FACTORS INFLUENCING THE DECISION IN CHOOSING SCHOOLS OFFERING

ACCOUNTANCY PROGRAM OF GRADE-12 ABM STUDENTS

In partial fulfillment of the requirement in Accountancy Research

Submitted to;

Mr. Jerry C. Baguio, CPA, MBA

Dean, School of Accountancy

Ramon Magsaysay Memorial Colleges, Marble Inc.

Submitted by;

Jerome Belgira

April 2022
 CHAPTER 1

INTRODUCTION

Many factors can lead to a student deciding to go to college, especially in

choosing the best school for them or can be suitable to what they have now for entering

a college. Each year millions of students choose to attend higher education institutions.

Often unknown are the reasons why they choose the schools that they do. In the search

and choice stages, students responded consistently that the factors of campus location,

academic programs, class size, cost, hospitality/friendliness and campus size were

influential in making their college selections. (Urbanski, R., 2013)

Students choose the college that they ultimately attend for a number of different and

often personal reasons. They are influenced by many factors and these influences are

wide and varied. College choice is an important process on the way to college

matriculation. Understanding the motivators and influences of college choice can help

an institution establish more effective methods of influencing the choice decision.

Understanding education is universally recognized as the answer to socio-economic

problems of the world. Nations and individuals look up to education to provide a cure for

poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad

government, poor communication system, hunger and inadequate shelter among other

things. Thus, every nation of the world aspires toward quality of life and social status
through good decision-making in selecting career choices, especially students who are

about to pursue college. With these, students may form their action to recognize

schools upon the recognition while they are entering college or the decision to finish

their studies without the recognition of school. Individuals choose career planning to

pursue professional objectives, getting informed about upcoming opportunities, their

results and their timely evaluations in choosing the best institution that fits their

capabilities and skills. For many students, choosing a college or a major is a vital

decision determining their entire life plan, success, and professional career. The factors

affecting their choice such as the reputation of the college, location, cost,

socioeconomic status, student expectations, school size and many more might have

different weight in the choice of a major. The right career choice for the students

entering into professional education is critical, having a high impact on their professional

life and future achievement. This decision will therefore impart them throughout their

lives.

STATEMENT OF THE PROBLEM

This study aims to examine the factors influencing the decision in choosing

schools offering an accountancy program of Grade 12 ABM students.

 Specifically, it seeks to answer the following questions;

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

a. Age

b. Gender

c. Status

2. What factors influence the decision of students in choosing schools in terms of:

a. School Factor

b. Family Factor

c. Peer Factor

d. Student Factor

2. What extent do the Grade-12 ABM students perceive choosing an institution

offering an accountancy program as a degree course?

3. Is there a significant influence between factors that influence choosing schools

and the decision of Grade-12 ABM students?

STATEMENT OF RESEARCH HYPOTHESIS

In order to adequately evaluate the factors influencing the decision in choosing

schools offering an accountancy program of Grade 12 ABM students, the null

hypotheses are used as follows:

H0: The school, family, peer and student factor does not influence the decision of the

student in choosing school offering accountancy program..

H1: No proposed program can be conducted by the institution to address the problem in

student decision choosing schools offering accountancy program.

SCOPE AND DELIMITATION OF THE STUDY

This study focused on the answered questionnaire by the Grade 12

Accountancy, Business and Management (ABM) students of Koronadal National

Comprehensive High School. It pertains only to the selection of Accountancy, Business

and Management (ABM) students since in the first place this was choosen as strand to

pursue related accounting course.

SIGNIFICANCE OF THE STUDY

The study will benefit the following in different ways:

ABM Students - With this study, it helps student to do particular research on how they

select their best institution upon enrolling with the degree of BS Accountancy.
Peers and Family - They are one of the factor that affect the decision of a student in

choosing schools entering college and it could help them to be more responsible to

inspire them what’s the best strategy to choose schools of the student.

Colleges and University Schools - Colleges and universities can also use this

information to strengthen areas that need improvement or to meet its mission, vision,

goals, and objectives.

DEFINITION OF TERMS

Grade 12 ABM students - Affected by a K-12 curriculum here in the Philippines and

they are the graduating students of their high school life that supposedly the last stage

of high school and a career option if they are proceeding college or not.

Accountancy Program - A four-year college course who wants to pursue in accounting

or to become a Certified Public Accountant.

