THE EFFECTS OF PARENTS’ OCCUPATION ON THE COURSE PREFERENCE OF THE FOURTH YEAR STUDENTS OF ROGATIONIST COLLEGE

HIGH SCHOOL DEPARTMENT SCHOOL YEAR 2009 -2010

A Research PaperPresented to

Ms. Sheila A. MalizonMs. Maria Flora S. Fisico

Mr. Louie Sonny D. RiveraRogationist College

In Partial Fulfillment of the Requirements in Basic Research, Christian Living Education IV and Mathematics IV

ByAtienza , Renan M.

Silvestre, Jazmine D.Tacsay, Hikari

Torres, Micah Angelica F.IV – St. Augustine

March 2010

1

APPROVAL SHEET

This research entitled “The Effects of Parent’s Occupation to the Course

Preference of the Fourth Year Students of Rogationist College School Year 2009-

2010” prepared and submitted by Renan M. Atienza, Jazmine D. Silvestre, Hikari

Tacsay and Micah Angelica F. Torres in partial fulfilment of the requirements in

Mathematics IV, Christian Living Education IV, and Basic Research has been examined

for acceptance and approval for oral examination.

_- ____________ ___________

Mrs. Virginia D. Silvestre Editor

Ms. Maria Flora S. FisicoChristian Living Education IV

Mr. Louie Sonny D. RiveraMathematics IV

Ms. Sheila A. MalizonBasic Research

RESEARCH REVIEW PANEL

Approved by the committee on oral examination with the grade of ______.

Accepted and approved in partial fulfilment of the requirements in Basic

Research, Christian Living Education IV and Mathematics IV.

Mrs. Nerissa SJ. Calimag .......

Principal...................

ABSTRACT

This research entitled “The Effects of Parent’s Occupation to the Course

Preference of the Fourth Year Students of Rogationist College School Year. 2009-2010”

because the study aims to determine whether there is a student that considers their

parent’s influence in terms of their occupation. This thesis will then determine if parent’s

influence affects the student’s course preference.

The researchers applied random sampling, specifically non-purposive sampling.

Non-purposive sampling was applied wherein the members of the respondents from the

senior students are based on the judgment of the researchers. The Survey was based

from 172 selected senior students which might have influenced by parents through their

occupation, and other factors like their siblings and academic performance.

After all the gathering and analyzing the information from the questionnaires the

interpreted result showed that only 19 percent of the total population is influenced by

their parents’ occupation, which is mostly business. The other 81 percent are because

their parents wants them to have that course or own choice of the respondents. The

factors that the respondents prioritize in their career choice are their own interest,

abilities and skills, and future salary and the respondents chooses courses related to

medical courses, engineering courses, and business scheme courses. In conclusion,

the parents’ occupation of the respondents does affect but not much in choosing their

preferred course. Most students prefer to choose their own course according to their

personal point of view rather than choosing the field to which their parents’ occupation

belong.

ACKNOWLEDGEMENT

We, Renan M. Atienza, Jazmine D. Silvestre, Hikari Tacsay and Micah Angelica

F. Torres, would like to express our deepest gratitude to the individuals who helped us

accomplished this study through their incomparable contribution to this study.

Almighty God, for giving us the guidance, strength, audacity and making us

believe that we can accomplish this research.

To our loving parents, for their unending guidance, financial support and their

emotional support.

To Ms Sheila A. Malizon. Our Basic Research. For always reminding us of our

duties and responsibilities to accomplish this research.

To Mr. Louie Sonny D. Rivera, our dear adviser and one of the panelists, for

giving us advices and guidance in having this research paper done and improve it

through honest criticism.

To Ms. Maria Flora S. Fisico, our CLE teacher and one also of the panelist who

have given us advices and correct our paper to achieve improvement.

To our Editor, Mrs. Virginia D. Silvestre, thank you for accepting the duty of

editing for the improvement of this thesis.

To the English faculty members, for distributing and collecting the questionnaires

to the respondents.

To our classmates from St. Augustine and friends, for helping us and for giving

us unending support in doing this research.

And lastly to our dear respondents who honestly and patiently answer our

questionnaires.

TABLE OF CONTENTS

Title Page…………………………………………………….....…………………….............…i

Approval Sheet……………………………………………...…......……………..….............…ii

Abstract…………………………………………………………….………………….............. iii

Acknowledgement………………………………………………………………………………iv

Table of Contents………………………………………………………….…………………….v

List of Figures and Tables…………………………………….………...…………………….vii

Chapter 1: The Problem and Background of the Study

A. Introduction.......................................................................................................1

B. Conceptual Framework.....................................................................................3

C. Statement of the Problem.................................................................................4

D. Scope and Delimitations...................................................................................5

E. Significance of the Study...................................................................................5

F. Definition of Terms............................................................................................6

Chapter 2: Review of Related Literature

A. Conceptual Literature........................................................................................8

B. Research Literature...........................................................................................9

C. Justification of the Study.................................................................................12

Chapter 3: Methodology

A. Research Design.............................................................................................13

B. Sampling Technique.......................................................................................13

C. Research Instrument.......................................................................................14

D. Data Gathering Procedure..............................................................................15

E. Statistical Treatment.......................................................................................15

Chapter 4: Presentation, Analysis and Interpretation of Data

A. Problem 1........................................................................................................17

B. Problem 2....................................................................................................... 18

C. Problem 3........................................................................................................22

D. Problem 4........................................................................................................25

Chapter 5: Summary of Findings, Conclusions and Recommendations

A. Summary of Findings......................................................................................29

B. Conclusions.....................................................................................................33

C. Recommendations..........................................................................................35

Bibliography....................................................................................................................36

Appendices

Appendix A: Letter to the Editor..........................................................................39

Appendix C: Sample Questionnaire.....................................................................40

Curriculum Vitae.............................................................................................................43

LIST OF TABLES AND FIGURESFIGURES

Figure 1- The effects of parents’ occupation to the student preferred course …3

TABLES

Table 1.1- Gender of the Respondents…..……………………...……….…………17

Table 1.2 - Age of the Respondents………………..……………...…….………….17

Table 2.1 - Father’s Occupation………..….….……………………..….……..…....18

Table 2.2 - Mother’s Occupation…..……….………………...………...……….......20

Table 3.1 - Preferred course of the respondents …………….………....………...22

Table 3.2 - Respondent's Course Influence…….....………….……...…...….…...23

Table 3.3 - Factors affecting the career choice ……..........................…..……...24

Table 4.1 – Parents’ Occupation Influence…….………………………………...…26

Table 4.2 - Personal Point of View…………………………………..………….......27

CHAPTER I

THE PROBLEM AND BACKGROUND OF THE STUDY

A. Introduction

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

pressures and stress brought about by all the test and projects they are undergoing, this

is where the turning point of their future career will be decided. They will have to decide

what course they will take after graduation which will eventually become their career in

the future.

One of the bases of their choice is their family or parents’ profession or

occupation, and because of their exposure to their parents’ occupation including its

nature and effects to them. These have great influence in their decision. Also, most of

the students look up to their parents as their “idols” or one good example. And with that

they tend to follow their parents’ footsteps.

The career choice process of young people can easily be compared to rocks in a

rock polisher. "All kinds of people grind away at them but, parents are the big rocks in

the tumbler" (Otto, 1989, p. 2-3). Indeed, parents serve as major influences in the lives

of their children (Otto, 1989). Of the factors that influence career choice processes,

family members, particularly parents, are the most influential determinant of career

plans, occupational aspirations, and occupational expectations (Hines, 1997;  Lee,

1984;  Leong, 1995 ;  Parham & Austin, 1994 ). "Even if schools had the resources with

which to meet young people's career guidance needs, neither teachers nor counselors

can replace the influence parents have on their sons and daughters career plans" (Otto,

1989, p. 1-3).

