 10%
11 22%
Very
Important
5
9 18%
50 100%
5 10%
50 100%
21 42%
50 100%
24 48%
50 100%
15 30%
50 100%
22 44%
50 100%
Moderately
Important
Total
25
The first factor – parents’ decision for me has 28% of respondents who
stated not at all, then for the slightly important, there are 16% of respondents. For
the moderately important category, there are 34% while Important has 4%. The
last category – Very important has 18% of respondents.
The second factor – influence of my peers has 32% of respondents who
stated not at all, then for the slightly important, there are 20% of respondents. For
the moderately important category, there are 16% while Important has 22%. The
last category – Very important has 10% of respondents.
The third factor – quality of education has 2% of respondents who stated
not at all, then for the slightly important, there are 4% of respondents. For the
moderately important category, there are 18% while Important has 34%. The last
category – Very important has 42% of respondents.
The fourth factor – personal interest has 2% of respondents who stated
not at all, then for the slightly important, there are 8% of respondents. For the
moderately important category, there are 16% while Important has 26%. The last
category – Very important has 48% of respondents.
The fifth factor – affordable tuition fees has 2% of respondents who stated
not at all, then for the slightly important, there are 10% of respondents. For the
moderately important category, there are 30% while Important has 28%. The last
category – Very important has 30% of respondents.
The last factor – school policies and development has 8% of respondents
who stated not at all, then for the slightly important, there are 16% of
26
respondents. For the moderately important category, there are 10% while
Important has 22%. The last category – Very important has 44% of respondents.
Table 3 shows the data collected from the respondents regarding the
factors that can possibly affect them the most in terms of parents’ decision, peer
influence, school environment and quality of education, personal interests,
affordability, school policies and philosophy, and other additional factors. The
data presented has two columns: the left side is the actual number of
respondents who chose the specific category and the right side is the
corresponding percentage of it.
Table 3
Factors that Affect the Students’ Decision Making in terms of Family
Values, School’s Education Quality and Environment, and Affordability
Parent's
Decision
Same Values
and culture with
family
High
Academic
Results
Scholarship
Offered
Lot
of
Subjects/
Elective
Textbook
Offered
Good
Reputation
Strongly
Disagree
4
8%
1
2%
2
4%
2
4%
0
0%
1
2%
Disagree
6
12%
3
6%
3
6%
Neutral
13
26%
7
14%
14
28%
Agree
19
38%
17
34%
10
20%
6
12
13
12%
24%
26%
7
11
14
14%
22%
28%
4
8
12
8%
16%
24%
Strongly
Agree
8
16%
22
44%
21
42%
17
34%
18
36%
25
50%
TOTAL
50
100%
50
100%
50
100%
50
100%
50
100%
50
100%
Category
Quality of Education
27
Quality of Education
School Environment
Different
Program/events
Longer
Class
Hours
Good Quality
of Education
Good
Facilities
Friendly
Personnel
Strict
Discipline
Policy
Strongly
Disagree
2
4%
6
12%
1
2%
0
0%
1
2%
2
4%
Disagree
5
10%
7
14%
1
2%
3
6%
3
6%
3
6%
Neutral
9
18%
15
30%
6
12%
6
12%
6
12%
16
32%
Agree
16
32%
10
20%
8
16%
12
24%
9
18%
13
26%
Strongly
Agree
18
36%
12
24%
34
68%
29
58%
31
62%
16
32%
TOTAL
50
100%
50
100%
50
100%
50
100%
50
100%
50
100%
Category
School Environment
Affordability
Category
Large
Population
Size
Large
Campus
Size
Affordable
Tuition
Fee
Strongly
Disagree
6
12%
1
2%
0
0%
Disagree
5
10%
2
4%
0
0%
Neutral
17
34%
10
20%
9
18%
Agree
11
22%
11
22%
9
18%
Strongly
Agree
11
22%
26
52%
32
64%
TOTAL
50
100%
50
100%
50
100%
Table 3 has five categories, namely: strongly disagree, disagree, neutral,
agree, and strongly agree. The first factor, parent’s decision has one sub factor,
the same values and culture with family. This sub factor has 8% of respondents
who stated that they strongly disagree. 12% of the respondents disagreed while
26% are neutral. There are 38% of the participant s who agreed and 16%
strongly agreed.
28
The first factor, parent’s decision has one sub factor, the same values and
culture with family. This sub factor has 8% of respondents who stated that they
strongly disagree. 12% of the respondents disagreed while 26% are neutral.
There are 38% of the participant s who agreed and 16% strongly agreed.
