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Chapter I

THE PROBLEM

Introduction

Education plays a crucial role in shaping the future of learners to achieve

the 21st century standards into creating new sets of goals. A common aspiration

is to pursue a professional path and opting for a college program is significantly

influential toward this goal. However, the process of choosing the right program

is of utmost importance. Students should possess adequate information about

college programs, engaging their decision-making abilities. Choosing a college

program is not just selecting an academic path; it's essentially determining the

career trajectory and profession one desires to seek.

Bicol University is one of the universities in the City of Legazpi, Province

of Albay, with various campuses, these campuses are important in nurturing

professionals in fields. One of the campuses of the institution is College of

Industrial Technology (BUCIT) where it offers the Bachelor of Technical-

Vocational Teacher Education program (BTVTEd). In alignment with the

transformative nature of the college experience, the Bachelor of Technical-

Vocational Teacher Education (BTVTEd) emerges as a specialized program

catering to the evolving landscape of education.

According to CHED Memorandum Order No. 79, series of 2017, this

program is meticulously designed to equip future educators with the expertise

required for teaching Technology and Livelihood Education (TLE) in Grades 9-

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10 and Senior High School, with a particular emphasis on Technical-Vocational

Education. Moreover, it extends its impact to higher education institutions offering

BTVTEd and related programs. Drafting Technology, along with Garments,

Fashion and Design; Electrical Technology; and Food, Service and Management

are the four majors of Bachelor of Technical-Vocational Teacher Education

program in the College of Industrial Technology. The Drafting Technology is a

four- year undergraduate program which encompasses both the traditional

drawing which make use of different drafting tools, and the Computer Aided

Design (CAD) that deals with computer software to create an accurate and better

visualization of 2D and 3D representation of drawings. It is crucial in developing

every individual’s ability, knowledge, and skills in creating architectural,

structural, mechanical, electrical, and plumbing plans or drawings as well as

nurturing the future educators in the field of technical and vocational education.

Individuals strive to make a living for a better and more comfortable life.

Pursuing a profession provides everyone with an opportunity to enhance life

satisfaction, as being a professional opens more job opportunities. According to

Samide et al., (2019), profession is seen as a key to success and bright future

and being able to specialize in a particular field is a stepping stone towards it.

Choosing a major serves an instrumental purpose and connection to what one

will pursue. When selecting a major, a thorough decision-making process should

also be done. Decision-making is a way of determining what option or action to

choose among the alternatives from a criterion or strategy given. These decisions

are at times based on the person’s intuition or feeling, which are mostly subjective
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and would work well on problems of limited impact (Wang and Ruhe, 2017).

Making a decision for choosing a program also includes consideration of the

person’s interpretations, responses, and how they react to situations they face

(Kuzgun and Bancali, 2017), wherein a decision is taken based on the availability

of necessary information. Generally, there are multiple factors to consider when

choosing a program in college, but it all comes down to one decision that should

be thoroughly thought about. These factors may include the student’s passion

and experiences, referral of family and friends, the reputation and location of the

preferred college, high-paying jobs, and financial stability. An interest, a person,

or a circumstance can greatly contribute to the student’s choice in selecting

college program preference.

Starting college marks the initial stride on the journey towards the future

that lies ahead. It takes both courage and determination to chase after one's

aspirations, which is why selecting a career path is among the most challenging

choices for students. While upholding academic knowledge is crucial, college

experience provides us with an opportunity to cultivate our abilities within our

chosen field of study.

For the past few years, students enrolled in BTVTEd Major in Drafting

Technology faced difficulties in choosing their college program since the majority

of them are all below quota applicants from different colleges of the university

which led them to enroll in the said program. By knowing their perception and

reasons, it will be concluded that there are several factors influencing their choice

that may be influenced by the internal or external environment. This study aims
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to determine the factors that influence the program preference of students in the

BTVTEd Major in Drafting Technology at Bicol University College of Industrial

Technology. It aims to gain insights into the challenges and barriers that

prospective students encounter when considering choosing the program to

inform strategies, and interventions that can be implemented to guide students

in selecting their college program. With a clear understanding of this matter, the

researchers will be able to provide possible solutions to properly introduce the

program to incoming college students.

Statement of the problem

This study will be conducted to determine the factors influencing students'

program preference in Bachelor of Technical-Vocational Teacher Education

Major in Drafting Technology.

Specially, this study seeks to answers the following questions:

1. What is the socio-demographic profile of respondents in terms of:

a. Age;
b. Gender;
c. SHS Track/Strand;
d. Household Monthly Income; and
e. Location
2. What is the level of influence of the following factors in choosing the

BTVTEd Major in Drafting Technology terms of:

a. Personal Factor;
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b. Peer Factor;

c. Parental Factor;

d. Teacher Factor;

e. School Factor;

f. Employment Factor;

g. Financial Factor; and

h. Media Factor

3. What is the significant relationship between the socio-demographic profile

of respondents and the factors that influence them in choosing their

program?

4. What recommended action plan may be proposed to enhance students’

preference in the technical-vocational teacher education program?

Hypothesis

HO: There is no significant relationship between the demographic profile and the

factors influencing the program preference of BTVTEd Drafting Technology

students.

Scope and Delimitation

This study aims to identify the factors influencing students' program

preferences in the BTVTEd major in Drafting Technology at Bicol University

College of Industrial Technology. The factors examined include personal, peer,

parental, teacher, school, employment, financial, and media influences. The scope
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of the study encompasses first to fourth year BTVTEd Major in Drafting Technology

students enrolled in the second semester of the 2023-2024 academic year at the

College of Industrial Technology.

The study focused on the BTVTEd Drafting Technology program, which has

a population of 103 officially enrolled students. This includes 19 first-year students,

28 second-year students, 33 third-year students, and 27 fourth-year students. The

collected raw data will be used to identify the factors influencing students'

preferences for the program.

Significance of the Study

The results of this study into the factors influencing students’ program

preference in the Bachelor of Technical-Vocational Teacher Education major in

Drafting Technology (BTVTEd) program are an important study with broad

implications for different types of stakeholders.

Senior High School Students. The study will be beneficial particularly to

the senior high school students for them to better understand their rights and

considerations when it comes to college program selection.

Parents. The results of the study will help them and give them ideas on

how they will support their students in higher education in this program.

BTVTEd Faculty. Given that the focus of this study is one of the majoring

programs of the Bachelor of Technical-Vocational Teacher Education (BTVTEd),

the result will be beneficial to its faculty since the factors that influence the
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program preference will be determined and for them to devise possible

countermeasures that will be able to introduce the Drafting Technology major.

Drafting Technology Students. The result of this study will be

instrumental in the making of well-trained professionals produced from Drafting

Technology to compete in the industry where skills and talents are the basis for

employment.

Curriculum Planners and Implementers. It would function as a roadmap

for shaping the institution's curriculum. This would enable them to stay informed

and guarantee outstanding performance and facilities within the school,

ultimately boosting the program's enrollment rate.

Policy makers. It acts as a roadmap for developing the school's

curriculum. This helps them stay updated and ensure excellent performance and

facilities, leading to more students joining the program.

Future Researchers. This study will serve as the basis of the future

researchers for further future studies related to program preference of students

in choosing their college program.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the presentation of literature and studies that can be

seen relevant to the existing study. This literature and studies were collected to

connect the problems stated in the existing study. It also shows the presentation

of the synthesis of the art, gap, theoretical and conceptual frameworks and its

paradigms, and the definition of terms to further understand the conceptual and

operational words that are used in the study.

Related Literature

This section presents the different literatures that are related to the current

study. They were selected as per the aspect of nearness of connections, or the

importance of the study being undertaken. The reviewed related literature

encompasses the analysis of journals, articles, books, and published documents

that were proven to be related in the researcher’s study.

De La Cruz, et. al (2019) looks into the factors that influence students’

enrollment in Technical-Vocational Education and Training (TVET) programs in

the Philippines. The survey discovered that the most important factors influencing

enrollment were the student's age, family income, and availability to TVET

programs. The same authors conducted a literature review in 2018 on the

situation of Technical-Vocational Education and Training (TVET) in the

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Philippines. According to the report, TVET is a vital component of the Philippine

education system and plays an important role in preparing students for the

workforce. However, the report discovered that TVET suffers a variety of

obstacles, such as a teacher shortage, outdated curriculum, and a lack of

finance.

From the article titled, "Influences on Career Path Decisions" by Dowd

(2020) it implies that deciding for a career path is affected by different aspects

such as personality, interests, aptitudes, values, lifestyle preferences, and

financial requirements. There are also people that can influence decisions for a

career path including family members, instructors, coaches, managers, and

mentors. The article also shows that Personality is a major consideration among

the factors, particularly self-efficacy, as it means believing in one's abilities and

potential to achieve success.

As indicated by the article “Factors that Influence Students Career Choice:

7Ps of Career Selection”, career selection is an important stage in a student’s life

that is often affected by a variety of choices. There are students who are most

likely to become undecided on their chosen path even after graduating, that’s

why this is a crucial part of their journey where decisions must be made carefully.

The article published by Online College Org has suggested various factors that

influence career development and choices. These factors that are stated include

skills and abilities, interest and personality type, life roles, and previous

experiences. These factors are seen to be the most influential to students,

particularly on how they decide in considering and choosing their career path.
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The article suggested working with a career counselor when unsure of what path

to take, to help students understand that career choices are not decided on one

factor, but it is subject to many influences.

The aforementioned articles support the idea that interests or personal

interests influence the students’ decision when selecting a college program. It is

seen as the basis of their decision because it drives motivation and effective

learning when they are interested in what they do. Also, there is a high chance

of achieving satisfaction and fulfillment all throughout the academic journey.

Kazi and Akhlaq (2017) highlighted that students have the need to

consider several factors in order to determine the career of their choice. These

factors include parental education, profession and income, influence of peers and

impressions taken from the media. However, there are instances where students

such as in the MS level opt for their chosen field by force or in the act of

compromising decisions. Aside from the factors stated, there are influential

factors, termed as "influencers," which encompass the roles of parents, tutors,

future income, future status, and societal differences that significantly impact the

career choices of young students. (Sharif et al. 2019). It is mentioned that peers

and family members have a great impact on students’ decision in selecting a

college program, as they often seek shared experiences, advice, and guidance

from another person’s standpoint.

Aryani and Umar (2020) suggest that when choosing a college major,

students take into account various factors such as preparation for a good job and
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social skills training. Also, students consider the cost of a major particularly to

students who have low standing in the society, this factor is assumed to be one

of the reasons why students are keen in deciding for a major. Moreover, gender

stereotypes may also influence students' choices as certain majors are often

perceived as more suitable for either masculine or feminine individuals.

According to Tamimi et al. (2023), students' decisions regarding university

selection are influenced by factors pertaining to the institution itself, which include

its reputation, infrastructure, and location. It simply means that most of the

students consider their choice of school, whether it is well known for providing a

high quality of education that will foster their skills, knowledge, and abilities and

for its facilities that will cater their needs in instruction and provide experience.

Furthermore, the school’s location is also highly considered by the students

particularly if they reside in a rural or urban area that may affect their choices of

career in the future.

One factor that influences students when selecting their college program

is the consideration about the institution where the students wish to study. This

may consist of the institution’s reputation, infrastructure, location, learning

environment, the expertise of professionals, and financial considerations.

Students might select their college program based on the institution that they

prefer best and will highly benefit them.

The Philippines experienced an unemployment rate of 7.1% in 2013 and

considerations for causes of this incident included misfit graduates which also
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caused various reasons such as the lack of career counseling to students,

leading to limited information on how to help them in choosing their career path.

Furthermore, for most of the Filipino students, their decision for choosing a career

path is influenced not by their passion for the career they desire, but for the

reason of leading out of poverty (Pascual, 2014).

Balaon, et al (2020) administered a study on the Impact of Teacher

Shortage on TVET in the Philippines. According to them, teacher shortages are

a key concern for TVET in the Philippines and have a detrimental impact on

educational quality. In the context of the study, considering job opportunities such

as teaching plays a significant role in the students’ decision in selecting a college

program. Programs that have a clear path towards success are often seen by

students as that will help them to be financially stable. Therefore, choosing the

programs with lower chances of future job opportunities are considered

ineffective.

Alinea (2021) implicates that the education system has its quality and

organization depending on teachers, the teaching profession, and future

educators. On the other hand, technical-vocational courses nurture one’s skills

and competence to become highly skilled workers in different fields and

industries. These two program concepts are merged from the teacher education

program for technical-vocational courses, and it is coined by the Commission on

Higher Education as Bachelor of Technical-Vocational Teacher Education,

following its various areas of specializations. This program is designed for

individuals that are interested in both industry work and the teaching profession.
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This curriculum also introduces TLE (Technology and Livelihood Education) and

TM (Trainer's Methodology) courses (Alinea and Alinea, 2022).

The World Bank (2016) assesses the situation of TVET in the Philippines

and makes recommendations for improvement in this report. According to the

research, TVET is a vital component of the Philippine education system and plays

an important role in preparing students for the workforce. The Asian Development

Bank (2017) also stated that TVET plays an important role in boosting economic

growth and eliminating poverty. The report also discovered that TVET can assist

graduates boost their employability and incomes.

The review of literature that is presented showed various factors that could

affect and influence students in selecting for their college program. It also showed

factors that are present in the on-going study, especially personal interest. It is

evident that personal interest is mentioned numerous times, revealing that most

of the students establish their college preference based on their interest as an

individual, and their desire to enhance their skills and attitude towards a particular

goal. Factors like peer and family influence, consideration about institutions,

future job opportunities, and financial stability are also mentioned in the literature

found as these are points that are mostly considered by students rather than just

merely forming their decision by their interest. Another literature explores the

influence of demographic profiles and family income on program selection,

illustrating instances where students prioritize immediate program needs over

their desired choice.

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Furthermore, the review delves into specialized programs like the

Bachelor of Technical-Vocational Teacher Education (BTVTEd) and Technical-

Vocational Education and Training (TVET), tailored for individuals interested in

both industry and teaching professions. These programs aim to enhance skills

and competencies for future career prospects. It is relevant to the present study

since it focuses on the students’ program preferences of Bachelor of Technical-

Vocational Teacher Education, majoring in Drafting Technology. Thus, these

sources contribute significantly to the study.

Related Studies

The researchers present several studies that served as the important

sources of ideas and inspiration in undertaking the present study. The main

concern of the study deals with the factors influencing students’ program

preferences in Bachelor of Technical-Vocational Teacher Education Major in

Drafting Technology. Therefore, the following are the present and previous

studies from different authors that are related to the existing study.

The study of Llacuna (2018) revealed that the primary factor influencing

grade 12 TVL students of Sorsogon City Division’s choice of college technology

courses was its potential demand in the industry. This indicates that students

tend to take course offerings with strong employability prospects after graduation.

Following this was the influence of teachers' encouragement and the students’

parental decisions about their course. The study also showed the most preferred
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college technology courses of the grade 12 TVL students are Automotive

Technology, Food Service Management and Mechanical Technology

respectively.

The study indicated that several factors could influence the course

preferences of Grade 12 students not just in Technical-Vocational and Livelihood,

but also in other senior high school strand such as the Academic Track. The

students' course preferences may vary according to the internal and external

influences in the environment during their grade school year. Abarro, found out

in his study that mostly Grade 9 students perceived to take Accountancy,

Business and Management (ABM) as their preferred Senior High School strand

that may influence their course preferences in college. The student’s sex,

monthly family income, school preference, occupation of the family head and the

average scholastic rating are the factors in choosing their career track in senior

high school.

Furthermore, it is concluded that supporting the students’ engagement

and monitoring their progress in college and career readiness, there will be a

significant increase in succeeding their postsecondary level of education. With

continuous support and monitoring, they can be fully industry ready once they

graduate from college and start their jobs with the aid of their nurtured skills,

knowledge, and abilities.

