Perception On Pursuing Education Course of Humss Major
Perception On Pursuing Education Course of Humss Major
JAMES P. MONTES
HEART EMMANUEL VILLACENCIO
KRISTINA G. BAYNOSA
LESLIE ANN CANALES
CLARISSA JOYCE C. GULBIN
RHEA C. IRAN
ARIEEN BELLE Y. LERIO
RIZA MAE R. RAMOS
JHESAM MARIE SISON
ABM 1A
March 2020
ii
APPROVAL SHEET
PHOEBE T. ANGA
SHS Research Teacher
University of Cebu - Main
Adviser
ACKNOWLEDGMENT
The researchers would like to express their deepest gratitude to all the
To our research teacher Ms. Phoebe T. Anga, our panelists, Mary Joy C.
Hernando, Josephine C. Quibido and Florephine Mae J. Decina, for the pieces of
To the authors of the online academic journals, where their articles were
used as references which helped us vary all the findings of the various fields of
To the informants, who sincerely answered all the queries and explained
them to the extent of giving us substantial experiences that helped us obtain the
DEDICATION
The researchers would like to dedicate this thesis output to the people who
are very special to our lives and served as an inspiration to bear all the hardships
The researchers would like to dedicate this paper to our Almighty God who
never failed in giving us the strength, courage and the knowledge that helped us
This is all for our parents and guardians who provided us all the support
we need and inspirational thoughts that helped us push beyond our limits and
capabilities.
The researchers would like to end this dedication among ourselves because
TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgment iv
Dedication v
Table of Contents vi
Abstract viii
REFERENCES 33
APPENDICES
Appendix A: Transmittal Letter 40
Appendix B: Informed Consent 41
Appendix C: Interview Guide 43
vii
CURRICULUM VITAE 66
viii
ABSTRACT
Chapter 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Rationale
Education courses are for individuals who desire to become a part of the
Sciences (HUMSS) strand provide numerous subjects that are aligned from
course in tertiary education are suggested to take the HUMSS strand under the
Academic track. The HUMSS strand will cover relevant topics that may be further
Education (CHED) suggests that the incoming Senior High School students align
their track of the college course they want to pursue, as this will provide a preview
of the course and hone their skills and abilities for their future subjects, giving the
students more practices and knowledge, thus, making them productive and
competitive internationally.
offers different academic strands; one of these is HUMSS. Students who will
pursue an education course commonly take the strand HUMSS. Upon undergoing
teachers. They do plenty of activities that can help them boost their social
obligation is to pass down their knowledge and wisdom to the next generation they
will be teaching.
In the Philippines, many areas are still in need of teachers; hence education
courses are in demand nowadays. The DepEd stated that there was an average
of one teacher in every 29 elementary students, one teacher for every 25 junior
high school students, and one teacher for every 29 senior high school students for
the school year 2018 to 2019. The DepEd was targeting 10,000 new teacher items:
2,797 for kindergarten/elementary; 2,443 for junior high school; and 4,770 for
The result of the chosen academic track among senior high school students
ABM (62 or 7.6%), STEM (37 or 16.4%) and GAS (31 or 13.8%). This result implied
that senior high school students preferred courses in education, criminology, and
social sciences. Teaching and law enforcement are one of the in-demand and high
resulted in the demand for the job. The students preferred education courses
choose the HUMSS strand. They perceived that teaching is one of the in-demand
pursue a college course on liberal education, the strand will be about a variety of
subjects, looking at the world and its people from various points of view. Plamo
3
(2017) researched about the preparations of the students who want to pursue their
desired career or course in the future. The students are being prepared in their
pre-college level which is the Senior High School, this program plays a significant
role and function upon preparing the students for college, that are the assessments
that shape their skills and talents, training that prepares them for international
workplace and programs that can equip them with the standard quality of
education. Ocampo (2019) also researched the preparedness of the students who
want to pursue an education course to be prepared are in the right strand or what
they want to pursue is in-line with the strand they have chosen. It helps strengthen
their logical reasoning, strategies and critical thinking, which are needed skills
once you are directed towards the development of skills needed for college. The
two studies above are focusing on the preparations of a student who wants to
pursue an education course. However, it did not mention the reasons why a
student wants to pursue an education course and the challenges that the students
preparations and reasons for HUMSS Majors in pursuing an education course that
can give a wider insight and become a guide before entering college. The overall
purpose of this research study is to know how the perception of the HUMSS major
students, specifically the reasons and preparations, greatly affect their decisions
upon entering the education course. This study could also give knowledge and
4
strategies on how the respondents are able to handle the difficulties and balance
Theoretical Background
The researchers reviewed some existing theories which can support this
study. The Extrinsic Motivation theory proposed by Deci and Ryan (1985) and Self-
efficacy Theory proposed by Bandura (1977). These theories talk about how
students choose their courses in a way that they can benefit from.