According to Taylor et al 2004.Parents may also become overly involved in

career decisions because they want their child to be more content in a career than they

are in their own jobs. Children may begin to identify and accept what parents say in

order to please them.

Kids Source Online said that “the family is a place in which children learn to

interpret reality (Way and Rossmann 1996b). Parents serve as significant interpreters

for children of information about the world and children's abilities (Hall, Kelly, Hansen,

and Gutwein 1996). Researchers have studied the influence of parents and the family

on children's career choice and development. Much of this research has demonstrated

links between career development and such factors as socioeconomic status, parents'

educational and occupational attainment, and cultural background.

(http://www.kidsource.com/education/parenting.career.html)

There are allot of factors affecting a child or a teen to choose a career that will

take his/ her life to the next years to come. Parental influence, personal interest, social

economic status of the family, choice of occupation, universities and college are some

factors that affects their decision. But there are more existing factors that affects the

decision making of the students. Accreditation and academics, Faculty, Location,

Support services, Cost, Majors, Size, Campus life, and Safety and security are some

factors presented that directly affects in choosing a college or university to stay in of

student. (http://www.unt.edu/pais/howtochoose/factors.htm)

In this study, researcher aim to provide information on how to choose the rightful

course above all this factors especially the occupational attainment of their parents and

its influence. This study will be useful tool to students who are confuse in choosing the

rightful course and be able to handle the factors that will affect his/ her decision. This

will help them decide whether to pursue a course there thinking of.

B. Conceptual Framework

There are different studies, locally and from other countries suggesting how does

parents’ job or occupational attainment has is influences. Studies conducted are from

North Dakota by Richard Rathge, Ron Mullis and Ann Mullis and Jewel Evans Hairston

from Bowling Green State University. The factors the presented are the occupational

attainment of the parents, parents’ educational attainment, family environment, parents’

choices and students or the child interest and ambitions.

Paradigm of the Study

Figure 1: the effects of parents’ occupation to the student preferred course.

In this figure, the Parents’ job or profession affected the preferred courses of the

student. Some of the factors included were occupational attainment of the parents,

PARENTS’ OCCUPATION

Student Preferred Course.

parents’ educational attainment, and family environment that falls under the parents’ job

or profession that is affecting the course preferred of the students.

C. Statement of the Problem

The researchers aim to analyze how the parents’ occupation affects the course

preference of the high school seniors in Rogationist College School Year 2009-2010.

Specifically, the researchers seek to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2Gender

2. What is the status of the parents’ educational attainment in terms of:

2.1 Occupation

3. What are the course preferences of the respondents in terms of:

3.1 Course the respondent's prefer

3.2 Influences that affect the respondents' preferred course

3.3 Factors affecting the respondent's career choice

4. What are the effects of parents’ occupation on the course preference of fourth

year students in terms of:

4.1) Parent’s occupation influence

4.2) Personal point of view

D. Scope and Delimitation

This quest intended to find out the effects of parents’ occupation on their course

preference. This study was conducted at Rogationist College High School Department

from December 2009 to March 2010, and concentrate to those who choose courses

related to their parents’ occupation and preferred a different course. The researchers’

study focused on the associated course from their parents’ profession and to the

students having different course from their parents’ profession or occupational

attainment. With the gathered aftermath within the previous months, the research study

will discover helpful measures and various approach for a better knowledge to provide

answers to queries.

E. Significance of the Study

In this study, researchers will be able to understand and acknowledge the effects

of parents’ job on the course preference of the fourth Year students of Rogationist

College High School Department This case study provides background study for the

other persons who may benefit from this paper. Therefore, the findings of this study may

be of help to the following:

Students. Upon choosing their college course they will be aware to consider factors

that will affect to pursue their college course and help realize important things

consider before choosing their course.

The School. To provide better assistance on the students in identifying the rightful

course to pursue.

Teachers. They have past experiences in choosing course when they were in the same

stage the students are passing through right now. These experiences can help

students on choosing their career by giving them advices.

Guidance Counselors. They are the ones who can fully understand a student’s profile

and behavior. This research work can be an additional data they could keep for

future reference in some cases. They can provide more strong advices and guide

students concretely in choosing college course best suited among their skills.

Parents. They will be informed on how much influence they can cause to attain better

course to study since they understand and know more about their child above all.

They can guide their child to choose the course he/ she wishes to study.

Future Researchers. This study can serve as their fundamental research or their basis

for their own investigation. They can adopt the ideas the researchers have come

up with or use the paper for a more improved related study.

F. Definition of Terms

This research paper is done for the benefit of the readers and other researchers.

Thus for a clearer understanding of the study, the researchers have come up with the

following terms and concepts defined operationally.

Attainment. Refers to someone’s accomplishment or reached

Course. Refers to a program of a study to complete a college or university degree or

subject.

Determinant. Refers to Something that has been identified or being identify of its

nature.

Parents’ job. Refers to the occupation or profession of the respondent’s parents.

Preferred. Refers to Someone’s decision what is better or best on his own perception.

Support Services. This refers to resource centers, health centers, libraries, counselors

and computer laboratories or a facility helps you to adapt college environment.

University. Refers to an institution offering various academic degrees on different

subjects

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter contains the review of related literature of the study and the

justification of the conceptual and research literature gathered from books, journals,

researches and online sources.

A. Conceptual Literature

According to Delany (2007) Parents are bound to support their children in a

manner commensurate with their social condition until these latter can support

themselves. A parenting style is a psychological construct representing standard

strategies that parents use in their child rearing. There are many differing theories and

opinions on the best ways to rear children, as well as differing levels of time and effort

that parents are willing to invest. Parents have their different parenting style that in

some way influences their children like decision making, stands and beliefs.

Parents are the most influential persons to a child life. Our parents are our

foundation how we learn to deal with life challenges. Most of our decisions are pattern

to our parents’ advices and we tend to pattern also our future careers to the occupation

of parents since we are exposed to that environment.

Dictionary defines influence as the capacity or power of persons or things to be a

compelling force on or produce effects on the actions, behavior, opinions, etc., of others

and the action or process of producing effects on the actions, behavior, opinions, etc., of

another or others.

Occupation may refer to employment, profession, vocation, career and day job.

Employment, a person's job or work in service of an employer, Profession, an

occupation requiring specialized knowledge, Vocation, an occupation pursued more for

altruistic benefit rather than for income, Career, a person's occupational history, Day

job, an occupation solely for income, while pursuing another preferred career track.

(http://en.wikipedia.org/wiki/Occupation)

B. Research Literature

Influence of the family on adolescent career decision making, Schulenberg et al.

(1984) concluded that specific features of the family (I.e., economic status, family size

and composition and interaction style) do influence adolescents in predictable ways. For

example, researchers have found that parents who derive satisfaction from their

occupations and communicate this satisfaction to their children exert the strongest and

most positive influence on their adolescents' future occupations (Mortimer, 1976). In

addition to this indirect influence, adolescents can acquire occupational knowledge

directly. As they listen to their parents talk about their jobs, as they see their parents

come home after a hard day at work, and as they spend time at parents' work places,

they may develop feelings and ideas about work (Fields, 1981; Piotrkowski & Katz,

1982). Personal experiences also may affect occupational aspirations. Tittle (1981)

found that students mentioned direct personal experience -including having family

members in an occupation -as being most influential on their occupational plans. In fact,

in a study based on personal interviews, Piotrkowski (1979) reported that some adults

remembered forming opinions about their parents' jobs in childhood, and they attributed

decisions about their own occupational lives to these early impressions.