Safarmmad (2019) in the study titled, "Factors that Influence Students'

Decisions to Enroll in Initial Vocational Education and Training (IVET) Lyceums

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in Tajikistan", the findings showed that there is a relationship between gender

and program enrollment, which concludes that the socio-demographic profile,

geographical location, and program choices at school plays a significant role in

influencing the students' decisions in selecting their course preference. The

present study focuses on a technical-vocational program as well and aims to

determine the significant relationship between the variables in order to identify

the factors influencing the students program preference in choosing BTVTEd

Drafting Technology program for the past years of its implementation.

Alba et al. (2022) conducted a study regarding the factors influencing the

students' program preferences in the BTVTEd program at Bicol University,

College of Industrial Technology. It is stated that opportunity and interest factors

are significantly influential to the decision-making of students. Meanwhile, the

least influential factor is the family and peer factor. The previous study of Alba et

al. focused on the factors influencing the students program preferences in

BTVTEd program wherein the opportunity and interest factors are the most

influential factors in the decision-making of the students while the family and peer

factor are the stated least influential. While the present study has the same focus

as the mentioned study, they differ on the respondents since Alba et al. focused

on the program, while the present study focused on one major of the program,

the Drafting Technology.

Joaquin et al. (2018) conducted a study investigating the factors that affect

Grade 12 students of STI College Legazpi in choosing a course for tertiary

education. The results show that most of the students often based their decisions
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on their hobbies, talents and skills based on their personal basis and the person

that influences their choice in tertiary education study also confirmed that

considerations about personal interest, parental influence, friends, community,

and social needs have a significant role in choosing a course. Senior High School

is marked as the preparation of students being a college one wherein various

possible programs are being introduced that may spark their interest. In the

study, choosing a course for tertiary education may be affected and influenced

by different factors which were stated and somehow similar to the present study.

Tahil (2021) also stated that among the SHS STEM students at the

College of Engineering and Technology of Western Mindanao State University,

the factor Personal Interest is the most influential factor to them, particularly when

their personality or an attribute is in line with any college degree that may suit

their preferences. According to this study, family support and peers are also

influential to the students' decision in selecting a college program. However, they

don't rely solely on their family's preferred choice for them, as well as peers are

only for assurance and not a strong factor to lead them.

Interest factor is mentioned in the said studies. Hence, it is considered as

a factor influencing the students’ decisions in choosing a college program. From

Tahil’s study, personal interest is the most influential factor since it allows

students to be passionate about subjects they want to pursue. It is believed that

students tend to be more engaged and focused when they are interested in what

they do.
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Elep (2012) administered a study about the Career Guidance Program for

Matango National High School, Camarines Norte. It is stated in the study that

students of the said high school consider factors that include the guidance of their

teachers, parents and other persons of authority to support their decisions.

Furthermore, the factor that is also most often considered is the school and its

proximity to the residence or hometown of the students. The study suggests that

a career orientation for graduating SHS students must be administered to help

the students be more informed, have more career options and have ample time

to decide for the program they will choose in college. Parents must be involved

in the decision-making process of the students to guide and facilitate them

towards their desired program. This study determined that family, peers, and

other people are relevant to the individual and had a great impact on decisions

when it comes to college program selection. It indicates that other people

associated with them are influential in making decisions since their views on

choosing a college program are considered.

Mtemari (2017) conducted a study aiming for the parental influences on

career trajectories among students in Midlands Province, Zimbabwe. It is

revealed that family members have a huge impact in the students' decision in

choosing a career path, particularly the mother and the father's influence. Parents

have a major contribution to one's student's preferences in many aspects of their

life, including a career path. There are also instances where the environment

itself contributes to the students' educational preferences mainly on how the

student interacts and how it impacts their viewpoint. Furthermore, the study also
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identified that the location of the school, peer advice and encouragement, and

gender are seen influential to the students' decision-making process in choosing

a career path. Both the previous and present study may have been completely

different from each other, given that both have different focuses, but the previous

study is in line with the present study which is included in the factors that may

influence the students’ program preference of Bachelor of Technical-Vocational

Teacher Education, majoring in Drafting Technology.

It is aforementioned that the impact of peer and family influences leaves a

lasting impact on the students’ perspective and is mainly considered as an

influencing factor. Most students tend to listen to their parents' suggestions and

advice towards selecting their college program. However, some parents decide for

their child for the reason that they know what’s best for them.

In Agrey (2014) study of “Determinant Factors Contributing to Student

Choice in Selecting a University'', there are 5 factors that are believed to have

influenced decision-making particularly in choosing which institute of higher

learning. These are: support systems (e.g. guidance counseling, scholarships,

credit transferability); the learning environment (the institution’s facilities and

reputation); job prospects i.e. students have high chance for employment after

graduating; good sporting facilities that contributes to a well-rounded college

experience; and student life programs that focuses solely on the students’

benefits, and lastly, a safe and friendly environment. According to the study, the

most influential determinant factors among the 5 factors are learning environment

and job prospects, followed by student life programs, support systems, then the
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safe and friendly environment and sports facilities. The present study is also in

need of determining influential factors, but the focus of the present study is to

determine the factors influencing the program preferences of students in

choosing Bachelor of Technical-Vocational Teacher Education, majoring in

Drafting Technology.

Meanwhile, Manapsal (2018) conducted a study involving the factors of

undecidability in career choices of Grade 11 General Academic Strand students

at Osorio National High School. The study implies that there are 'problems' that

lead students to be undecided in choosing their career path. These are confusion

in choosing a career path, dominance of parents’ decision, financial insufficiency,

and unavailability of institution offering the desired program, unseen future

career, and peer influence. The study identified that the major reason for

students' undecidability in career choices is financial insufficiency, and suggested

several programs related to choosing career path such as career talks from other

institutions, career counseling, and career decision making program. Indeed, the

learning environment is essential for future college students. The learning

environment is included in the factor Consideration about Institution, and it is one

of the contemplations of students entering college. Financial insufficiency may

also be included in the said factor since not all institutions are affordable for every

student. While this study was focused on the causes why students are unsure of

what college program to choose and notably contrasting to the present study,

both have the same intention as both studies unravel the factors influencing

students' decision in selecting a college program.

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According to Duran et al. (2023) study regarding the factors affecting

course selection of Grade 12 students, the most and least factor affecting the

course selection process of Senior High School students are identified among

the 12 factors listed. The scale is 1-12, with 12 being the most affecting factor.

The most influential to Grade 12 students is Career Opportunities, while the least

influential is the factor "other students." Furthermore, Fernando et. al., (2015) in

the study titled "Factors Affecting College Course Preferences", there are 4

factors listed that influence students' decision-making process, namely: Parental

Influence, Personal Choice, Job Opportunity, and Peer Influence. It is concluded

that 4th year students consider many factors when it comes to course selection,

and not solely based on their personal preferences. They also consider their

parents and peers, specifically the job opportunities. Students consider a

program that will be able to enhance and develop their skills and competence in

a specific field, and to give them a high-paying job in the future as well. Both of

the studies have found out the factor that most influenced the students during

college program selection. Their results can be of help to the present study as it

can be viewed as references that factors found can truly influence the students

in that particular area. Therefore, the researchers concluded the need to conduct

the present study in order to also find out which among the factors can truly

influence the students of Bachelor of Technical-Vocational Teacher Education,

majoring in Drafting Technology.

The review of related studies aids researchers in identifying and proving

the necessity of conducting the study, confirming the existence of an actual

 22

problem. Undoubtedly, the aforementioned studies have uncovered and

validated specific factors significantly impacting an individual's decision-making

process, particularly in choosing their desired college program. These factors,

notably interest, peer and family influence, institutional considerations, future job

prospects, and financial stability, bear relevance to the current study.

Additionally, the review also indicates that a student's demographic profile can

also wield influence over their decision-making.

Synthesis of the Art

The researchers were able to build the foundation of this present study by

utilizing the facts and principles obtained from the related literature and significant

information from the related studies. The similarities between the related studies

and the current research acted as a crucial point of reference during the research

process.

Alba et al. conducted a study with regards to the factors that influence the

students program preferences in BTVTEd program in Bicol University, College of

Industrial Technology that showed the opportunity and interest factors are the

most influential to their decision-making while the family and peer factor are the

least influential. The previous study revolved on the factors influencing the

program preferences of students in BTVTEd while the present study deals with

the factors that influence the program preferences of students in BTVTEd Major

in Drafting Technology.
 23

The study of Kazi and Akhlaq emphasized several factors that must be

considered to determine students career choice in the future which include

parental education, profession and income, influence of peers and media. It can

be concluded that the choices of students in choosing a career may be affected

by their internal or external environment which are necessary in developing the

foundation of their education. Similar can be said for the influential factors of

career choice of the students which are the roles of parents, tutors, future income,

future status, and the societal differences which are termed as “influencers” that

was stated in the study of Sharif et al.

There are also individuals that show where personality is a major

consideration among the stated factors particularly the self-efficacy that means

“believing in one’s abilities and potential to achieve success according to the

article of Dowd (2020) entitled, “Influences on Career Path Decisions”. As being

indicated by the article “Factors that Influence Students Career Choice: 7Ps of

Career Selection”, an individual’s decision of career selection is an important

stage in every student’s life which are affected by different choices that must be

done carefully because it is the situation where to decide a path for the future.

An article published by Online College Org stated various factors that

influence career choice as well as its development that include skills and abilities,

interest and personality type, life roles and previous experiences that were seen

as the influential factors in considering and choosing their career path. It was

suggested that consulting a career counselor when unsure of what path to take

is a good choice to help students understand their choices in the future. Guidance
 24

of professionals is advisable for students to consult their concerns about their

career path choices or decisions.

The study of Aryani and Umar about choosing a college major, students

must consider different factors such as the preparation for a good job and their

social skills training. They also consider the cost of a program particularly to those

students who are struggling with their finances and for this very reason, they tend

to be more cautious in deciding for a majoring program in college. Furthermore,

gender stereotyping also influences their choices since some majors are often

perceived as more suitable for either masculine or feminine individuals. Tamimi

et al. also introduced factors in students' decision in selecting their future

university that will expand their knowledge and hone their skills and abilities in

their chosen majoring program. These factors are the university’s reputation,

infrastructure, and its location.

According to Llacuna, the potential demand in the industry of the college

technology course is one of the factors that influences the grade 12 TVL students

of Sorsogon City Division. It means that a course that has a strong employability

in the industry is the preferences of the students because of its potential in

providing a job in the future. The study also depicted the college courses that

students preferred which are Automotive Technology, Food Service

Management and Mechanical Technology, anchored in vocational and technical

education.
 25

A literature review conducted by De La Cruz et al. showed that Technical-

Vocational Education and Training (TVET) in the Philippines is a crucial

component in its education system that prepares students for their workforce,

however it faces struggles in different aspects such as lack of teachers and

finance, as well as an outdated curriculum. Due to the aforementioned struggles,

TVET faces a low enrollment of students from the past few years which has

discovered several factors that influence it which are the students’ age, family

income and the availability of TVET programs.

Alinea suggests that the quality and structure of the education system is

centered on teachers, the teaching profession, and aspiring educators.

Meanwhile, technical-vocational courses aim to develop individuals' abilities and

expertise, preparing them to excel as skilled professionals across diverse fields

and industries. The convergence of the programs forms the basis of the Bachelor

of Technical-Vocational Teacher Education, as devised by the Commission on

Higher Education. This program encompasses various specialized areas within

technical-vocational education.

On the other hand, Tahil stated that personal interest is the most influential

factor to the grade 12 students particularly if their personality fits the college

degree they are aiming for in the future. Furthermore, the students' family support

and peers are also influential in their decision in selecting a college program that

provides assurance to them.

 26

Gap to be Bridge by the Study

By analyzing the related literature and studies, the researchers spotted

the gaps to be bridged by the present study.

The reviewed related literature and studies provided several factors

influencing the students choice in selecting their career path as well as choosing

their college major in the future. It was concluded that there were aspects similar

to the present study which supported its entirety such as the focus of the study,

respondents, instrument used as well as the stated factors that influence the

respondent’s choices in college major and career path decisions. Through the

support of the literature and studies, the present study focused on the factors

influencing students’ program preference in Bachelor of Technical-Vocational

Teacher Education Major in Drafting Technology for the past few years being

implemented as one of the majoring programs in Bicol University College of

Industrial Technology.

Due to the students’ decisions in the aforementioned program in the

university, the researchers find it relevant to conduct a study similar to the

reviewed literature and studies. The present study was similar to the previous

studies because it has the same concept that focused on determining the factors

that influence the college program preferences of students in considering the

BTVTEd Major in Drafting Technology as their preferred program in tertiary level.

However, the present study will be going through an in-depth analysis about

identifying factors that influence students’ program preference in BTVTEd

 27

Drafting Technology at Bicol University as well as the correlation between two

variables which are the demographic profile and factors that influence the

student’s college program preferences. The factors that will be the basis of the

study are the interest factors, peer and family influence, consideration about

institutions and future job opportunities. The correlation between the two

variables will signify if the concluded factors influence the program preferences

of the students in choosing BTVTEd Drafting Technology. Therefore, these will

be the gap to be bridged by the present study.

It became evident that none of the reviewed literature and studies are

exactly similar with the present study. Some areas of the studies are similar but

different in the focused variable as well as the methodologies used. The present

study deals with identifying the factors that influence students’ program

preference in Bachelor of Technical-Vocational Teacher Education Major in

Drafting Technology in Bicol University College of Industrial Technology. It also

seeks to determine the correlational relationship between demographic profile

and the factors that influence students’ program preference in the said program.

The researchers found out that this aspect was not found in the previous

research.

The study of Alba et al. entitled “Factors Influencing Program Preference in

the Bachelor of Technical-Vocational Teacher Education Program” stated the

factors influencing the students program preferences in the BTVTEd program in

Bicol University, College of Industrial Technology which are the opportunity and

interest factors that are significantly influential to the decision-making of students

 28

while the family and peer factor are least influential. The previous study focused

on the factors influencing students’ program preference in BTVTEd program

wherein their respondents were exclusively from the said department. Meanwhile,

the present study focuses on the factors influencing students’ program preference

in BTVTEd Major in Drafting Technology. It aims to determine which among the

factors were most influential to students that will be conducted through a survey.

The study will also determine if there is a significant relationship between the

demographic profile and the level of effect of the factors influencing students’

program preference of the BTVTEd program.

Theoretical Framework

This study focuses on various factors that influence the students’ program

preference of Bachelor of Technical-Vocational Teacher Education Major in

Drafting Technology. It is anchored on the following theories: Leonard Savage’s

Decision Theory and Icek Ajzen’s Planned Behavior Theory.

According to Joyce (2005) Savage's Decision Theory posits that decision-

making involves understanding personal beliefs, desires, emotions, and

attitudes, extending beyond mere selection. It emphasizes understanding how

individuals reach decisions, considering influences such as beliefs, preferences,

values, and other pertinent factors. Steele (2020) also cited that decision-making

in Savage’s theory typically reflects preferences, revealing individual desires or

convictions. This theory will help the researchers determine why the students in
 29

BTVTEd Drafting Technology considered their current program as their program

preference during the college’s admission for the incoming new set of freshmen

of the university.

As stated by the article Accelerating Systemic Change Network (2023),

the Theory of Planned Behavior suggests that an individual's actions stem from

their intentions, which are often shaped by their attitudes, social norms, and

perceived control over their actions. However, despite these intentions, external

influences beyond an individual's thoughts or plans can lead to unexpected

behaviors or outcomes. This theory offers insights into how students' career

choices might be influenced by their intentions and aspirations. Conversely, it

also highlights that external factors could lead to indecision among students,

potentially negatively impacting their behavior when making career-related

decisions.