Deci and Ryan (1985). It is a drive to behave in certain ways based on external
sources and it results in external rewards (Deci & Ryan, 1985). This theory
motivates a person to do things for tangible rewards rather than for the fun of it.
In this theory, students choose their courses because they can benefit a lot.
These include the job payments, rewards, and achievements that they can get
(1977). This theory is defined as the belief that people have the ability to take
the key motivating factors. Studies show that highly efficient students choose to
work more difficult, work harder, stay longer in difficulty and perform better as
Theoretical Framework
This study aimed to explore the perceptions of HUMSS students who will
pursue an education course at the University of Cebu – Main Campus, Senior High
School Department during the 2nd semester of the school year 2019-2020.
6
1. What are the reasons why the informants perceived to pursue an education
course?
This study will greatly benefit the HUMSS students, who aspire to be
educators as this will provide knowledge about the preparations for choosing this
course. Besides, the results of this study will let them know other undiscovered
students in pursuing the teaching profession considering that they are the role
models for these students. They can also help these students by giving some tips
on how to pursue an education course and cope with the challenges in their
The findings of this study will also help the parents to understand the
desired course of their children. For this, they will effectively guide them to the path
they are choosing. They will also know how their guidance could affect their
Lastly, future researchers will also benefit from this study as the gathered
High School Department. The senior high school serves as the preparatory level
for students before stepping into this college course. Specifically, HUMSS strand
and understand why they plan to pursue an education course. Also, it examined
the concept of the preparations upon entering the field of education. There were
at least nine HUMSS students who participated in this research. In order to select
the informants, the researchers approached HUMSS students who are planning to
Definition of Terms
The following terms are operationally defined basis of the study’s usage:
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the related literature and studies about HUMSS majors
Related Literature
the understanding of the concepts related to the researchers’ study. Thus, the
attitudes to the teaching profession explored the reasons why students want to
parent because they felt comfortable or had no choice (Tillman, 2015). Students
are greatly affected by their parents’ influence on career decision making and
accept it as they value their parent’s choice. In this case, these students may not
show the same passion for teaching children as others who pursued their passions
for teaching by personal choice (Chope, 2002). Some students want to pursue an
education course because it is their own choice and has recognized certain factors
students was also changed by the influence of others. Social influence is one of
the factors that affect the decision of an individual (Rosenqvist, 2018). Future
educators want to help children and adolescents learn, to influence the next
contribution, interest, and passion for teaching (Rosyid, 2016). Student’s traits and
personal experiences also have a huge effect on their career decision making (Lim,
personal job benefits. Job schedule is one of the benefits of being a teacher
because there are better working hours and weekends. The teaching profession
has fewer working hours than other occupations. It provides the teachers enough
time to spend with family, relax, and pursue other interests. Teachers mostly enjoy
a lot of vacations and with steady pay as well (Startz, 2019). Lastly, students also
take into account the external factors that affect the decision of the students in
pursuing an education course. The factors are the working conditions, salaries,
status in the community and employment opportunities. These benefits drive the
students to pursue an education course (Yilmaz, Rezan, & Gunes, 2017). Many
people desire to adopt the career that could provide them sound foundation for
The related articles above talks about the reasons as to why students are
motivation of the students in becoming future educators. The strong point of the
related literature given is that the motivations for the students are thoroughly
significant differences from each other but had given a general idea, which
factors that the students can get personal benefits and the other involves the
student’s contribution to the society that other people can greatly benefit from.