Schools - It is an institution where students are being learned by their teacher or

professor in a college and where courses are intact to be chosen as their career choice.

College - The next stage after graduating a Senior High School or Alternative Learning

Schools embodied by a Department of Education.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Nowadays students are more careful regarding HEIs selection (Beneke and

Human, 2010; Aydin, 2015; Aydin and Bayir, 2016). The reason for choosing a specific

institution over another is based on the characteristics of that institution (Manoku, 2015),

starting from reputation built over time (Agrey and Lampadan, 2014), cultural values and

the environment in which the HEI is placed in, as well as the aspects connected to the

student, such as his own interest regarding the degree course, his ability to attend it or

family advices (Proboyo and Soedarsono, 2015). It is fundamental that the HEI

managers are aware of the factors that influence students during HEI selection (Aydin,

2015; Rudhumbu et al., 2017), mainly for allowing those to use information in order to

develop marketing strategies to attract students with the desired characteristics

(Manoku, 2015; Wiese et al., 2010).

1.1 School Factor

Braxton (2017) states that the first stage, predisposition, refers to a student’s

decision to attend a post-secondary institution. This stage includes a student’s goals

and aspirations to be achieved by pursuing higher education. The search stage is

characterized by a student gaining knowledge and information about the benefits and

services from an institution and how closely they are matched to his or her own
educational goals or needs. It is where all features of an institution are carefully

considered.

Braxton (2017) states various characteristics about prospective students have been

associated with the type of institution chosen. These factors are described below in

more detail:

Location. Where an institution is located is a significant influence for prospective

students. Closeness to home, the attractiveness of the city and the city’s size are

important factors.

Cost. The entire cost of attendance including tuition, living and other expenses

are important factors. Students, like most consumers, want value for the money they

spend. Students are debt-adverse. Many students are influenced by the ability to work

part-time while attending college. Low cost and the resulting savings are also important

to students, as is the availability of financial aid. Having a scholarship program

influences students to attend an institution.

Image and Reputation. High on a student’s influence list is a college’s image or

reputation. Students want to attend an institution that has a positive image and one with

name recognition. Also important are the reputation of the academic and support

programs and what alumni had accomplished in their work.

Characteristics. The characteristics of an institution are important on an

individual level to students. These qualities can be loosely organized in groups of

institutional characteristics like class size, academic programs, and campus safety.

Another set of themes can include those that relate to a student on a psychological or

attitudinal level. Examples of these factors might be a perceived fun environment and

friendly and supportive students. Another group of themes considers the aesthetic

features including campus beauty and unique architecture. Also on this list of influences

are job placement and graduate success. These areas of influence have many variables

that are unique or mean a great deal to students on a personal basis.

Institutional characteristics tend to focus on selectivity (Hossler & Litten, 2013)

and college rankings (Monks & Ehrenberg, 2017). The distinctiveness of one institution

to the next is what tends to make the college choice process so complex (Litten, 2013).

While the cost of an institution plays a role in the characteristics of an institution (Avery

& Hoxby, 2016), selective institutions are more adept to meeting the two selective

institution criteria of admission rate and applicant quality (Hossler & Litten, 2013).

Though they have their criticisms, institutions still use rankings by groups such as US

News & World Report as selling points in their recruitment brochures (Monks &

Ehrenberg, 2017).

Quality. Institutions cannot underestimate the importance of quality and the

critical need to recognize and promote it. Quality of instruction, faculty, facilities, and the

student community are all significant factors that influence student college choice.
Increasingly, an institution’s web site was noted as an important and influential source

of information for students..Other characteristics influencing college choice include

academic programs, tuition costs, financial aid, academic reputation or image, location,

size, and social atmosphere. Students are also influenced by state scholarship policies

and the availability of wide institution choice in a specific geographical area (Braxton,

2017).

1.2 Family factor

Parents possess the greatest influence in a student's decision to attend college.

Parents who consistently encourage their children to further their education help

determine the likelihood of a student entering college (Noss ler, 2014; Weiler, 2014). In

a study by Stage and Rushin (2013), parental encouragement directly and indirectly

influenced student goal commitment. Parents influenced both aspirations and plans. To

some degree, parental socioeconomic status and combined parental income and

education levels were additional indicators of influence on potential students (Murphy,

2014; Schwartz, 2015).