Adolescents do perceive and understand the importance of selecting a career

and some of the potential obstacles to career achievements. Information generated by

parents, peers, and the media about prevailing economic conditions begin to be

understood by adolescents at an early age (HeaIy, 1982)Overall family functioning, a

broader concept that encompasses parenting style, includes such factors as parental

support and guidance, positive or negative environmental influences, and family

members' interaction styles (Altman 1997). Family functioning has a greater influence

on career development than either family structure (size, birth order, number of parents)

or parents' educational and occupational status (Fisher and Griggs 1994; Trusty, Watts,

and Erdman 1997).

According to study of Engel (2008) of the University of California that Parent's

occupational social status also plays a significant role in the first transition choice.

Students with a parent of higher occupational status will be inclined to follow their

parent's achievements and select a path that directly prepares them for the University,

which in turn will likely obtain for them a higher occupational status. She included that

Parental occupational and educational characteristics do influence a child's educational

path. Parents with higher occupational social status and higher number of years of

schooling enjoy children that generally attend higher levels and Parental origins for first

generation students’ are in many ways more influential on the student's path than their

parent's occupational social standing or years of education.

The parental characteristics studied include occupational status, number of years

of education and country of origin. Education and occupation of the parents does play a

significant factor; however, for the first generation, motivations for the parents’

emigration to Germany are much more influential on early decisions. Also, due to

challenges with completing non-traditional routes, the previous path a student has taken

is also an important factor. This leads, in general, to students with comparable parental

backgrounds choosing similar paths. (Engel 2008)

DeRidder (1990), however, points out that lower levels of parent education can

retard adolescents' career development. "Being born to parents with limited education

and income reduces the likelihood of going to college or achieving a professional

occupational goal and essentially predetermines the child's likely vocational

choice"(p.4).

Middleton and Loughead (1993) present three categories to describe types of

parental involvement in adolescents' career development: (1) positive involvement, (2)

noninvolvement, and (3) negative involvement. The greatest anxiety adolescents feel

about their career decisions or exploration, quite understandably, is in response to

parents' negative involvement. Parents in the "negative involvement" category are often

controlling and domineering in their interactions with their children. The children of such

parents often pursue the careers selected by their parents rather than those they desire

so as not to disappoint their parents or go against their wishes. Likewise, they feel a

strong sense of frustration and guilt when they do not meet their parents' expectations.

C. Justification of the Study

This study aims to find out the effects and to determine how strong is the parents’

occupation influences preferred courses of the fourth year students of Rogationist

College High School students. The information gathered here from various sources are

all genuine. Taking into account other inquiries, this study is different because it is only

focused with parents’ job influence on the preferred course of senior students of

Rogationist College High School Department for the school year 2009 -2010.

CHAPTER 3

METHODOLOGY

This chapter contains Research Design, Sampling Technique, Research

Instrument, Data Gathering Procedure and Statistical Treatment of Data.

A. Research Design

The researchers used the descriptive method in collecting data for research.

Descriptive research often calls upon quasi-experimental research design (Campbell &

Stanley, 1963). Some of the common data collection methods applied to questions

within the realm of descriptive research includes surveys, interviews, observations, and

portfolios. The researchers used this kind of method to determine the effects of parents’

job occupation to the preferred course of the students. Specifically, the researchers

used survey forms to determine the respondents preferred course of the students

involved.

In this study, the courses of the seniors of Rogationist College will be the

independent variable and the dependent variable will be the parents’ occupation

affecting the course/s of the seniors.

B. Sampling Technique

The respondents chosen by the researchers in this study were the fourth year

high school students of Rogationist College. Out of 255 senior students, the researchers

only focused on 172 students who met the requirements on the qualifications based on

the judgment of the researchers and which is significant for the study. While the other

members of the population were excluded from the other respondents for they did not

meet the area where the researchers are studying.

The researchers applied random sampling, specifically the non-purposive

sampling technique as their sampling design in gathering data and in making the

questionnaires. The researchers limited themselves to the fourth year students which

are randomly selected by the researchers.. This technique aims at attaining and

validating the most practicable responses from the respondents. It was used when the

desired responses of the respondents are factual. This was done by having

questionnaires answered by the seniors specifically asking them how they choose the

course they prefer and if their parents’ occupation influence them in making their

decision. Among these respondents, the researchers identified those with the least and

the most frequency of having an influence from their parents’ occupation in choosing the

course to take up on college.

C. Research Instrument

The researchers used questionnaires as the research instrument in gathering

data. The questionnaire are made by the researchers and adapted some questions from

the researchers inclined with the same topic and was improved to gather the needed

information which identifies the respondent's preferred course and parent's occupation,

the influence of parent's occupation in the course preference of the respondent's. The

instruments are composed of questions on the frequency of the parents’ educational

attainment in terms of occupation and course preference of the respondents in terms of

the preferred course of the respondents, the influences that affect the respondents'

preferred course and the factors that affect the respondent's career choice. The

researchers used the 0-4 scale, 0 as the lowest and 4 as the highest.

D. Data Collection Method

The researchers randomly select students as their respondents and gathered

data by using questionnaires distributed to the selected senior students. This is the best

method researchers used in this research to collect the information needed.

The researchers reproduce as many copies as needed and give these papers to

their respondents as soon as possible. The researchers give them a week to complete

the questionnaires. Researchers collect questionnaires from the vice presidents of the

different sections of the seniors. Researchers analyzed all the data gathered to have the

information.

E. Statistical Treatment of Data

Frequency percentage and mean will be use to determines the results of the

given information from the questionnaires.

Frequency and Percentage. Frequency is the organization of value in descending

order that showed the number of occurrences each value was obtained.

Percentage is the proportion of frequency over the sample size multiplied by 100.

Frequency percentage will be use to answer the first part of the questionnaire

which is the profile of the respondents.

Formula:

Where: P = Percentage

f = Frequency

N = Total number of respondents

Mean. Mean is the mathematical average of all the terms. This was used to determine it

from other averages. This was used in the questionnaire wherein the rating

scales from 0 to 4. Mean will be used for the second part of the questionnaire

which the factors are affecting the choice of course of the seniors focusing on the

parents’ occupation influence

Formula:

Where: = Mean

∑x = Sum of the values

N = Number of respondents

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the data gathered by the researchers has been tabulated,

analyzed and interpreted to get a meaningful conclusion about the data.

Problem 1: What is the profile and background of the respondents in terms of (a)

gender, and (b) age?

Table 1.1 Gender of the RespondentsGENDER FREQUENCY PERCENTAGE

Male 73 42.44Female 99 57.56TOTAL 172 100%

Using frequency and percentage, the results in Table 1.1 showed that out of 172

respondents, 99 or 57.56 % are females while 73 or 42.22 % are males.

Table 1.2 Age of the RespondentsAGE FREQUENCY PERCENTAGE14 1 0.5815 69 40.1216 93 54.0717 9 5.23

TOTAL 172 100%

Using frequency and percentage, the results in Table 1.2 showed that out of 172

respondents, 93 or 54.07 % are 16 years old, 69 or 40.12 % are 15 years old, 9 or 5.23

% are 17 years old, and 1 or 0.58 % are 14 years old.

Problem 2: What is the status of the parents’ educational attainment in terms of

Occupation?