10
preparation in taking the next step in achieving their goals. As for future teachers,
with family and friends can help to have a higher sense of well-being. Compared
to those who have not received any support and advice from their peers and family
members, they are not fully prepared in the overall aspect of themselves.
of becoming an educator as well, it increases the desire of the student to learn and
perform well in school (Aryana, 2010). Aside from that, studying hard is one of the
fundamental preparations, not just for future teachers but for every student. By
studying hard, future teachers can be knowledgeable and help to develop their
skills. Willingly taking the challenges in school and committed to studying is a step
to develop and deliver effective teaching skills and learn the essential elements of
better understanding of the teaching aspect let them envision how they fit
(Howard, et al., 2003). Ciarocco (2017) also stated that getting acquainted with the
teaching profession refers to becoming familiar with the said profession. It was
emphasized that there are several factors for a student to prepare for their college
course. They need to be aware specifically, on the objectives, outcomes, and goals
for their course. Furthermore, they need to know the benefits they can attain for
their future career. O'Leary (2013) stated that classroom observation explores the
serve as their preparation to become a teacher since these are being tested to
become a great teacher they yearn for (Caires, Almeida, & Viera, 2012).
The related articles above involve the preparations made by the students to
ensure the process of becoming future educators. A strong concept has been
given providing physical and emotional preparations of the informants that are
personal development, they did not mention any involvement of teaching skills and
possible difficulties that their informants may encounter in the process of attaining
Related Studies
12
various reliable sources that may support the analysis and interpretation of the
study.
the recognition that the attitude of teachers when working with students affects the
decision of a student in choosing a career. Salaries are also one of the factors that
understand that the requirements set to teachers and the wages paid to them are
not balanced. Another reason that discourages the students from choosing a
teaching career is that it has a lot of work, especially when dealing with students'
behaviors. In addition, many young people are uneducated for some reason
caused by poverty. Students that are least likely to succeed in school come
struggled the most in school will help them in achieving their desired goals
(Johannessen, 2004)
female student teachers. The results of the study showed that a combination of
altruistic motives, intrinsic motives, and extrinsic motives influenced their desire to
become a teacher. Their altruistic motives were social missions such as helping
poor and remote areas, influencing a future educated generation, and enjoying
13
working with the young children. Their intrinsic motives were the intellectual
mission, continuity of role models, and personal fulfillment. And, their extrinsic
motives were compatible with work schedules and a noble status at school and in
Moreover, Jacob, Dochy, and Struyven (2013) studied the reasons why
different student groups consider teacher training. Results show that students
primarily undertake teacher training for intrinsic and altruistic reasons, such as
understanding of the subject, helping children and making a difference in the world,
which will be useful in their future teaching career. Besides, students also take into
others and a clearer knowledge of who would benefit. This research supports
study also stated that the personal development of a student is one of the major
14
efficacy shows more persistence, spend more time learning and have higher
options for the future, thereby increasing the likelihood of reaching what they
The related studies and literature stated above provide the researchers with
factual support that is essential to the conducted research. These are strong points
about the reasons for and preparation for pursuing an education course. The
researchers can use and develop these results after having a critical analysis of
the findings so that they can be applied to their study and come to a much better
conclusion.
15
Chapter 3
RESEARCH METHODOLOGY
Research Design
of the particular phenomenon (Creswell, 2013). The focus of this study is the
themes: The reasons for the informants and the preparations made by the
informants.
Research Environment
The study was conducted at the University of Cebu – Main Campus, Senior
High School Department located along J. Alcantara St., Urgello, Cebu City. It was
founded by Atty. Agustin Go way back 2016. The Senior High School Department
offers different strands specifically STEM, HUMSS, GAS, TVL, ABM, Arts and
Design, and Cookery. Approximately, there are 6,000 students enrolled in different
strands, both in the morning and afternoon shifts for the school year 2019-2020.
Research Informants
16
The informants were selected from students of the HUMSS strand, which
is in line with the education course. The selected students were those who wanted
to take up an education course in the future. The researchers asked the HUMSS
students if they had any known classmates who would like to pursue an education
In this study, the snowball sampling technique was adopted, which is a non-
depends on recommendations from a desirable informant chosen for the study and
each informant is asked to give referrals for other possible informants. The
rationale for selecting this approach was that the researchers were deriving
Research Instrument
ended questions. The questions were related to the study, which are the reasons
comparable data. A recorder application in the phone was also needed to record
the answer of the informants and provide clear transcribed data used in data
analysis.
permission to allow the researchers to interview the selected informants. When the
transmittal letter was already signed, the researchers informed the informants.