Other people play an important part in students’ college choice. Most often mentioned

are parents who related their experiences or desires to the students. This

communication often follows the importance of institutional location and the hope to

maintain close family ties (Braxton, 2017).

 Family socioeconomic status is related to the perceived quality of the institution

students apply to and attend. Cost associated with the institution does not appear to be

related to family socioeconomic status (Braxton, 2017).

The educational level of students’ parents and parental encouragement to attend

college appears to influence the type of college students select (Braxton, 2017).

The influence of family includes parental educational background (Litten, 2013)

and parental involvement in the college choice process (Bouse & Hossler, 2014). The

parental educational background plays the most significant role in shaping the decision

of students in the college choice process. It not only correlates with greater usage of

college guidebooks and campus visits (Litten, 2013), but also influences where students

seek expertise in the process (Hossler & Foley, 2015). Early involvement from parents

in the college choice process tends to increase the likelihood of enrollment in college

(Bouse & Hossler, 2014), and if that parent is an alumnus of a particular school, it

increases the student’s probability of attending the same institution (Avery & Hoxby,

2016).

Though college choice models look at a comprehensive view of the factors

influencing a student’s decision, one emergent theme is the role of the family in the

choice process. Litten (2013) found that although there are several influences to a

student’s choice of college, the parental education background played the most

significant role in shaping the conduct of students in the college choice process. “Higher
levels of parental education led to substantially greater incidence of usage of

commercial guidebooks and visits to campus” (2013, p. 394). Further, the level of

parental education had a strong influence on where their children sought expertise in

the search process. However, use of commercial guidebooks may not necessarily be a

deciding factor on a student’s choice. “There is some reason to question why

guidebooks and ratings have received so much attention in recent years in light of their

limited impact on the decisions of students and parents” (Hossler & Foley, 2015, p. 29).

Regardless, they are still a resource that can be of assistance and students are often

encouraged to utilize them as a resource in the choice process.

Related to education attainment, the role of a family alumnus plays a strong role

in the choice process. A student who has “a father or sibling who attended the college

greatly increases a student’s own probability of attending it” (Avery & Hoxby, 2016, p.

263). This alumnus effect has a significant impact on the probability of matriculation with

a 70 percent increase if a father attends and a 90 percent increase if a sibling attends.

This can be a reflection of shared family values or even family allegiance to a particular

institution (Avery & Hoxby, 2016).

The parental involvement in student choice can be critical in the role of family.

Bouse and Hossler (2014) found that parents must be involved early in any process

designed to increase enrollments. The early involvement prevents the parents from

feeling like an outsider in the process and provides a sense of inclusion in their child’s
decision. Reynolds (2013) reported that parents go through a similar process as their

children during the selection process and define their attitudes similarly to their children.

She even warns admission officers to be cognizant of the way they treat parents

because of their influence on the choice process. Thomas indicates that “parents

winnowed the college choice set down to six key characteristics of importance: campus

safety, location, costs of college, area of interest or program area, campus size, and

campus environment” (2013, p. 157). Degree offerings and selectivity were deemed as

factors related to an institutional reputation. Regardless, the ability of the student tends

to influence the level and quality of parental involvement (Cabrera & La Nasa, 2014).

With community college students, in particular, the communication methods of the

institution play a role in the level of involvement by the parents of community college

students.

1.3. Peer factor

Noss ler (2014) reports that friends can be almost as important as parents in the

decision to attend college. Student preferences are sensitive to peer opinions and the

need to maintain a sense of social belonging (Zemsky & Oedel, 2013).

Friends are also a strong influence. Some students choose to attend the same college

and maintain friendships that have developed over the years. Both parents and friends
appear to have greater significance in college choice than other individuals such as high

school counselors and teacher (Braxton, 2017).

Peer influence takes a broader look at both student peer groups (Kealy & Rockel,

2017; Kelpe Kern, 2015), as well as individual groups to which students chose to

associate with (Burleson, 2018; Johnson & Stewart, 2013). While some literature

supports the influence of a student’s peer group on their perception of college quality

(Kealy & Rockel, 2017). Kelpe Kern’s (2015) study indicated that students did not see

peer college attendance as a motivation for attending college. However, looking at more

specific groups of peers, Burleson (2018) discusses the importance of a gay-friendly

campus for the college choice decision of members of the gay, lesbian, bisexual,

transgender, or queer (GLBTQ) community.

