Chapter 2

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

This chapter dealt with the presentation, data analysis, and interpretation

of the questionnaire results distributed to the respondent groups. The research

aimed to determine the influence of SHS tracks on the selection of Industrial

Technology degrees at Talisay City College for the Academic Year (AY) 2023-

2024, which would then serve as the basis for the Action Plan.

Tables were used to interpret and analyze data for a clearer and more

effective presentation.

PROFILE OF THE RESPONDENT’S GROUPS

To address the research objectives outlined in the statement of the

problem, this study gathered data on the respondent profile. This profile included

the distribution of respondents by age, gender, and the Senior High School

(SHS) track they pursued.

1.1 Age and Gender

The respondent profile includes data on two key variables: age and

gender. These demographics are crucial factors for correlation analysis,

potentially influencing the selection of an Industrial Technology program. It is

presented through frequency and percentage distribution as shown in Table 2.

 Table 2

Profile in terms of Age and Gender

Male Female Total
f % f % f %
39-43 years old 1 0.5 0 0 1 0.5
Age. Most
34-38 years old 0 0 0 0 0 0
29-33 years old 11 5.5 0 0 11 5.5
24-28 years old 34 17 15 7.5 49 24.5
19-23 years old 11 57.5 24 12 139 69.5
5

Total 16 80.5 39 19.5 200 100.00

1
old. The next largest age group was 24-28 years old, making up 24.5% of the

respondents. The smallest age group was 39-43 years old, with only one

respondent (0.5%). This could have indicated that this individual might have been

returning to school for further education or pursuing a career change towards

Industrial Technology. There were no respondents in the 34-38 age group.

Gender. The study had a clear majority of male respondents (80.5%,

n=161) compared to females (19.5%, n=39). In every age group, males

outnumbered girls. In the 19-23 age group, there were 115 males (57.5%) and 24

females (12%). In the 24-28 age range, there were 34 males (17%) and 15

females (7.5%). In the 29-33 age bracket, there was 11 male (5.5%) and no

females. This numerical presentation exposed that males were more inclined in

the Industrial Technology program than females.

 Despite an increase in women's interest in technology and access to

higher education (Kraugusteeliana, 2023), the number of men and women in the

IT industry remains unequal (Tabassum & Nayak, 2021). Gender stereotypes

continued to impact women's job choices and work experiences. Educational

environments must be more welcoming and inclusive to empower women in

Industrial Technology (Ind Tech) and help them attain their full potential.

1.2 Senior High School Track

Another factor that was considered was the respondent's SHS track

selection. Track selection was regarded as an important component since it

exposed students to a variety of academic and technical experiences. Data on

SHS track selections were presented using frequency and percentage

distributions as shown in Table 3.

Table 3

Senior High School Track Distribution

Tracks f %
Academic 108 54.00
Technical Vocational/Livelihood 74 37.00
Arts and Design 12 6.00
Sports 6 3.00
Total 200 100.0
0
The data

High School Tracks among the 200 respondents. The largest group (54.0%)

came from the Academic Track, indicating a strong foundation in core subjects

for these students. The Technical Vocational/Livelihood Track was also well-

represented with 37.0% of respondents, suggesting a significant interest in

acquiring job-ready technical skills. In comparison, the Arts and Design and

Sports Tracks had a smaller presence, with only 6.0% and 3.0% of students

respectively.

Furthermore, this distribution of student preferences aligned with existing

research on senior high school track preferences. Similar to findings by Royo &

Lamela (2021) and Cumigad (2020), a significant portion of the participants

favored the Academic Track. This aligns with the notion that students often

choose this track for a stronger college foundation. The data also revealed a

sizeable interest in technical skills through the Technical Vocational/Livelihood

Track. Representation from other tracks exists, and this initial overview provides

a valuable understanding of the diverse academic backgrounds of the

participants.
 EXTENT OF INFLUENCE ON STUDENTS' DEGREE SELECTION

The table below presented respondents' assessments of the factors that

influenced their degree selection. These factors were categorized as personal,

family, academic and career, peer, school, and physical. A presentation of the

data, along with its interpretation, was then provided.

Table 4
Extent of influence of students as to Personal Influence
Statements x̅ Verbal Description
My preference of course is suited to my talent. 3.74 Agree
My preference of course is my personal choice. 3.32 Neutral
My preferred course is my ‘’childhood dream’ 3.01 Neutral
My preferred course is connected to my favorite subject. 3.44 Agree

My preferred course is an in-demand course. 3.67 Agree

Average Weighted Mean 3.44 Agree

* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

The statement “My preference of course is suited to my talent" received

the highest average weighted mean (AWM) of 3.74, indicating that students

generally agreed that their talents significantly influenced their course selection.