With the signed informed consent from the informants and their permission, the
The data gatherers concluded that nine willing HUMSS students who will
appropriate manner was observed during the interview session. The phone was
the device used in gathering the recordings from the interview that was useful in
analyzing and interpreting data. The interview lasted approximately ten minutes.
to a set of texts, such as interview transcripts. This method allows the researchers
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the data gathered from the
Department.
I. Social Influence
A. Influenced by Teachers
A. Influenced by Family
B. Parent’s Choice
B. Aspiration
A. Compensation Package
19
V. Personal Preparations
A. Development of Self-esteem
B. Study Hard
The researchers were able to extract six themes from the data gathered.
The themes are (1) Social Influence (2) Family Influence (3) Personal Factors (4)
Each theme is supported by 1-2 statements and is evident in the nine informants
of the study.
Presentation of Themes
I. Social Influence
steps in life. Inspired by the teachers implies that individuals alter their decisions
by the performance of teachers, which affects their judgment that somehow serves
informants said:
inspiration they can get from the teachers. The teacher's performance in the
characteristics of a teacher affect the student's growth in class and serve as their
role model.
Many young people are uneducated for some reason caused by poverty.
The students that are least likely to succeed in school come disproportionately
from low socio-economic status; helping those students who struggled the most in
school will help them in achieving their desired goals (Johannessen, 2004). As one
or the less fortunate ones made the informants' desire to educate them.
impact on their behavior and choices in life. Parents would have some point of
influence over a child’s career choices. If children or students are treated as if their
opinions matter, they are more open to their parent’s thoughts and possibly take
A. Inspired by Family
perception of their family. Through this, a child follows the path of their family. This
parents or relatives may serve as their model; they help the students to distinguish
themselves from what choices they will make (Sjaastad, 2011). As one of the
informants said:
the inspiration they can acquire by observing their relatives do their job. Thus, they
B. Parent’s Choice
22
their child's decision making. Students are greatly affected by the influence of their
parents because of the uncertain decision about their career. The insights of
parents are more powerful than the perception of children themselves (Chope,
The statement above implies that the parent's involvement in the informants'
decision making can influence their choice of career. It made an impact on the
decision of the informant and became one of the reasons why the informant plans
Personal factors imply one's own thinking which greatly affects their
experiences that has a great impact on their career decision making (Lim, 2010).
The students want to pursue education because of some benefits that they
might gain. There are beneficial reasons as to why students want to pursue
education. Job schedule is one of the benefits of being a teacher because there
are better working hours and weekends. The teaching profession has fewer
working hours than other occupations. It provides the teachers enough time to
spend with family, relax, and pursue other interests. Teachers mostly enjoy a lot
23
of vacations and with steady pay as well (Startz, 2019). As one of the informants
said:
underlying benefits it may give, particularly the comfortable benefits. The working
informant assumed that because of the job schedule a teacher has, there are
moments that they can relax. In line with the Extrinsic Motivation Theory (1985)
which states that a person is driven to do such work because of the underlying
B. Aspiration
this case, the students considered their own choices and recognized certain
informants said:
informants' passion considering they still want to pursue the Education course
as they grow up. As the informants stated, they desire to teach as this was their
that they specialized in a particular skill. The students desired to become a teacher
because they consider their strengths to belong to this kind of field. This will guide
the person in choosing a career (Andrea, 2008). As one of the informants said:
One of the factors that affect the student's decision to pursue an educational
education course because they assume that their capabilities and personalities will
fit into this course. In line with the Self-efficacy Theory (1998), the informants were
able to visualize that the abilities and skills they have are definitely fitted with the
profession and thus, they believe that they could achieve this specific goal because
income or finances. Many people desire to adopt a career that could provide them
a sound foundation for a better standard of living. The students considered some
external factors which affect their decision in pursuing an education course. These
25
A. Compensation Package
receives for doing their job. It is one of the basic reasons for employees to seek
employment. Students take into account the external factors that can motivate
them to do their work. These factors are the working conditions, long summer
As mentioned above, teachers are one of the professions that are highly in
demand and the idea of earning a high salary affects the students' perception of
teacher will give them the privilege to work abroad, that they can easily apply for a
job, and they are well-paid within this profession. With regards to the Extrinsic
may offer.
V. Personal Preparation
26
oneself for the future. Students who want to pursue their desired course are
required or in need to prepare, train their skills to its utmost and as well as having
and provides them opportunities to develop and deliver effective teaching skills
and learn the essential elements of a successful teaching career (Gilbreath, 2017).