The aforementioned theories will support the present study. With its

concepts presented, the researchers will be able to conclude how students

decide and plan for their college program and will be further labeled as the

determinants influencing students' program preference in BTVTEd – DT.

 30

HOW DIFFERENT EXTERNAL

HOW STUDENTS ARRIVE AT THE FACTORS INFLUENCE STUDENTS
DECISION OF TAKING THEIR WHEN DECIDING FOR A
CHOSEN COLLEGE PROGRAM COLLEGE PROGRAM
(DECISION THEORY) (PLANNED BEHAVIOR THEORY)

DETERMINANTS
INFLUENCING
STUDENTS’ PROGRAM
PREFERENCE

Figure 1. Theoretical Paradigm.

 31

Conceptual Framework

The researchers provided a conceptual paradigm for a better

understanding of the flow of the present study. There are two variables identified

that are illustrated in the paradigm.

Initially, the independent variables involve the demographic profile,

including age, gender, senior high school track, geographic location of

respondents, and their parents' monthly income. Age influences students’

selection in college programs since maturity indicates an individual’s open-

mindedness and to be more oriented in choosing their career. The student’s

perspective on success is influenced by their age since the majority of them set

a specific age to be successful in life. Students tend to be more idealistic when it

comes to their life decisions aligned with their age. Gender introduces potential

influences due to existing stereotypes and double standards. It means that

students tend to consider their choices in determining college programs

depending on their gender since most of the programs are referred to as feminine

or masculine.

The senior high school track plays a crucial role in shaping students'

decisions, with options such as the Academic Track being preferred for college-

bound students and the Technical-Vocational Livelihood (TVL) track for those

inclined toward vocational programs. The Geographic location is a contributing

factor, with proximity to the institution being a significant consideration. It tells the

distance of the students’ residential address to their school which is considered

 32

as a factor. Additionally, parents' monthly income is a pertinent factor for

students, as budget constraints may influence their choice of a college program.

Second, the dependent variables are the factors that include interest

factor, peer and family influence, consideration about institutions, future job

opportunities, and financial stability. Personal factors can most probably

influence a decision, given that what college program an individual should choose

should be in line with what fascinated them the most, that also includes their

hobbies and experiences. However, it is not the same case with peer, family, and

teacher factors. These factors show that the influence of family, friends, teachers,

or other people relevant to the student can affect his/her decision in selecting a

college program since these people serve as their guide towards a good

decision-making process. Family members, teachers, and other authoritative

people often suggest programs that they think the student would excel the most

or would financially benefit them, while peers such as friends may encourage the

student to join them to prove their friendship and loyalty.

The school factor is also one of the factors that can greatly influence

students to decide. It is believed that students consider the institution they wish

to enter, with good quality education, reputation, and facilities to guarantee their

future success. Moreover, the financial factor can also greatly influence the

student’s decision in choosing a college program, considering the financial

monthly income of the family and the total expenses it will cost taking the chosen

program. Another factor is the Employment factor that may lead them to a

possible successful career especially when the program to be selected is in-

 33

demand in the industry. Lastly, since today’s generation have access to the

internet and social media, Media factor is seen as a consideration, where

students may be influenced by college program advertisements that can be seen

under different social media platforms.

The present study centers on the determinants influencing the students’

program preference in the Bachelor of Technical-Vocational Teacher Education,

with a specialization in Drafting Technology. Consequently, the researchers

presume that the aforementioned factors contribute to the observed

phenomenon within the department, thereby prompting the initiation of this study.
 34

FACTORS
SOCIO-DEMOGRAPHIC
PROFILE
• Personal Factor
• Age
• Peer Factor
• Gender
• Parental Factor
• SHS Track
• Teacher Factor
• Household Monthly Income
• School Factor
• Location
• Employment Factor
• Financial Factor
• Media Factor

Figure 2. Conceptual Paradigm.

 35

Definition of Terms

This section provides the researchers' conceptual and operational terms

for easy understanding and comprehension of the study.

Age. It is the phase in life when a specific qualification, power, or capacity

emerges (Merriam Webster). In this research, this phase is incorporated as a

component of respondents' demographic profile.

Bachelor of Technical Vocational Teacher Education Major in

Drafting Technology (BTVTEd-DT). The drafting technology is a four-year

undergraduate program which encompasses both the traditional drawing which

make use of different drafting tools, and the Computer Aided Design (CAD) that

deals with computer software to create an accurate and better visualization of 2D

and 3D representation of drawings. It is crucial in developing every individual’s

ability, knowledge, and skills in creating architectural, structural, mechanical,

electrical, and plumbing plans or drawings as well as nurturing the future

educators in the field of technical and vocational education.

Employment Factor. A career opportunity generally denotes a job that

allows the application of skills and training, coupled with avenues for professional

development and progression (Cox, 2012). In this study, the employment factor

is used as a dependent variable to investigate its influence on the respondents'

decisions regarding college program selection. The research underscores the

potential these career opportunities hold for professional growth and

advancement.
 36

Factors. A factor is an element that exerts influence on something and is

deemed relevant when making decisions or drawing conclusions

(Vocabulary.com). In the context of this study, a factor is defined as a reason that

could impact the respondent's decision to pursue and select a college program.

Financial Factor. Financial stability is defined as the ability to maintain a

steady income while avoiding debt (Tamplin, 2023). This study used financial

factors as a dependent variable and a factor that influences students' choices in

choosing college programs that will suit their financial situation.

Gender. Gender encompasses socially constructed characteristics,

norms, behaviors, and roles linked to being a woman, man, girl, or boy within a

society. It can evolve over time influenced by social norms, cultural values, and

economic factors (WHO, 2021). In this study, gender is delineated as an element

of students' demographic profile, representing respondents' preferences shaped

by capability and emotions.

Household Monthly Income. The total earnings of individuals within a

household who are above a certain age. In this research, monthly income is

employed as an independent variable and is considered a component of the

demographic profile which can influence students' decisions when selecting

college programs that align with their financial circumstances.

Level of Influence. The level of influence measures how a factor can

influence the students' preferences in the selection of college programs. When

selecting courses, students consider factors such as interest, peer and family
 37

influence, consideration about the institution, future job opportunities, and

financial stability.

Location. Location. A location is a place of settlement, activity, or

residence (Dictionary.com). In the context of the present study, it is part of the

socio-demographic profile of the students. It is where the students originally

resided before taking the BTVTED Drafting Technology program.

Media Factor. Media Factor. In the study, the media factor may be most

influential to students who are strongly convinced of what they have seen on

many social media platforms, leading them to decide on choosing a college

program.

Parental Factor. In the study, the parental factor is seen to influence

students in choosing a college program, where students consider their parents'

insights, opinion, and suggestions.

Peer Factor. A group of people who share similar interests, age,

background, or social status that serve as an important source of information,

feedback, and support to individuals as they develop a sense of self is called a

peer. It helps an individual to socialize by reinforcing interaction with other people

(Springer Link).

Personal Factor. These are the activities and subjects that bring joy to an

individual and are topics they enjoy spending time learning about (Cambridge

Dictionary). It can also be something that an individual is passionate about.

 38

Personal factors serve as a dependent variable in this study, aiming to determine

the preferences of respondents for their desired programs.

School Factor. This refers to the approach of considering various factors

like location, size, cost, academic quality, campus safety, choice of majors, and

other personally significant aspects (Becton Loveless). In this study, an

exploration of factors influencing college program choices encompasses

considerations such as location, size, cost, academic quality, campus safety,

facilities, and equipment.

Senior High School Track (SHS Track). A Senior High School (SHS)

track signifies a student's selected academic direction, customized to match their

career aspirations and interests. This pathway is structured to provide students

with a unique set of knowledge and skills closely related to specific career fields,

empowering them to pursue their chosen profession with assurance and

competence (AMA OEd, 2021). The research investigates the connection

between the academic pathways chosen by Senior High School Track (SHS

Track) students and their intended higher education programs, with the goal of

furnishing them with the necessary knowledge and skills for their desired

profession.

Significant Relationship. Significant relationship is a term used when

analyzing the connection between two sets of variables in each context (Wanjohi,

2014). The study used the term significant relationship to determine the

relationship between the two variables presented in the present study.

 39

Socio-demographic Profile. Socio-demographics are details about a

group of people, like their age, gender, and where they live, often collected in

surveys. This study looks at these details to understand why people choose

certain careers in higher education, considering things like age, gender, where

they live, what they studied in high school, and how much money their family

makes each month.

Teacher Factor. In the context of the study, the teacher is influential to

students who refer more to the suggestion or consultations of their teachers,

mentors and instructors when choosing a college program.

 40

Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter focused on the research design and methods used to

conduct the study. Specifically, the research method, study respondents, data

sources, research instrument, data gathering procedure, and statistical tool used

to assess the present data in the study.

Research Method

This research employs a quantitative research approach along with a

descriptive correlational design. The quantitative aspect involves gathering

measurable data from a respondent population using statistical, mathematical, or

computational methods. Furthermore, a descriptive correlational design helps to

see the relationships between different variables (McBurney & White, 2009).

The research focused on understanding the factors that influence the

student’s college program preferences in the BTVTEd program, particularly in the

field of Drafting Technology. Data for the study was obtained through survey

questionnaires. Statistical analysis, including descriptive techniques such as

frequency, percentage, weighted mean, and correlational tests (specifically

Pearson's correlation), was employed to interpret the data. The aim was to

ascertain whether a correlation or relationship exists between the identified

variables.
 41

Respondents of the study

The respondents of the study will be based on the official list of enrolled

students of BTVTEd major in Drafting Technology students at Bicol University

College of Industrial Technology. There are 103 students who are enrolled during

the second semester of the academic year 20223-2024. However, the retrieval

rate was 86.41% or 89 out of the 103 students. Specifically, there are 18 students

in first year, 23 students in second year, 27 students in third year and 21 students

in fourth year.

Sources of Data

The research incorporates both primary and secondary sources. Primary

Data is collected directly from participants through surveys. The subsequent

analysis of this data establishes crucial relationships between variables, forming

the core foundation for the recommendations proposed in this research.

Secondary data, gathered from literature reviews (articles, journals,

books, unpublished theses, internet references), insights from relevant legal

frameworks, reports, and internet references contribute to a broader contextual

understanding of the research topic.

Research Instrument

Upon the administration of the instruments used in this study, the

researchers utilized the adapted questionnaires from the study of Alba et., al

(2022). The researchers used standardized instruments where the elements and
 42

concerns of the previous study are the same and relevant to the present study.

For ethical consideration and protocol, the researchers asked permission to the

owner of standardized instruments through email.

The researchers adapted the parameters used in the study of Alba et., al

(2022) about "Factors Influencing Students' Program Preference in the Bachelor

of Technical-Vocational Teacher Education Program" to determine the extent of

influence on the questionnaire's constructs. The survey included the following

questions, wherein it has two components. The first section of questionnaires

determines the demographic profile of respondents, especially their age, gender,

SHS track/strand, monthly income, and geographical location. The second

section of questionnaires determines the parameters of the selected factors

indicator such as personal factor, peer factor, parental factor, teacher factor,

school factor, employment factor, financial factor, and media factor that describe

and will determine which of the factors affect the course preference of the

respondents.

Likert scale. A rating system that was used in surveys to assess people's

opinions, attitudes, views, and perceptions is the Likert Scale. The researchers

utilized this strategy to measure the respondents' familiarity with the factors they

experienced upon choosing a program to study in college, (Bhandari,

Nikolopoulou, 2020). The Likert Scale provided by the researchers were used by

the respondents coming from BTVTEd majors in Drafting Technology students.

The scale reveals 1 as the lowest acceptability with the interpretation of "Not
 43

Influence" and 5 as the highest acceptability with a corresponding interpretation

of "Very Much Influence”.

Table 1. Likert Scale on assessing the Factors Influencing the Respondents

Preferences in Choosing a Program

Scale Range Description

5 4.21 - 5.00 Very much influenced

4 3.41 - 4.20 Influenced

3 2.61 - 3.40 Somewhat influenced

2 1.81 - 2.60 Less influenced

1 1.00 - 1.80 Not influenced

Measurements Interpretation

Very much influenced. The parameter had influenced me the most and that is

the specific opinion I had to end up on my decision.

Influenced. The parameter had influenced me in certain and is considered

partly.

Somewhat influenced. The parameter had influenced me a bit in some ways

but not that considered much.

Less influenced. The parameter did not influence me much in certain ways.

Not influenced. The parameter has nothing to do with my opinion to come up

with my decision; it did not influence me in certain ways.

 44

Data Gathering Procedure

The researchers created a questionnaire that included the socio-

demographic profile of the respondents and the factors influencing their program

preference in choosing the BTVTEd major in Drafting Technology. During the

proposal defense, the questionnaire, which was adapted from a standardized

instrument developed by Alba et al. (2022), was presented to a panel of experts.

In creating the final survey questionnaire, the researchers considered all the

feedback and assessments provided.

Data were collected through survey questionnaires, and an onsite data

collection was conducted for the Bachelor of Technical-Vocational Teacher

Education Major in Drafting Technology students at the College of Industrial

Technology of Bicol University. This was done using a letter of permission signed

by the research adviser, recommended for approval by the director of the BTVTEd

department, and the college dean. The respondents are students from first to

fourth year students of the said program in the second semester of academic year

2023-2024. During data collection, the researchers discussed and explained the

importance of the respondents' participation in the study. The respondents were

given sufficient time to complete the questionnaire, and the collected data were

examined and interpreted using the best statistical tools available. Furthermore,

all information about the respondents was kept confidential.

 45

Statistical Treatment

To accurately identify the most and least influential factors of students’

program preference in the Bachelor of Technical Vocational Teacher Education

program, majoring in Drafting Technology, the information collected from

participants will be organized, analyzed, and explained. Additionally, the

outcomes of the data collection will be analyzed using specific statistical

methods:

1. Frequency Count: This method will be used to record and summarize

the responses provided by participants in the survey related to factors influencing

their choice of college programs, as outlined in the questionnaire.

2. Percentage: This statistical tool will be utilized in presenting tabular

data to highlight distinctions and disparities between independent and dependent

variables. It will also be applied to quantify responses relative to the total number

of participants, offering a clear understanding of the distribution of opinions

among respondents.

Formula of the Percentage: % = fnx10

Where:

% = percentage

f = frequency

n = total number of respondents

 46

3. Weighted Mean: The Weighted Mean is used to show how important

certain things are in the study. It helps us understand how good students are at

dealing with different problems when choosing their college program. We give

more importance to some factors by using different weights, so we can carefully

figure out how significant each aspect is in the decision-making process.

(https://byjus.com/weighted-mean-formula/)

Formula of the Weighted Mean: x=Σfx

Where:

× =weighted mean

Σfx = sum of all products W (rating) and X (frequency)

n = total number of respondents

4. Pearson's Product Moment Correlation Coefficient. The Pearson

Product-Moment Correlation Coefficient (Pearson's r) was used to evaluate the

strength, direction, and significance of the linear relationship between two interval

or ratio variables (Chee, 2013). To compute Pearson's r, the researchers

employed "Statistics for Beginners" and “Jamovi” for a quick and accurate

determination of the significant relationship between the factors influencing the

choice of a college program and the socio-demographic profile of the students in

the Bachelor of Technical-Vocational Teacher Education program, majoring in

Drafting Technology. Additionally, a detailed formula for computing Pearson's r

is provided for a more thorough analysis. Which is presented below:

Pearson Correlation Coefficient statistics formula:

r=(x-X) (Y-y) [Σ(x-x)2] [Σ(y-y)2]

 47

Where:

(×-X) (y-y) = the sum of the products of paired scores

x = the sum of × scores

y = the sum of y scores

x-x2 = the sum of squared x scores

y- y2 = the sum of squared y scores

r= correlation coefficient
 48

Chapter IV

DETERMINANTS INFLUENCING THE STUDENTS PROGRAM PREFERENCE IN

CHOOSING BACHELOR OF TECHNICAL- VOCATIONAL TEACHER
EDUCATION MAJOR IN DRAFTING TECHNOLOGY
(BTVTEd - DT)

This chapter presents the findings, results, analysis, and interpretation of the data

collected from the respondents. It aims to clearly explain the significance and relevance

of the data shown in various tables and figures to the study's objectives. The interpretation

of the data is guided by the statement of the problem (SOTP’s). Overall, this chapter offers

a comprehensive and detailed understanding of the study's results and findings.