Table 2.1 Father’s OccupationOCCUPATION FREQUENCY PERCENTAGE

Accountant 1 0.58Architect 2 1.16Assistant 1 0.58

Business Proprietor 1 0.58Businessman 33 19.19

Call Center worker 1 0.58Carpenter 1 0.58

Computer Programmer 1 0.58Construction Worker 1 0.58

Consultant 1 0.58CPA 1 0.58

Deceased 3 1.74Dentist 2 1.16

Director/ Producer 1 0.58Document Controller 1 0.58

Driver 7 4.07Employee 20 11.63Engineer 24 13.95

Examiner BOC 1 0.58Executive Assistant 1 0.58

Farmer 1 0.58Fireman 1 0.58Foreman 1 0.58Laborer 2 1.16Lawyer 2 1.16

Manager 8 4.65Navy 1 0.58None 2 1.16

Official 1 0.58OFW 14 8.14

Physician 1 0.58Politician 1 0.58Seaman 21 12.21

Security Guard 1 0.58Self-employed 4 2.33

Supervisor 2 1.16Teacher 2 1.16

Technician 3 1.74TOTAL 172 100

Using frequency and percentage, the results in Table 2.1.1 showed that out of

172 respondents, their father's occupation are 33 or 19.19 % are businessman; 24 or

13.95 % are engineers; 21 or 12.21 % are seamen; 20 or 11.23 % are employees; 18 or

8.14 % are Overseas Filipino Workers ; 8 or 4.65 % are managers; 7 or 4.07 % are

drivers; 4 or 2.33 % are self-employed; 3 or 1.74 % are deceased; 3 or 1.74 % are

technicians; 2 or 1.16 % are architects; 2 or 1.16 % are dentists; 2 or 1.16 % are

laborers; 2 or 1.16 % are lawyers; 2 or 1.16 % are unemployed; 2 or 1.16 % are

supervisors; 2 or 1.16 % are teachers; 1 or 0.58 % is accountant; 1 or 0.58 % is

assistant; 1 or 0.58 % is business proprietor; 1 or 0.58 % is call center worker; 1 or 0.58

% is carpenter; 1 or 0.58 % is computer programmer; 1 or 0.58 % is construction

worker; 1 or 0.58 % is consultant;1 or 0.58 % is CPA; 1 or 0.58 % is director/ producer;

1 or 0.58 % is document controller; 1 or 0.58 % is examiner BOC; 1 or 0.58 % is

executive assistant; 1 or 0.58 % is farmer; 1 or 0.58 % is fireman; 1 or 0.58 % is

foreman; 1 or 0.58 % is navy; 1 or 0.58 % is official; 1 or 0.58 % is physician; 1 or 0.58

% is politician; and 1 or 0.58 % is security guard.

The result shows that most of the respondents’ father occupations are

businessmen, engineer and seaman.

Table 2.2 Mother’s OccupationOCCUPATION FREQUENCY PERCENTAGE

Accountant 6 3.49

Assistant 1 0.58

Businesswoman 26 15.12

Chef 1 0.58

Clinical Research Associate 1 0.58

College Professor 1 0.58

Commerce 1 0.58

Company Administrator 1 0.58

CPA 3 1.74

Deceased 2 1.16

Dentist 2 1.16

Doctor 2 1.16

Employee 20 11.63

Engineer 4 2.33

Homemaker 1 0.58

Housewife 54 31.40

Manager 5 2.91

Mediation Staff 1 0.58

None 7 4.07

Nurse 2 1.16Nutritionist 1 0.58

Officer 4 2.33OFW 3 1.74

Principal 1 0.58Process Associate 1 0.58

Proprietress 2 1.16Self-employed 4 2.33

Sewer 1 0.58Storekeeper 1 0.58Supervisor 3 1.74

Teacher 6 3.49Telephone Operator 1 0.58

Therapist 1 0.58Vendor 1 0.58

X-ray technician 1 0.58TOTAL 172 100

Using frequency and percentage, the results in Table 2.1.1 showed that out of

172 respondents, their mother's occupation are 54 or 31.40 % are housewives; 26 or

15.12 % are businesswomen; 20 or 11.26 % are employees; 7 or 4.07 % are

unemployed; 6 or 3.49 % are accountants; 6 or 3.49 % are teachers; 5 or 2.91 % are

managers; 4 or 2.33 % are engineers; 4 or 2.33 % are officers; 4 or 2.33 % are self-

employed; 3 or 1.74 % are CPA’s; 3 or 1.74 % are OFW’s; 3 or 1.74 % are supervisors;

2 or 1.16 % are deceased; 2 or 1.16 % are dentists; 2 or 1.16 % are doctor; 2 or 1.16 %

are nurses; 2 or 1.16 % are proprietress; 1 or 0.58 % is assistant; 1 or 0.58 % is chef; 1

or 0.58 % is clinical research associate; 1 or 0.58 % is college professor; 1 or 0.58 % is

commerce; 1 or 0.58 % is company administrator; 1 or 0.58 % is homemaker; 1 or 0.58

% is mediation staff; 1 or 0.58 % is nutritionist; 1 or 0.58 % is principal; 1 or 0.58 % is

process associate; 1 or 0.58 % is sewer; 1 or 0.58 % is storekeeper; 1 or 0.58 % is

telephone operator; 1 or 0.58 % is therapist; 1 or 0.58 % is vendor; and 1 or 0.58 % is

X-ray technician.

The result shows that most of the respondents’ mothers are housewives. While

the other top most occupation are being a businesswoman and an employee.

Problem 3: What is the course preference of the respondents in terms of course

the respondents prefer, who influenced the respondents from their preferred

course, factors that affects the respondent's career choice?

Table 3.1Preferred course of the respondentsPREFERRED COURSE FREQUENCY PERCENTAGE

Engineering 39 20.53Medical Courses 52 27.37

Business Scheme 29 15.26Agriculture 3 1.58

Architecture 10 5.26Law and Legal Management 12 6.32

Computer Scheme 7 3.68Vocational Courses 0 0.00

Education 1 0.53Communication Arts 7 3.68

Others 30 15.79

Total 190 100Using frequency and percentage, the results in Table 1.2 showed that out of 172

respondents, 52 or 27.37 % prefer medical courses, 39 or 20.53 % prefer engineering

courses, 29 or 15.26 % prefer business scheme courses, 12 or 6.32 % prefer law and

legal management courses, 10 or 5.26 % prefer architecture courses, 7 or 3.68 % prefer

computer scheme courses, 7 or 3.68 % prefer the course communication arts, 3 or 1.58

% prefer agriculture courses, and 1 or 0.53 % prefer the course education.

The result shows that most respondents preferred to have medical related

courses, engineering and others. From the parents occupation table, namely table 2.1

and table 2.2 show that parents are mostly likely businessmen and businesswoman,

engineers, seaman, housewives and employees. Their child may be familiar of their

parents’ occupation environment that can somehow affect their child preferred course.

In relation to the result of table 3.1 medical related courses are most chosen course by

the respondents but there are only little percentage of the medical related occupation of

parents rather than engineering and business scheme courses that shows influence of

the parents to their children that proves Fields, Piotrkowski & Katz, study that if a child is

expose or aware of their parents’ occupation environment they may develop feelings

and ideas about work.

Table 3.2 Respondent's Course InfluenceCOURSE INFLUENCE FREQUENCY PERCENTAGE

Mother's Occupation 15 7.98Father's Occupation 20 10.64

Own Choice 140 74.47Others 13 6.91

Using frequency and percentage, the results in Table 3.2 showed that out of 172

respondents, 140 or 74.47 % decided to choose their course by their own choice, 20 or

10.64 % decided to choose their course from their father’s occupation, and 15 or 7.98 %

decided to choose their course from their mother’s occupation.

The results shows that respondents choose their preferred courses because of

their own interest rather than because of their parents’ occupation and others that

disapproves the previous study of Hines(1997) to Parham & Austin (1994) through Otto

that the factors that influence career choice processes are family members, particularly

parents.