This suggested that students preferred to choose courses that aligned with their

innate abilities and strengths. On the other hand, the statement "My preferred

course is my childhood dream" received the lowest average weighted mean

(AWM) of 3.01, reflecting a neutral influence. This indicated that childhood

dreams played a less significant role in students' course selection decisions.

 The average weighted mean across all statements was 3.44, which fell

within the "Agree" category (3.41-4.20). This suggested that, on average,

students considered personal factors to have a moderate level of influence on

their chosen degree program.

This aligned with research by Nazareno et al. (2020) who reported higher

levels of happiness and motivation in occupations that match interests. Kilag et

al. (2023) further emphasized the importance of personal interest, identifying it as

the most crucial factor in career decisions among Filipino students.

Table 5
Extent of influence of students as to Family Influence
Statements x̅ Verbal Description
My parents and/or relatives took the same career that I 2.60 Disagree
would pursue.
Preferences are made by a relative since they will 2.51 Disagree
provide for the expenses.
My family will give me support on the chosen career for 3.49 Agree
me.
I believe that they are the one who are responsible to 2.46 Disagree
choose a career for me since they know what the best
is for me.
I'm still not decided what strand fits to me so I let my 2.33 Disagree
parents to decide for me.
Average Weighted Mean 2.68 Neutral
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

In this regard, most respondents endorsed the statement "My family will

give me support on the chosen career for me" (AWM 3.49, Agree). This suggests

that students generally believed their families would support their chosen

careers, even if the students themselves selected the path.

 The statement "I'm still not decided what strand fits me so I let my parents

decide for me" received the lowest AWM (2.33) and fell within the "Disagree"

category. This indicates that students generally did not rely on their parents to

decide their career path due to indecision.

The average weighted mean across all statements was 2.68, which falls

within the "Neutral" category (2.61 - 3.40). This suggests that, on average,

students considered family influence to have a moderate impact on their degree

selection. Furthermore, understanding and valuing parental engagement can

help negotiate these factors (Tortor et al., 2020). Open communication may lead

to better-informed decisions and a welcoming atmosphere in which students can

pursue routes that are in line with their interests and with the support of their

parents.

Table 6

Statements x̅ Verbal Description

I consider the academic program based on the internship 3.54 Agree
opportunities.
I consider my present scholarship for it is an automatic 3.74 Agree
qualification to enroll in my choice of course.
I consider my preferred course based on my skills. 3.44 Agree
I consider my preferred course because of the scholarship 3.49 Agree
and subsidies is being offered.
I consider my preferred course based on my academic 3.44 Agree
achievements.
Average Weighted Mean 3.53 Agree
Extent of influence of students as to Academic and Career Influence
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

As indicated by the statement, "I consider my present scholarship for it is

an automatic qualification to enroll in my chosen course," which received an

Average Weighted Mean (AWM) of 3.74 and fell under the "Agree" category. This

suggested that students generally valued scholarships that guaranteed

enrollment in their desired program, or potentially valued scholarships due to the

financial aid they provided. This aligned with research by Cagasan & Belonias

(2020) on the impact of scholarships on professional growth. Scholarships, by

enabling access to higher education, could have led to increased knowledge,

abilities, and better job opportunities.

Statements regarding skills and academic achievements (both AWM 3.44,

Agree) also indicated that students prioritized courses that aligned with their

strengths. This suggests that students generally preferred programs where they

could excel.

Table 7

Extent of influence of students as to Peer Influence

Statements x̅ Verbal Description
My friends influenced my career choice. 2.6 Disagree
0
My classmates influenced me what to take. 2.5 Disagree
9
Peer advice on career guidance helped me what 2.8 Neutral
to take.
6
I chose a career that is similar to my friends/best 2.5 Disagree
friends.
4
I trust the advice of my friends. 2.3 Disagree
1
Average Weighted Mean 2.5 Disagree
8
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)
 Table 7 depicted the respondents' level of peer influence in career

decision-making. This finding resonated with research by Zhang et al. (2020)

which highlighted the potential motivational influence of peers. However, the data

revealed a more nuanced relationship between students and their classmates

regarding career choices.

The statement "Peer advice on career guidance helped me decide what to

take" had the highest Average Weighted Mean (AWM) of 2.86, falling within the

"Neutral" category. This suggested that while students considered peer advice on

career guidance, it was not the most important factor in their decision-making.

