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Marinduque Victorian College 1

Brgy. III, Buenavista, Marinduque

FACTORS INFLUENCING GRADE 11

ACCOUNTANCY BUSINESS MANAGEMENT STUDENTS

AT MARINDUQUE VICTORIANS COLLEGE

IN PURSUING BUSINESS-RELATED PROGRAMS IN

COLLEGE

A Thesis Presented to the

Marinduque Victorians College

In Partial Fulfillment of the Requirements for the

Practical Research 1

Researchers:

Leian Irish M. Biscocho, Shemiah Princess Mallari

John Rexur Velasco, Princess Molbog

April, 2023
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Marinduque Victorian College 2
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RECOMMENDATION FOR ORAL EXAMINATION

This thesis attached hereto entitled: “Factors influencing Grade 11 Accountancy Business

Management Students in Marinduque Victorians College in pursuing business-related

program in college” prepared and submitted by Factors influencing Grade 11 Accountancy and

Business Management Students in Marinduque Victorians College in pursuing business-

related program in college and Leian Irish M. Biscocho, Shemiah Princess Mallari, John

Rexur Velasco, Princess Molbog, in partial fulfillment of the requirements for the Practical

Reseach 1 is hereby recommended for final oral examination.

Language Editor/Copy Editor Statistician

Ms. Princess Idahlia Logatoc

Research Adviser
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Marinduque Victorian College 3
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APPROVAL SHEET

This thesis entitled “Factors influencing Grade 11 Accountancy Business Management

Students in Marinduque Victorians College in pursuing business-related program in
college”, prepared and submitted by Leian Irish M. Biscocho, Shemiah Princess Mallari, John
Rexur Velasco, Princess Molbog, in partial fulfillment of the requirements for the Practical
Research, Marinduque Victorians College, has been examined and hereby recommended for
Oral Examination.

Ms. Princess Idahlia Logatoc

Research Adviser

Date signed: ________________

Approved and accepted by the Committee on Oral Examination on ____________________.

Member Member

Chair

Accepted as partial fulfillment of the requirements for the degree Practical Reseach 1,
Marinduque Victorians College, Brgy. Tres, Buenavista, Marinduque.

Mr. Melvic Pernia

Assistant Principal
Date signed: ______________
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ACKNOWLEDGEMENT

We are really grateful because we managed to complete our thesis assignment given by our

thesis adviser Ms. Princess Idahlia Logatoc.

This assignment couldn’t be completed without the effort and cooperation of each other.

We also thanks our thesis adviser for the guidance and encouragement in finishing this

assignment and also for teaching us this course.

We would like to thanks our family and friends for their constant source of inspiration for

doing this thesis assignment.

To the Almighty GOD for the wisdom, strength and perseverance to finish this research

study.

--The Researchers
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DEDICATION

We dedicate this study first and foremost to our Almighty GOD for His guidance and
blessing.

To our parents for their unendless support through morally and financially.

To our thesis adviser, Ms. Princess Idahlia Logatoc, for her guidance and consistent trust in
us.

To each one of us for believing in each other and supporting through ups and downs.

--The Researchers—

ABSTRACT
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This study documented the factors influencing Grade 11-Accountancy Business Management

students at Marinduque Victorians College in pursuing business-related programs in college.

Qualitative study research design used to this research that utilized descriptive method on

gathering information about the factor influencing Grade 11-Accountancy Business Management

students at Marinduque Victorians College in pursuing business-related programs in college. Data

collection was done through conducting an observation and formal interview were the respondents.

Willingly shared their reasons in taking up business course in college. The study was conducted in

the Marinduque Victorian College where there are students who are in Grade 11 taking ABM strand

who are taking up business course in college, were chosen through purposive sampling technique

were undergone transcribing and encoding that getting the themes and researchers wanted. Then its

interpretation was based on combination of researchers perspective and collected lastly researchers

presented the output and the responded for the approval.

The findings of the study revealed the factors influencing Grade 11 students in MVC taking

ABM strand in pursuing business related-program in college.

In the knowledge of the finding and conclusion it is recommended that future researchers

conduct follow up study dealing with the importance of knowing the factors influencing of taking

up business related program.

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TABLE OF CONTENTS

Title Page………………………………………………………………………... i
Recommendation for Oral Examination……………………………………….... ii
Approval Sheet………………………………………………………………….. iii
Acknowledgement………………………………………………………………. iv
Dedication……………………………………………………………………….. v
Abstract………………………………………………………………………….. vi
Table of Contents……………………………………………………………….. vii

List of Figures…………………………………………………………………… ix
CHAPTER I
THE PROBLEM AND ITS BACKGROUND 1
Introduction………………………………………………………………….. 1
Statement of the Problem……………………………………………………. 3
Significance of the Study……………………………………………………. 4
Scope and Limitations of the Study…………………………………………. 4
Conceptual Framework……………………………………………………… 5
Definition of Terms…………………………………………………………. 6
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES 7

CHAPTER III
METHODOLOGY 24
Research Design……………………………………………………………... 25
Sampling Design ……………………………………………………………. 25
Population and Sampling Techniques……………………………………….. 25
Research Instrument…………………………………………………………. 26
Research Locale……………………………………………………………... 26
Data Gathering Procedure…………………………………………………… 28
Statistical Treatment………………………………………………………… 28
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CHAPTER IV
RESULTS AND DISCUSSION……………………………………………. 29
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary of Findings………………………………………………………… 32
Conclusions………………………………………………………………….. 33
Recommendations……………………………………………………………. 34
REFERENCES………………………………………………………………. 35
APPENDICES……………………………………………………………….. 36
CURRICULUM VITAE……………………………………………………... 37
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List of Figures

Figure 1 Number of students who wants to take business-related program in

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college
29
Figure 2 Factors influencing Grade 11 ABM students in pursuing business-
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related program in college
29
Figure 3 Expected employment or plans after pursuing business-related program

in college Page

30
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Chapter I

THE PROBLEM AND ITS BACKGROUND

_______________________________________________________________________________

Introduction

Nowadays, there are certain factors of an individual that affects how they choose or make a

decision choosing their course in college. Factors are one of the things that affects an event,

decision, or situation in one person’s life. As we all know there are many courses in college but

why do students choose to pursue business course. There are several factor that causes students to

pick business course, one main factor is because they want to study business, how it works and

someday be able to build their own business or what you call passion. According to Digos (2016),

your guide to choose your course is all about passion. Your passion for your course and for your

future career. Because the secret to happiness is being able to love whatever it is you do in your

life. Their passion on what they want to take is an advantage for them to pursue the course they

want.