Although the evidence shows the clear influence of family, it would be expected

that peers also influence institutional choice. However, research is somewhat

inconsistent in this arena. Kealy and Rockel (2017) show that “the student’s peer group

of high school students is highly influential across all dimensions of perceived college

quality (p. 689). Perhaps the best way to interpret these two findings is to say that peers

have influence on a student’s perception of college quality, but do not go as far as

having a direct influence on institutional choice. In other words, peers serve as an

influence to one of the many factors that comprise college choice. Perhaps the most

contrary finding to the influence of peers came from Kelpe Kern’s (2015) study on
college choice influences. She notes that “participants indicated that going to college

because of friends were going was not a motivating factor (77.6% responded disagree

or disagree strongly to the statement, ‘I am attending college because my friends are

going to college’)” (2015, p. 492). If we broaden the definition of what a peer group is,

then there are a few other ways of looking at peer influence on college choice. In

looking at peers in the context of a shared experience, the gay, lesbian, bisexual,

transgender, or queer (GLBTQ) community was described by Burleson (2018) as a

community that doesn’t consider a gay-friendly campus as the most important factor in

deciding where to go, but does take into consideration the overall campus climate when

selecting a school. In other words, the climate of the LGBTQ community plays a factor

in whether a student chooses to include an institution in their short list of options for

college. The other non-traditional peer group could include guidance staff. Counselors,

as familiar voices of authority, often provide insight into the choice decisions of their

students.

1.4. Student factor

Student academic ability is another characteristic associated with college choice,

as is the likelihood to attend an out-of-state institutio (Braxton, 2017).

The reason for choosing a specific institution over another is based on the

characteristics of that institution (Manoku, 2015), starting from reputation built over time
(Agrey and Lampadan, 2014), cultural values and the environment in which the HEI is

placed in, as well as the aspects connected to the student, such as his own interest

regarding the degree course, his ability to attend it or family advices (Proboyo and

Soedarsono, 2015).

Goodman et al. (2015) indicate there are many factors that the economic model does

not refer to. Those factors are related to the fact that, on one hand, the HEI selection

comprise the existence of a large number of institutions, each with several attributes,

and the students’ preferences regarding institution registration and the institution

attributes are heterogeneous; and on the other hand, students have precise information

about HEI potential. Sociological model has its focus in the cultural and social aspects

(Aydin, 2015), and sustains that sociological variable such as gender, academic

capacity, sociological status, school context and other people opinions are the main

factors that influence students in HEI selection (Mustafa et al., 2018).

Çokgezen (2014) claims that students do not only have expectations regarding

educational experience, as clean and safe HEI, with cultural, sport and social activities,

or high-quality teaching with good administrative services, but also expect return in the

form of good income and high social position after graduation. This means that in the

HEI evaluation moment, students have in mind the prospects of having a good job in the

future. Çokgezen (2014) he claims the student is inclined to compare future

perspectives and the institution services with the costs of education process;
considering cost (fees) as a major factor. Therefore, if HEI offers high quality services, it

will be chosen by future students over others.

 CHAPTER 3

METHODOLOGY

The chapter explains various methodology that were used in gathering data and

analysis which are relevant to the research. The methodologies will include areas such

as the research design, research locale, respondents of the study, sampling size and

sampling technique, research instruments, reliability and validity of questionnaires,

rating scale on the survey questionnaire, data gathering procedure, data analysis and

statistical treatment of the study.

RESEARCH DESIGN

According to Grey (2014), the research design sets the procedure on the

required data, the methods to be applied to collect and analyze this data, and how all of

this is going to answer the research question. The research investigated the factors

influencing the decision in choosing schools offering accountancy program of Grade 12

ABM students.
 In this research, survey was used because it involves respondents and

questionnaires to provide quantitative answers to the problems related to the questions

given, by searching for the necessary information. A survey consists of a predetermined

set of questions that is given to a sample. The study aims to identify the factors

influencing the decision in choosing schools offering accountancy program of Grade 12

ABM students. Therefore, this design is Descriptive Correlational design to describe the

relationship among variables rather than to infer cause and effect relationships.

RESEARCH LOCALE

The study will be conducted in the premises of the City of Koronadal where the

subject or proponent in the research will be located.

RESPONDENTS OF THE STUDY

The respondents of this study are the Grade 12 ABM students of Koronadal

National Comprehensive High School (KNCHS).