Socio – Demographic Profile of the Respondents

a. Socio – Demographic Profile of the Respondents in Terms of Age

Table 2 provides an overview of the age demographics of participants who

indicated a strong interest in the drafting technology program. The study surveyed 89

respondents in total. The age group with the highest representation was 20 and 22-year-

olds, with each age constituting 23.60 percent of the total respondents. The age with the

lowest representation was 24-year-olds, with only one respondent, making up 1.12

percent. The findings suggest that age may play a significant role in influencing students'

preferences for college programs. The data showed that respondents ages 20 and 22

years old have the highest number of frequencies because of the K to 12 program, where

students are obliged to take an additional 2 years in high school, which is categorized as

Senior High School. This means that K to 12 increases the age at which students graduate

from high school. Typically, a student will finish high school at around 16 years old

however because of the program, 18 years old will be the age to finish high school. Which

is the reason why 20 and 22 years old have the highest frequency among the other set of

ages.
 49

Table 2. Socio – Demographic Profile of the Respondents in Terms of Age

No Age Frequency Percentage
1 18 6 6.74%
2 19 14 15.73%
3 20 21 23.60%
4 21 19 21.35%
5 22 21 23.60%
6 23 7 7.86%
7 24 1 1.12%
Total 89 100%

The survey results indicate that age may play a significant role in influencing

students' preferences for college programs. In line with this, David et al. (2010) found that

age plays a role in program selection, suggesting students make choices based on their

evolving readiness, perceived relevance of programs to their goals, and the realities of

their life circumstances. The present research's survey findings support this notion,

indicating that age may be a significant factor influencing students' preference for Drafting

Technology.

b. Socio – Demographic Profile of the Respondents in Terms of Gender

The table presents data on gender as one of the socio-demographic characteristics

of the respondents in the BTVTEd Drafting Technology program. Males established nearly

half of the respondents with 44 students and 49.5 percent, while females comprised 42.7

percent, totaling 38 students. This gender balance suggests a degree of equity within the

program, though it also reveals a slight female majority. Furthermore, LGBTQ+ individuals

represented 5.6 percent of respondents, with 5 students self-identifying as such. This

indicates an inclusive environment that acknowledges diverse gender identities.

Moreover, the fact that 2 students comprising 2.2 percent chose not to disclose their

gender suggests a recognition of privacy and autonomy in how individuals present their
 50

identities. The findings underscore the importance of fostering a supportive and inclusive

educational setting that values all gender identities and expressions.

Table 3. Socio – Demographic Profile of the Respondents in Terms of Gender

No Gender Frequency Percentage
1 Male 44 49.5%
2 Female 38 42.7%
3 LGBTQA+ 5 5.6%
4 Prefer not to say 2 2.2%
TOTAL 89 100%

Based on the results, male students have a dominating percentage compared to

other genders, as it is believed that males may be more inclined to technical works,

machinery, or more on labor works. This percentage result partially diverges from research

by Cristina et al. (2018) who suggests social stereotypes often influence program

selection. The paper suggests that gender stereotypes influence higher education degree

choices, highlighting the impact of social encouragement and self-perception on career

preferences. Regardless, Drafting Technology might be perceived as a more skill-based

program, potentially attracting individuals regardless of gender that led the researchers to

this result.

c. Socio – Demographic Profile of the Respondents in Terms of SHS

Track/Strand

The data presented in the table gives insights into the socio-demographic profiles

of students according to their chosen Senior High School (SHS) tracks and strands. It is

noticed that the majority of respondents, comprising 31.5 percent each, pursued the

Technical-Vocational Livelihood (TVL) track and the Science, Technology, Engineering,

and Mathematics (STEM) strand. This finding is significant, considering that these

pathways are closely associated with courses in Drafting, indicating a preference among

students for fields related to technical skills and sciences. This result means to say that
 51

the respondents considered their SHS track/strand in choosing their college program.

Various SHS tracks and strands provide valuable insights into the educational preferences

and career aspirations of the student population, highlighting the diverse range of interests

and pathways pursued by high school graduates.

Table 4. Socio – Demographic Profile of the Respondents in Terms of SHS

Track/Strand

No SHS Track/Strand Frequency Percentage

1 TVL 28 31.5%
2 STEM 28 31.5%
3 GAS 21 23.6%
4 HUMSS 5 5.6%
5 ABM 5 5.6%
6 A&D 2 2.2%
TOTAL 89 100%

The research conducted by Manugas et al. showed that the type of Senior High

School program a student chooses greatly affects how well they do in college. These

programs are designed to give students a strong academic foundation, making the

transition from high school to college much easier. This preparation helps students

develop the skills they will need in the future. Furthermore, starting off with a solid high

school education sets students up for success in their higher education and future careers.

With this regard, many students aim to get a college degree to increase their chances of

getting a good job and standing out in the competitive job market.

d. Socio – Demographic Profile of the Respondents in Terms of Household

Monthly Income

The table shows the result of household monthly income as one of the socio-

demographic profiles of the respondents. An analysis of survey responses revealed that

over half of the respondents belong to households with a monthly income of Php 10,957

or below with 51.7 percent. The next largest group made up 33.7 percent falls within the
 52

Php 10,958 to 21,194 income bracket. A smaller portion of respondents reported

household monthly income between Php 21,195 and 43,827 with a percentage of 13.5.

The remaining 1.1 percent of respondents belong to the highest income bracket which is

greater than Php 43,828. It is stated that half of the overall percentage have a monthly

household income of Php 10,957 or below. Meanwhile, there are no respondents with

household incomes above Php 76,669. This finding suggests that a significant portion of

the program's students may be financially constrained, potentially influencing their

decision to enroll. According to Esquire Philippines, families falling within this income

bracket are considered impoverished. However, the BTVTEd Drafting Technology

program remains accessible to students regardless of their socioeconomic background.

Table 5. Socio – Demographic Profile of the Respondents in Terms of Household

Monthly Income

No Household Monthly Income Frequency Percentage

1 Below Php 10,957 46 51.7%
2 Php 10,957 to 21,194 30 33.7%
3 Php 21,194 to to 43,828 12 13.5%
4 Php 43,828 to 76,669 1 1.1%
5 Php 76,669 to 131,484 0 0%
6 Php 131,484 to 219,140 0 0%
7 Php 219,140 above 0 0%

TOTAL 89 100%

An article by Brewer (2019) indicates that family income plays a role in shaping

undergraduate behavior, including academic and extracurricular activities, but it does not

necessarily disadvantage lower-income students compared to their peers. This article

means to say that the income of the family is one of the few factors that incoming college

students consider when choosing college programs. Some students need to adjust make

ends meet, choosing a program that will fit within the budget that is allocated to it.
 53

e. Socio – Demographic Profile of the Respondents in Terms of Location

The table shows the total percentage of the respondents' socio-demographic

profile in terms of their location, categorized by district. It is evident that District Two has

the highest number of respondents, with a total of 35, equivalent to 39.3 percent. This

indicates that students who are near the vicinity of Bicol University consider the institution

as their best pick among the universities in the Bicol region. In contrast, Masbate has only

3 respondents, equivalent to 3.4 percent, due to its distance from Bicol University. This

suggests that the location of the university significantly impacts the program preferences

of the students.

Table 6. Socio – Demographic Profile of the Respondents in Terms of Location

No Location Frequency Percentage
1 District 1 32 35.96%
2 District 2 35 39.33%
3 District 3 12 13.48%
4 Sorsogon 7 7.86%
5 Masbate 3 3.37%
TOTAL 89 100%

Findings that location is significant to students in choosing a Drafting Technology

program aligns with research on higher education access. While Gibbons (2012) focused

on the distance between home and college as a barrier to entry, his work highlights a

broader point: location can be a deciding factor in educational choices, especially for

students with limited resources. Considering the financial constraints and practical

considerations often faced by students, particularly those from rural areas, it's

understandable that location plays a significant role in their choice of Drafting Technology

program.
 54

Students’ Level of Influence in Terms of Choosing Bachelor of Technical-Vocational

Teacher Education Program Major in Drafting Technology

a. Respondent’s Level of Influence in Terms of Personal Factor

The table shows the respondents’ level of influence in terms of personal factors. It

is evident in the table below that most of the students considered their personal interests

and attributes, and that can somewhat influence their decision in choosing the BTVTEd

Drafting Technology Program. The second indicator had the highest average score of

3.51, suggesting that most students are particularly interested in activities related to

drawing and teaching. On the other hand, the first indicator had the lowest average score

among the indicators, with a mean of 3.08, because it did not align with the students'

perceptions.

Table 7. Respondent’s Level of Influence in Terms of Personal Factor

Weighted
No Indicators Interpretation
mean

I pursued the Education program Somewhat

1 3.08
because it interests me. Influenced
I entered the program because I like to
2 do work that is related to drafting and 3.51 Influenced
teaching.
I have an experience in both teaching Somewhat
3 3.16
and drafting. Influenced
I am fond of teaching and enjoys doing Somewhat
4 3.31
drafting related activities. Influenced

Somewhat
Average Weighted Mean 3.27
Influenced
Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)

A study by Meng (2016), titled "Factors Impacting Students' Career Selection,"

investigated the influences on students' career choices. The research suggests that

personal interests are a major factor. Interestingly, the data presented in the tables above

appears to indicate a more nuanced relationship. While personal interests hold

 55

importance, a significant portion of the respondents reported a moderate level of influence

on their decisions by these interests and preferences.

b. Respondent’s Level of Influence in Terms of Peer Factor

The presented data below shows the level of influence of peers to the respondent’s

choice in pursuing drafting technology as their college program. It was shown in the first

indicator, where the respondents pursued the program because their shared interests with

friends have the highest weighted mean with a total of 2.63 with an interpretation of

somewhat influenced. While the fourth indicator has a numerical rating of 1.33 that has

the lowest weighted mean and have a not influenced interpretation. It means that the peer

factor has less influence on the respondent’s decision in choosing the BTVTEd Drafting

Technology program. This also implies that the respondents do not only rely their

decisions on the influence of their peers but also other factors as well.

Table 8. Level of Influence in Terms of Peer Factor

Weighted
No Indicators Interpretation
mean
I pursued this program because of my Somewhat
1 2.63
shared interests with my friends Influenced
I was convinced by my friends to take this
2 2.02 Less Influenced
program.
3 I was afraid to be left by my friends. 1.51 Not Influenced
I was forced by my friends to take this
4 1.33 Not Influenced
program.

Average Weighted Mean 1.87 Less Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)

In the study conducted by Naz et al. (2014) titled "Peer and Friends and Career

Decision Making: Critical Analysis," it is highlighted that the influence of peers and friends

is highly significant in shaping students' career choices and academic paths. The research

study states that peers and friends inherently have a major impact on various aspects of
 56

students' lives. These aspects include the adaptation of their lifestyles, the way they

present themselves, and the decisions they make regarding their education and future

careers. These social influences are particularly dominant in the process of role selection,

as students often look to their peers and friends for guidance, approval, and social

validation. Consequently, the study reveals that the decisions students make about their

careers and academic goals are significantly shaped by the social dynamics and

relationships they maintain with their friends and peers.

c. Respondent’s Level of Influence in Terms of Parental Factor

The data presented shows the level of influence in terms of the respondents’

parental factor in choosing the BTVTEd Drafting Technology program as their college

degree. The first indicator with the highest weighted mean suggests that a student’s

parents' profession has a relatively low influence on their choice of major, with a mean of

1.84. While the third indicator has the lowest mean of 1.27, where there are instances that

parents may use their connections to help their children get a job after graduation. It means

that the parental factor does not influence the respondent’s decision in choosing the

above-mentioned program.

Table 9. Respondent’s Level of Influence in Terms of Parental Factor

Weighted
No Indicators Interpretation
mean
1 I am influenced by my parent/s’ profession 1.84 Less Influenced
in choosing this program.
2 I think my parent/s are responsible for 1.52 Not Influenced
selecting a college program for me.
I chose this program because my parents
3 has connections in my future work after I 1.27 Not Influenced
graduate.

4 I feel the need to fulfill my parent/s’ 1.75 Not Influenced

dreams of becoming a teacher/draftsman.

Average Weighted Mean 1.60 Not Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)
 57

Mtemari's (2019) research suggests that there is a significant influence of

parental involvement on student career choices in Midlands Province, Zimbabwe. This

influence is attributed to both direct and indirect parental engagement in a student's

education. The findings highlight the importance of parental participation in shaping

career paths. While acknowledging the value of parental guidance on potential college

programs, as this study emphasizes, the data presented in the tables suggests this

factor may not hold significant influence for a majority of the respondents. In simpler

terms, while parental input is valuable, the ultimate decision regarding program selection

appears to lie with the student.

d. Respondent’s Level of Influence in Terms of Teacher Factor

This table presents the indicators related to teacher factors, showing that these

factors have a relatively low influence on students' decisions to choose the BTVTEd -

Drafting Technology program. The influence of a previous drafting teacher has the highest

mean score with 2.81, suggesting a moderate impact due to the limited number of drafting

teachers. While career consultations, with the lowest weighted mean of 1.82 and were

found to have a minimal impact on these respondents. This suggest that the presence of

teachers or mentors plays a minor role in their choosing their college program.

Table 10. Respondent’s Level of Influence in Terms of Teacher Factor

Weighted
No Indicators Interpretation
mean
I was influenced by my previous teacher Somewhat
1 2.81
who majored in Drafting Technology. Influenced
I was advised by my JHS/SHS teacher to
2 2.12 Less Influenced
pursue this program.
I was mentored in this program by my
3 2.33 Less Influenced
previous teacher
4 I took a career consultation from a teacher. 1.82 Less Influenced

Average Weighted Mean 2.27 Less Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)
 58

A study by Boxuan et al. (2021) showed that teachers can affect what courses

students choose, but there are often other things influencing those choices as well. This

means that a teacher's advice and support might have a more indirect effect that students

don't necessarily recognize when answering survey questions. It's possible that mentors

give more specific advice that only applies to some students or that it's more helpful later

on in the decision-making process.

e. Respondent’s Level of Influence in Terms of School Factor

The data in the table highlights the school-related factors that might influence

BTVTEd Drafting Technology students in their program preference. The most influential

factor is the reputation of the school as a well-known local institution of the region, with a

mean score of 4.63. While the proximity of the school to the students' homes, which affects

transportation costs, has the lowest weighted mean score of 3.37.

Table 11. Respondent’s Level of Influence in Terms of School Factor

Weighted
No Indicators Interpretation
mean
I considered entering Bicol University
Very Much
1 because it is a well-known university in my 4.63
Influenced
region.
I considered the tools and equipment used in
2 3.90 Influenced
Drafting Technology program.