Table 3.3 Factors affecting the career choiceFACTORS FREQUENCY PERCENTAGE

Own Interest 153 23.91Ability/Skills 103 16.09

School Performance 48 7.50Peers/Friends 39 6.09

Parents & Relatives Advice 79 12.34Teacher & Guidance Councilor Advice 11 1.72

Parents Job 28 4.38Course Pursued by Siblings 7 1.09

Family Business 16 2.50Scholarship Grants 10 1.56Years to Complete 17 2.66

Future Salary 95 14.84Course Offered by School 26 4.06

Tuition Cost 8 1.25Others 0 0.00TOTAL 640 100

Using frequency and percentage, the results in Table 3.3 showed that out of 172

respondents, 153 or 23.91 % choose their course because of their own interest, 103 or

16.09 % choose their course because of their ability or skills, 95 or 14.84 % choose

their course because of the future salary, 79 or 12.34 % choose their course because of

their parents and relatives advice, 48 or 7.50 % choose their course because of their

school performance, 39 or 6.09 % choose their course because of their friends or peers,

28 or 4.38 % choose their course because of their parents job, 26 or 4.06 % choose

their course because of the courses offered by the school, 17 or 2.66 % choose their

course because of the years to complete, 16 or 2.50 % choose their course because of

their family business, 11 or 1.72 choose their course because of their teacher and

guidance councilors advice, 10 or 1.56 % choose their course because of the

scholarship grants, 8 or 1.25 % choose their course because of the tuition cost, and 7 or

1.09 % choose their course because of the course pursued by siblings.

The respondent considers most in choosing their courses are own interest,

abilities and skills and their future salary. It only shows that the respondents have

chosen their courses because they consider first their interest to the course, if their skills

and abilities are suited to be able to finish the course that links to first factor, interest.

The researchers have found that the respondents are now conscious having their future

salary involve in the factors they consider in choosing a course which is the third factor

they have chosen.

Problem 4: What are the effects of parents’ occupation on the course preference

of fourth year students in terms of their parent's occupation influence and their

personal point of view?

Table 4.1 Parents’ occupation influencePARENTS’ OCCUPATION INFLUENCE MEAN INTERPRETATION

1. I want to follow my parents’ occupation. 1.60 Agree2. I consider my parents’ occupation in choosing course. 1.77 Agree3. I’m oriented with my parents’ occupation environment. 2.24 Agree4. I want to go to the university/college where my parents studied. 1.54 Agree5. I’m interested with my parents’ job. 1.89 Agree6. I consider my skills are suited for my parents’ job. 1.91 Agree7. I choose courses preferred by my parents. 1.81 Agree8. I want to achieve goals that my parents’ attainted. 2.39 Agree9. I want to contribute to the field my parents’ are working for. 2.02 Agree10. I know that I will do best in this job in the future. 2.85 Moderately Agree11. My parents’ job has a lot of influence in my chosen field. 1.87 Agree

12. I like and I have much interest of this course of my parents. 1.80 Agree13. I choose this because both my parents and siblings are in the same field of interest. 1.38 Disagree14. I choose this course because my parents forced me. 1.09 Disagree15. I choose this course because my parents can afford it. 2.06 Agree

MEAN SCORE 1.89 AGREELEGENDS: 3.51 – 4.00 (Strongly Agree); 2.51 – 3.50 (Moderately Agree); 1.51 – 2.50 (Agree); 0.51 – 1.50 (Disagree); 0. 00 – 0.50 (Strongly Disagree)

Table 4.1 shows the parents’ occupation influence. The mean score of Table 4.1

is 1.89 or agree. As a result of the parents’ occupation influence, the respondents know

that they will do best in their job in the future (2.85); want to achieve goals that their

parents’ attainted (2.39); were oriented with their parents’ occupation environment

(2.24); choose that course because their parents can afford it (2.06); want to contribute

to the field their parents’ are working for (2.02); consider their skills are suited for their

parents’ job (1.91); were interested with their parents’ job (1.89); chosen field has a lot

of influence from their parents’ job (1.87); choose courses preferred by their parents

(1.81); like and have much interest from the course of their parents (1.8); consider their

parents’ occupation in choosing their course (1.77); want to follow my parents’

occupation (1.67); want to go to the university/college where their parents studied

(1.54); choose that course because both of their parents and siblings are in the same

field of interest (1.38); choose that course because their parents forced them (1.09).

The result shows that there is somehow positive reaction from the respondents in

considering their parents occupation. The question that got the highest mean in this set

is they know that they will do their best in this job in the future, interprets that they

moderately agree that they can do the job of their parents. Lowest mean interpret

disagree. The data shows that they are not choosing this course because they were just

forced by their parents to do so.

Table 4.2 Personal point of viewQuestions: Mean Interpretation1. I prefer other course than my parents do. 2.70 Moderately Agree

2. I consider my abilities and skills in choosing this course. 3.06 Moderately Agree

3. I like and I have much interest of this course. 3.06 Moderately Agree

4. I want to take this course because it was my childhood dream. 2.39 Agree5. I consider my interest and knowledge in taking this course. 3.01 Moderately Agree

6. I consider my teacher’s/guidance counselor advice in taking this course. 2.88 Moderately Agree

7. I consider this course because I know that I will do best in this job in the future. 3.02 Moderately Agree

8. I show interest with the course chosen by my siblings. 1.88 Agree9. I want to have scholarship grants by taking this course. 2.49 Agree10. I choose this course because opens more job opportunities than the others. 2.82 Moderately Agree

11. I choose this course because I want to work abroad. 2.50 Agree12. I choose universities with the best quality of this course. 3.05 Moderately Agree

13. I consider the economic advances of this course. 2.91 Moderately Agree

14. I want to achieve goals in this field. 3.31 Moderately Agree

15. I choose this course considering time/years to spend to finish college. 2.74 Moderately Agree

Mean Score 2.79 Moderately AgreeLEGENDS: 3.51 – 4.00 (Strongly Agree); 2.51 – 3.50 (Moderately Agree); 1.51 – 2.50 (Agree); 0.51 – 1.50 (Disagree); 0. 00 – 0.50 (Strongly Disagree)

Table 4.2 shows the respondent’s personal point of view. The mean score of

Table 4.2 is 1.89 or agree. As a result of the parents’ occupation influence, the

respondents want to achieve goals in this field (3.31); like and have much interest of

that course (3.06); consider their abilities and skills in choosing this course (3.06);

choose universities with the best quality of that course (3.05); consider that course

because they know that they will do best in their job in the future (3.02); consider their

interest and knowledge in taking that course (3.01); consider the economic advances of

that course (2.91); consider their teacher’s/guidance counselor advice in taking that

course (2.88); choose that course because it opens more job opportunities than the

others (2.82); choose that course considering time/years to spend to finish college

(2.74); prefer other course than my parents does (2.7); choose that course because

they want to work abroad (2.5); want to have scholarship grants by taking this course

(2.49); want to take this course because it was my childhood dream (2.39); show

interest with the course chosen by their siblings (1.88).

The result shows that the respondents choose their course because of their

ideas on it proven by the mean score. The highest mean score interprets that they have

chosen their course because they want to achieve their goals in their chosen field. The

lowest mean interprets that they shows interest also in choosing courses taken by their

siblings thus proving that parents occupation alone don’t influence much in choosing

their courses. This proves that parent occupation can be a positive involvement or a

negative involvement depending situation like what Middleton and Longhead (1993)

present in their three categories of parental involvement on career development.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

A. Summary of Findings

The research was conducted for the purpose of finding out the effects of parent's

course preference of the fourth year students of Rogationist College. The Descriptive

method of research was used and the descriptive survey technique was used by the

researchers in gathering data. The researchers made use of questionnaires for the

gathering of data. The sampling technique used was non-purposive sampling technique.

The researchers used 172 respondents for this research. This research was conducted

during the school year 2009-2010.