This implied a low level of dependence on friends' recommendations for their

career paths.

In comparison, the statement "I trust the advice of my friends" had the

lowest AWM (2.31), placing it in the "Disagree" category. This suggested that

students generally did not trust their peers' advice when it comes to choosing a

career. This indicated a low level of dependence and confidence in their friends'

insights regarding their professional prospects.

Given that previous research (Zhang et al. 2020) identified a potential

motivational impact from peers, the influence of peers on career choices may not

have been universally significant. The findings suggest that students valued peer

support in career choices, but they did not necessarily rely heavily on their peers'

specific advice or recommendations for their careers.

 Table 8
Extent of influence of students as to School Influence
Statements Verbal
x̅
Description
My class teacher was influential to the career I want 3.7 Agree
to pursue.
6
School Career exploration and career decision 3.8 Agree
making activities broaden my career horizon.
4
My preferred career linked to my favourite subjects. 3.4 Agree
2
Career Guidance is comprehensively offered at our 3.4 Agree
school.
9
School career days influenced my career choice. 3.4 Agree
9
Average Weighted Mean 3.6 Agree
0
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

The statement "School career exploration and career decision-making

activities broaden my career horizon" received the highest Average Weighted

Mean (AWM) of 3.84. This suggested that students valued the school's initiatives

in introducing them to diverse career paths. These initiatives helped them

broaden their options and considerations beyond their immediate academic

interests.
 In contrast, the statement "My preferred career is linked to my favorite

subjects" scored the lowest AWM (3.42) but still fell within the "Agree" category.

This implied that while students considered their favorite subjects when choosing

a career, they were open to exploring options beyond those directly related to

their academic preferences.

This finding, along with the high AWM for career exploration activities,

suggests that well-developed career guidance programs can significantly

influence student decision-making. Such programs equip students with the

knowledge and resources necessary to make informed career choices (Mtemeri,

2022). Schools play a crucial role by providing guidance and exploration activities

that help students understand their interests and potential career paths (Rosli &

Suib, 2020).

Table 9

Extent of influence of students as to Physical Influence

Statements x̅ Verbal Description
I consider the place of my future work in choosing 3.8 Agree
my
6
course.
Far residency and / or in accessibility to the desired 3.9 Agree
school.
4
I consider the conducive learning environment of 4.0 Agree
the school.
7
I consider the school uniform of the school in 3.6 Agree
choosing a course.
7
I consider the quality of school, where the course 3.7 Agree
is being offered.
3
Average Weighted Mean 3.8 Agree
5
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N); 1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

The analysis of Table 9 revealed that students prioritized practical

considerations and a supportive learning environment when choosing a course.

A comfortable and effective learning space emerged as the most crucial physical

aspect. The statement "I consider the conducive learning environment of the

school" received the highest Average Weighted Mean (AWM) of 4.07. This

suggested that students valued a setting that facilitated their academic

achievement.

In contrast, "I consider the school uniform of the school in choosing a

course" (AWM 3.67) had the lowest AWM, yet still fell under "Agree." This implied

that while some students might have considered uniforms, it was the least

influential factor compared to other practical considerations.

Students prioritized the physical characteristics of the school environment

that directly influenced their learning and future careers, demonstrating a goal-

oriented approach to course selection. The quality of school buildings, the

availability of essential facilities, and the overall design promoting a positive

learning environment were all important considerations. According to UNESCO,

students preferred well-maintained schools with modern facilities over older,

poorly maintained structures. Overcrowding, insufficient heating or cooling

systems, and poor air quality could all have had a negative impact on student

performance, particularly for students from disadvantaged backgrounds.

Table 10
 Summary Table on The Extent of Influence on Students' Selection Of
Industrial Technology Programs

Factors Weighted Mean Interpretation

Personal Influences 3.44 Agree
Family Influences 2.68 Neutral
Academic and Career Influences 3.53 Agree
Peer Influences 2.58 Disagree
School Influences 3.60 Agree
Physical Influences 3.85 Agree
Factor Average Mean 3.28 Neutral
* x̅ - Mean; 4.21 - 5.00 Strongly Agree (SA); 3.41 - 4.20 Agree (A); 2.61 - 3.40
Neutral (N);
1.81 - 2.60 Disagree (D); 1.00 - 1.80 Strongly Disagree (SD)

Based on the table shown above, Physical Influences (3.85) emerged as

the most significant factor. This suggested that the availability of labs, equipment,

or facilities related to industrial technology programs was a major consideration

for students. Schools with well-equipped programs likely attracted students

interested in these fields.