A. Development of Self-esteem
capability in learning and perform well in school. Having low self-esteem can
decrease a student's desire to learn and does affect the performance of the
to continue reaching what they aimed. Having high self-esteem is one of the skills
that a teacher holds. Being confident and proud in front of many people will help
them prepare themselves for acquiring the teaching profession. In relation to the
Self-efficacy Theory (1998), having the belief of being capable of doing or carrying
27
explicit goal.
B. Study Hard
Studying is vital in preparation for the future. Studying hard refers to a student
that pays a lot of effort in studying at school. Efficient studying is one of the needed
the skills one may need. School provides knowledge. If one will study hard,
choosing career fields will be easy. In pursuing a career, one must work for it; and
attention to the school works. It means giving efforts and being focused on
writing. For effective teaching, a teacher needs to be highly skilled in all these
areas to teach by the ability and capability of the students. Teachers need to adopt
improve and enhance their verbal speaking for them to become a better future
student more willing to choose tasks where they already feel confident of
succeeding, in this aspect, the informants have the will and attempted to try
to be put in action and increase the engagement of the student towards the chosen
career. Having a better understanding of the teaching aspect, students can easily
envision how they fit successfully into that profession. The students will be able to
set realistic goals for themselves and pursue them knowing the preparation they
will need for a specific career (Mangope, Mongwaketse, Dinama, and Kuyini,
2018).
with the said profession. There are several factors for a student to prepare for their
and goals for their course. Additionally, they need to know the benefits they can
attain for their future career (Ciarocco, 2017). As one of the informants said:
Gathering information about the course will give knowledge and awareness to the
exploration of the course will give them a broader view of the said profession.
professors teach them. Classroom Observation explores the pivotal role of lesson
confidence and skills are acknowledged. The teaching skills of the informants are
teacher.
31
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and
Summary of Findings
Based on the presented and gathered data, the researchers found out the
reasons why students want to pursue an education course and their preparation.
The reason why students want to pursue an education course is that they
are inspired by the people around them, influencing them to take such courses.
Students find the course beneficial in various aspects such that, this course offers
well as their public communication skills. Students also obtain effective teaching
Conclusion
Based on the findings, the study revealed that there are various reasons
why students want to pursue an education course; and it is not simple for them to
make such a decision as it has plenty of factors that can affect their determination.
while preparing for their future careers. It takes courage to pursue a course and
Recommendation
recommended:
• Teachers may help the students in developing their skills and teach them
• Future researchers may have an idea to start their future studies that relate
to the HUMSS students. They may use this study as a guide or basis for
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40
APPENDIX A
UNIVERSITY OF CEBU
Senior High School
J. Alcantara St., Cebu City
Dear Sir:
Good day!
We the Grade 11- 1A Providence senior high school student from Accounting Business
Management (ABM) who is acting as the group representative and is currently working on
their research entitled “Perception on Pursuing Education Degree of HUMMS Major”. This
study when finished will serve as a partial fulfillment of the requirements for the Practical
Research 2.
In line with this, we humbly ask your permission to administer the survey of the study for
this qualitative study. The participants will be the Grade 12 HUMMS students of University
of Cebu Private. The result would substantially suffice and help us understand the
relationship between the two non-experimental variables. Furthermore, any information
obtained from the participants are treated with high confidentiality and only used for
research-related purposes.
We are looking forward to your favorable response with regard to this matter. Thank you
for your support.
Sincerely yours,
Noted:
Approved by:
APPENDIX B
INFORMED CONSENT
There are no foreseen risks and discomforts with regards to this study.
You could benefit in the study in a way that it serves as a motivation and your
preparation matter as you gradually reach the degree. As for our part, we'll be able
to collect data from reliable sources, such as you, and we will be guaranteed in a
way that we are not making everything up.
Voluntary Participation
Your participation in this study is completely voluntary and you may choose to stop
participating at any time. The researchers will respect your decision and will not
ask further questions.
You can stop participating in the study at any time, for any reason, if you so decide.
Your decision to stop participating will not affect your relationship with the
researcher, University of Cebu, or other groups associated with this project. In the
event that you withdraw from the study, all associated data collected will be
immediately destroyed whenever possible.
Confidentiality
Audio recorder will be used to ensure accuracy and fidelity of the responses given.