The possible employments and good opportunities that they can get after pursuing business

course in college are also one of the students are looking forward to aside from completing and

holding a business degree after studying business-related programs in college. As serial

entrepreneur Richard Branson quoted, “Business opportunities are like buses – there’s always

another one coming along”.

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Financial influence can also be one of the factors that affect the students in choosing business-

related programs in college. Mainly, because students observed in their environment and field of

vision that people who pursue education, business, and entrepreneurship frequently become

successful and wealthy. They were so motivated by them and desired to emulate them in order to

launch their own businesses, make money, and amass wealth. By picking a business related major

in college, kids can protect their future while also learning from others who have succeeded in

business. According to Melissa (2022), business owners are in a unique position to build their

wealth. As a business owner, you can build your wealth through your business. You have more

control over the money you bring in, the profit you create in your business, and what to do with

that profit. Knowing how to become rich as a business owner is a critical knowledge.

Parents have a say in how their children choose to live their college lives. As a result, it’s possible

that one of the factors college students choose business courses is that their parents want them to

pursue a career in business and study it because they believe that doing so is a wise move.

According to Carpio (2018), it cannot be denied that parents, most of the time, want to have a say

on what is “right”, “best”, or “most practical”.

Peers or friends are also one of the reasons that makes students to choose business course in

college. Sometimes, they get too dazzling and also encouraged to take business course in college if

their friend wants to pursue it in addition to the good ideas that their friends are giving them about

pursuing business in college. According to AK Lingappa (2020), positive peer is believed to bring

about entrepreneurial behavior among students increasing the likelihood of choosing a business

course.
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Owning a business, becoming rich, and peers’ influence are outstanding factors to why business is

the desired course for many. Observed from the statements from the authors that we’ve gathered

such as: “As a business owner, you’ll be able to work in a field you really enjoy. You'll be able to

put your skills and knowledge to use, and you’ll gain personal satisfaction from implementing your

ideas, working directly with customers, and watching your business succeed”. (Small Business

Development Center, 2006). “Whatever money you earn, follow the example of rich business

owners”. (Anita Campbell, 2020).

The researchers only included Grade 11 Students in ABM Strand, because the researchers want to

know if most of the students that have taken ABM strand more closely related to business subjects

has a majority of students that wants to pursue business in college since “ABM strand is for those

who plan to take up business-related courses in higher education or engage in business,

entrepreneurship, and other business-related courses”.

This study aimed to determine the reasons of Grade 11 Students in Marinduque Victorians

College (ABM) taking Accountancy and Business Management (ABM) Strand in pursuing

business course in college.

Statement of the Problem

This study aims to determine the factors influencing the Grade 11-ABM students in pursuing

business-related program in college. Specifically, the researchers intended to answer the following

questions.
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1. How many Grade 11 Students in Marinduque Victorians College taking Accountancy and

Business Management, wants to pursue business course in college?

2. What are the factors that influence them in pursuing business course in college?

3. What factor/s influence them the most?

4. What are the expected employment or plans they want after pursuing business-related

programs in college?

Significance of the Study

This study could be considered significant to the following:

To Students

This study will help the Grade 11 students in ABM Strand studying at MVC School to

determine the different factors in considerations of pursuing business-related program in

college.

To Parents and Teachers

This study can provide additional information to parents and teachers that will serve as a

guide to the students getting into a business career/path.

To Future Researchers

This can help the future researchers as their reference in conducting their own research in the

near future.
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Scope and Delimitations of the Study

The scope of the study is all about the factors influencing grade 11 ABM students at MVC in

pursuing business-related program in college. This research study only focuses to 20 respondents

at Marinduque Victorians College which are the Grade 11 students taking in ABM strand enrolled

for the School Year 2022-2023.

Conceptual Framework

Figure 1
Conceptual Framework of Factors Influencing Grade 11-Accountancy Business Management
Students At Marinduque Victorians College In Pursuing Business-Related Programs In College

Input Process Output

Profiles of the respondents 1. Data collection of Factors influencing

according to: student’s profile Grade 11-ABM
2. Administering students at MVC
a. age questionnaires in pursuing
b. sex 3. Organization of business-related

c. factors that influence their student’s responses. program in college

taking of business course in 4. Statistical analysis
college of data

Current curriculum used by

the institution.
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This framework shows the overall outline of the study. It is expressed using the Input – Process –
Output Framework (IPO). The Input represents the flow of data from external resources into the
process section. The Process section is composed of the materials and methods applied to the
collected data. The Output then shows the processed data of the study.
In this study, the Input comprises the student’s profile such as sex, age, reasons that influences
their taking up of business course in college. The Process indicates the methodology used to obtain
the output of the study through data collection of student’s profiles, administering questionnaires,
organization of student’s responses and statistical analysis of data. Lastly, the Output pertains to
the factor influencing Grade 11-ABM students at MVC in pursuing business-related program in
college.

Definition of Terms

The following conceptual-operational definitions are to clear up and hub on the terms as they be

relevant to this research.

Accountancy and Business Management (ABM) Strand

Refers to a strand that particularly study of accounting and business and deals with different

subject learning areas under K-12 Curriculum (Royarvin, 2018).

Business course

A course or area of study that teaches the principles of business, management, and economics.

(Cambridge, 2022).