The second factor, quality of education has eight sub factors, first is the
high academic results. This sub factor has 2% of respondents who stated that
they strongly disagree. 6% of the respondents disagreed while 14% are neutral.
There are 34% of the participant s who agreed and 44% strongly agreed. The
second sub factor is the scholarship offered; it has 4% of respondents who stated
that they strongly disagree. 6% of the respondents disagreed while 28% are
neutral. There are 20% of the participant s who agreed and 42% strongly agreed.
The third sub factor is the number of subjects or elective, it has 4% of
respondents who stated that they strongly disagree. 12% of the respondents
disagreed while 24% are neutral. There are 26% of the participant s who agreed
and 34% strongly agreed. The fourth sub factor is the textbook offered; it has 0%
of respondents who stated that they strongly disagree. 14% of the respondents
disagreed while 22% are neutral. There are 28% of the participant s who agreed
and 36% strongly agreed. The fifth sub factor is the good reputation; it has 2% of
respondents who stated that they strongly disagree. 8% of the respondents
disagreed while 16% are neutral. There are 24% of the participant s who agreed
and 50% strongly agreed. The sixth sub factor is the different programs and
events; it has 4% of respondents who stated that they strongly disagree. 10% of
the respondents disagreed while 18% are neutral. There are 32% of the
29
participant s who agreed and 36% strongly agreed. The seventh sub factor is the
longer class hours; it has 12% of respondents who stated that they strongly
disagree. 14% of the respondents disagreed while 30% are neutral. There are
20% of the participant s who agreed and 24% strongly agreed. The last sub
factor is the good quality of education; it has 0% of respondents who stated that
they strongly disagree. 2% of the respondents disagreed while 12% are neutral.
There are 16% of the participant s who agreed and 68% strongly agreed.
The third factor, school environment has five sub factors, first is the good
facilities. This sub factor has 0% of respondents who stated that they strongly
disagree. 6% of the respondents disagreed while 12% are neutral. There are
24% of the participant s who agreed and 58% strongly agreed. The second sub
factor is friendly personnel; it has 2% of respondents who stated that they
strongly disagree. 6% of the respondents disagreed while 12% are neutral. There
are 18% of the participant s who agreed and 62% strongly agreed. The third sub
factor is the strict discipline; it has 4% of respondents who stated that they
strongly disagree. 6% of the respondents disagreed while 32% are neutral. There
are 26% of the participant s who agreed and 32% strongly agreed. The fourth
sub factor is the large population size; it has 12% of respondents who stated that
they strongly disagree. 10% of the respondents disagreed while 34% are neutral.
There are 22% of the participant s who agreed and 22% strongly agreed. The
last sub factor is the large campus size; it has 2% of respondents who stated that
they strongly disagree. 4% of the respondents disagreed while 20% are neutral.
There are 22% of the participant s who agreed and 52% strongly agreed.
30
The last factor, affordability has one sub factor, the affordable tuition fees.
This sub factor has 0% of respondents who stated that they strongly disagree.
0% of the respondents disagreed while 18% are neutral. There are 18% of the
participant s who agreed and 64% strongly agreed.
In the section three of the survey, participants were asked the following
questions:
a) Among the factors that were listed above, which do you think is the one
that affects you the most? Why?
b) Are there any other factors that can affect your decision making in
choosing school? Please specify.
The first question was designed to address what is the greatest factor that
affects their decision in choosing their preferred school in senior high school. And
the second question was designed to address the other factors that would also
affect their decision-making for their future.
Table 4 shows the factors and the percentage of factors that were chosen
by the participants that affects them most.
Table 4
Factors that Greatly Affects the Respondents’ Decision
Factors
Number
of Percentage
Respondents (%)
Large population size
1
2%
31
Good quality of education
18
36%
Facilities and Equipment
4
8%
Influence of peers
4
8%
2
4%
High academic results
5
10%
Large campus size
1
2%
Scholarship offered
3
6%
School environment
1
2%
Family
7
14%
Events and programs held
2
4%
2
4%
50
100%
Good
reputation
and
feedback
Good
facilities
and
equipment
TOTAL
There are 2% of respondents who stated that the large population size
greatly affect their decision making in school while there are 36% who chose the
good quality of education as the factor that greatly affects them. Facilities and
equipment, on the other hand, has 8%, same with the influence of peers the next
factor, good reputation and feedback has 4%, high academic results has 10%
and large campus size has 2%. The other factors stated are scholarship offered
which has 6%, school environment with 2%, family related factors with 14%,
32
events and programs held with 4% and the last one is good facilities and
equipment with 4% of respondents.