Problem 1: What is the profile and background of the respondents in terms of (a)

gender, and (b) age?

Out of 172 respondents, 99 or 57.56 % are females and 73 or 42.22 % are

males. Out of 172 respondents, 93 or 54.07 % are 16 years old, 69 or 40.12 % are 15

years old, 9 or 5.23 % are 17 years old, and 1 or 0.58 % are 14 years old.

Problem 2: What is the status of the parents’ educational attainment in terms of

(a) father’s occupation, (b) mother’s occupation?

Out of 172 respondents, their father's occupation are 33 or 19.19 % are

businessman; 24 or 13.95 % are engineers; 21 or 12.21 % are seamen; 20 or 11.23 %

are employees; 18 or 8.14 % are Overseas Filipino Workers ; 8 or 4.65 % are

managers; 7 or 4.07 % are drivers; 4 or 2.33 % are self-employed; 3 or 1.74 % are

deceased; 3 or 1.74 % are technicians; 2 or 1.16 % are architects; 2 or 1.16 % are

dentists; 2 or 1.16 % are laborers; 2 or 1.16 % are lawyers; 2 or 1.16 % are

unemployed; 2 or 1.16 % are supervisors; 2 or 1.16 % are teachers; 1 or 0.58 % is

accountant; 1 or 0.58 % is assistant; 1 or 0.58 % is business proprietor; 1 or 0.58 % is

call center worker; 1 or 0.58 % is carpenter; 1 or 0.58 % is computer programmer; 1 or

0.58 % is construction worker; 1 or 0.58 % is consultant;1 or 0.58 % is CPA; 1 or 0.58 %

is director/ producer; 1 or 0.58 % is document controller; 1 or 0.58 % is examiner BOC;

1 or 0.58 % is executive assistant; 1 or 0.58 % is farmer; 1 or 0.58 % is fireman; 1 or

0.58 % is foreman; 1 or 0.58 % is navy; 1 or 0.58 % is official; 1 or 0.58 % is physician;

1 or 0.58 % is politician; and 1 or 0.58 % is security guard. Out of 172 respondents, their

mother's occupation are 54 or 31.40 % are housewives; 26 or 15.12 % are

businesswomen; 20 or 11.26 % are employees; 7 or 4.07 % are unemployed; 6 or 3.49

% are accountants; 6 or 3.49 % are teachers; 5 or 2.91 % are managers; 4 or 2.33 %

are engineers; 4 or 2.33 % are officers; 4 or 2.33 % are self-employed; 3 or 1.74 % are

CPA’s; 3 or 1.74 % are OFW’s; 3 or 1.74 % are supervisors; 2 or 1.16 % are deceased;

2 or 1.16 % are dentists; 2 or 1.16 % are doctor; 2 or 1.16 % are nurses; 2 or 1.16 %

are proprietress; 1 or 0.58 % is assistant; 1 or 0.58 % is chef; 1 or 0.58 % is clinical

research associate; 1 or 0.58 % is college professor; 1 or 0.58 % is commerce; 1 or

0.58 % is company administrator; 1 or 0.58 % is homemaker; 1 or 0.58 % is mediation

staff; 1 or 0.58 % is nutritionist; 1 or 0.58 % is principal; 1 or 0.58 % is process

associate; 1 or 0.58 % is sewer; 1 or 0.58 % is storekeeper; 1 or 0.58 % is telephone

operator; 1 or 0.58 % is therapist; 1 or 0.58 % is vendor; and 1 or 0.58 % is X-ray

technician.

Problem 3: What are the course preferences of the respondents in terms of (a)

course the respondent’s prefer, (b) influence that affects the respondent’s

preferred course, and (c) factors affecting the respondent’s career choice?

Out of 172 respondents, 52 or 27.37 % prefer medical courses, 39 or 20.53 %

prefer engineering courses, 29 or 15.26 % prefer business scheme courses, 12 or 6.32

% prefer law and legal management courses, 10 or 5.26 % prefer architecture courses,

7 or 3.68 % prefer computer scheme courses, 7 or 3.68 % prefer the course

communication arts, 3 or 1.58 % prefer agriculture courses, and 1 or 0.53 % prefer the

course education. Out of 172 respondents, 140 or 74.47 % decided to choose their

course by their own choice, 20 or 10.64 % decided to choose their course from their

father’s occupation, and 15 or 7.98 % decided to choose their course from their

mother’s occupation. Out of 172 respondents, 153 or 23.91 % choose their course

because of their own interest, 103 or 16.09 % choose their course because of their

ability or skills, 95 or 14.84 % choose their course because of the future salary, 79 or

12.34 % choose their course because of their parents and relatives advice, 48 or 7.50

% choose their course because of their school performance, 39 or 6.09 % choose their

course because of their friends or peers, 28 or 4.38 % choose their course because of

their parents job, 26 or 4.06 % choose their course because of the courses offered by

the school, 17 or 2.66 % choose their course because of the years to complete, 16 or

2.50 % choose their course because of their family business, 11 or 1.72 choose their

course because of their teacher and guidance councilors advice, 10 or 1.56 % choose

their course because of the scholarship grants, 8 or 1.25 % choose their course

because of the tuition cost, and 7 or 1.09 % choose their course because of the course

pursued by siblings.

Problem 4: What are the effects of parents’ occupation on the course preference

of fourth year students in terms of (a) Parent's occupation influence, and (b)

Personal point of view?

The mean score of Table 4.1 Parent's occupation influence is 1.89 or agree. All

the statements were gathered under the mean of 1.09 to 2.85. As a result of the

parents’ occupation influence, the respondents know that they will do best in their job in

the future (2.85); want to achieve goals that their parents’ attainted (2.39); were oriented

with their parents’ occupation environment (2.24); choose that course because their

parents can afford it (2.06); want to contribute to the field their parents’ are working for

(2.02); consider their skills are suited for their parents’ job (1.91); were interested with

their parents’ job (1.89); chosen field has a lot of influence from their parents’ job (1.87);

choose courses preferred by their parents (1.81); like and have much interest from the

course of their parents (1.8); consider their parents’ occupation in choosing their course

(1.77); want to follow my parents’ occupation (1.67); want to go to the university/college

where their parents studied (1.54); choose that course because both of their parents

and siblings are in the same field of interest (1.38); choose that course because their

parents forced them (1.09).

The mean score of Table 4.2 Personal point of view is 2.79 or moderately agree.

All the statements were gathered under the mean of 1.88 to 3.31. As a result of the

parents’ occupation influence, the respondents want to achieve goals in this field (3.31);

like and have much interest of that course (3.06); consider my abilities and skills in

choosing this course (3.06); choose universities with the best quality of that course

(3.05); consider that course because they know that they will do best in their job in the

future (3.02); consider their interest and knowledge in taking that course (3.01);

consider the economic advances of that course (2.91); consider their

teacher’s/guidance counselor advice in taking that course (2.88); choose that course

because it opens more job opportunities than the others (2.82); choose that course

considering time /years to spend to finish college (2.74); prefer other course than my

parents does (2.7); choose that course because they want to work abroad (2.5); want to

have scholarship grants by taking this course (2.49); want to take this course because it

was my childhood dream (2.39); show interest with the course chosen by their siblings

(1.88).

B. Conclusions

After analyzing the gathered data by the researchers, they arrived with the

following conclusions:

1. Out of 172 respondents, they have preferred to take courses related to medical

courses, engineering courses, and business scheme courses.

2. Only 19 % of the total population of the respondents is influence most by their

parents’ occupation and the remaining population pursues their own interest and

other influences in their preferred course.