Opportunities

The chance to take advantage of an occurrence in the market to begin a business.

Business degree

The degree acquired after graduating college completing the business-related courses.
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Entrepreneur

A person who organize and operates a business or businesses. A businessman or business

woman.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies both local from foreign and local sources.

This also includes the synthesis of the art, gap bridged study and the theoretical framework terms

are defined conceptuality and operationally for clarify.

_______________________________________________________________________________

Foreign Literature

According to St. John (2000) p.22, the choice of major has been described as the most

“thought-provoking, gut wrenching and rest-of-your-life oriented or disoriented” decision.

According to Carnevale, Cheah, & Strohl (2011), this choice is considered as a major life

decision due to its impact on an individual’s future career. The literature on choice of major is

predominantly focused on the North American experience and while there are likely to be

similarities with other parts of the world, as indicated in chapter one, the questions of choice of

majors and careers are important in Cambodia and many other countries. Cambodia’s oversupply of

business graduates was highlighted (World Bank, 2012).

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According MoEYS (2009), it appears that Cambodian students are strongly motivated to

choose a business major despite a current and predicted future oversupply of graduates in business

including accounting, finance and management.

In order to have a better understanding of factors in students’ motivation to choose a

business major and career, the literature review will look at past research in this area to identify

what has been found to be significant in influencing decision making. Expectancy-value theory was

applied in this study and the review will provide a justification for choosing this theory over the

other possible motivational theories in this review. The review will discuss a model of the decision-

making process to understand the process students use in their choice of major. Although many of

the theories, and past research are situated in Western settings, given that the current study is set in

Cambodia, cultural context will be discussed throughout this review. The main purpose of this

literature review is to understand (1) what has been done in the area of motivation in the choice of

business major and careers, (2) the main ways of theorizing or conceptualizing the motivation for

choice of business major and careers, (3) the methods used in studying motivation for choice of

business major and career, and (4) the gaps in the past research which led to the cu rrent study. The

literature search for this review centred around motivation relevant to students’ choice of a major

and career. In order to identify reliable and relevant journal articles, sources and databases

recommended by Victoria University of Wellington librarians including the Educational Resources

Information Centre (ERIC), Pro Quest Education, Springer LINK Archive – CEIRC, and A+

Education were searched. Search terms were (1) major, field of study, degree, (2) higher education,

postsecondary, tertiary, university, college, (3) career, job, occupation, profession, (4) decision

making, (5) motivation, and (6) motivation theory. Also specific key terms such as Cambodia and

business major were searched for more relevant information. The inclusion criteria were that
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sources needed to be (a) peer-reviewed research that examined the choice of university major or

career choice, and (b) scholarly books related to motivation theories. Reading the abstracts of

searched articles and related documents helped eliminate a number of documents.

According to Chenoweth & Galliher (2004), the year of publication was not limited because

I wanted to understand the development of research in the area of motivation and choice of business

major and career over time. Some articles and scholarly books were excluded because they focused

on the choice of higher education institutes or the plans of students at secondary schools.

According to Simon (1977), moreover, for organizations that employ college graduates, and

for the general economy of states and nations where those organizations reside, students’ collective

decisions regarding college majors also affect the degree to which college graduates can contribute

to organizational and broader economic and social objectives. The choice of major, a decision that

every student makes at least once in his or her college career, also affects that individual’s life

during and after college. A college student faces an uncertain future, and most are aware of the

likely importance of the choice of a college major on future employment opportunities,

compensation, and job satisfaction. In this context, most students are likely to give thoughtful and at

least intentionally-rational consideration to the decision.

Ability, Skills, and Self-Efficacy

According to Coperthwaite & Knight (1995), one set of influences on a student’s selection

of a college major are the student’s skills or abilities and the student’s personal assessment of his or

her abilities.
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According to Schlee, Curren, Kiesler, & Harich (2007), students tend to choose majors

perceived as a good fit with their skills and abilities and the skills and abilities required in related

fields of work.

According to Bandura (1997), skills that may have a bearing on the selection of a specific

business major include quantitative, technical, entrepreneurial, creative, and people-oriented skills.

This interpretation is consistent with self-efficacy theory, which argues that perceptions regarding

one’s capabilities in a specific domain are an important precursor to motivation and performance.

According to Farley & Staniec (2004), this interpretation is supported by findings that

students with high standardized scores in math and science tend to choose technical majors and,

more to the point, students who believe they have high quantitative and/or technical abilities tend to

choose math, science, or engineering majors.

According to Carter (2006), by contrast, students with lower quantitative scores are more

likely to pursue liberal arts’ degrees

According to Kim, Markham, & Cangelosi (2002), studies of business majors mirror studies

that focus more broadly on majors across the university as a whole. Business students tend to

pursue a fit between perceived ability and the degree they pursue; i.e., students with high

quantitative self-efficacy tend to pursue accounting degrees, students with high people-oriented

self-efficacy tend to pursue management and/or marketing degrees, students with high creative self-

efficacy tend to pursue marketing degrees, and students with high technical self-efficacy tend to

pursue MIS degrees.

According to Pritchard, Potter, & Saccucci (2004), the relationship between quantitative

skills and business school majors is also supported by a study indicating that sophomore students
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majoring in accounting score higher on quantitative tests than do their counterparts majoring in

management or marketing.

According to Strasser et al. (2002), perceptions regarding people-oriented skills also

influence student choice of major. Interpersonal skill may be more important than technical skills as

students try to ensure that their skills and preferences match their expectations with careers in

different fields.

According Schlee et al. (2007), students tend to perceive that management and marketing

majors and associated careers require strong interpersonal skills, and students pursuing those

degrees see themselves, and are seen by other students (pursuing accounting, finance, and MIS

degrees), as possessing strong people-oriented skills and relatively low quantitative skills.