Table 5 displays the other factors that also affect them but were not
included on the list given by the researchers. This part of the survey is optional
therefore some respondents did not fill up this part.
Table 5
Factors Given by the Respondents which Affects their Own Decision
Making
Factors
Number
of
Respondent/s
Airconditioned room
Teachers' skills
Environment outside the
campus
Religion of the students
Distance from house to
school
Opportunities the school
have
College-ready school
TOTAL
1
3
1
1
1
1
1
10
Teacher’s skills was chosen by 3 participants then all the remaining
factors – air conditioned room, Environment outside the campus, Religion of the
students, Distance from house to school, Opportunities the school have, and
College-ready school was chosen by a single respondent.
33
Table 6 shows the data collected from the respondents regarding the
factors that can possibly affect them the most. All the factors are sorted from the
highest number and percentage that was chosen by the respondents.
Table 6
Factors that Affect the Students’ Decision Making in terms of Family
Values, School’s Education Quality and Environment, and Affordability in
Decreasing Order
My Parents’
Decision
Category
Moderately
Important
Influence of
my peers
Category
3
17
34%
Not At All
1
16
32%
Not At All
Slightly
Important
Very
Important
1
14
28%
4
11
28%
2
9
18%
2
10
18%
5
8
16%
Important
Slightly
Important
Moderately
Important
3
8
Important
4
2
4%
Very Important
5
50
100%
Total
Total
Suits Personal
Category
Very
Important
Interest
5
24
48%
Important
Moderately
Important
Slightly
Important
4
13
26%
3
8
16%
2
4
Not At All
1
Total
Very
Important
Education
5
21
42%
4
17
34%
3
9
9%
16%
Important
Moderately
Important
Slightly
Important
2
2
4%
5
4%
Not At All
1
1
2%
50
100%
Total
50
100%
Category
School
Policies
Affordable
Category
Quality of
Category
Tuition Fees
Very Important
Moderately
Important
5
15
30%
3
15
30%
4
14
28%
8%
Important
Slightly
Important
2
5
1
2%
Not At All
1
50
100%
Total
Very
Important
5
22
44%
4
11
22%
2
8
16%
10%
Important
Slightly
Important
Moderately
Important
3
5
10%
1
2%
Not At All
1
4
8%
50
100%
Total
50
100%
34
On the first factor – My Parent’s Decision for Me, it is presented that
Moderately Important (3) has the highest response with 17 student-respondents
or 34% indicating such response. It is followed by Not at All (1) with 14 studentrespondents or 28% and Very Much (5) with 9 student-respondents or 18%.
Slightly Important with 8 student-respondents or 16% came in as fourth in rank.
Slightly Important (4), on the contrary, got the lowest response with only 2
student-respondents or 4%.
On the second factor – Influence of my Peers, it is presented that, Not at
All (1) has the highest response with 16 student-respondents or 32%. It is
followed by Important (4) with 11 student-respondents or 22% then, Slightly
Important (2) with 10 student-respondents or 20%. Moderately Important (3),
came in fourth with 8 student-respondents or 16%. And lastly, Very Important (5)
with 5 student-respondents or 10%.
On the third factor – Quality of Education, it is presented that, Very
Important (5) came first with 21 student-respondents or 42% next is Important (4)
with 17 student-respondents or 34%. Third is the Moderately Important (3) with 9
student-respondents or 18% then Slightly Important (2) with 2 studentrespondents or 4%. Last is the Not at All (1) with 1 student-respondent or 2%.
On the fourth factor – Suits Personal Interests, it is presented that, Very
Important (5) came in first again with 24 student-respondents or 48 %, next is
Important (4) with 13 student-respondents or 26%. Third is Moderately Important
(3) with 8 student-respondents or 16%, fourth will be Slightly Important (2) with 4
35
student-respondents or 8%. Last is Not at All (1) with 1 student-respondent or
2%.
On the fifth factor – Affordable Tuition Fees, it is presented that, Very
Important (5) and Moderately Important (3) tied in first place with 15 studentrespondents or 30% which will make it 30 student-respondents and 60% all in all.
Next is Important (4) with 14 student-respondents or 28%, third is Slightly
Important (2) with 5 student-respondents or 10% and last is the Not at All (1) with
1 student-respondent or 2%.