Any information obtained from you will remain highly confidential and will be used
for researcher purposes only.
Contact Information
Researcher:
Email:
Contact Number:
Signature:
By signing below, you are granting your voluntary assent to participate in the
above- described research study.
Please be aware that by signing this assent form is not sufficient to participate in
this research study. You must ALSO have a parent/guardian sign the parental
consent form and return to the researcher.
APPENDIX C
Interview Guide
No._________
I.Reason/s
A. Why do you want to pursue education degree?
(Nganong ganahan ka mukuha ug kurso nga education?)
B. What are the factors that affect your decisions?
(Unsay mga butang nga nakaapekto sa imong desisyon?)
C. What are your motivations?
(Unsay mga butang nga nakahatag nimug motivations?)
II.Preparation/s
A. What preparations did you make?
(Unsa nga pagpangandam imu gibuhat?)
B. What challenges did you encounter in your preparation?
(Unsay mga kalisod nga imu naagian sa imong preparasyon?)
C. What are your coping strategies?
(Giunsa nmu paglutas sa problema?)
44
APPENDIX D
TRANSCRIPTION AND CODING TABLE
Informant no. 1
education karon.
26 So, karon magtarong nakog skwela Study Hard
27 R2: So, as of now diba HUMSS man ka?
28 So sure jud ko nga nanay mga unsa na factors nga
maka help nimo ig ka future
29 like unsa may imong mga preparations nga nahimo
nimo sa inyong classroom,
30 for example like makahelp nimo in the future?
31 KI: Ah preparations, so kuan kanang mapadevelop Development of
nako sakong mga sakong confidence diri sa Self-esteem
HUMSS
32 kay more on speaking ing ana, so tungod ana Public
murag mas na develop nako akong confidence or Communication
akong public speaking kay dapat mag atubang sad Development
kog mga students in the future,
33 nya tungod sa HUMSS murag maka prepare ko
para sa akong future puhon.
34 R: Nya unsa say, diba daghan man strands noh?
35 Unsay naa sa HUMSS nga murag maong tool siya
nga mahimo kang teacher,
46
situation?
43 KI: kanang murag more on akong storyaan akong
mga ka groupmates na dapat molihok sad sila
44 so kung di sad gyud sila molihok kay ako nalay ma
ningkamot.
45 R: So, with regards sa kanang pag pursue nimog
education, unsa pay lain nimong problema
46 nga murag imong makit an puhon or karon nga
imong masugatan as a teacher? Or sa mga mo
pursue ug teacher?
47 KI: Kuan kanang maybe murag kuan ra ang akong
pagka mauwawon ra.
48 R: So, unsaon man nimo pag cope sa kana nga
problema?
49 KI: Ah, kuan, more on dapat moparticipate kung Public
maayo sa kanang mga kuan mga oral recitation or Communication
kanang mga speak, mag storya storya sa Development
atubangan para ma build sad akong confidence.
50 R: Nya effective raman kaha na nga as a tool nga
imong gigamit? Ni improve naba or unsa?
51 KI: Oh effective raman kay sauna nga murag
mauwaw jud ko
52 nga maputol putol jud ako storya, karon kay di na
kaayo kay naanad naman.
53 R: So, unsa kanang, nakay lain message sa mga
HUMSS students na ganahan sad mo
47
Informant no. 2
Informant no. 3
50
nakuan nasad ko
12 kay lagi akong mga tita puros mga teacher, akong Inspired by
mga tito mga teacher ug mga principal so murag Family
ganahan sad sila nga ma same field ko ato nila.
13 R:So nganong na change imong decision?
14 KI: Na change siya ang-ang kay kapoy kaayo
magmaestra gali as akong nakita especially
15 sa public kay mga maestra kanang sig storya every
room
16 nya nay mga estudyante nga dili kaayo maminaw
17 nya gamay ra kay ang sweldo nga makuha gali,
18 so which is mura kog na-unfairan kay grabe kaayo
ang effort but less ang salary nga akong makuha
19 so mao to gusto ko magcustoms kay chill siya nya
ganahan ko.
20 R: sure najud ka magmaestra ka bisag gipugos
raka? Para nimo mao najud ang imong kwaon?
51
Informant no. 4
Informant no.5
Informant no. 6
28 KI: Oo education
29 R: What are your other inspirations in pursuing an
education course?