According to Hunt, Falgiani, & Intrieri (2004), perceptions regarding creativity may also

influence students’ selection of a college major. For example, creative skills are often viewed as

important for students pursuing a degree and career in marketing. By contrast, the stereotypical

accountant may be viewed as a number cruncher whose job requires little to no creativity.

Personal Interest in Subject

Genuine interest in a field may be the most important factor when it comes to choosing a

college major (Adams, Pryor, & Adams, 1994; Cohen & Hanno, 1993; Coperthwaite & Knight,

1995; Malgwi, Howe, & Burnaby, 2005; Strasser et al., 2002; Zhang 2007).

As students decide on a college major, they likely think about the implications of that choice

on the type of work they will do after graduation and whether or not they will find that work

interesting. Many studies support the importance of interest in the field on students’ decisions

regarding college major.

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For example, both Kim et al. (2002) and Strasser et al. (2002) reported that business students

rated interest in the field as the most important factor when choosing a major, above monetary

compensation and job opportunity.

Similarly, Moorman and Johnson (2003) report a correlation between interest in technology

and majoring in technology fields such as computer science.

Several authors conclude that interest in the field in college is related to student perceptions

regarding work in that field following graduation (Adams et al. 1994; Malgwi et al., 2005; Mauldin,

Crain, & Mounce, 2000; Strasser et al., 2002)

And that interest in the field is the most influential factor in the choice of a college major

(Adams et al., 1994; Cohen & Hanno, 1993; Malgwi et al., 2005; Strasser et al., 2002; Zhang,

2007).

Strasser et al. (2002), while acknowledging its importance for all business majors, provide

evidence suggesting that personal interest may be particularly important to management majors.

They also suggest that the finding that business students valued interesting work more highly than

career benefits and pay runs counter to commonly held perceptions of business students as

individuals whose sole concern is money rather than enjoyment or interest. While students identify

personal interest as a driving force in their selection of a major, some research suggests that there

may be a mismatch between students’ perceptions regarding the work they expect to do after

graduating with a particular degree and what they actually end up doing in jobs that are available.

For example, marketing students’ perception of marketing as consisting of advertising and

selling may be too narrow (O’Brien & Deans, 1995).

Such mismatches often lead to disappointment and low job satisfaction (Premack &

Wanous, 1985; Wanous, 1992).

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One antidote is to provide students with realistic job previews (Wanous, 1992).

By better informing students about career realities, it may be possible to help them make

more effective choices of a college major and career path. Personal interest may be particularly

important for majors where students perceive themselves as having made a heavy investment in

their education. For example, students pursuing accounting or finance degrees may view the

quantitative requirements for these degrees as making their degrees more difficult to obtain than

other degrees in the business school. Similarly, students pursuing MIS degrees may view the

technology requirements for these degrees as making their degrees more difficult to obtain than

other degrees in the business school. In addition to the nature of the degrees themselves, the 150

hour requirement for accounting students who want to become CPAs increases the investment, both

in time and money, for accounting students. Students pursuing these degrees may justify their

decisions in terms of personal interest in order to reduce cognitive dissonance (Festinger, 1957).

Financial Concerns: Compensation and Job Security

Consistent with both behavioral (e.g., reinforcement) and cognitive (e.g., equity,

expectancy) theories of motivation, anticipated outcomes, such as starting salary and expected

future earnings (Berger, 1988; Farley & Staniec, 2004; Felton, Buhr & Northey, 1994)

As well as “career opportunities” (Mauldin et al., 2000; Pappu, 2004), affect students’

selection of college majors. Issues related to job security are also likely to be quite important to

many students’ selection of a college major, and perhaps especially important to business students.

Several studies suggest that career prospects and job availability are at or near the top of the

list of influences on an individual’s choice (O’Brien & Deans, 1995).

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Compensation and job security are principal reasons cited by business students reflecting on

their selection of a college major (Cebula & Lopes, 1983; Kim et al., 2002; Mauldin et al., 2000),

and that is consistent across the spectrum for different business majors, including accounting

(Giladi, Amoo, & Friedman, 2001), finance (Kim et al., 2002; Siegall, Chapman, & Boykin, 2007),

marketing (Kim et al., 2002; Siegall et al., 2007; Swenson et al., 1993), management (Kim et al.,

2002; Siegall et al., 2007), and MIS/CIS (Downey et al., 2009; Goff, 2000; Roach et al., 2011).

High school and college students likely perceive business careers as alternatives in which

both starting salary and career earnings will be high, and rightly so. Recent statistics reported in the

Payscale Salary Report for 2011-2012 and in the Occupational Outlook Handbook for 2010-2011

show that starting salaries and career earnings for traditional business majors like general business,

finance, accounting, management, marketing, finance, and MIS, while not as high as those for more

technical degrees like engineering, are higher than most majors, particularly those in liberal arts and

the social sciences. Those same sources show that expected salaries in accounting, finance, and MIS

are greater than those for management, marketing, and general business. Students may obtain

specific information about expected salaries from sources like those cited before choosing a major,

or they may be affected by more general information that they glean from magazines, television,

and movies. Once in college, these expectations may be reinforced by faculty, other students, and

wage survey information provided by career services, departments, or schools. Given initial

perceptions regarding anticipated pay and subsequent reinforcement of those perceptions, business

majors are likely to recall both starting salary and career earnings as having been important

influences on their selection of a business major.

Similarly, prestige or status may be another extrinsic reward that affects a student’s selection

of a college major (Thomas & Allen, 2006).

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In addition to external rewards related to pay, students facing an uncertain future are also

affected by the job opportunities, job availability, and job security associated with the majors they

are pursuing (Aiken et al., 2008; Beggs, Bantham, & Taylor, 2008; Crampton, Walstrom, &

Schambach, 2006; Felton, Buhr, & Northey, 1994; Kim et al., 2002; Li & Thompson, 2011; Malgwi

et al., 2005; Mauldin et al., 2000).

These factors are likely to have been particularly important in the current study due to

economic conditions when the data were collected, late 2009 and early 2010, a time when national

news and attention were riveted on economic conditions and persistent reports of high

unemployment. Students who do their research are likely to notice that some majors outperform

others in periods of economic uncertainty.