On the sixth factor – School Policies and Development, it is presented
that, Very Important (5) came in highest with 22 student-respondents or 44%,
next is Important (4) with 11 student-respondents or 22%. Third is Slightly
Important (2) with 8 student-respondents or 16%, fourth is Moderately Important
(3) with 5 student-respondents or 10%. Last is Not at All (1) with 4 studentrespondents or 8%.
Table 7 shows the response of the respondents on the questions stated in
the questionnaire. The questions are as follows:
a) Among the factors that were listed above, which do you think is the one
that affects you the most? Why?
b) Are there any other factors that can affect your decision making in
choosing school? Please specify.
36
Table 7
Factors that Greatly Affects the Respondents’ Decision in
Decreasing Order
Factors
Number
Respondents
Good quality of education
18
7
5
4
4
3
36%
14%
10%
8%
8%
6%
2
2
4%
4%
2
1
1
4%
2%
2%
1
50
2%
100%
Family
High academic results
Facilities and Equipment
Influence of peers
Scholarship offered
Good
reputation
and
feedback
Events and programs held
Good
facilities
and
equipment
Large population size
Large campus size
School environment
TOTAL
of Percentage (%)
The most frequent choice is the good quality of education with 18
respondents (36%) indicated that it is the factor that affects them most. Most of
the respondents chose this factor for it is important for them to learn more things
and the schools’ quality of education will be the basis of whether they will be
great students and professionals in the future. The next most chosen factor is the
family or parents’ decision, with 7 respondents (14%) agreed with it. It is followed
by high academic results (10%) and facilities and equipment and influence of
peers, both with 8%. Thus, it appears that majority of this sample of students
37
consider what will they learn on the school they will attend to, for the quality of
education matters most to them.
Table 8 shows the factors that were not included in the questionnaire and
were voluntarily enumerated by some of the participants.
Table 8
Factors Enumerated by the Respondents in Decreasing Order
Factors
Number of
Respondent/s
Teachers' skills
Airconditioned room
Environment outside
the campus
Religion
of
the
students
Distance from house
to school
Opportunities
the
school have
College-ready school
3
1
TOTAL
1
1
1
1
1
10
These data suggest that respondents still have their personal factors they
consider in choosing the school they prefer to enroll in senior high school. The
most frequent choice is the teachers’ skills, with 3 respondents who answered it.
Then all the remaining factors have been answered by a single respondent. The
other factors are the personal factors that vary depending on the student and
his/her personality, attitude, perspective and readiness in pursuing the next stage
38
of being a student. This is the result of their uniqueness in reason-based choice
and decision-making process which is very anonymous.
Table 9 shows the data collected from the respondents regarding the
factors that can possibly affect them the most in terms of parents’ decision, peer
influence, school environment and quality of education, personal interests,
affordability, school policies and philosophy, and other additional factors. The
number and percentage of factors were already sorted from the highest to
lowest.
Table 9
Factors that Affect the Students’ Decision Making in terms of Family
Values, School’s Education Quality and Environment, and Affordability in
Decreasing Order
Parent's Decision
Same
values
and High
Academic
culture with family
results
19
38%
Strongly 22
44%
Agree
Disagree
13
36%
17
34%
Neutral
Disagree
Strongly
Agree
Disagree
Strongly
Total
8
16%
6
4
50
12%
8%
100%
Textbook Offered
Strongly 18
Disagree
36%
Strongly
Neutral
Agree
Total
7
14%
3
1
50
6%
2%
100%
Quality of Education
Scholarship Offered
Strongly 21
Disagree
Strongly 14
Agree
10
Disagree
Neutral
Agree
Total
3
2
50
Quality of Education
Good Reputation
Different
Events
Strongly 25
50%
Strongly 18
Disagree
Agree
43%
28%
20%
6%
4%
100%
Lot of
Elective
Strongly 17
Disagree
13
Disagree
Strongly
Agree
Neutral
Agree
Total
12
6
2
50
Subjects/
34%
26%
24%
12%
4%
100%
Program Longer Class Hours
36%
Neutral
15
30%
39
Disagree 14
28%
Disagree 12
24%
Agree
16
32%
Strongly