I considered the student benefits offered by

Very Much
3 Bicol University (quality education, 4.53
Influenced
scholarships, etc.)
I considered my residential location from the Somewhat
4 3.37
university. Influenced

Average Weighted Mean 4.11 Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)

A recent study by Tamimi et al. (2023), titled "Exploring the Factors that Influence

University Selection: Insights from College Students," investigated the reasons why

students choose a particular university. Their findings suggest that a university's reputation
 59

is a major factor in a student's decision, even more important than things like facilities or

where the university is located. The study emphasizes the importance of reputation in

influencing student choices. This aligns with the observation that the respondents in this

study were likely drawn to the university's established reputation within the region. This

reputation is built on its history of providing quality education and its active involvement in

both national and international endeavors.

f. Respondent’s Level of Influence in Terms of Employment Factor

Data presented in the following table presents indicators in the Employment

Factor. These indicators might have been influential to the BTVTEd Drafting Technology

students in choosing their program preference. It shows the influence of thinking about

future works and plans where employment is required. The first indicator emphasizes the

importance of considering opportunities in the drafting or teaching field when choosing the

program, with a mean score of 4.18, making it the most significant factor among those

analyzed. While the potential for future job prospects with high income has also impacted

respondents to some extent, with the lowest weighted mean score of 3.20. In conclusion,

the employment factor is indeed a consideration that influenced most of the respondents

in choosing the BTVTEd Drafting Technology Program.

Table 12. Respondent’s Level of Influence in Terms of Employment Factor

No Indicators Weighted Interpretation
mean
I look forward to plenty of opportunities in industry,
1 academe, and/or entrepreneurship after I take this 4.18 Influenced
program.
I decided to take this program that will ensure a high Somewhat
2 3.20
amount of income in the future. Influenced
I pursued this program that will be timely and in
3 3.49 Influenced
demand in the future.
I am aware of the possibilities that go along with the
4 3.67 Influenced
program that I am searching for.

Average Weighted Mean 3.64 Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)
 60

In the study conducted by Pascual (2014), it was found out that the primary

determinant influencing students' selection of college majors is the prospect of securing

employment post-graduation. The misalignment between students' chosen courses and

the demands of the job market increases the issue of unemployment and

underemployment among recent graduates, underscoring the necessity for prudent

decision-making in selecting academic paths. Analysis of the gathered data further

underscores this trend, revealing that respondents prioritize contemplating the potential

career prospects associated with their chosen academic programs.

g. Respondent’s Level of Influence in Terms of Financial Factor

The table provides a detailed analysis of factors influencing students' program

preferences, particularly focusing on financial considerations. It shows that students highly

consider the tuition fees of the program, which has a strong influence with a weighted

mean of 3.45. While, the respondents also consider the program's financial stability rating,

even if it's not their first-choice field, it has the lowest weighted mean score of 2.69. These

findings emphasize the significant impact that financial factors have on students' decision-

making processes when choosing an academic program.

Table 13. Respondent’s Level of Influence in Terms of Financial Factor

Weighted
No Indicators Interpretation
mean
I considered the program's tuition fees as
1 3.45 Influenced
a crucial factor in my program preference.
I prioritized programs with lower overall
Somewhat
2 costs, including living expenses and 3.10
Influenced
materials.
I choose this program because of the
Somewhat
3 higher financial stability rating, even if it's 2.69
Influenced
not my first-choice field.
I am influenced by the availability of Somewhat
4 3.27
scholarships and financial aid. Influenced
Somewhat
Average Weighted Mean 3.13
Influenced
Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)
 61

A study by Shumba et al. (2013) found that 69.2 percent of students in Africa

reported that not having enough money was a major obstacle to getting the job they

wanted. This suggests that family income is very important in shaping what students

decide to do for a living, because if they don't have enough money, they may not be able

to afford the training or education they need for their dream career. However, the data in

the tables also suggests that money wasn't the only thing students thought about when

choosing a particular program to study. In other words, financial factors were important,

but not the most important factor.

h. Respondent’s Level of Influence in Terms of Media Factor

The table presents a comprehensive overview of the factors influencing students'

program preferences for drafting technology. The analysis indicates that students are

primarily influenced by their interest in watching videos about drafting on social media

platforms, with weighted mean of 3.47, signifying a strong impact on their decision-making

process. While the influencer endorsements on social media have the lesser impact on

their decision with a weighted mean score of 2.19. These weighted means suggest that

traditional information sources have a lesser impact on students' preferences. This

emphasizes students' preference for dynamic and visually engaging content when

researching and selecting a program. Educational institutions should prioritize creating

compelling video content that effectively highlights the offerings and benefits of their

drafting technology programs to attract prospective students.

 62

Table 14. Respondent’s Level of Influence in Terms of Media Factor

Weighted
No Indicators Interpretation
mean
I am interested in watching videos about
1 drafting technology in different social media 3.47 Influenced
platforms.
I saw a publication material (PubMat) about
2 2.40 Less Influenced
the program during college admissions.
I have read good comments and reviews
3 about this program from people in the 2.47 Less Influenced
internet.
I was influenced by professional/s or
4 2.19 Less Influenced
influencer/s in social media.

Somewhat
Average Weighted Mean 2.63
Influenced
Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)

In a recent academic work by Šola and Zia (2021), the authors examine how social

media impacts students' decisions about college programs and institutions. Their findings

suggest that Facebook is the most popular social media platform among students, and

universities themselves use it to advertise their programs. Interestingly, the data presented

in tables (tabulated results) indicates that social media only has a moderate influence on

the students involved in this study. In other words, most students reported that social

media promotions for the Drafting Technology program at the Bachelor of Technical

Vocational Teacher Education (BTVTEd) had little to no bearing on their choice.

Summary of the Factors’ Influence Level and Means of Respondents’ Level of

Influence in Their Program Preference

The table presents a comprehensive analysis of factors influencing students'

program preferences based on their weighted mean scores. School and Employment
factors are the most influential determinants influencing students' program preferences,
with weighted mean of 4.11 and 3.64 respectively, indicating that they are "Influenced."
This suggests that students' choice of program is strongly influenced by considerations
related to their school environment and future job opportunities. Personal, Financial, and
Media factors have a moderate level of influence on students' program preferences, with
weighted mean ranging from 3.27 to 2.63, classified as "Somewhat Influenced". Teacher
 63

and Peer factors have a relatively lower level of influence on students' program
preferences compared to other factors, with weighted mean of 2.27 and 1.87, respectively.
Parental factors, with a weighted mean of 1.60, are perceived as "Not Influenced,"
indicating it does not significantly influence students' program preferences.

Table 15. Summary of the Factors’ Means of Respondents’ Level of Influence in

their Program Preference
Determinants Influencing the
Total Weighted
No Students Program Preference Interpretation
Mean
1 School Factor 4.11 Influenced
2 Employment Factor 3.64 Influenced

3 Personal Factors 3.27 Somewhat Influenced

4 Financial Factor 3.13 Somewhat Influenced

5 Media Factor 2.63 Somewhat Influenced
6 Teacher Factors 2.27 Less Influenced
7 Peer Factors 1.87 Less Influenced

8 Parental Factors 1.60 Not Influenced

Total 2.82 Somewhat Influenced

Very Much Influenced (4.21 – 5.00) Influenced (3.41 – 4.20) Somewhat Influenced (2.61 – 3.40) Less Influenced (1.81 –
2.60) Not Influenced (1.00 – 1.80)

The research conducted by Rodgigues and Jayashree in 2009 emphasized how

important family background characteristics are for students in college. Their study found

that both parents and peers have a direct and indirect influence on students as they go

through higher education. This means that the support and expectations from parents and

friends play a significant role in shaping students' ambitions for future career opportunities.

Moreover, the study's results indicate that several factors impact students' academic

choices. These factors include the influence of family, the peer group they associate with,

the likelihood of securing a good job after graduation, and the chance to acquire valuable

job skills during their studies. All these elements together help determine the academic

paths that students choose to follow.

 64

Significant Relationship between Socio-Demographic Profile and Factors that

influence BTVTEd – DT Students

a. Socio – Demographic Profile vs. Personal Factor

The analysis of the table suggests that there is no significant relationship between

the students' socio-demographic profile and their personal decisions and choices in

choosing the BTVTEd Drafting Technology program, with a very weak relationship. The

correlated data are the following: Age vs. Personal factor has 1.00 computed value,

Gender vs. Personal factor has -0.47, SHS Track/Strand vs. Personal factor has 0.97,

Household Monthly Income vs. Personal factor has -1.55, and Location vs. Personal factor

has a computed value of -0.19. Findings revealed that while age, gender, senior high

school track/strand, household monthly income, and location each show varying degrees

of correlation with personal factors influencing program preferences, their combined

impact is minimal. These correlations are not strong enough to reject the null hypothesis,

suggesting that other factors beyond socio-demographics significantly influence students'

decisions. This conclusion is supported by the computed value of -0.25 and a probability

value of 0.45.

Table 16. Socio – Demographic Profile vs. Personal Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Moderate
Age vs. Personal 1.00 0.42 0.58
Ho Relationship
Accept the Strong
Gender vs. Personal -1.47 0.28 -0.72
Ho Relationship
SHS Track/Strand Accept the Moderate
0.97 0.43 0.57
vs. Personal Ho Relationship
Household Monthly Accept the Strong
-1.55 0.26 -0.74
Income vs. Personal Ho Relationship
Accept the Strong
Location vs. Personal -0.19 0.86 -0.14
Ho Relationship
Accept Very Weak
TOTAL -0.25 0.45 -0.09
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)
 65

The table suggests a very weak relationship between students' socio-demographic

profiles and personal factors influencing their choice of the BTVTEd Drafting Technology

program. This finding aligns partially with the work of Amit & Galway (2021), who also

acknowledge a weak connection between socio-demographic profile and personal factors

in some engineering programs. However, their study also emphasizes the need for

increased accessibility to engineering programs for underrepresented groups. While our

findings suggest socio-demographic factors might not be a major deciding factor for

BTVTEd Drafting Technology specifically, it's crucial to ensure this program remains

accessible to students from diverse backgrounds.

The present study implies that students chose the BTVTEd Drafting Technology

program, regardless of their age, gender, SHS track/strand, monthly income, and their

location. This finding suggests that socio-demographic factors and personal factors might

not be the main reasons students choose Drafting Technology. Instead, students' intrinsic

factors like interest in design, spatial reasoning skills, and a desire for a hands-on career

might be stronger influences.

b. Socio – Demographic Profile vs. Peer Factor

Table 17 shows that peer factor is not influenced by the socio-demographic profile

of the students in choosing BTVTEd Drafting Technology program. The correlated data

are the following: Age vs. Peer factor has 0.74 computed value, Gender vs. Peer factor

has -1.58, SHS Track/Strand vs. Peer factor has 0.51, Household Monthly Income vs.

Peer factor has -1.41, and Location vs. Peer factor has a computed value of 0.07. The

result shows the overall computed value which is -0.33 and the p-value which is 0.54.

Therefore, it is concluded that the null hypothesis is accepted, the relationship between

the students’ profile and peer factor does not exist. Moreover, the study found very weak
 66

evidence supporting a relationship between socio-demographic factors and peer

influences on students’ program preferences.

Table 17. Socio – Demographic Profile vs. Peer Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Moderate
Age vs. Peer 0.74 0.54 0.47
Ho Relationship
Accept the Strong
Gender vs. Peer -1.58 0.26 -0.74
Ho Relationship
SHS Track/Strand Accept the Weak
0.51 0.66 0.34
vs. Peer Ho Relationship
Household Monthly Accept the Strong
-1.41 0.30 -0.70
Income vs. Peer Ho Relationship
Accept the Very Weak
Location vs. Peer 0.07 0.95 0.05
Ho Relationship
Accept Very Weak
TOTAL -0.33 0.54 -0.12
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

The tabulated results align with the findings of Ng & Meena (2021), who also

identified a weak association between socio-demographic factors and peer influence in

their study, in the context of mental health. However, it is important to acknowledge that

their study focused on a different outcome variable compared to program choice. Further

research specifically exploring the role of peer influence in students' decisions to pursue

Drafting Technology would be valuable.

In some cases, peers do influence an individual’s decision to show camaraderie

and support to one another. Students with the same age, gender, SHS track/strand, or

location tend to relate and get closer to each other. In the context of choosing BTVTEd

Drafting Technology program, the results stated that the socio-demographic profile and

peer factor of students does not have a significant relationship, concluding that there are

far more factors that have strongly influenced the students in choosing the program.
 67

c. Socio – Demographic Profile vs. Parental Factor

The table presents the analyzed data between the socio-demographic profile of

the respondents and the parental factor. By analyzing the data presented, the age vs

parental resulted in a computed value of 0.44. The gender vs parental factor has a

computed value of -0.10 while the SHS track, or strand vs parental obtained a -0.05

computed value. Furthermore, the household monthly income vs parental factor resulted

in a computed value of -0.80 and the location of the respondents’ vs the parental factor

has a 0.04 computed value correspondingly. All of the correlated data resulted in accepting

the null hypothesis that indicates the teacher factor does not influence the students

program preferences in pursuing their higher education career. This also means that the

relationship between the aforementioned correlated data in the table has a very weak

relationship.

Table 18. Socio – Demographic Profile vs. Parental Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Weak
Age vs. Parental 0.44 0.70 0.30
Ho Relationship
Accept the Very Weak
Gender vs. Parental -0.10 0.93 -0.07
Ho Relationship
SHS Track/Strand Accept the Very Weak
-0.05 0.96 -0.04
vs. Parental Ho Relationship
Household Monthly Accept the Moderate
-0.80 0.31 -0.49
Income vs. Parental Ho Relationship
Accept the Very Weak
Location vs. Parental 0.04 0.97 0.03
Ho Relationship
Accept Very Weak
TOTAL -0.09 0.77 -0.05
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

According to Ostafinski's study, parents can play a big role in influencing their

children's decisions to go to college. Parents' advice and experiences can emphasize how

important it is to get a college degree. Previous research showed a strong link between

parents' influence and students' choices, but the current study suggests otherwise. It
 68

implies that students today are making their own decisions about college. Instead of

relying on their parents' guidance, they are focusing more on what they are personally

interested in and passionate about. This means that students are more independent in

choosing whether or not to pursue higher education.

d. Socio – Demographic Profile vs. Teacher Factor

The table shows the relationship between the socio-demographic profile of the

respondents and the teacher factor. Dissecting the data presented, age vs teacher factor

resulted in a computed value of 6.93, it means that the age and teacher of the respondents

influences their program preferences leading to reject the null hypothesis. Meanwhile, the

gender vs. teacher factor resulted in a -0.05 computed value. This implies that the two

correlated data have no significant relationship in determining the respondents’

preferences in choosing their college program. The SHS track or Strand vs teacher factor

and the household monthly income and teacher factor gave a 2.90 and -10.68 computed

value respectively. Both of the correlated data have similar interpretations. Lastly is the

location vs teacher factor with a computed value of -1.55 which also means that the

respondent’s location does not influence their program preferences. It resulted in

accepting the null hypothesis with a p value of 0.27 less than the computed value -0.49

that indicates the teacher factor does not influence the students' program preferences in

pursuing their higher education career. This also means that the relationship between the

aforementioned correlated data in the table has a very weak relationship.

While the analysis examined various factors, including the teacher, the result

showed a weak connection between these elements and students’ program choices. This

suggests that teachers' considerations may not be the main priority for most students

when picking a college program.