3. The researchers found that the factors that the respondents prioritize most in their

career choice or preferred course are their own interest, abilities and skills, and future

salary. This result interprets that the respondents like to choose their preferred

course because they have interest to it; they are equipped with abilities and skills

needed in the course program and their future income when they finish college to

work.

4. The respondents know that they will do best in their job in the future; they want to

achieve goals that their parents’ attainted, and they were oriented with their parents’

occupation environment, these indicate some positive points in choosing courses

patterned after their parent occupation.

5. The respondents want to achieve goals in their chosen field; they like and have much

interest of their course; and consider their abilities and skills in choosing their course,

which prove that their interest is the first factor to be considered in choosing their

preferred courses before the others.

6. The parents’ occupation of the respondents affects but not much in choosing their

preferred course, because most students or respondents prefer to choose their own

course according to their personal point of view rather than choosing the field to

which their parents’ occupation belong.

C. Recommendations

Based on the conclusions the researchers stated above, the researchers have

arrived with the following recommendations:

1. Senior students should consider first their own interests, skills, abilities, and

academic performance before the other factors that may affect in choosing their

career. They can consider also their parents occupation if they are sure that they

really are for those courses.

2. The school administration, especially the guidance councilors, should continue to

improve and conduct career orientations and evaluations to help the students in

choosing their course to take in college and also to guide the students to choose not

just what is in-demand but chose the appropriate course suited by their interest,

abilities and skills and their academic performance to avoid shifting courses

3. The parents must expose their children to different fields that may open many

possibilities for their future. They must help their children to discern clearly by giving

them advices and not forcing them to take courses they only like to or they want for

them children. They should consider their children’s capacity to take those courses

they preferred.

4. The researchers suggests to the future researchers to study the individuals who took

course with the same fields of their parents’ occupation and see results if they

succeeded or not. Study other factors that may affect the course preference of

students for the improvement and betterment of this research.

BIBLIOGRAPHY

Middleton, E. B., and Loughead T. A., (1993) “Parental influence on career development: An Integrative Framework for Adolescent Career Counseling," JOURNAL OF CAREER DEVELOPMENT 19, Volume no. 3. p.161-173. Knoxville, Tennessee

Engel, C. E., 2008.German Student Education Transitions: Factors That Influence Choice of Educational Paths. University of California, Los Angeles, California.

Fields, A.B., 1981. Some influences upon the occupational aspirations of three white-collar ethnic groups. Adolescence, Volume no. 16. p663-84. Sage Publications.

Healy, C.C. 1982. Career-development: Counseling through the life stages. San Francisco, Jossey-Boss, Inc.

Mortimer, J., 1976. Social class, work, and the family: Some implications of the father's occupation of familial relationships with son's career decisions. Journal of Marriage and the family, 28, p 241-256. Sage Publications.

Piotrkowski, C.S. & Katz, M.H. (1982). Indirect socialization of children: The effect of mother's job on academic behavior. Child Development, 53, 1520-1529. Yale University, Blackwell Publishing.

Schulenberg, J., Vondracek, F. & Crouter, A. (1984). The influence of the family on vocational development. Journal of Marriage and the Family. 46, 129-143. Blackwell Publishing.

Tittle, C.K. (1981). Careers and family: Sex roles and adolescent life plans. Beverly Hills, CA: Sage Publications.

“Occupation”, http.

“Parenting and career development”, http://www.kidsource.com/education/parenting.career.html

“Parents Have Their Say…About Their College-Age Children’s Career Decisions”, http://www.uncwil.edu/stuaff/career/documents/parentssay.html

“Other factors in choosing a college: University of Texas”, http://www.unt.edu/pais/howtochoose/factors.html

APPENDICES

Rogationist CollegeHigh School DepartmentSchool Year 2009-2010

APPENDIX ALetter to the Editor

26 July 2009

Mrs. Virginia D. Silvestre, RMTPhilCare

Dear Madam:

Greetings!We, the fourth year students of Rogationist College, are currently working on our research paper in fulfillment of the requirements in Basic Research. Our research paper investigates “THE EFFECTS OF PARENTS’ OCCUPATION ON THE COURSE PREFERENCE OF THE FOURTH YEAR STUDENTS OF ROGATIONIST COLLEGE SCHOOL YEAR 2009 -2010”. This study aims to determine the effects of parents’ occupation to the course preference of fourth year students in Rogationist College - High School Department.

In line with this, we are in need of an editor to help us improve the grammar and sentence construction on our research paper. We have chosen you among others because we believe that you possess excellent grammar proficiency.

Thank you very much and we are hoping for your positive response. God Bless you and your family!

Sincerely yours,

_________________________ _________________________ Renan M. Atienza Jazmine D. Silvestre

_________________________ _________________________ Hikari Tacsay Micah Angelica F. Torres

Noted by: Approved by:

_________________________ ______________________

Ms. Sheila A. Malizon Mrs. Virginia D. Silvestre Basic Research Teacher Editor

Rogationist CollegeHigh School DepartmentSchool Year 2009-2010

APPENDIX BSample Questionnaire

Respondent No.___

Dear Respondents,

We, Renan M. Atienza, Jazmine D. Silvestre, Hikari Tacsay and Micah Angelica F. Torres of IV – St. Augustine, are currently working on our thesis entitled “THE EFFECTS OF PARENTS’ OCCUPATION ON THE COURSE PREFERENCE OF THE FOURTH YEAR STUDENTS OF ROGATIONIST COLLEGE SCHOOL YEAR 2009 -2010”. In line with this, we would like to ask your cooperation in answering the following questions utmost honesty.

Thank you very much!

The Researchers

I. Respondents Profile

Name: ______________________ Section: ________________ Age: ______ Gender: ______

Father’s Occupation:_____________________________ Mother’s Occupation:_____________________________

II. Course Preference of the Students

Directions: Kindly answer the following questions with COMPLETE HONESTY. Put a Check mark on the spaces provided before. (Your answers will be used as basis for the said research study and we, the researchers assure you that it will be kept confidential)

1. Which course do you prefer?

______Engineering (Civil, Industrial, Chemical, Mechanical, Electrical etc.)_____ Medical Courses (Doctor, Nursing, Midwifery, Pharmacy, Dentistry etc.)_____ Business Scheme (Management, Secretarial etc.)_____ Agriculture (Farming, Forestry etc.)_____ Architecture (Interior, Exterior)_____ Law and Legal Management (Criminology, Law, Etc.)_____ Computer Scheme (Programming etc.)_____ Vocational Courses (Care giving, 2-3 Year courses)_____ Education_____ Communication Arts_____ Others (pls. specify) ____________

2. Who influenced your preferred course?_______ mother’s occupation_______ father’s occupation_______ own choice_______ others (pls. specify) ____________

3. What are the factors that affect your career choice? (You may select more than one)

_______ own interest_______ my ability/skills_______ school performance_______ peers/friends_______ parents and relatives

advice_______ teacher and guidance

counselors’ advice_______ parent’s job_______ others (pls. specify)

___________

_______ course pursued my siblings

_______ family business_______ scholarship grants_______ years to complete_______ future salary_______ course offered by school_______ tuition cost

PARENTS’ OCCUPATION INFLUENCE 4 3 2 1 01.    I want to follow my parents’ occupation.          

2.    I consider my parents’ occupation in choosing course.          

3.    I’m oriented with my parents’ occupation environment.          

4.    I want to go to the university/college where my parents studied.          

5.    I’m interested with my parents’ job          

6.    I consider my skills are suited for my parents’ job.          

7.    I choose courses preferred by my parents.          

8.    I want to achieve goals that my parents’ attainted.          

9.    I want to contribute to the field my parents’ are working for.          

10. I know that I will do best in this job in the future.          

11. My parents’ job has a lot of influence in my chosen field.          

12. I like and I have much interest of this course of my parents.          

13. I choose this because both my parents and siblings are in the same field of interest.          

14. I choose this course because my parents forced me.          

15. I choose this course because my parents can afford it.          

PERSONAL POINT OF VIEW 4 3 2 1 01.    I prefer other course than my parent does.          