Agree
Neutral
Agree
11
22%
8
16%
Neutral
9
18%
7
0
14%
0%
Strongly
Agree
Neutral
Agree
4
1
8%
2%
Total
50
100%
Total
50
100%
Disagree 5
Strongly 2
Disagree
Total
50
Quality of Education
Good
Quality
of
Education
68%
Strongly 34
Agree
8
16%
Agree
12%
Neutral 6
2%
Disagree 1
2%
Strongly 1
Disagree
Total
29
54%
Strongly
Agree
12
Agree
Neutral 6
Disagree 3
Strongly 0
24%
12%
6%
0%
9
Agree
Neutral 6
Disagree 3
Strongly 1
Disagree
50
100%
School Environment
Friendly Personnel
Good Facilities
Strongly
Agree
10%
4%
100%
Total
50
100%
School Environment
Large Population size
Large Campus Size
17
34%
52%
Strongly 26
Neutral
Agree
Strongly 11
22%
11
22%
Agree
Agree
11
22%
20%
Agree
Neutral 10
Strongly 6
12%
2
4%
Disagree
Disagree
5
10%
Strongly 1
2%
Disagree
Disagree
Total
50
100%
Total
50
100%
31
Strongly
Agree
Agree
12
24%
10
20%
Disagree 7
Strongly 6
Disagree
Total
50
14%
12%
100%
Strict Discipline policy
62%
Strongly
Agree
16
32%
18%
12%
6%
2%
Neutral 16
13
Agree
Disagree 3
Strongly 2
32%
26%
6%
4%
Disagree
Disagree
Total
Total
50
100%
Affordability
Affordable Tuition Fee
Strongly
Agree
32
64%
Agree
9
18%
Neutral 9
Disagree 0
18%
0%
Strongly 0
Disagree
Total
50
0%
50
100%
The first factor—parent’s decision, has one sub factor, the same values
and culture with my family, 38% of the respondents agreed that the said factor
affects them, 26% of them answered that it is just neutral to them while 16%
strongly agreed to it. Only 8% strongly disagreed on the said factor. The next
factor is the quality of education, it has 8 sub factors, namely: High academic
results, scholarship offered, subject and elective offered, textbooks offered, good
100%
40
reputation, program and events held, longer class hours, and good quality of
education. For the high academic results, the highest response is the Strong
Agree with 44% of the respondents and the least one is Strongly Disagree with
only 4% of respondents. The second one is scholarship offered, 42% strongly
agreed on it, and only 2%. The next sub factor is lots of subject/elective; 34%
strongly agreed that this factor affects them and in contrary, only 4% strongly
disagreed on it. The next one is the textbook offered, the highest number of
respondents strongly agreed on it, having 34% while the least one is Strongly
Disagree, with only 4% of respondents. The fourth sub factor is the good
reputation the school has, half of the respondents strongly agreed on it and only
1 respondent strongly disagreed on it.
The next sub factor is the different
programs and events held in school, 36% of the respondents strongly disagreed,
32% of them agreed, and the least is those who strongly disagreed, having only
4%. In regards with the longer class hours, the highest one is those who
answered neutral, having 30% of respondents, it is followed by those who
strongly agreed, with 24% and those who agreed, with 20%. The last sub factor
under the quality of education is the good quality of education, 68% strongly
agreed on it, and only 2% strongly disagreed on it.
The next factor is the school environment which has 5 sub factors,
namely: Good facilities, friendly personnel. Strict discipline policy, large
population size and large campus, in good facilities, 58% strongly agreed that
they want a school with good facilities, and no respondent strongly disagreed
with it although there are 6% who disagreed. In regards with friendly personnel,
41
62% agreed on it while 18% agreed; only 2% strongly disagreed on it. The third
one is the strict discipline policy; the categories Strongly Agree and Neutral both
have 32% of respondents. Next is the large population, 22% of respondents both
answered Strongly Agree and Agree, while 12% strongly disagreed. The last one
under this factor is the large campus size, 52% of the respondents strongly
agreed and only 2% strongly disagreed on it. The last factor is the affordability,
64% strongly agreed and no respondent answered either disagree or strongly
disagree.
Table 10 shows the top 10 greatest factors that really affect NCBA’s
incoming Grade 11 students in choosing competing schools that also offer ABM
track in Fairview Q.C. in accordance to the outcome of the survey. The said
factors that are included in this table are the ones that stand out the most during
the process of making their decision.