For instance, MIS in particular fared quite well in the latest recession in terms of salary and

job security (Sussman, 2010).

Similarly the Federal Government’s bailout of financial institutions saved many jobs in

finance (Sloan & Burke, 2011).

Accounting jobs offer stability because businesses and individuals put even greater

importance on taxes and accounting during a recession (Top 25 Careers to Pursue in Recession,

2011).

Like personal interest, financial outcomes may be particularly important for majors where

students perceive themselves as having made a heavy investment in their education. In addition to

justifying their decisions to pursue those degrees in terms of financial outcomes in order to reduce

cognitive dissonance (Festinger, 1957),.

Students pursuing degrees they perceive as especially difficult are likely to view anticipated

future salary differentials and job security as a fair outcome (Adams, 1963).
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Because accounting, finance, and MIS major requirements typically involve more math and

analytical skills (as in programming courses for MIS majors), these majors are likely to be

perceived as more difficult by students (Downey, McGaughey, & Roach, 2011; Saeman & Crooker,

1999; Stinebrickner & Stinebrickner, 2011).

Interpersonal Influences Parents

(Calkins & Welki, 2006; Farley & Staniec, 2004), high school teachers or counselors

(Calkins & Welki, 2006; Mauldin et al., 2000), college instructors (Saemann & Crooker, 1999;

Strasser et al., 2002), and friends or other students (Bartol, 1976; Calkins & Welki, 2006; Mauldin

et al., 2000), may provide information, opinions, verbal encouragement, and support regarding the

selection of a college major. They may also serve as role models or vicarious examples of success

or failure. Research concerning the influence of others is mixed.

For example, interviews of women working in information technology suggest that the

impact of parents, family, peers, high school teachers, and college professors is important (Trauth,

2002; Woodfield, 2002; Zeldin & Pajares, 2000).

Female subjects often cited male professors and/or fathers as having provided significant

support as they pursued degrees and careers in IT (Trauth, 2002; Turner, Bernt, & Pecora, 2002;

Zeldin & Pajares, 2000).

Social influences may be greater for females than for males (Bartol, 1976; Calkins & Welki,

2006; Farley & Staniec, 2004).

Parental influence may vary by major, with parents being more involved when students

select some majors (e.g., engineering) than others (Astin, 1993).

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Research addressing the impact of peers, high school teachers, and high school counselors

follows the same pattern: they have more influence on females than males, but overall, social

influences tend to be perceived as less important than other influences (Calkins & Welki, 2004;

Strasser et al., 2002; Zhang, 2007).

Though research tends to show that students perceive social influences as having little

influence on their decisions, there are reasons to think that students underestimate the impact of

others on their decision making. First, the impact of parents and high school teachers, counselors,

and peers may have faded from memory. Second, as suggested by attribution theory (Jones &

Nisbett, 1971; Nisbett, Caputo, Legant, & Marecek, 1973), people tend to underestimate the impact

of external influences and overestimate the impact of internal influences on their own decisions.

Finally, reflecting on the influence of others on his or her decision to pursue a particular major, a

student is likely to focus more or less exclusively on the one interpersonal influence he or she

regards as the most important.

Previous studies (Calkins & Welki, 2004; Downey et al., 2009; Roach et al., 2011; Strasser

et al., 2002; Zhang, 2007) may also have underestimated the impact of others on students’ decisions

by focusing on each interpersonal influence individually. Because different individuals may be

affected by different sources of interpersonal influence, the average for feach interpersonal

influence may be low even when many students are greatly affected by at least one interpersonal

influence. For example, one individual may be influenced by her parents but not by her peers, while

another individual may be influenced by his peers but not by his parents. As a result, though both

are influenced by someone, the average for each specific influence may be moderate or low. In this

study, we replicate previous studies by considering each interpersonal influence separately. We

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extend previous analyses by also considering the highest interpersonal influence for each

respondent as a separate variable.

Local Literature

K-12

The K to 12 Program covers Kindergarten and 12 years of basic education six years of

primary education, four years of Junior High School, and two years of Senior High School [SHS]

to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare

graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship. Poor quality of basic education is reflected in the low achievement scores of

Filipino students in the National Achievement Test and international tests like TIMSS (Trends in

Math and Science Subject); partly due to the congested curriculum; The current 10-year basic

education curriculum is designed to be taught in 12 years.

The 10-year basic education cycle hinders the recognition of Filipino professionals abroad.

The Washington Accord prescribes 12-years of basic education as an entry to recognition of

engineering professionals. The Bologna Process also requires 12 years of education for university

admission and practice of profession in European countries. The Philippines is the only country in

Asia and among the three remaining countries in the world that has a 10-year basic education

cycle. (DCCS, 2015).

Accountancy and Business Management (ABM)

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According to Isagani Cruz (Junes 19, 2014) who is the Curriculum Adviser of the Steering

Committee on K-12 of the Department of Education, the Commission on Higher Education , and

the Technical Education and Skills Development Authority, ABM is the short term for

Accountancy and Business Management. ABM strand is uner the Academic Track of K-12

Program. This is perfect for those inclined in Mathematics and to those people who wants to enter

the world of business.

Accountancy is the profession or practice of accounting. Also measurement, processing, and

communication of financial information about economic entities. Business is an organization or

enterprising entity engaged in commercial industrial or professional. Management is the

coordination of the activities of a business in order to achieved desired objects.

ABM is a strand which a student choose because they want to become a successful

accountant or to become a successful business woman or man.

Accountancy

The Bachelor of Science in Accountancy (BSA) program is composed of subjects in

accounting (financial, public, managerial), audit, administration, business laws and taxation. Its

primary focus is not limited to business subjects, but to other fields as well, such as banking and

finance, government, social services, education, and more. The program also teaches students to

integrate information technology concepts into business systems, in order to create a more

systematic and organized way of storing business related data. As a student, you will be taught

computerized accounting systems, and basic understanding of computer programming and

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auditing systems. The program also instills in students the importance of computational and

communication skills both in written and oral English.