30 KI: Akong inspiration kay kanang akong mama kay Inspired by
basta makakita ko bisan gikapoy na siya maghimo family
ug lesson plan kay murag kanang taga-uli niya
kay malipay siya mo storya nako na kanang
nakapasar iyang mga estudyante sa test
31 nga mo ana siya nga iyang estudyante
32 pagsauna kay karon graduate na sa UP murag
makaingon ka ba nga Wow!
33 Nindot man diay na magteacher kay makainspire
ka kanang lain bata labi na kung tarong sad ka nga
teacher.
34 R: What preparations did you make?
35 KI: Ang preparations nga gi make nako kay
kanang(pause)
36 karon (laugh) nag skwela ko. karon sa HUMSS
nga strand.
37 R: Sa inyong classroom, unsa man imohang like
murag maingon nimo ba na ma use nimo sa
future?
38 KI: Kuan ang kanang ma use nako sa future kay
PREPARATIONS
Informant no. 7
Line Statement Subtheme
No.
1 R: Good morning! I’m from Grade 11 ABM 1A and
we conduct a study about the
2 perception of HUMSS major in pursuing education
course
3 so pwede nako magstart ug question nimo?
4 KI: Yes
5 R: First, mangutana ko unsa imo strand?
6 KI: HUMSS
7 R: Grade?
8 KI: Grade 11
9 R: Grade 11, so unsay ganahan nimo kuhaon na
course inig college nimo?
10 KI: Teacher
11 R: First of all, mangutana lang ko kung unsay
imohang reason nganong ganahan ka mo pursue
og education?
REASONS
12 KI: first of all, ang first nakong reason ana kay like Compensation
sa income sad bitaw, dako og hatag na sweldo Package
13 tas akong nga relatives like teachers sad sila, like Inspired by
sila say ni motivate nako nga mag teacher Family
14 R: Then asa man ka makakita nila? Like sila imong
inspiration?
15 KI: like sa kanang balay or moadto ko sa ilaha like
mag tan-aw ko nila
16 nga mag himo og visual baron paras ilang klase
like ana like maka motivate sa akoa ba
17 R: ahh okay, next mangutana ko balik what are
your motivations?
18 KI: mao to sila, sila ang nag motivate nako ug
kanang syempre like
19 kanang naay mga teachers karon like sikat na Inspired by the
kaayo, labaw nanang mga teachers which is teachers
doctor na karon ug principal like makakita jud ka
nila as motivation sa imong pagtudlo nga ganahan
kay ka ma maestro
20 R: so mao nana imong motivation, sila, next
mangutana ko sa imong mga preparations,
21 so what preparations did you make?
60
26 KI: wala na
27 R: Okay next kay what challenges did you
encounter from your preparations?
28 KI: siguro like kay first, shy jud ko ba like dili kay
ko hilig mag socialize sa mga classmates na
29 like naa rakoy alone sa akoa ba like dili kay ko
maka encounter nila in ana
30 pero karon like naay motivation kay tungod ingon
ana ana naka socialize nako nila
31 R: lastly kay what are your coping strategies?
Unsa man imong mga strategies na gi buhat para
sa challenges nimo?
32 KI: siguro kuan lang jud i motivate nimo imong self
nga kaya ni nimo.. Laban ra in ana.
33 R: okay so other than that naa kay ganahan i share
sa amoang kung unsa pa imong perception
34 as a HUMSS major nga mo plano og take up og
education?
35 KI: Umm..siguro para nako kay kanang like dili
nimo bastabastahon ang degree nga teacher
36 kay kuan man gud maski teacher lang na dili na
sayonsayon kay lisod pud baya ang course.
37 R: Okay sige, thank you so much.
Informant no. 8
6 KI: Uhm first of all, hilig kog mga bata then I like to Assumed Field
teach pud kay sa amoa katong bata pako, akoy of
magtudlo sa akong mga manghud kung unsa Specialization
akong natun-an sa school nako.