Table 10
Ranking of Factors that Greatly Affects the Students’ Decision Making
FACTORS
RATE
RANKING
Quality of Education
68%
1
Affordable Tuition Fee
64%
2
Friendly Personnel
62%
3
Good Facility
58%
4
Large Campus Size
52%
5
Good Reputation
50%
6
42
Suits Personal Interest
48%
7
and 44%
8
Scholarship Programs
42%
9
Parent’s Decision
38%
10
High Academic Result and
School
Policies
Development
The researchers therefore conclude that the average students of NCBA
for the incoming grade 11 students the following year are having different
standards, qualifications, and personal pursuits. As per their considerations, the
factor that affects them the most is the Quality of Education that is given by the
school. Next is the Affordability of the Tuition Fee offered by the school, maybe
per year or semester. Having Friendly Personnel, Good Facility, Large Campus
Size and Good Reputation in the society or in the eyes of many are also
included, these factors are factors that can be seen only when you entered or
experienced being inside that school. Suits Personal Interest, High Academic
Result and School Policies and Development, and Scholarship Programs are
factors that is said to be the most important thing to consider but as the tables
show it was ranked from 7-9. And lastly, Parent’s Decision is ranked 10th, this
completely shows that millennials have their own perspective and dreams of their
own.
43
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presented the summary of findings from the gathered,
analyzed and interpreted data. The recommendations were based from the
findings and conclusion of the study.
SUMMARY OF FINDINGS
Based on the results and interpretation of the data collected through the
use of survey questionnaires, the researchers are able to rank the factors that
greatly affect the respondents of the study in choosing their preferred school in
senior high school. The researchers ranked the top 5 factors that were chosen by
most of the participants. The first one is the good quality of education, with 68%
of the total respondents. It is followed by the affordability of tuition fee, with 64%
and friendly personnel with 62%. Good facility ranked fourth with 58% of the
respondents and the rank 5 is the large campus size with 52% of respondents.
CONCLUSION
In line with the findings stated, the following conclusions were drawn:
The researchers conclude that there are so many factors that one needs
to consider before deciding the final course of action. There are lots of factors
that were stated throughout the research process but there are only some that
were really chosen by the respondents. This means that although there are many
44
factors, not all respondents will have the same answer because they have
different perspective, status, and lifestyle.
RECOMMENDATIONS
The researchers recommend the following statements to help more the
students in deciding their school in senior high school; parents, to help their
children decide for their future school; and schools, to determine which area they
could improve to encourage students to enroll on them:
1. The quality of education ranked first as the greatest factor that affects
students’ decision thus, in the side of the school, they should ensure
that they can provide high quality of education through their curriculum
and educators.
2. The affordability of tuition fees also matters to the students. The
researchers recommend that students should choose the school that is
afford by their parents but can ensure that they will still learn more
things.
3. The parent’s decision factor ranked least thus, it shows that not all
students are affected by their parent’s decision. For the side of the
parents, it would be better if they let their children be open to them and
share their decisions with them.
45
BIBLIOGRAPHY
Electronic Sources
Pascual, N. T. (n.d.). Factors Affecting High School Students’ Career Preference:
A
Basis
for
Career
Planning
Program.
Retrieved
from
http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-1-PB.pdf
Yaacob, N., & Osman, M. (n.d.). Factors Influencing Parents’ Decision in
Choosing
Private
Schools.
Retrieved
from
http://www.sciencedirect.com/science/article/pii/S1877042814055001
Delaney , P. (n.d.). What Do Parents Want Factors Affecting Parental Decisions
in
Charter
School.
Retrieved
from
http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=07A024C676CA
F2E549291C154D34039B?doi=10.1.1.600.7793&rep=rep1&type=pdf
Hartsell , J., Sr. (2011). Factors Affecting Private School Choice. Retrieved from
http://aquila.usm.edu/cgi/viewcontent.cgi?article=1756&context=dissertati
ons
Borchert , M. (2002). Career Choice Factors Of High School Students . Retrieved
from http://www2.uwstout.edu/content/lib/thesis/2002/2002borchertm.pdf
United States Department of Education. (2007, August). Choosing A School For
Your
Child.
Retrieved
from
https://www2.ed.gov/parents/schools/find/choose/choosing.pdf
Choosing
A
School.
(n.d.).
Retrieved
from
https://parents.education.govt.nz/primary-school/your-child-atschool/choosing-a-school/
Webley, K. (2011, August 24). 7 Things You Need to Know About a School
(Before
You
Enroll
Your
Kid).
Retrieved
http://content.time.com/time/nation/article/0,8599,2089618,00.html
from
46
Raising Children Network. (n.d.). Choosing A School For Your Child. Retrieved
from http://raisingchildren.net.au/articles/choosing_a_school.html
Gov. UK. (n.d.). Schools Admissions. Retrieved from https://www.gov.uk/schoolsadmissions
Victoria State Government. (n.d.). Choosing A Primary School. Retrieved from
http://www.education.vic.gov.au/school/parents/primary/Pages/choosing.a
spx
Great Schools Staff. (2016, March 9). Choosing A School: Considering Your
Child’s
Needs.