 69

Table 19. Socio – Demographic Profile vs. Teacher Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Reject the Very Strong
Age vs. Teacher 6.93 0.02 0.98
Ho Relationship
Gender vs. Teacher -0.05 Accept the -0.03 Very Weak
0.97
Ho Relationship
SHS Track/Strand Accept the Very Strong
vs. Teacher 2.90 0.10 0.90
Ho Relationship
Household Monthly Reject the Very Strong
-10.68 0.01 -0.99
Income vs. Teacher Ho Relationship
Accept the -0.74 Strong
Location vs. Teacher -1.55 0.26
Ho Relationship
Accept Very Weak
TOTAL -0.49 0.27 0.02
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

Meanwhile, the data also suggests a significant relationship between age and how

students perceive teachers. This contradicts the initial null hypothesis of no connection

between these variables. A possible explanation is that young students are more

receptive to adult influence. They may develop a strong sense of trust in their teachers as

guides, which can persist even as they mature, like choosing a college program. This

assumption partially aligns with the findings of Hoffman & Philip in 2009. Based on the

study, the teacher guides the students in choosing the course selection and helping them

in the course completion and further courses to pursue for better prospects for their career

development.

e. Socio – Demographic Profile vs. School Factor

Table 20 presents the tabulated results for whether the socio-demographic profile

and school factors of Drafting Technology students in choosing the program have a

significant relationship with each other. The following are the results from the correlated

data: Age vs. School factor has -2.16 computed value, Gender vs. School factor has -

1.13, and SHS Track/Strand vs. School factor has -1.42, Household Monthly Income vs.

School factor has 1.44, and Location vs. School factor has a computed value of 2.81. It is
 70

stated that the correlation between the two variables mentioned does not exist, supported

by an overall computed value of -0.09 and a P-value of 0.25. As a result, the null

hypothesis has been accepted and indicates that no correlation is present between the

students’ profile and the school aspect. Overall, the study discovered very little evidence

for a connection between socio-demographic characteristics and school influences on

students’ program preferences.

Table 20. Socio – Demographic Profile vs. School Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Very Strong
Age vs. School -2.16 0.16 -0.84
Ho Relationship
Gender vs. School Accept the Strong
-1.13 0.38 -0.62
Ho Relationship
SHS Track/Strand Accept the Strong
vs. School -1.42 0.29 -0.71
Ho Relationship
Household Monthly Accept the Strong
1.44 0.29 0.71
Income vs. School Ho Relationship
Accept the Very Strong
Location vs. School 2.81 0.11 0.89
Ho Relationship
Accept Very Weak
TOTAL -0.09 0.25 -0.11
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

Several studies, including those by Dawborn-Gundlach (2015) and Shulruf et al.

(2004), investigated the influence of demographics and school factors on student choices

in higher education. Interestingly, these studies found a weak relationship between these

factors and student course selection. Dawborn-Gundlach's research focused on the

adjustment of mature-age students, but even within this group, demographic differences

had minimal impact. Similarly, Shulruf et al. found that a school's overall demographic

makeup did not significantly impact student outcomes. They suggest that interventions for

struggling students should target individuals, not the institutions themselves. These

findings suggest that other factors beyond demographics, such as personal interests and
 71

school-related support systems, play a more significant role in shaping students' program

choices and academic success.

f. Socio – Demographic Profile vs. Employment Factor

The table presents the analyzed data between the socio-demographic profile of

the respondents and the employment factor. Analyzing the data presented, the age vs

employment resulted in a computed value of 2.57. The gender vs employment factor has

a computed value of -0.52 while the SHS track, or strand vs employment obtained a 2.25

computed value. Furthermore, the household monthly income vs employment factor

resulted in a computed value of -3.95 and the location of the respondents’ vs the financial

factor has a -0.92 computed value. All of the correlated data accepted the null hypothesis

with a total computed value of -0.11 which means, there is no significant relationship

between the socio-demographic profile of the respondents in determining their program

preferences in college. The correlated data also presented a very weak relationship

between the dependent and independent variables.

Table 21. Socio – Demographic Profile vs. Employment Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Very Strong
Age vs. Employment 2.57 0.12 0.88
Ho Relationship
Gender vs. Employment Accept the Weak
-0.52 0.66 -0.34
Ho Relationship
SHS Track/Strand vs. Accept the Very Strong
2.25 0.15 0.85
Employment Ho Relationship
Household Monthly Accept the Very Strong
-3.95 0.06 -0.94
Income vs. Employment Ho Relationship
Accept the Moderate
Location vs. Employment -0.92 0.45 -0.55
Ho Relationship
Accept Very Weak
TOTAL -0.11 0.29 -0.02
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)
 72

The results show a very weak relationship between students' socio-demographic

background and employment factors influencing their choice of the Drafting Technology

program, which partially contradicts the findings of Sharif et al. (2019) who reported a

general influence of socio-demographics on college program selection. It is also found out

that employment factors have a weak relationship with students’ choice. This difference

might be due to the specific program under study attracting students based more on

personal interest and aptitude than traditional social or employment considerations.

g. Socio – Demographic Profile vs. Financial Factor

The table shows the significant relationship between the socio-demographic profile

and financial factors of BTVTEd Drafting Technology students in choosing the program.

According to the tabulated results, the two mentioned variables are found out to have no

significance with each other, with the following data: Age vs. Financial factor has a

computed value of 0.78, Gender vs. Financial factor has -1.29, SHS Track/Strand vs.

Financial factor has 1.10, Household Monthly Income vs. Financial factor has -0.95, and

Location vs. Financial factor has a computed value of -0.26. This was proven by the overall

computed value of -0.12 and a probability value of 0.50, leading to all correlated data in

accepting the null hypothesis. It is also stated that the dependent and independent

variables have a very weak relationship.

 73

Table 22. Socio – Demographic Profile vs. Financial Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Moderate
Age vs. Financial 0.78 0.52 0.48
Ho Relationship
Gender vs. Financial Accept the Strong
-1.29 0.33 -0.67
Ho Relationship
SHS Track/Strand Accept the Strong
vs. Financial 1.10 0.39 0.61
Ho Relationship
Household Monthly Accept the Moderate
-0.95 0.44 -0.56
Income vs. Financial Ho Relationship
Accept the Very Weak
Location vs. Financial -0.26 0.82 -0.18
Ho Relationship
Accept Very Weak
TOTAL -0.12 0.50 -0.06
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

From the study of Garlon et al. (1996), it is also found that there is no significant

relationship between socio-demographic characteristics and financial factors when it

comes to choosing a career path or a specific program, Drafting Technology. While the

study shows no significant relationship, it doesn't necessarily mean there is no relationship

at all. Other factors might be stronger influences and future research could explore these.

With all the accumulated data and credible justification, the correlation between

the aforementioned variables is seen to have no significance to each other, with a very

weak relationship. This suggests that financial considerations might not be the primary

drive for most students.

h. Socio – Demographic Profile vs. Media Factor

Table 23 presents the tabulated results for whether the socio-demographic profile

and media factors of Drafting Technology students in choosing the program have a

significant relationship with each other. The following are the results from the correlated

data: Age vs. Media factor has 1.15 computed value, Gender vs. Media factor has -0.48,

SHS Track/Strand vs. Media factor has 0.58, Household Monthly Income vs. Media factor

has -2.08, and Location vs. Media factor has a computed value of -0.28. It is stated that
 74

correlation between the two variables mentioned does not exist, supported by an overall

computed value of -0.22 and a probability value of 0.53. Overall, the study found very

weak evidence supporting a relationship between most socio-demographic profiles and

media influences on students' program preferences, resulting in the correlated data to

accept the null hypothesis.

Table 23. Socio – Demographic Profile vs. Media Factor

Socio-Demographic
Profile vs. Factors Computed Pearson's r
P-value Decision Remarks
Influencing the Students Value Correlation
Program Preference
Accept the Strong
Age vs. Media 1.15 0.37 0.63
Ho Relationship
Gender vs. Media Accept the Weak
-0.48 0.68 -0.32
Ho Relationship
SHS Track/Strand Accept the Weak
vs. Media 0.58 0.62 0.38
Ho Relationship
Household Monthly Accept the Very Strong
-2.08 0.17 -0.83
Income vs. Media Ho Relationship
Accept the Very Weak
Location vs. Media -0.28 0.81 -0.19
Ho Relationship
Accept Very Weak
TOTAL -0.22 0.53 -0.07
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)

This finding aligns with the research conducted by Rolando et al. (2016) who

investigated the role of social media in school choice decisions. Their study, focusing on

computing students in Manila, similarly revealed a weak connection between socio-

demographic profile and the influence of media factors. This suggests that students from

diverse backgrounds may be accessing and processing information about the Drafting

Technology program through similar social media platforms and channels, regardless of

their age, gender, or economic status.

Socio-demographic profile and media factor is confirmed to have no significant

relationship to the BTVTEd Drafting Technology students in choosing the program. These

variables might play a lesser role when students are intrinsically motivated towards a

specific program. Students might rely more on educational resources like counselors,
 75

program brochures, or industry professionals. These resources offer objective information

applicable to a broad range of students. Media might be less influential compared to these

direct sources.

Summary of the Significant Relationship of Demographic Profile and Factors that

Influence BTVTEd Drafting Technology Students
The table provides a detailed summary of how the socio-demographic profiles of

the respondents relate to the factors that influence BTVTEd drafting technology students

in choosing their program. The results showed that there was no significant relationship,

leading to the acceptance of the null hypothesis. The computed value was -0.09, and the

p-value was 0.45, indicating that the findings were not statistically significant. Additionally,

the Pearson’s r correlation coefficient was -0.07, suggesting a very weak relationship

between the socio-demographic factors and the students' choices. This means that the

socio-demographic profiles of the students had little to no impact on their decision to

choose the BTVTEd drafting technology program.

Table 24. Summary of the Significant Relationship of Demographic Profile and

Factors that Influence BTVTEd Drafting Technology Students
Socio-Demographic
Profile vs. Factors Computed P- Pearson's r
Decision Remarks
Influencing the Students Value Value Correlation
Program Preference
Socio-Demographic vs. Accept the Very Weak
-0.25 0.45 -0.09
Personal Factor Ho Relationship
Socio-Demographic vs. Peer Accept the Very Weak
-0.33 0.54 -0.12
Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
-0.09 0.77 -0.09
Parental Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
0.49 0.27 0.02
Teacher Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
-0.09 0.25 -0.11
School Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
-0.11 0.29 -0.012
Employment Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
-0.12 0.50 -0.06
Financial Factor Ho Relationship
Socio-Demographic vs. Accept the Very Weak
-0.22 0.53 -0.07
Media Factor Ho Relationship
Accept Very Weak
TOTAL -0.09 0.45 -0.07
the Ho Relationship
Perfect Relationship (± 1.00) Very Strong Relationship (± .80 - ± .99) Strong Relationship (± .60 - ± .79) Moderate
Relationship (± .40 - ± .59) Weak Relationship (± .30 - ± .39) Very Weak Relationship (± .01 - ± .19) No Relationship (0.00)
 76

Based on the overall tabulated results, it is revealed that there is no significant

relationship between students' socio-demographic profiles and their program preference

for Drafting Technology. This contrasts somewhat with Alexis et al. (2018) who identified

factors like socio-economic status (SES), parental education, occupational status, and

career goals influencing students' educational aspirations and college enrollment. In the

case of the present study, the specific program might attract students based on individual

interests and talents, outweighing the traditional influences of social background on

college program choice.

4. Proposed Action Plan

In light of the findings from our recent study investigating the relationship between

socio-demographic profiles and factors that influence the student’s program preferences

within the Bicol University College of Industrial Technology's BTVTEd course, a unique

opportunity to enhance the program's appeal across a diverse range of Senior High School

(SHS) students. Our research reveals that despite variations in socio-demographic

backgrounds, the appeal of the BTVTEd program remains consistently strong. This

discovery underscores the need for a comprehensive action plan aimed at fostering

widespread awareness and engagement among Senior High School (SHS) students.

The absence of a significant relationship between socio-demographic profiles and

factors that influence the students’ program preference signals an opportunity to broaden

our outreach efforts and diversify our student body. Our action plan seeks to capitalize on

this unique circumstance by implementing a multifaceted approach that showcases the

inherent benefits of the BTVTEd program and highlights the diverse range of career

opportunities it offers.
 77

Our action plan will conduct a combination of outreach activities designed to

engage SHS students and provide them with the necessary exposure and information to

make informed decisions about their future careers. Through career orientation classes

and interactive sessions, we will empower students to explore various career pathways

and identify how the BTVTEd program aligns with their aspirations. The implementation

of this action plan represents a proactive step towards enhancing the visibility and appeal

of the BTVTEd program within our institution. By targeting a diverse audience and

leveraging innovative outreach strategies, we aim to inspire a new generation of students

to pursue their academic and career goals through the BTVTEd course.

The present study found that the students’ socio-demographic profile and the

factors that influence students in choosing BTVTEd Drafting Technology do not exist. This

suggests that students from various backgrounds are choosing this program, driven by

individual motivations rather than a specific profile. Recognizing this knowledge gap, the

researchers identified an opportunity to develop an action plan that would facilitate

students in making informed choices regarding their college program selection. This

initiative serves a threefold purpose: Student Support, Enrollment Promotion, and

Informed Decision-Making. By providing clear information on the BTVTEd Drafting

Technology program, students will be better equipped to make well-considered decisions

that align with their interests and aspirations. A well-designed information campaign could

attract students who possess a strong fit for the program, potentially leading to increased

enrollment figures. Equipping students with knowledge about the program would empower

them to make evidence-based choices regarding their future careers, presenting a

mutually beneficial scenario for both the student body and the program. Students would

benefit from enhanced guidance, while the program would attract a more engaged student

population.
 A BTVTEd Action Plan Utilizing Presentations, Posters, and Social Media
PERSON
TARGET ASPECT OBJECTIVES ACTIVITIES STRATEGIES
INVOLVE

Introduce and Increase 1. Conduct career consultations in Career Talks 1. Conduct career consultations in SHS
awareness and interest in the at least 30 different SHS across and different SHS across Albay. students
Bachelor of Technical- Albay. Presentations 2. Partner with SHS guidance (Grade 11 &
Vocational Teacher Education 2. Through presentations, motivate counselors to schedule 12)
(BTVTEd) Major in Drafting at least 60% of students attending presentations.
Technology presentations to consider the 3. Develop engaging presentations
diverse career paths available for highlighting the following:
BTVTEd graduates in each major.
This can be achieved by • Overview of the BTVTEd
showcasing success stories of Major in Drafting Technology
alumni or industry professionals. program
3. Utilize visuals like infographics or • Highlight the practical skills
short videos in presentations to and industry knowledge
keep at least 85% of students gained through the program.
engaged throughout the sessions. • Showcase the diverse
career opportunities
available for BTVTEd
Drafting Technology. Use
success stories of alumni or
industry professionals.
• Include visuals like
infographics or short videos
to enhance engagement.

Introduce the Bachelor of 1. Distribute flyers and posters in 30 Informative 1. Design eye-catching flyers and
Technical-Vocational SHS campuses across Albay. Flyers and posters showcasing the BTVTEd
Teacher Education Major in 2. Design eye-catching flyers and Posters program.
Drafting Technology as a posters that capture students' 2. Include key information like:
program in the university attention and effectively • Program majors offered.
that aims to
78

• Benefits of the program

develop future educators in showcases the BTVTEd program. Career Talks (e.g., hands-on learning,
the field of technical drafting and career opportunities).
equipped with knowledge Presentations • Contact details for inquiries
and skills. (website, social media,
email).
3. Distribute flyers strategically
in SHS campuses:
• Guidance counselor offices.
• Canteen areas.
• Bulletin boards.
4. Consider creating digital
versions of the flyers for
online sharing.

1. Establish a dedicated social Social Media 1. Design eye-catching flyers and

media page for the BTVTEd Campaign posters showcasing the BTVTEd
Drafting Technology program to (Optional) program.
serve as a central hub for 2. Include key information like:
information and engagement. • Program majors offered.
2. Ensure that at least 80% of social • Benefits of the program
media content focuses on raising (e.g., hands-on learning,
awareness about the BTVTEd career opportunities).
program, its various majors, and • Contact details for inquiries
the benefits it offers. (website, social media,
3. Dedicate at least 20% of social email).
media content to showcasing
career opportunities for BTVTEd
graduates and featuring success
stories of alumni or industry
professionals. This inspires
students and demonstrates the
program's value.
79
 80

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings of the study, conclusions, and

the recommendations formulated.