The BS Accounting program is taught in a variety of teaching methods such as case analysis,

individual and group reports, simulations, classroom discussions and guest lecturers. It also

includes extensive exposures to business immersions (an internship where there is a probability

that the company will hire/absorb you after graduation) and an on-the-job training that will

provide you with the understanding of practical accountancy. (FindUniversity.ph)

Business Management Course

Bachelor of Science in Business Administration major in Management (BSBA-M), also

known as BSBA in Business Management, is a four year degree program designed to equip

students with the concepts and principles of Business Management. The BSBA in Management

program teaches students operations and processes that occur within an organization such as

procurement, logistics, quality control, project management, manufacturing and marketing. The

BSBA-M program is more specific compared to the generic BSBA curriculum, and focuses on the

more authoritative aspects of business like planning business activities, organizing departments

and employees, running departments, and generally managing an organization.

(FindUniversity.ph)

Foreign Studies
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“Factors Influencing The Selection of Business Studies: A Comparative Study of Indian

Students at an Indian University and Chinese Students at a Thai University”

According to Fr. Biju Joseph’ of assumption university journals, essentially, four factors can

be regarded as the main sources of influence: one is financial (cost, money related factor), another

is the influence of family and friends; the third one is a student’s personal interest in the field; the

fourth one is job opportunities and career satisfaction. They will be discussed at length in the

literature review section.

According to Wilson & Purushothaman (2003), there are several compelling reasons for

selecting students from India and China. Both India and China are part of the BRICS countries

(an acronym for the fast-emerging economies of Brazil, Russia, India, China, and South Africa

recently added on the list). The Chinese economy is growing fast, averaging 9-10 percent a year,

and now ranks as the world’s largest economy. India, too, has grown steadily. After years, of

plodding along at an average annual increase in its gross domestic product (GDP) of 3.5 percent,

it has expanded by 6 percent per annum since 1980, and more than 7 percent since 1994).

According to Robert (2010), the world is experiencing a historic shift of economic and

political power from the traditional base of industrialized countries to the emerging economies.

Both countries need talented business leaders.

According to Gary et al. (2008), another characteristics which India and China share with

other BRICS countries is the large size of their respective population. In fact, they are the world’s

first second largest most populous countries. Businesses are salivating power the potential

opportunities of these two huge markets and labor force. It is no accident that China is called the
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“factory of the world,” while India claims to be the “back office of the world.” Both countries

have sought to break into high-tech industries like computing, electronics, and nanotechnology,

while maintaining their advantages in low-end manufacturing such as textiles and apparel. In both

India and China, the dual magnets of low-cost, high-skill labor and access to their big domestic

markets have opened new entrances to more business opportunities.

According to Jennifer Asuncion-Mund (2005), India’s economic transition has apparently

skipped the industrialization phase and advanced, instantly, to a services sector-led economy,

which constitutes about 50 percent of the GDP, compared with 25 percent five decades ago,

China, on the other hand, has moved from the primary to manufacturing sector and doubled its

share of workforce and tripled its share of output, which, given the size of the Chinese economy

and population, has turned China into ‘the workshop of the world.’ This change of position has

increased China’s dependence on the rest of the world as source of raw materials and as a market

for products.

There are a lot of Chinese students at Assumption University, making data collection easy.

Since India is the researcher’s home country, it is also no problem obtaining data. Besides, both

universities enjoy a solid local and regional reputation as business schools.

After surveying the relevant literature and empirical studies so as to develop a good

understanding of the concepts and issues involved in this research, this article looks at the

conceptual framework of this study and the methodology used. It then discusses the findings and

makes some recommendation.

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Local Studies

“Factors That Affect Student Choice of Course in College”

According to Juan O. Abarro of international journal of scientific and research publication of

the Philippines, there are different factors that affect students’ choice of course in college. One of

this is family related factors. Study revealed that Filipino immigrants and non-immigrants rely

heavily on their familys decision-making. Students cope by following their parent’s advice. They

also have to cope with the expectation of financially supporting the family upon completing their

education. Studies from other Asian countries also show parents’ impact in decision making of

students when it comes to students’ course preference. Another study highloighted that parental

involvement have positive impact on Hmong/Mong adolescents’ education and career choice.

Futhermore, it is reported that parents are deeply involved and influential to their high-achieving

children’s college choices. The report also found open houses, dialogue with college friends,

alumni, and admitted-student programs are extremely influential to students. The report claimed

these sources are not well-known., but very powerful to student’s decision making for their

college. The study also found 26% of sampled students paid a specialist or advisor during the

college decision process. The studies presented are important to the present study since the studies

explain the importance of taking parents’ advice and permission in choosing college course.

Aside from family related factors, there are lots of factors that senior high school student

needs to consider in choosing a course in college. Since Bachelor of Science in Accountancy

(BSA) program is composed of subjects in accounting (financial, public, managerial), audit,

administration, business laws and taxation) which is as we all know is requiring a reat deal of
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endurance and effort it is good for the senior high school students to consult first to the person

with authority what will be the deals when they pursued accountancy and business management.

“Factors Affecting the Choice of School and Students’ Level of Interest towards the

Maritime Program”

The study “Factors Affecting the Choice of School and Students’ Level of Interest towards

the Maritime Program” conducted by Carlos L. Aguado, Jake M. Laguador & Joseph Cezar L.