Retrieved
from
https://www.greatschools.org/gk/articles/considering-your-childs-needs/
Choosing A Primary School: A Teacher's Guide For Parents. (2017, September
23).
Retrieved
from
https://www.theguardian.com/education/2014/sep/23/choosing-primaryschool-guide-teachers-guide-for-parents
United States Department of Education. (n.d.). Four Steps to Selecting a School
for Your Child. Retrieved from http://www.readingrockets.org/article/foursteps-selecting-school-your-child
Constantino, A. (2016, October 3). 5 Things You Have To Know About the ABM
Strand. Retrieved from https://blog.edukasyon.ph/senior-high/5-thingsabout-the-abm-strand/
47
APPENDIX A
Letter for the Evaluator
48
APPENDIX B
Questionnaire
NATIONAL COLLEGE OF BUSINESS AND ARTS
Fairview, Quezon City
Senior High School Department
A.Y 2017-2018
SURVEY FORM
Grade 12 students of section Voltaire are conducting this study to determine the
factors that affect the Grade 10 NCBA students’ decision in choosing
competing schools that offer ABM track in Fairview, Quezon City. Gathering
information for students is a vital part of this process. Please fill out all parts of
this questionnaire. Thank you so much for participating.
Name (optional): __________________________
Gender: F
M
Yr. & Section: _________________ Age: ________
Part I. In a scale of 1-5, kindly encircle (O) the number which reflects the extent
to which you think the factors that affects you in choosing a school.
FACTORS
My parents’ decisions for me
The influence of my friends
Quality of education
It suits my personal interests
The tuition fees are affordable
School policies and development
Not
At All
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
Very
Much
5
5
5
5
5
5
49
Part II. Check (✓) the correct numeric response to each question which refers to
the characteristic of the school you want to have.
I WANT A SCHOOL WITH…
1
2
3
4
Strongly
Disagree
Disagree
Neutral
Agree Strongly
Agree
Parents’ Decision
Same values and culture with my family
Quality of Education
High academic results/ ranking compared
to other schools
Scholarship programs offered
Lot of subjects and/or electives offered
Textbooks offered
Good reputation and feedback from others
Different programs and events held from
time to time.
Longer class hours (class schedule)
Good quality of education
School Environment
Good facilities and equipment
Friendly personnel and staff
Strict discipline policy
Large population size
Large campus size
Affordability
Affordable tuition fees and other school
expenses
Among the factors that were listed above, which do you think is the one that
affects you the most? ________________________________
Why? _________________________________________________________
5
50
Are there any other factors that can affect your decision making in choosing
school? Please specify (optional):
1. _____________________________________
2. _____________________________________
3. _____________________________________
Below are the lists of schools which offer ABM strand that are located in
Fairview, Quezon City. Are there any of these that you consider choosing for the
next school year?
‫ ۝‬Datamex College of Saint Adeline, Inc. – Fairview
‫ ۝‬Falcon School, Inc.
‫ ۝‬Good Shepherd Cathedral School
‫ ۝‬STI College
‫ ۝‬National College of Business and Arts – Fairview
‫ ۝‬North Fairview High School
‫ ۝‬St. Joseph School of Fairview, Inc.
‫ ۝‬Others (Please specify): ________________________________
Why? ___________________________________________________
THANK YOU AND GOD BLESS!
51
APPENDIX C
Computations
Part I. In a scale of 1-5, kindly encircle (O) the number which reflects the extent
to which you think the factors that affects you in choosing a school.
Not
At All
FACTORS
My parents’ decisions for me
The influence of my friends
Quality of education
It suits my personal interests
The tuition fees are affordable
School policies and development
Very
Much
IIIIIIIIIIIIII
IIIIIIII
IIIIIIIIIIIIIIIII
II
IIIIIIIIIII
IIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIII
IIIIIIIIIII
IIIII
I
II
IIIIIIIII
IIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIII
I
IIII
IIIIIIII
IIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIII
I
IIIII
IIIIIIIIIIIIIII
IIIIIIIIIIIIII
IIIIIIIIIIIIIII
IIII
IIIIIIII
IIIII
IIIIIIIIIII
IIIIIIIIIIIIIIIII
Part II. Check (✓) the correct numeric response to each question which refers to
the characteristic of the school you want to have.