Summary

This research, entitled "Determinants Influencing Students' Program Preference in

Choosing Bachelor of Technical-Vocational Teacher Education Major in Drafting

Technology (BTVTEd - DT)," aims to examine the significant relationships between

respondents' socio-demographic profiles and the influence of various factors on their

program preferences. The study specifically addresses the following questions: 1.) What

is the socio-demographic profile of the respondents in terms of a.) Age; b.) Gender; c.)

SHS Track/Strand; d.) Household Monthly Income; e.) Location. 2.) What is the level of

influence of the following factors in choosing the BTVTEd Major in Drafting Technology

terms of a.) Personal Factor; b.) Peer Factor; c.) Parental Factor; d.) Teacher Factor; e.)

School Factor; f.) Employment Factor; g.) Financial Factor; h.) Media Factor. 3.) What is

the significant relationship between the socio-demographic profile of respondents and the

factors that influence them in choosing their program? 4.) What recommended action plan

may be proposed to enhance students’ preference in the technical-vocational teacher

education program? The study investigates the relationship between students' socio-

demographic profiles and the factors influencing their choice of college program, operating

under the hypothesis that no significant relationship exists between these variables. An

action plan was proposed to introduce the BTVTEd program to senior high school students

to improve their understanding of available college programs.

 81

Employing a quantitative research approach and a descriptive correlational design,

the study aims to determine the relationship between the identified variables. Primary data

were collected using modified survey questionnaires administered onsite via printed

forms. The study aims to include 103 officially enrolled students in BTVTEd Drafting

Technology in the second semester in the academic year 2023-2024. However, only 89

of these 103 students actually responded, giving a retrieval rate of 86.41%. Although there

is a small difference between the target and actual respondents, the high response rate

shows that the study still has reliable data. This means the results of the study are likely

to be accurate and representative of the student population.

Findings

Based on the data gathered, these are the findings of the proponents after they

finished their analysis.

1. By analyzing the socio-demographic profile of the respondents, it was revealed that

only 89 students out of the targeted 103 respondents of the BTVTEd Drafting Technology

responded to the survey which is equivalent to 86.41% response rate. The age of the

respondents ranges from 18 to 24 years old with a corresponding total amount of

frequency. Upon tabulating the gathered data, it resulted in the highest frequency ages

from 20 and 22 years old each having a total of 21 respondents equivalent to 23.60% of

the total response rate. On the other hand, the lowest is the 24 years old with only 1

frequency corresponding to 1.12% rate.

Majority of the respondents of the study are male students with a total frequency

of 44 which is equal to 49.5%. The female respondents have a total frequency of 38 while

the LGBTQA+ is 5 having an equivalent rate of 42.7% and 5.6% respectively. Finally, there
 82

are 2 respondents who prefer not to say their gender for confidential purposes which is

equivalent to 2.2%.

The senior high school track of the respondents is one of their bases to decide

their college program. The data gathered from the study resulted in the Science,

Technology, Engineering and Mathematics (STEM) having the highest frequency together

with the Technical-Vocational and Livelihood (TVL) strand with a total percentage of

31.5%. It was followed by the Humanities and Social Sciences (HUMSS) and Accountancy

and Business Management (ABM). Both having a total of 5 frequencies equivalent to

5.6%. Lastly is the Arts and Design Strand with only 2 frequencies that corresponds to

2.2%.

The household monthly income determines the socio-economic status of a family

that may influence their college program preferences. Based on the tabulated data, there

are a total of 46 frequencies whose household family income is below Php 10,957 with a

total percentage of 51.7. It was followed by Php 10,957 to 21,194 with a total frequency of

30 equivalent to 33.7%. The Php 21,194 to 43,828 have a 12 frequency and have an

equivalent percentage of 13.5. Only 1 respondent, which is 1.1 percent, has an income

from Php 43,828 to 76,669. There are no respondents with household incomes above Php

76,669.

The last socio-demographic profile of the respondents was all about their location

that determined the distance from the university that was categorized into districts in

Albay. District 2 has the highest frequency among the other districts mentioned. It has a

total of 35 frequencies which is equivalent to 39.3 percent and Masbate has the lowest

number of frequencies with 3 which corresponds to 3.4 percent.

 83

With the tabulated data, it was concluded that the socio-demographic profile of the

respondents such as the age, gender, shs track/ strand, household monthly income and

their location may influence their program preferences in choosing college.

2. It was concluded that there are various factors that influence the students’ program

preference that will determine their career choice. The analysis shows that school and

employment factors are the most significant determinants of students' program

preferences, with weighted means of 4.11 and 3.64, respectively, indicating they are

"Influenced." This implies that students' program choices are strongly shaped by their

school environment and future job prospects. In contrast, personal, financial, and media

factors have a moderate impact on students' program preferences, with weighted means

ranging from 3.27 to 2.63, categorized as "Somewhat Influenced." Teacher and peer

factors exert a relatively lower influence, with weighted means of 2.27 and 1.87,

respectively. Parental factors, with a weighted mean of 1.60, are considered "Not

Influenced," indicating they do not significantly affect students' program choices. Overall,

the findings highlight the complex nature of students' decision-making processes,

emphasizing the variety of factors that influence their educational and career paths.

3. Based on the tabulated result of the gathered data, it is concluded that there is no

significant relationship between the socio-demographic profile of the respondents and the

factors influencing their preferences in choosing the BTVTEd Drafting Technology as

college program. The total computed value of socio-demographic profile and the factors

is -0.05 with an equivalent p-value of 0.46 leading to accept the null hypothesis.

Furthermore, the average Pearson’s r correlation gained a total of -0.07 wherein the

aforementioned correlated data has a very weak relationship. This simply means that the

gathered data from the respondents do not influence the students’ decision in choosing

the BTVTEd Drafting Technology. The study of Malik (2020) resulted in the socio-
 84

demographic profile of students significantly influencing their program selection in college.

It was revealed that parents' influence is the most important followed by the financial

factor, gender, and personal interest of parents. While the previous study concluded that

the socio-demographic profile of the students influences their program preferences in

college, the present study resulted otherwise. This means that there are factors that are

more influential in choosing their college program. The result of the gathered data showed

that the school factor has the highest weighted mean among the other factors making it

clear that the respondents consider the university’s reputation, facilities, benefits, and their

geographical location to choose the BTVTEd program. With this, the researchers end up

recommending an action plan emphasizing the introduction of the aforementioned

program to the incoming freshmen students.

Conclusions

1. The socio-demographic profile of the respondents has only a small influence on

their decision to choose BTVTEd Drafting Technology as their higher education program.

The study shows that the BTVTEd Drafting Technology program is open to any incoming

freshmen who have a strong interest in this field. It welcomes all students who are

passionate about drafting technology, regardless of their background. The program is also

diverse and does not show any gender bias, meaning it treats all genders equally.

Likewise, the respondents' senior high school strand or track, their geographical location,

and their monthly income do not have much impact on their choice to pursue this program.

This means that students from different educational backgrounds, places, and financial

situations can all choose this program regardless of their standing in society.

2. The researchers’ analysis has shed light on the factors that influence students'

decisions to pursue BTVTEd Drafting Technology program. The provided feedback

 85

allowed the researchers to categorize these factors based on their level of influence.

Notably, school and employment factors emerged as the most significant factors for this

student population. This focus on practicality aligns with the characteristics of today's

generation, often described as more open-minded and demonstrating a level of maturity

beyond their years. Students are prioritizing factors with tangible outcomes, such as the

quality of their chosen institution and future career prospects, over purely intrinsic or

external influences. This shift highlights the importance of crafting educational programs

that address both technical skills and career readiness to effectively attract and retain

students in the Drafting Technology program.

3. Based on the concluded data, there is no significant relationship between the

socio-demographic profile of the respondents and the factors influencing their program

preferences in choosing BTVTEd Drafting Technology. With this, the null hypothesis of

the study is accepted by correlating their profile and the factors. This means that the socio-

demographic profile of the respondents and the factors do not influence their decision in

choosing the above-mentioned program.

4. Upon tabulating the data gathered from the respondents, it is concluded that

school factor is the most influential among the factors. The researchers recommended an

action plan emphasizing the introduction of BTVTEd Drafting Technology to incoming first

year students as a program in Bicol University College of Industrial Technology,

highlighting it as a good program to choose in college. Furthermore, the distribution of

flyers and posters in different SHS campuses and establishing social media page solely

for the BTVTEd Drafting Technology are hereby recommended. This is intended to

increase the exposure of the said program to students and schools, public and private.
 86

Recommendations

1. Providing students career consultations and awareness throughout their senior high

school year focusing on the introduction of different programs aligned to their strand or

track. This will shape the students’ prior academic path and create a strong foundation

with the help of their teachers as well as their parents. The presence of these individuals

will be instrumental in the decision- making process which can lead in choosing their

preferred college program in the future.

2. This research recommends implementing school-to-school outreach programs to

introduce the Bachelor of Technical Vocational Teacher Education Major in Drafting

Technology program to students. By showcasing the program's benefits and its potential

alignment with their academic goals, such outreach could inform and encourage students

interested in both drafting and teaching careers to pursue this comprehensive degree

program.

3. Aside from promoting the program to schools physically, it is also a good

consideration to spread the word through the internet. To enhance program awareness

and enrollment, this research recommends expanding promotion efforts through

informative flyers and brochures distributed to local schools, as well as creating program-

specific social media platforms, blogs, and publications for wider outreach and easier

access to information for potential students.

 87

REFERENCES

Alba, P.J. & Ariola, J. & Arnesto, M. & Besin, R. & Curva, R. & Lloren, Y.A. & Marco, T.
& Sanchez, G. (June 2022). Factors Affecting Students’ Program Preferences in
Bachelor of Technical Vocational Teacher Education Program. Bicol University
College of Industrial Technology

Accelerating Systemic Change Network (2023). Theory of Planned Behavior.

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 92

APPENDICES
 93

APPENDIX A
 94

APPENDIX B

SURVEY QUESTIONNAIRE

Note: The Data Privacy Act of the Philippines of 2012 is an “AN ACT PROTECTING INDIVIDUAL PERSONAL
INFORMATION IN INFORMATION AND COMMUNICATIONS SYSTEMS IN THE GOVERNMENT AND THE PRIVATE
SECTOR, CREATING FOR THIS PURPOSE A NATIONAL PRIVACY COMMISION AND FOR OTHER PURPOSES.”

Dear respondents,

The 3rd year students of BTVTEd Drafting Technology are currently conducting a study entitled:
DETERMINANTS INFLUENCING THE STUDENTS PROGRAM PREFERENCE IN CHOOSING
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION MAJOR IN DRAFTING
TECHNOLOGY (BTVTED - DT). With this regard, we would like to request for your participation by answering
this survey questionnaire adapted from the study of Alba et al. Your response will be used for gathering data
and information, as well as for the accomplishment of the research study. The information that will be given
will be treated with utmost confidentiality to protect your privacy. Therefore, your participation in this survey is
greatly appreciated. Thank you and have a great day ahead.

PART 1: SOCIO-DEMOGRAPHIC PROFILE

Kindly fill out the information being asked by answering and putting a check (✓) on the box.

Name (Optional) ____________________________ Age ___ Location (City/ Municipality) _______________

SHS Track ABM Household Below Php 10,957 Gender Male

STEM Monthly Php 10,957 to 21, 194 Female
GAS Income Php 21,194 to 43,828 LGBTQA+
HUMSS Php 43,828 to 76,669 Prefer not to
TVL Php 76,669 to 131,484 say
Php 131,484 to 219,140
Php 219,140 above

PART 2: FACTORS INFLUENCING THE BACHELOR OF TECHNICAL-VOCATIONAL TEACHER

EDUCATION MAJOR IN DRAFTING TECHNOLOGY STUDENTS IN CHOOSING THEIR PROGRAM

Kindly please check (✓) the scale you feel is suitable based on your experience in choosing this program and
specialization.

A. PERSONAL FACTORS. (These are things that a person enjoys doing and the subjects that a person likes
to spend time learning about).

Very Much Somewhat Less Not

Influenced
Indicators Influenced Influenced Influenced Influenced
(4)
(5) (3) (2) (1)
I pursued the Education program
because it interests me.
I entered the program because I like
to do work that is related to drafting
and teaching.
I have an experience in both teaching
and drafting.
 95

I am fond of teaching and enjoys

doing drafting related activities.

B. PEER FACTORS. (The influence of friends on students in choosing programs through normative standards
and behavior modeling, influencing their decision to choose their college program).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I pursued this program because of
my shared interests with my friends
I was convinced by my friends to take
this program.
I was afraid to be left by my friends.
I was forced by my friends to take this
program.

C. PARENTAL FACTORS. (The influence of parents on students in choosing programs through normative
standards and behavior modeling, influencing their decision to choose their college program).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I am influenced by my parent/s’
profession in choosing this program.
I think my parent/s are responsible for
selecting a college program for me.
I chose this program because my
parents has connections in my future
work after I graduate.
I feel the need to fulfill my parent/s’
dreams of becoming a
teacher/draftsman.

D. TEACHER FACTORS. (The influence of teachers on students in choosing programs through normative
standards and behavior modeling, influencing their decision to choose their college program).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I was influenced by my previous
teacher who majored in Drafting
Technology.
I was advised by my JHS/SHS
teacher to pursue this program.
I was mentored in this program by my
previous teacher
I took a career consultation from a
teacher.

E. SCHOOL FACTORS. (This is the way of considering a broad range of factors, such as location, size,
cost, academic quality, campus safety, choice of majors, etc.).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I considered entering Bicol University
because it is a well-known university
in my region.
 96

I considered the tools and equipment

used in Drafting Technology
program.
I considered the student benefits
offered by Bicol University (quality
education, scholarships, etc.)
I considered my residential location
from the university.

F. EMPLOYMENT FACTORS. (Typically refers to a job that allows you to utilize your skills and training, while
also providing a pathway for professional growth and advancement).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I look forward to plenty of
opportunities in industry, academe,
and/or entrepreneurship after I take
this program.
I decided to take this program that will
ensure a high amount of income in
the future.
I pursued this program that will be
timely and in demand in the future.
I am aware of the possibilities that go
along with the program that I am
searching for.

G. FINANCIAL FACTORS. (Refers to factors that influence students' choices in choosing college programs
that will suit their financial situation).

Very Much Influenced Somewhat Less Not

Indicators Influenced (4) Influenced Influenced Influenced
(5) (3) (2) (1)
I considered the program's tuition
fees as a crucial factor in my program
preference.
I prioritized programs with lower
overall costs, including living
expenses and materials.
I choose this program because of the
higher financial stability rating, even if
it's not my first-choice field.
I am influenced by the availability of
scholarships and financial aid.

H. MEDIA FACTORS. (This is the way media channels such as advertisements, online articles, social
media posts, and videos influence students in choosing a program.)

Very Much Influenced Somewhat Less Not

Influenced (4) Influenced Influenced Influenced
Indicators (5) (3) (2) (1)
I am interested in watching videos
about drafting technology in different
social media platforms.
I saw a publication material (PubMat)
about the program during college
admissions.
 97

I have read good comments and

reviews about this program from
people on the internet.
I was influenced by professional/s or
influencer/s in social media.