Deligero, explains that there are several factors may be considered in selecting school and degree

program like quality education, the people from the environment, personal choice, and

accessibility of the school from the students’ residences. This study utilized a descriptive type of

research method with Freshman Maritime students as respondents. Findings revealed that it is the

personal choice of the students to enroll in maritime program in Lyceum of the Philippines

University-Batangas (LPU-B) with the support primarily from their parents wherein quality

education through being known as home of board topnotchers and its standards are considered big

factor for their decision. They also believed that finishing maritime education would bring them in

employment abroad which is basically the nature of duties and responsibilities of seafarers. High

interest towards the degree program is also manifested among the maritime students. Maritime

students graduated from public schools have significantly higher chance of being influenced by

people in choosing the school and degree program and they also have significantly higher degree

of interest towards the maritime program compared to those graduated from private schools.
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Chapter III

METHODOLOGY

This chapter reveal the method of research to be employed the researchers in conducting the

study which includes the research design, population of the study, research instrument and its

development establishing its validity and reliability, data gathering procedures and the appropriate

statistical treatment of data.

_______________________________________________________________________________

Research Design

A descriptive research design was used for this study. The researchers chose this method

that uses survey questionnaires to collect data from the respondents. They believed that this is the

most appropriate method to be used in order to gather information easily.

This method helped the researchers on analyzing and evaluating data regarding with the

factors influencing Grade 11-ABM students at MVC in pursuing business-related program in

college.

Sampling Design

The sampling technique that was used in this study is the purposive sampling technique.
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Purposive sampling is a non-probability method for obtaining a sample where researchers use

their expertise to choose a specific participants that will help the study meets its goals. These

subjects have particular characteristics that the researchers need to evaluate their research

questions.

In the entire population, all 20 respondents were selected.

Population and Sampling Techniques

The participants in this study were students studying at Marinduque Victorians College during

the Academic Year 2022-2023. A total of 20 students from the Grade 11 Students taking ABM

Strand were randomly selected. All students who took part in the study were chosen through

purposive random sampling.

Research Instrument

To determine the data needed for the study, the researchers constructed survey questionnaires.

A survey questionnaire is a type of questionnaires with a set of questions made to be answered by

the respondents for the data collection in research. The survey questionnaire is divided into 3

parts:

The first part has the letter for the student respondents to inform them with the objectives of the

survey. They were also asked to genuinely answer the survey to ensure the credibility of the

research. The second part is consisted with the demographic profile of the student respondents
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such as their: a. Age b. Gender c. Financial Status d. Family Background. The third part is divided

into tables in order to determine the factors influencing Grade 11 ABM students at MVC in

pursuing business-related program in college. The tables are divided in terms of a. Passion b.

Financial Influence c. Family’s Decision d. Peer’s Influence.

Finally, an open-ended question on the last part in order to evaluate the advantageous of ABM

strand to ABM students in pursuing business course in college.

Research Locale

This research was conducted in Marinduque Victorians College campus in Buanavista,

Marinduque.

Figure 1.1 Map of Buenavista

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Figure 1.2 Marinduque Victorians College

Marinduque Victorians College (MVC) is located at Buenavista, particularly in Barangay

Tres, Buenavista, Marinduque. Marinduque Victorians College was last established in 1968.

Data Gathering Procedures

The researchers drafted a written permission letter to the Office of the Faculty to get the

population number of Grade 11 students of MVC taking ABM strand. They also ask permission

to distribute questionnaires to the respondents. The researchers personally distributed the

questionnaires to the participants and explained them what should they do.

The researchers talled and tabulated the answers of the respondents through the use of

statistical tables to arrive to a valid and reliable result. The data have been treated and analyzed to

come up to the conclusion that would answer the problem of this study.

Statistical Treatment
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The data gathered will be organized, analyzed and interpreted using the statistical treatment:

Percentage (P), which is used to describe the profile of the respondents and other data related to

the study.

The Percentage formula is given below:

P = F x 100%
n
where:
P = percentage
F = frequency
n = total number of respondents

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings and illustrates the presentation, analysis and interpretation

of data gathered. The concern of this study was to determine the factors influencing Grade 11

ABM students in MVC in pursuing business-related program in college. The contents of this

chapter were organized based from the statement of the problem of this study.

_______________________________________________________________________________

Results and Discussion

The figure below would like to determine the factors that influence Grade 11 ABM students
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in MVC in pursuing business-related program in college.

Figure No.1: Number of students who wants to take business-related program in college

Question 1

Number of students who wants to take

business-related program in college

Yes
44%

No
56%

Yes No

The figure above shows the number of Grade 11 ABM students in MVC who wants to take

business-related program in college.

The pie graph above shows that amongst the Grade 11 ABM respondents in MVC, 9 out of

16 respondents or 56% of the respondents said no and 7 out 16 respondents a total of 44% said

yes. Which is a total of 100% overall.

Figure No. 2: Factors that influence Grade 11 ABM students in MVC in pursuing business-related

program in college

Question 2

Factors influencing Grade 11 ABM students in MVC

in pursuing business-related proram in college

Family's Decision Personal Choice

43% 43%
 Financial Influence
14%

Personal Choice Financial Influence Family's Decision Peer's Influence

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The figure above shows that amongst the 7 grade 11 ABM respondents who said yes in

question 1, 3 out of 7 which is 43% choose “Personal Choice” among the factors that was listed on

the questionnaire, the same as “Family’s Decision” with a total of 43% also, 1 out of 7 which is a

total of 14% choose “Financial Influence” as the factor that influence them in pursuing business-

related program in college and none of the respondents choose “Peers Influence” which is 0 out of

7 which is 0%. A total of 100% overall.

For Question No. 3, regarding the factor that influence Grade 11 ABM students in MVC in pursuing

business-related program in college the most, based on figure no. 3 it was

personal choice and family’s decision.

Figure No. 3: Expected employment or plans after pursuing business-related program in college

Question No.4

Expected employment or plans after pursuing business-

related program in college

Work for a company first then after

earning money, build their own
business too
10%
Build their own business
80%

Work for a company that

specializes in Business Ad-
ministration
10%

Build their own business

Work for a company that specializes in Business Administration
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The figure above shows the expected employment and plans the grade 11 respondents want

after pursuing business-related program in college.