SAMPLING SIZE AND SAMPLING TECHNIQUE

 Sampling means choosing a specific collection from the entire population and it is

basically divided into two groupings, ie., probability sampling and non-probability

sampling. They both are similar to each other in a way on the other hand in actual they

are different to each other as in the probability sampling method, each and every

individual gets a fair- minded chance of assortment which is not possible in the case of

non- probability sampling. Moreover, probability sampling is an inspection procedure, in

which the themes of the population get an equivalent chance to be chosen as a

representative test. (Tourangeau, R, 2013).

The first stage in the sampling process is to clearly define the target population.

Population is commonly related to the number of people living in a particular country.

The second stage is to select a sampling frame from which the sample will be drawn.

The sampling frame must be representative of the population and the last stage is to

choose sampling technique, a systematic sampling where every nth case after a

random start is selected. Since the population can be identify the overall number, the

study uses sloven formula.

RESEARCH INSTRUMENT
 The instrument used was a researcher-made questionnaire checklist to gather

the needed data for the students’ profile and thoughts. The draft of the questionnaire

was drawn out based on the researcher's readings, previous studies, professional

literature, published and unpublished thesis relevant to the study. In the preparation of

the instrument, the requirements in designing a good data collection instrument were

considered. For instance, the student should answer the statement about factors

influence the decision of students in choosing schools in terms of schools, family, peer

or student factor and the program can be proposed to address the problem.

RELIABILITY AND VALIDITY OF QUESTIONNAIRES

Validity of questionnaires would be the respondents who complete

questionnaires do so accurately, honestly and correctly and those who fail to return the

questionnaires would have given the same distributions of answers as did the

returnees. The question of accuracy can be checked by means of intensive checking

and drafting and the teacher assigned should have an approval before releasing it to the

respondents. The questionnaire that will be used could be valid as a basis through the

last study conducted not specifically the action of the research. As a validity of the

questionnaires, it should have experts or panelists who check and approve before using
it. If in case the questionnaire is difficult to answer by the respondents, the researcher

should initially conduct 50% of the respondents to observe that this questionnaire is

appropriate to distribute for correctly and if in case there's an error, automatically revise

the questionnaire.

RATING SCALE ON THE SURVEY QUESTIONNAIRE

The survey questionnaire uses likert scale to identify the problem and solve for

solution.

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

DATA GATHERING PROCEDURE

The researcher gives time and effort in developing questionnaires with explicit

words so as to serve to its intended respondents. The survey being implemented was

done using suitable questions modified from related research and individual questions

formed by the researchers. The mode of gathering data is through online or will be

using a google form since no face-to-face classes. The data gathered from this research
instrument were collected and organized according to answers responded by the

participants.

STATISTICAL TREATMENT OF THE STUDY

As a researcher, the purpose of researching my topic can be realized through the

analysis of the data I have collected. In order to begin the data analysis process I will

reduce my data into a format that can be easily analyzed. The research is a quantitative

data as a systematic approach of investigation during collecting, measuring and

counting attribute (ie. quantities) of numerical data. It often answers the questions

"what"

and "how" about a particular situation or event.

As soon as the researchers gathered the data, they were compiled, sorted,

organized and tabulated. They were subject to statistical treatment in order to answer

the questions proposed in the study. The statistical tools employed were the frequency

distribution, percentage, ordinal scale and weighted mean.

RECOMMENDATION
 By better understanding customer behavior and assessing marketing outcomes,

colleges can improve their systematic marketing practices thus creating greater

efficiency and effectiveness.

A clear understanding of what influences student college choice can greatly

assist with the expensive and time consuming task of college marketing and recruitment

activities. In addition, knowledge of why students choose the college that they do can

help create effective and efficient recruitment activities. This, in turn, will attract students

that will benefit and succeed at the institution(urbanski, 2000)

The key for institutions is to learn about these influences and use them to assist and

improve the college or university. One local community college could benefit a great

deal from this recruitment-oriented information.

CHAPTER IV

RESULTS AND DISCUSSION

Introduction

This chapter contains detailed presentation and discussion of data analysis and

the results of this study. The findings are presented under the following major headings:

demographic of respondents in terms of Age, Gender and Status; factors influencing the

student’s decision in terms of choosing school; the extent of Grade-12 ABM students

perceive choosing an institution; and the significant influence between factors that

influence choosing schools and the decision of Grade-12 ABM students.

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