Comments/ Suggestions: _______

 98

APPENDIX C
COMPUTATION OF RAW DATA
LEVEL OF INFLUENCE

PERSONAL FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I pursued the Education Somewhat
7 23 37 14 8
1 program because it 3.08
interests me.
(35) (92) (111) (28) (8) Influenced
I entered the program
because I like to do work 14 26 41 7 1
2
that is related to drafting (70) (104) (123) (14) (1)
3.51 Influenced
and teaching.
I have an experience in Somewhat
12 20 34 16 7
3 both teaching and 3.16
drafting.
(60) (80) (102) (32) (7) Influenced
I am fond of teaching and Somewhat
10 25 42 7 5
4 enjoys doing drafting 3.31
related activities.
(50) (100) (124) (14) (5) Influenced
Somewhat
Average Weighted Mean 3.26
Influenced

PEER FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I pursued this program Somewhat
7 20 21 15 26
1 because of my shared 2.63
interests with my friends
(35) (80) (63) (30) (26) Influenced
I was convinced by my Less
3 13 13 14 46
2 friends to take this 2.02
program.
(15) (52) (39) (28) (46) Influenced

I was afraid to be left by 2 4 3 20 60

3
my friends. (10) (16) (9) (40) (60)
1.52 Not Influenced

I was forced by my
0 1 7 13 68
4 friends to take this
(0) (4) (21) (26) (68)
1.34 Not Influenced
program.

Less
Average Weighted Mean 1.88
Influenced
 99

PARENTAL FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I am influenced by my Less
1 11 10 18 49
1 parent/s’ profession in 1.84
choosing this program.
(5) (44) (30) (36) (49) Influenced
I think my parent/s are
1 3 9 15 61
2 responsible for selecting
(5) (12) (27) (30) (61)
1.52 Not Influenced
a college program for me.
I chose this program
because my parents has 0 2 3 12 72
3
connections in my future (0) (8) (9) (24) (72)
1.27 Not Influenced
work after I graduate.
I feel the need to fulfill my
parent/s’ dreams of 3 5 14 12 55
4
becoming a (15) (20) (42) (24) (55)
1.75 Not Influenced
teacher/draftsman.

Average Weighted Mean 1.60 Not Influenced

TEACHER FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I was influenced by my
previous teacher who 17 13 23 8 28 Somewhat
1 2.81
majored in Drafting (85) (52) (69) (16) (28) Influenced
Technology.
I was advised by my Less
5 13 12 17 42
2 JHS/SHS teacher to 2.12
pursue this program.
(25) (52) (36) (34) (42) Influenced
I was mentored in this Less
7 18 11 14 39
3 program by my previous 2.33
teacher
(35) (72) (33) (28) (39) Influenced
I took a career Less
2 6 16 15 50
4 consultation from a 1.82
teacher.
(10) (24) (48) (30) (50) Influenced

Less
Average Weighted Mean 2.27
Influenced

SCHOOL FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I considered entering
Bicol University because 67 14 6 1 1 Very Much
1 4.63
it is a well-known (335) (56) (18) (2) (1) Influenced
university in my region.
 100

I considered the tools

and equipment used in 33 29 16 7 4
2
Drafting Technology (165) (116) (48) (14) (4)
3.90 Influenced
program.
I considered the student
benefits offered by Bicol Very Much
62 16 9 0 2
3 University (quality 4.53
education, scholarships,
(310) (64) (27) (0) (2) Influenced
etc.)
I considered my Somewhat
26 17 23 10 13
4 residential location from 3.37
the university.
(130) (68) (69) (20) (13) Influenced

Average Weighted Mean 4.11 Influenced

EMPLOYMENT FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I look forward to plenty of
opportunities in industry,
39 34 11 3 2
1 academe, and/or
(195) (136) (33) (6) (2)
4.18 Influenced
entrepreneurship after I
take this program.
I decided to take this
program that will ensure 11 22 37 12 7 Somewhat
2 3.20
a high amount of income (55) (88) (111) (24) (7) Influenced
in the future.
I pursued this program
19 25 30 11 4
3 that will be timely and in
(95) (100) (90) (22) (4)
3.49 Influenced
demand in the future.
I am aware of the
possibilities that go along 25 27 24 9 4
4
with the program that I (125) (108) (72) (18) (4)
3.67 Influenced
am searching for.

Average Weighted Mean 3.64 Influenced

FINANCIAL FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I considered the
program's tuition fees as 23 19 31 7 9
1
a crucial factor in my (115) (76) (93) (14) (9)
3.45 Influenced
program preference.
I prioritized programs
with lower overall costs, 11 24 30 10 14 Somewhat
2 3.09
including living expenses (55) (96) (90) (20) (14) Influenced
and materials.
I choose this program Somewhat
9 12 26 26 16
3 because of the higher 2.69
financial stability rating,
(45) (48) (78) (52) (16) Influenced
 101

even if it's not my first-

choice field.

I am influenced by the
availability of 14 22 34 12 7 Somewhat
4 3.27
scholarships and (70) (88) (102) (24) (7) Influenced
financial aid.
Somewhat
Average Weighted Mean 3.12
Influenced

MEDIA FACTOR

# Indicators Frequency Overall

5 4 3 2 1 WM Interpretation
I am interested in
watching videos about
22 22 28 10 7
1 drafting technology in
(110) (88) (84) (20) (7)
3.47 Influenced
different social media
platforms.
I saw a publication
material (PubMat) about 10 8 20 21 30 Less
2 2.40
the program during (50) (32) (60) (42) (30) Influenced
college admissions.
I have read good
comments and reviews 8 9 27 18 27 Less
3 2.47
about this program from (40) (36) (81) (36) (27) Influenced
people in the internet.
I was influenced by
professional/s or 9 9 11 21 39 Less
4 2.19
influencer/s in social (45) (36) (33) (42) (39) Influenced
media.
Somewhat
Average Weighted Mean 2.63
Influenced
 102

APPENDIX D
Statistical Tools Used

SIGNIFICANT RELATIONSHIP

AGE vs. PERSONAL FACTOR

GENDER vs. PERSONAL FACTOR

SHS TRACK/STRAND vs. PERSONAL FACTOR

HOUSEHOLD MONTHLY INCOME vs. PERSONAL FACTOR

 103

LOCATION vs. PERSONAL FACTOR

AGE vs. PEER FACTOR

GENDER vs. PEER FACTOR

SHS TRACK/STRAND vs. PEER FACTOR

HOUSEHOLD MONTHLY INCOME vs. PEER FACTOR

 104

LOCATION vs. PEER FACTOR

AGE vs. PARENTAL FACTOR

GENDER vs. PARENTAL FACTOR

SHS TRACK/STRAND vs. PARENTAL FACTOR

HOUSEHOLD MONTHLY INCOME vs. PARENTAL FACTOR

 105

LOCATION vs. PARENTAL FACTOR

AGE vs TEACHER FACTOR

GENDER vs. TEACHER FACTOR

SHS TRACK/STRAND vs. TEACHER FACTOR

 106

HOUSEHOLD MONTHLY INCOME vs. TEACHER FACTOR

LOCATION vs. TEACHER FACTOR

AGE vs SCHOOL FACTOR

GENDER vs. SCHOOL FACTOR

 107

SHS TRACK/STRAND vs. SCHOOL FACTOR

HOUSEHOLD MONTHLY INCOME vs. SCHOOL FACTOR

LOCATION vs. SCHOOL FACTOR

AGE vs EMPLOYMENT FACTOR

GENDER vs. EMPLOYMENT FACTOR

 108

SHS TRACK/STRAND vs. EMPLOYMENT FACTOR

HOUSEHOLD MONTHLY INCOME vs. EMPLOYMENT FACTOR

LOCATION vs. EMPLOYMENT FACTOR

AGE vs FINANCIAL FACTOR

 109

GENDER vs. FINANCIAL FACTOR

SHS TRACK/STRAND vs. FINANCIAL FACTOR

HOUSEHOLD MONTHLY INCOME vs. FINANCIAL FACTOR

LOCATION vs. FINANCIAL FACTOR

AGE vs MEDIA FACTOR

 110

GENDER vs. MEDIA FACTOR

SHS TRACK/STRAND vs. MEDIA FACTOR

HOUSEHOLD MONTHLY INCOME vs. MEDIA FACTOR

LOCATION vs. MEDIA FACTOR

 111

CURRICULUM VITAE

ARIATE, REYCHEL ANN C.

Cruzada, Legazpi City
0992 283 9397
reychelannclimaco.ariate@bicol-u.edu.ph

PERSONAL DATA

Date of Birth : September 17, 2002

Age : 21
Place of Birth : BRTTH
Gender : Female
Religion : Roman Catholic
Height : 5’0
Weight : 55 kg
Nationality : Filipino
Civil Status : Single

FAMILY BACKGROUND

Father’s Name : Renante A. Ariate

Occupation : N/A
Date of Birth : January 09, 1977
Cellphone number : 0992 283 9396

Mother’s Name : Teresita C. Ariate

Occupation : Cook
Date of Birth : April 29, 1975
Cellphone number : 0969 143 2438
 112

EDUCATIONAL BACKGROUND

Level Name of School Period Course Major

Elementary Gogon Central School 2009-2015
Secondary Gogon High School (JHS) 2015-2019

Forbes College Inc. (SHS) 2019-2021 Accountancy, Business

& Management (ABM)
Tertiary Bicol University 2021- Bachelor of Technical-
Present Vocational Teacher
Education Major in
Drafting Technology

ACADEMIC ACHIEVEMENT

S.Y. 2017-2018 : With Honors

S.Y. 2019-2020 : With Honors
S.Y. 2020-2021 : With Honors
A.Y. 2022-2023 : Dean's Lister (First Semester)

TRAINING/S AND SEMINAR/S

2023 : Building Your Digital Toolkit: A Comprehensive Introduction to

Technical Drafting, 2D Animation, ad 2D/3D Rendering Software

SKILLS AND ABILITY

Communication Skills
Organizational Skills
Leadership Skills
2D CAD Skills
3D CAD Skills
Graphic Designing / Designing
Dancing
 113

CURRICULUM VITAE

BUENAFLOR, JYRA B.
Zone 5, Gabawan, Daraga, Albay
09106301114
jyrabronosa.buenaflor@bicol-u.edu.ph

PERSONAL DATA

Date of Birth : January 5, 1999

Age : 25
Place of Birth : Daraga, Albay
Gender : Female
Religion : Born Again Christian
Height : 5’4
Weight : 50 kg
Nationality : Filipino
Civil Status : Single

FAMILY BACKGROUND

Father’s Name : Jackson L. Buenaflor

Occupation : Farmer
Date of Birth : May 2, 1965
Cellphone number : 0909 366 8219

Mother’s Name : Lea B. Buenaflor

Occupation : Utility Worker
Date of Birth : May 10, 1974
Cellphone number : 0907 671 7223

EDUCATIONAL BACKGROUND

Level Name of School Period Course Major

Elementary Gabawan Elementary 2006-2012
School
 114

Secondary Daraga National High 2012-2018

School

Daraga National High 2018-2020 General Academic Strand

School
Tertiary Bicol University 2020- Bachelor of Technical-
Present Vocational Teacher
Education, Major in Drafting
Technology

ACADEMIC ACHIEVEMENT

S.Y. 2006-2012 : Conduct Awardee

S.Y. 2017-2018 : With Honors
Conduct Awardee
S.Y. 2019-2020 : With Honors

TRAINING/S AND SEMINAR/S

Health Training
Child Protection Training
Building Your Digital Toolkit: A Comprehensive Introduction to Technical Drafting, 2D
Animation, ad 2D/3D Rendering Software
TM Work-Based Learning with Emphasis on Trainer’s Methodology

SKILLS AND ABILITY

Communication
Outdoor Sports
Teaching
Singing
Approachable
 115

CURRICULUM VITAE

PADILLA, JAMAICA JANE A.

Brgy. 69 Buenavista, Legazpi City, Albay
09356995674
jamaicajaneagripa.padilla@bicol-u.edu.ph

PERSONAL DATA

Date of Birth : September 7, 2002

Age : 21
Place of Birth : Legazpi City, Albay
Gender : Female
Religion : Roman Catholic
Height : 5’0
Weight : 43 kg
Nationality : Filipino
Civil Status : Single

FAMILY BACKGROUND

Father’s Name : Pablo B. Padilla

Occupation : Government Employee
Date of Birth : June 30, 1975
Cellphone number : 0915 278 7730

Mother’s Name : Nelda A. Padilla

Occupation : Government Employee
Date of Birth : November 12, 1974
Cellphone number : 0936 474 9186

EDUCATIONAL BACKGROUND

Level Name of School Period Course Major

Elementary Buenavista Elementary School 2006-2009
Secondary Banquerohan National High 2015-2019
School (JHS) Science, Technology,
Divine Word College of 2019-2021 Engineering, and
Legazpi (SHS) Mathematics
 116

Tertiary Bicol University 2021- Bachelor of Technical-

Present Vocational Teacher
Education, Major in
Drafting Technology

ACADEMIC ACHIEVEMENT

S.Y. 2014-2015 : Top 6 Honors and Honorable Mention

S.Y. 2018-2019 : Academic Excellence Award

Recipient of Conduct Award

S.Y. 2020-2021 : Academic Excellence Award

A.Y. 2021-2022 : Dean’s Lister (Second Semester)

A.Y. 2022-2023 : Dean’s Lister (First Semester)

TRAINING/S AND SEMINAR/S

2024 : Mandatory Training Program for Sk Treasurers And Secretaries

2023 : Building Your Digital Toolkit: A Comprehensive Introduction to

Technical Drafting, 2D Animation, ad 2D/3D Rendering Software

2020-2021 : Ready, Set, Goals: Academic Goal Setting Seminar

2020-2021 : It's Okay Not To Be Okay: A Mental Health Awareness Seminar

2019 : Youth Capacity Building Training for Volunteers

2018 : 2nd Adolescent Health Summit

2017 : Youth- Adult Partnership Program (YAP) Training

SKILLS AND ABILITY

Communicating skills
Poetry Making
Drawing/ Sketching
Outdoor Sports
Painting
 117

CURRICULUM VITAE

YGOÑA, AINA D.
Cruzada, Legazpi City, Albay
0915 319 8829
ainadineros.ygona@bicol-u.edu.ph

PERSONAL DATA

Date of Birth : November 19, 2002

Age : 21
Place of Birth : Sorsogon City, Sorsogon
Gender : Female
Religion : Roman Catholic
Height : 5’2
Weight : 45 kg
Nationality : Filipino
Civil Status : Single

FAMILY BACKGROUND

Father’s Name : Jhuano Florito Ygoña

Occupation : Senior Associatee
Date of Birth : June 25, 1975
Cellphone number : 0966 396 7931

Mother’s Name : Salome Dineros Ygoña

Occupation : Room Attendant
Date of Birth : March 29, 1981
Cellphone number : 0951 706 2405
 118

EDUCATIONAL BACKGROUND

Level Name of School Period Course Major

Elementary Pangpang Elementary School 2006-2009

Gogon Central School 2009-2015

Secondary Gogon Highschool (JHS) 2015-2019
Science, Technology,
Legazpi City National 2019-2021 Engineering, and
Highschool (SHS) Mathematics
Tertiary Bicol University 2021- Bachelor of Technical-
Present Vocational Teacher
Education, Major in
Drafting Technology

ACADEMIC ACHIEVEMENT

S.Y. 2014-2015 : Top 10 Honors

S.Y. 2018-2019 : With Honors

S.Y. 2020-2021 : With Honors

A.Y. 2021-2022 : Dean’s Lister (Second Semester)

A.Y. 2022-2023 : Dean’s Lister (First Semester)

TRAINING/S AND SEMINAR/S

2023 : Building Your Digital Toolkit: A Comprehensive Introduction to

Technical Drafting, 2D Animation, ad 2D/3D Rendering Software

SKILLS AND ABILITY

Drawing
Dancing
Playing Guitar