In contrast, Peer Influences (2.58) emerged as the least influential factor.

This finding suggested that students' decisions to pursue Industrial Technology

programs were not heavily influenced by peer pressure or friends' choices. They

seemed to base their decisions on more individual considerations.

A study by Cambridge Vanderbilt University (2019) on student choices for

Industrial Technology programs found that these decisions were driven more by

individual considerations than by peer pressure or friends' choices. Unlike other

educational preferences where peer influence can be significant, students opting

for Industrial Technology were motivated by personal interest and career goals

rather than a desire to fit in with their peer group.

 This trend indicated that students prioritized their own objectives and

practical achievements over conforming to their peers' choices, underscoring a

more self-directed approach to their educational and career pathways.

Table 11

Significant relationship between students' SHS Track and the extent of

influence of the students’ degree selection
Acade
Perso mic Physic
SHS Family Peer School
nal and al
Trac Influen Influen Influen
Influen Career Influen
k ce ce ce
ce Influen ce
ce
Kendal SHS 1.00
l's Track 0
tau_b Person
al
.097 1.000
Influen
ce
Family
-.25
Influen .275** 1.000
7**
ce
Acade .215 .688** .330** 1.000
 mic
and
**
Career
influen
ce
Peer
-.12
Influen .049 .023 -.001 1.000
7*
ce
School
Influen .075 .248** .206** .342** .011 1.000
ce
Physic
al
.079 -.016 -.101* .000 .096 .063 1.000
Influen
ce
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

There was no significant relationship between a student's Senior High

School track and their personal influences. However, a student's chosen track did

seem to influence the weight given to other factors. Interestingly, there was a

negative correlation with family influence (-.257), which means that when a

student became more entrenched in their SHS track, family influence tended to

decrease due to students becoming more confident in their choice. On the other

hand, there were positive correlations with academic and career guidance (.215)

and school influence (.075). This suggests students likely received more

academic and career guidance tailored to their chosen field of Industrial

Technology. The schools themselves might also have emphasized relevant

paths, and students might have found themselves surrounded by peers with

similar interests, further solidifying their direction in this field.

Table 12
Academic Challenges met by the respondents in choosing Ind Tech
 Challenges x̅ Verbal Description
There were unclear instructions from professors 2.7 Sometimes
regarding activities and tasks for the subjects taught.
2
Instructors/professors were unable to respond to 2.8 Sometimes
student queries.
1
Late announcements of class submissions. 2.5 Rarely
2
Learning Materials (lesson handouts, recorded 2.4 Rarely
lectures, & others) were inaccessible.
9
Technological platforms used by the school crashed. 2.1 Rarely
6
Average Weighted Mean 2.5 Rarely
4
* x̅ - Mean; 4.21 - 5.00 Always (A); 3.41 - 4.20 Often (O); 2.61 - 3.40 Sometimes
(S); 1.81 - 2.60 Rarely (R); 1.00 - 1.80 Never (N)

Regarding academic challenges, the results imply that

Instructors/professors were unable to respond to student queries, with students

experiencing it ‘sometimes’. Due to factors like the complexity of the material or

the fast pace of the course, students might have encountered difficulties

understanding concepts and keeping up with the coursework. It aligned with the

findings of Fabito et al. (2020) who identified challenges in clarifying topics with

professors as a barrier to online learning. This lack of communication could have

hindered student learning, particularly in technical fields where concepts are

complex and require clarification, not just in online settings but also in face-to-

face classrooms.
 Conversely, the least frequent challenge (average mean: 2.16) was

"Technological platforms used by the school crashed," indicating that technical

problems with online systems were rare. Furthermore, this emphasized the

increasing reliability of online platforms, making video conferencing systems a

powerful tool for bringing a subject matter expert face-to-face with our classroom,

no matter where they are (Haleem et al., 2022).

Table 13
Challenges x̅ Verbal Description
I still don't know what careers and major suits 2.78 Sometimes
me.
I have lack of knowledge about the careers and 1.99 Rarely
majors that I would be taking.
The profession is pressuring and needs a quality 4.02 Often
standard of skills and knowledge.
I don't have enough financial support to continue 2.00 Rarely
my preferred course.
Low salary 3.44 Often
Average Weighted Mean 2.85 Sometimes
Career Challenges met by the respondents in choosing Ind Tech

* x̅ - Mean; 4.21 - 5.00 Always (A); 3.41 - 4.20 Often (O); 2.61 - 3.40 Sometimes
(S); 1.81 - 2.60 Rarely (R); 1.00 - 1.80 Never (N)

A key finding from student surveys revealed that students were particularly

concerned about the demanding nature and skill requirements of careers in

Industrial Technology (average weighted mean of 4.02). This highlighted the

crucial role that higher education had in providing students with the skills required

for the job market. (Kurbanov et al., 2020). Recent studies highlighted the

relevance of both technical and social skills for graduates, such as

communication, creativity, and critical thinking. (Garcia-Esteban & Jahnke, 2020).