I WANT A SCHOOL WITH…
1
2
3
4
Strongly
Disagree
Disagree
Neutral
Agree Strongly
Agree
5
IIII
IIIIII
IIIIIIIIIIIII
I
III
II
III
Parents’ Decision
Same values and culture with my family
Quality of Education
High academic results/ ranking compared
to other schools
Scholarship programs offered
Lot of subjects and/or electives offered
Good quality of education
School Environment
Good facilities and equipment
IIIIIIII
IIIIIII
IIIIIIIIIIII
IIIII
IIIIIIIIIIIIIIIIIIII
II
IIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIIIIIIIIIII
I
II
IIIIII
IIIIIIIIIIII
IIIIIIIIIIII
IIIIIIIIIIIIIIIII
IIIIIIIIIIII
II
IIIIIIIIIIII
IIIIIIIIIIIIIIIIII
I
IIIIIII
IIIIIIIIIII
I
IIII
IIIIIIII
II
IIIII
IIIIIIIII
IIIIIIIIIIII
IIII
IIIIII
IIIIIII
IIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIIIII
I
I
IIIIII
IIIIIIII
IIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIII
III
IIIIII
IIIIIIIIIIII
IIIIIIIIIIIIIIIIIIII
IIIIIIIII
Textbooks offered
Good reputation and feedback from others
Different programs and events held from
time to time.
Longer class hours (class schedule)
IIIIIIIIIIIII
IIIIII
IIIIIIIIIIIIIIIIIIII
IIIII
IIIIIIIIIIIIIIIIII
52
Friendly personnel and staff
Strict discipline policy
Large population size
Large campus size
Affordability
Affordable tuition fees and other school
expenses
IIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
I
III
IIIIII
II
III
IIIIIIIIIIIIIIII
IIIIIIIII
IIIIIIIIIIII
I
IIIIII
IIIII
IIIIIIIIIIIIIIIII
IIIIIIIIIII
I
II
IIIIIIIIII
IIIIIIIIII
IIIIIIIIIII
IIIIIIIIIIIIIIIIIII
IIIIIII
IIIIIIIII
IIIIIIIIII
IIIIIIIIII
IIIIIIIIIIII
IIIIIIIII
IIIIIIIIIIIIIIII
53
CURRICULUM VITAE
REGALADO, XYZA FAYE TEAÑO
Blk. 4 Lt. 12, Arba Ext., GreatVille, Talanay-B,
Batasan Hills, Quezon City
Email address: xyzafayerehalado@gmail.com
PERSONAL INFORMATION:
NICKNAME: Xyza
DATE OF BIRTH: March 09, 2001
PLACE OF BIRTH: Mandaluyong City Medical Center
AGE: 16
NATIONALITY: Filipino
RELIGION: Baptist
CIVIL STATUS: Single
FATHER’S NAME: Salvador T. Regalado
MOTHER’S NAME: Fe T. Regalado
EDUCATIONAL BACKGROUND:
PRIMARY:
New Life Educational Center
2003-2005
ELEMENTARY:
New Life Educational Center
2005-2007; 2008-2012
Justice Vicente Santiago Elementary School
2007-2008
54
SECONDARY:
Batasan Hills National High School
2012-2016
National College of Business and Arts
2016-2018
55
SILUBRICO, MINALENE JOY FULGENCIO
Bldg. 7 Unit 1, Cedar St. West Fairview, Quezon
City
Email address: milesilubrico@gmail.com
PERSONAL INFORMATION:
NICKNAME: Miles
DATE OF BIRTH: April 29, 2000
PLACE OF BIRTH: Quezon City
AGE: 17
NATIONALITY: Filipino
RELIGION: Born Again Christian
CIVIL STATUS: Single
FATHER’S NAME: Nestor L. Silubrico
MOTHER’S NAME: Irma Juliet F. Silubrico
EDUCATIONAL BACKGROUND:
PRIMARY:
Prime Montessori School Inc.
2004-2005
ELEMENTARY:
Lagro Elementary School
2006-2012
SECONDARY:
Mater Carmeli School
2012-2016
National College of Business and Arts
2016-2018
56
PALMES,ALVIN JOHN, BENABESE
1774 St. Roque CBY, Barracks II Tala, Caloocan
City
Email address: alvinpalmes13@gmail.com
PERSONAL INFORMATION:
NICKNAME: Alvin, Vin
DATE OF BIRTH: October 11, 1999
PLACE OF BIRTH: Makati City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Alladin C. Palmes
MOTHER’S NAME: Marivic A.Palmes
EDUCATIONAL BACKGROUND:
PRIMARY:
CBY Day care center
2004-2005
ELEMENTARY:
Tala Elementary School
2006-2012
SECONDARY:
Holy Rosary College Foundation
2012-2016
National College of Business and Arts
2016-2018