7 R: Ah so ate diay ka miss. So uhm aside from that
miss unsa pa man ang imong reason
8 ngano makaingon jud ka nga mao na ang imong
REASONS
maayo sa atubangan og
21 kanang masako pajud gi Public
AR
PR
NS
EP
AT
IO
Informant no. 9
CURRICULUM VITAE
James P. Montes
Personal Background
Date of Birth: March 21, 2003
Place of Birth: Cebu City
Religion: Roman Catholic
Father’s Name: Mario O. Montes
Occupation: n/a
Mother’s Name: Annabel P. Montes
Occupation: Business Owner vk]8
Skills:
●Communication skill
●Leadership skills
●IT skills
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary school
Tudela Central School Address school: General, Tudela, Cebu
Graduated 2015
1st Honor
67
Personal Background
Date of Birth: October 10, 2002
Place of Birth:Cebu City
Religion: Born Again Christian
Father’s Name: Heracleo S. Villacencio
Occupation: King’s Quality Products Delivery
Mother’s Name: Emelyn R. Villacencio
Occupation: OFW
Skills
●Logical Skills
●Interpersonal Skills
●Management Skills
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary School
Basak Community School
Cabreros St. Basak San Nicolas
Graduated 2015
68
Kristina G. Baynosa
Brgy. Basak San Nicolas, Janssen Site, Cebu City
[email protected]
Mobile : 09661663556
Personal Background
Date of Birth: November 18, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Father’s Name: Jesus Baynosa
Occupation: Taxi Driver
Mother’s Name: Alejandra Baynosa
Occupation: Housewife
Skills:
•Excellent communication
•Active listener
•Thinks critically
Elementary school
Basak Community School
Cabreros St., Basak San Nicolas, Cebu City
Graduated 2015
69
Personal Background
Date of Birth: November,12, 2002
Place of Birth:Cebu City
Religion: Catholic
Father’s Nam: Roger Canales
Occupation: Sales Agent
Mother’s Name: Leololyn Canales
Occupation: House Wife
Skills
●Playing musical Instruments
●Drawing
●Dancing
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private Road
Accountancy and Business Management
Elementary School
University of Cebu - Main Campus
Sanciangko St., Cebu City
Graduated 2015
70
Personal Background
Date of Birth: October 8, 2002
Place of Birth:Cebu City
Religion:Roman Catholic
Father’s Name: Consorcio Gulbin Jr.
Occupation: Safety Supervisor
Mother’s Name: Jocelyn Gulbin
Occupation: Clerk
Skills
●Communication skills
●Active listening skills
●Management skills
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary School
Cebu Cherish School Inc.
Waling-Waling St., Cebu City
Graduated 2015
With Honors
71
Rhea C. Iran
Victor Village, Tres de Abril St., Brgy. Labangon, Cebu City
[email protected]
Mobile 09499876396
Personal Background
Date of Birth: April 3, 2003
Place of Birth: Maternity House, Osmeña Boulevard, Cebu City
Religion: Roman Catholic
Father’s Name: Randy S. Iran
Occupation: Technician
Mother’s Name:Teresa C. Iran
Occupation: Store owner
Skills:
●Customer service skills
●Listening skills
●Good computer skills
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary School
Tipolo Elementary School
Brgy. Tipolo, Mandaue City
Graduated 2015
72
Personal Background
Date of Birth: November 16, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Father’s Name: Ariel S. Lerio
Occupation: Employee
Mother’s Name: Roleen Y. Lerio
Occupation: n/a
Skills:
●Dancing
●Playing Flute
●Cooking Skills
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary school
University of the Visayas- Minglanilla Campus
Tiber, Minglanilla, Cebu
Graduated: 2015
Valedictorian
73
Personal Background
Date of Birth: May 19, 2003
Place of Birth: Poblacion, Sibonga, Cebu
Religion: Roman Catholic
Father’s Name: Renante Ramos
Occupation: Carpenter
Mother’s Name: Susana Ramos
Occupation: HouseWife
Skills
●Problem Solving
● Skills relating to Basic Math l
● Problem solving skill
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary School
Sabang Elementary School
Sabang, Sibonga, Cebu
Graduated 2015
1st honorable mention (3rd)
74
Personal Background
Date of Birth: December 3, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Father’s Name: Jason J. Camacho
Occupation: Hairdresser
Mother’s Name: Maria Fe S. Camacho
Occupation: Housewife
Skills
●Playing musical Instruments
●Numerical Skills
●Singing
Educational Background
Senior High School
University of Cebu - Main Campus Senior High School Department
J. Alcantara St., Cebu City Private road
Accountancy and Business Management
Elementary School
University of Cebu - Main Campus
Sanciangko St., Cebu City
Graduated 2015