As a worldwide strength for innovation, higher education has to adjust its

teaching methods to match these evolving skill demands. (Ilori & Ajagunna,

2020).

On the other hand, the lowest challenge faced by students was "I have a

lack of knowledge about the careers and majors that I would be taking."

Encouragingly, students reported feeling somewhat informed about career paths

in Industrial Technology. This suggests the effectiveness of school support

systems in equipping students with this crucial knowledge. These efforts likely

included providing needs assessments to determine academic needs,

establishing partnerships for exposure to college courses and career

opportunities (Culbertson et al., 2019), and fostering relationships through face-

to-face and virtual mentorship programs.

Table 14
Personal Challenges met by the respondents in choosing Ind Tech
Challenges x̅ Verbal Description
I had a hard time understanding the learning 3.9 Often
materials on my own.
9
I experienced emotional and mental breakdowns 4.1 Often
(anxiousness, panic, or attacks)
4
I mismanaged my time to finish the activities/tasks. 4.0 Often
7
I procrastinated in starting and doing my projects 3.5 Often
and other activities.
5
I did not have the motivation to study. 3.5 Often
2
Average Weighted Mean 3.8 Often
 5
* x̅ - Mean; 4.21 - 5.00 Always (A); 3.41 - 4.20 Often (O); 2.61 - 3.40 Sometimes
(S); 1.81 - 2.60 Rarely (R); 1.00 - 1.80 Never (N)

As shown in the table, the greatest average weighted mean (AWM) was

for the statement "I experienced emotional and mental breakdowns

(anxiousness, panic, or attacks)," with a score of 4.14, categorizing it as "Often."

This data highlights the prevalence of mental health struggles among students,

underscoring the critical role of teachers trained to support students experiencing

trauma. As highlighted by Williams, C. (2023), teachers need the skills to interact

effectively with these students, such as active listening and employing trauma-

informed practices. One must also find a balance between maintaining classroom

routines and providing special attention to individual needs, while recognizing

when to refer students to mental health professionals (Zimmerman-Leizerov &

Jerome, 2022).

In contrast, the lowest average weighted mean (AWM) was for the

statement "I did not have the motivation to study," which scored 3.52 and was

also classified as "Often." This finding implies that, compared to other problems,

students reported a decreased frequency of being unmotivated to study.

However, it is critical to evaluate factors that may impact student participation in

a classroom setting (Saro et al., 2022).

These factors include student readiness for class, confidence level, fear of

failure, and even classroom size. A well-designed learning environment that

considers these aspects into account does more than just transfer knowledge. It
actively engaged pupils, creating favorable learning habits and attitudes that

promote academic performance (Saro et al., 2022).

Table 15
Summary Table on the Challenges Met By The Respondents In Choosing
Their Industrial Technology Track Program

Challenges Weighted Mean Interpretation

Academic Challenges 2.54 Rarely
Career Challenges 2.85 Sometimes
Personal Challenges 3.85 Often
Average Mean 3.08 Sometimes
* x̅ - Mean; 4.21 - 5.00 Always (A); 3.41 - 4.20 Often (O); 2.61 - 3.40 Sometimes
(S); 1.81 - 2.60 Rarely (R); 1.00 - 1.80 Never (N)

An analysis of Table 15 found that students considering Industrial

Technology programs experienced problems in all areas. Personal challenges,

on the other hand, appeared as the most common hindrance (mean average:

3.85). Students frequently struggled with independent learning and had trouble

grasping topics on their own. Emotional well-being was another issue, with

students occasionally enduring mental and emotional pressure. Time

management and motivation were also identified as issues, with students

reporting difficulty managing their time efficiently and sustaining enthusiasm to

study.

Career choices presented moderate challenges (average mean: 2.85).

Students sometimes expressed concerns about finding suitable careers within

Industrial Technology, potential financial limitations associated with the program,

and lower salaries compared to other fields.

Academic challenges (average mean: 2.54) were the least common

barrier. This means that students rarely encountered challenges such as

confusing instructions, trouble reaching teachers, unavailable learning resources,

or technological platform breakdowns.