2.    I consider my abilities and skills in choosing this course.          

3.    I like and I have much interest of this course.          

4.    I want to take this course because it was my childhood dream.          

5.    I consider my interest and knowledge in taking this course.          

6.    I consider my teacher’s/guidance counselor advice in taking this course.          

7.    I consider this course because I know that I will do best in this job in the future.          

8.    I show interest with the course chosen by my siblings.          

9.    I want to have scholarship grants by taking this course.          

10. I choose this course because opens more job opportunities than the others.          

11. I choose this course because I want to work abroad.          

12. I choose universities with the best quality of this course.          

13. I consider the economic advances of this course.          

14. I want to achieve goals in this field.          

15. I choose this course considering time /years to spend to finish college.          

Rogationist CollegeHigh School DepartmentSchool Year 2009-2010

APPENDIX CCURRICILUM VITAE

RENAN MARTINEZ ATIENZA431 Malaking Ilog, Iba, Silang Cavite

I. PROFILEAge: 16 years old Gender: MaleBirth date: October 31 1993 Birth Place: Silang CaviteReligion: Roman Catholic Nationality: FilipinoFather’s Name: Rolando M. Atienza Occupation: FarmerMother’s Name: Gemma M. Atienza Occupation: housewifeSkills: Basic knowledge in Graphic Arts & Electronics,

Basic Knowledge in Foods Trades 1 & 2

II.EDUCATIONAL BACKGROUNDLEVEL

ElementarySecondary

SCHOOLIba Elementary School

Rogationist College

YEAR GRADUATED20062010

III. CLUBS AND ORGANIZATIONSPOSITION

MemberMemberMember

Peace Officer

CLUB/ORGANIZATIONSports ClubSports Club

KOAKOA

YEAR2006-20072007-20082008-20092009-2010

IV. HONORS & AWARDS RECEIVEDHONORS/AWARDS

Diligence AwardORGANIZATION

Rogationist CollegeYEAR2008

V.CHARACTER REFERENCENAME

Mr. Cesar M. LagoMr. Louie Sonny D. RiveraMrs. Nerissa SJ. Calimag

POSITIONGuidance CouncilorSenior Year, Adviser

Principal

COMPANY ADDRESSRogationist CollegeRogationist CollegeRogationist College

________________ Signature

JAZMINE DANGAT SILVESTREBlk 4D L5 Saturn St., Satellite Homes I, San Jose, Dasmariñas City, Cavite 4114

+639266461005jazmine1893@yahoo.com

I. PROFILEAge: 16 years old Gender: FemaleBirth date: June18, 1993 Birth Place: Parañaque CityReligion: Roman Catholic Nationality: FilipinoFather’s Name: Javier N. Silvestre Jr. Occupation: Overseas Filipino WorkerMother’s Name: Virginia D. Silvestre Occupation: Registered Medical Skills: Basic knowledge in Graphic Arts & Technologist

Electronics, Basic Knowledge in Foods Trades 1 & 2,

II. EDUCATIONAL BACKGROUNDLEVEL

Elementary

Secondary

SCHOOLBrightways Academy –

Guevarra CampusRogationist College

YEAR GRADUATED2006

2010

III. CLUBS AND ORGANIZATIONSPOSITION

Member

CLUB/ORGANIZATION

Varsity ClubYEAR

2006-2010

IV. HONORS & AWARDS RECEIVEDHONORS/AWARDS ORGANIZATION DATEValedictorian Brightways Academy 2006Gov. Erineo ”Ayong” Maliksi Brightways Academy 2006Leadership AwardeeMayor Elpidio F. Barzaga, Jr. Brightways Academy 2006Gawad Karangalan Medal for Academic Excellence3RD Diligence Award Rogationist College 2008-2009

V. CHARACTER REFERENCENAME

Mr. Cesar M. LagoMr. Louie Sonny D. RiveraMrs. Nerissa SJ. Calimag

POSITIONGuidance CouncilorSenior Year, Adviser

Principal

COMPANY ADDRESSRogationist CollegeRogationist CollegeRogationist College

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HIKARI TACSAYBlk 20 L3 King Philip St. Kingsland Village,

Brgy. Sampaloc II, Dasmariñas City, Cavite, 4114irakih_06@yahoo.com

I. PROFILEAge: 16 years old Gender: FemaleBirth date: September 10, 1993 Birth Place: Dasmariñas, CaviteReligion: Roman Catholic Nationality: FilipinoFather’s Name: Kazuhisa Takeuchi Occupation: DentistMother’s Name: Anna Liza F. Tacsay Occupation: Sales AgentSkills: Basic knowledge in Graphic Arts & Electronics,

Basic Knowledge in Foods Trades 1 & 2, andBasic skill in Visual Basic Programming

II.EDUCATIONAL BACKGROUNDLEVEL

Elementary

Secondary

SCHOOLPhilippine Christian

UniversityRogationist College

YEAR GRADUATED2006

2010

III. CLUBS AND ORGANIZATIONSPOSITION

MemberMember

Vice PresidentMember

CLUB/ORGANIZATIONSports Club

Dance & Cheering ClubVideo Acting ClubDance & Cheering Club/Varsity Club

YEAR2006-20072007-20082008-20092009-2010

IV. HONORS & AWARDS RECEIVEDHONORS/AWARDS

Diligence AwardORGANIZATION

Rogationist CollegeYEAR2010

V. CHARACTER REFERENCENAME

Mr. Richard B. MonterroyoMr. Louie Sonny D. RiveraMrs. Nerissa SJ. Calimag

POSITION2nd Year Adviser

Senior Year, AdviserPrincipal

COMPANY ADDRESSRogationist CollegeRogationist CollegeRogationist College

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MICAH ANGELICA FRANCISCO TORRESBlock 33 Lot 22 Rome Street Phase 1 Golden City Subdivision,

Anabu II-F, Imus, Cavite 4103(046) 515-3040

micky_torres16@hotmail.com

I. PROFILEAge: 16 years old Gender: FemaleBirth date: February 20, 1994 Birth Place: Dasmariñas CityReligion: Roman Catholic Nationality: FilipinoFather’s Name: Roel C. Torres Occupation: AccountantMother’s Name: Herminia F. Torres Occupation: HousewifeSkills: Basic knowledge in Graphic Arts & Electronics,

Basic Knowledge in Foods Trades 1 & 2, andBasic skill in Visual Basic Programming

II. EDUCATIONAL BACKGROUNDLEVEL

SecondaryElementary

SCHOOLRogationist College

La Verne Academy Inc.

YEAR GRADUATED20102006

III. CLUBS AND ORGANIZATIONSPOSITION

MemberMemberMemberMember

CLUB/ORGANIZATIONComputer Club

English ClubYoung Entrepreneur's Society

Youth for Christ

YEAR2007 - 20082008 - 20092009 - 2010

2008 – Present

IV. HONORS & AWARDS RECEIVEDHONORS/AWARDS

2nd Place - Math Quiz Bee

3rd Place - Math Quiz Bee

ORGANIZATIONLa Verne Academy Inc.

La Verne Academy Inc.

DATE2006

2003

V. CHARACTER REFERENCENAME

Mr. Cesar M. LagoMr. Louie Sonny D. RiveraMrs. Nerissa SJ. Calimag

POSITIONGuidance CouncilorSenior Year, Adviser

Principal

COMPANY ADDRESSRogationist CollegeRogationist CollegeRogationist College

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