5 out of 7 a total of 80% of the students stated that they’re going to build their own business

after graduating with a business degree. 1 out of 7 or 10% of the students answered they’re going

to work in a company that specializes in Business Administration and also 10% or 1 out of 7 of the

students answered they’re going to work first in a company then after earning enough money they

are going to build their own business for good.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

This study was undertaken to find out the number of Grade 11 ABM students in MVC who

wants to pursue business related-program in college, the factors influencing them in pursuing

business-related program in college, the factors that influenced them the most, and the expected

employment or plans they want after pursuing business-related program in college.

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Number of students who wants to pursue business related-program in college

Based from the gathered information, amongst the Grade 11 ABM respondents in MVC,

9 out of 16 respondents or 56% of the respondents said no and 7 out 16 respondents a total of 44%

said yes. Which is a total of 100% overall.

Factors that influence Grade 11 ABM students in MVC in pursuing business-related program

in college

Based from the information gathered amongst the 7 grade 11 ABM respondents who said

they want to take business related-program in college, 3 out of 7 which is 43% chose “Personal

Choice” among the factors that was listed on the questionnaire, the same as “Family’s Decision”

with a total of 43% also, 1 out of 7 which is a total of 14% choose “Financial Influence” as the

factor that influence them in pursuing business-related program in college and none of the

respondents choose “Peers Influence” which is 0 out of 7 which is 0%. A total of 100% overall.

Factor that influence Grade 11 ABM students in MVC in pursuing business-related program

in college the most

According to the data gathered, the factor that influence Grade 11 ABM students the most is

personal choice and family decision, with the same percentage of 43% which is 3 out of 7

respondents.

Expected employment or plans after pursuing business-related program in college

Based from the data gathered, 5 out of 7 a total of 80% of the students stated that they’re

going to build their own business after graduating with a business degree. 1 out of 7 or 10% of the
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students answered they’re going to work in a company that specializes in Business Administration

and also 10% or 1 out of 7 of the students answered they’re going to work first in a company then

after earning enough money they are going to build their own business for good.

Conclusions

This study presents different factors that affect Grade 11 ABM students in MVC in

pursuing business-related program in college. It can be concluded from this study that students

who decided to take up business-course in college did not solely decide but were affected by

several factors.

Family Decision significantly affects the student’s decision in pursuing business course in

college. This entails the students value their parents decision in taking up business-related program

in college. Because their parents decision for them comes first and they want to live up for their

parents dream for them to make their parents happy even if it’s not their chosen career at all.

Furthermore, we can conclude that not all Grade 11 ABM students in MVC take ABM strand to

pursue business. Some of them are still undecided or want to take other courses that are not related

to business like tourism, psychology, engineering and nursing. In addition, majority of the Grade

11 ABM students in MVC who wants to pursue business-related program in college wants to build

their own business after pursuing business-related program in college.

Recommendations
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Since the study was only focused with one school, the researchers were able to gathered

limited results. We would therefore encourage future researchers to cover several more schools to

get a closer look to the exact factors that affect students in pursuing business-related program

college. The study also focused only with the Grade 11 ABM students who are still starting to get

to know more about their strand and career path, so we suggest to future researchers to also

conduct a study with Grade 12 students to see more factors that affect them in pursuing business-

related program in college.

References

https://www.forbes.com/sites/melissahouston/2022/05/02/how-to-become-rich-as-a-business-owner/?

sh=6a70d05f5c99

https://www.entrepreneur.com/money-finance/entrepreneurs-best-advice-for-getting-rich/286702

http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/download/461/411/913

https://www.studocu.com/en-us/document/colegio-de-dagupan/accountancy/chapter-2-rrl/7386243
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APPENDICES
Appendix A. Letter to the Respondents

Appendix B. Letter for the Associate Dean

Appendix C. Validation of Research Instrument

Appendix D. Research Instrument

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CURRICULUM VITAE

PERSONAL INFORMATION

Name : Leian Irish M. Biscocho

Age : 16

Birthday : June 30, 2006

Place of Birth : Silang, Cavite

Address : Malibago, Torrijos, Marinduque

Citizenship : Filipino

Civil Status : Student

Religion : Catholic

E-mail Address : leianirishbiscocho@gmail.com

Parents : Ryan A. Biscocho

Lea M. Biscocho

EDUCATIONAL BACKGROUND

Secondary : Malibago National High School

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Elementary : Malibago Elementary School

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Shemiah Princess M. Mallari

Age : 17

Birthday : December 28, 2005

Place of Birth : Sinambahan, Torrijos, Marinduque

Address : Sinambahan, Torrijos, Marinduque

Citizenship : Filipino

Civil Status : Student

Religion : Born

E-mail Address : shemiahprincessmallari@gmail.com

Parents : Isagani Mallari

Maricel

EDUCATIONAL BACKGROUND

Secondary : Malibago National High School

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Elementary : Sinambahan Elementary School

CURRICULUM VITAE

PERSONAL INFORMATION

Name : John Rexur Velasco

Age : 16

Birthday : December 06, 2006

Place of Birth : Macawayan, Torrijos, Marinduque

Address : Macawayan, Torrijos, Marinduque

Citizenship : Filipino

Civil Status : Student

Religion : Iglesia Ni Cristo

E-mail Address : johnrexurvelasco@gmail.com

Parents : Ricky Velasco

Marilithz Velasco

EDUCATIONAL BACKGROUND
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Secondary : Tigwi National High School

Elementary : Macawayan Elementary School

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Princess Molbog

Age : 16

Birthday : March 03, 2006

Place of Birth : Brgy. Bagtingon, Buenavista, Marinduque

Address : Brgy. Uno Poblacion, Buenvista, Marinduque

Citizenship : Filipino

Civil Status : Student

Religion : Catholic

E-mail Address : princessmolbog@gmail.com

Parents : Efren Molbog

Nancy Molbog

EDUCATIONAL BACKGROUND
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Secondary : Buenavista National High School

Elementary : Buenavista Central School