The Relationship of Academic Achievement, Aptitude and Course Preference of High School Students

Abstract

Through the educational institution, an individual is molded and influenced to be an effective and useful citizen in the country. Education, therefore, 1s not only concerned with individual development but also with the national growth and development. But through the advent of modernization and industrialization, the educational institution 1s inevitably shaped by globalization. The effects of globalization are being manifested by the institution’s content and orientation. Globalization 1s evident on (1) the role of technology that affects the teaching methods, equipment and teaching aids, (2) the curriculum content, focus on research programs and institutional operations and lastly, (3) the privatization and commercialization of education. Despite these changes, the government is continually developing programs that cater to the interest of the youth. This globalization phenomenon is was supposed to offer people varied opportunities to alleviate their situation and the country’s dwindling economy. But instead, the perennial problem of unemployment, drop-out rates and out-of-school youth are still prevalent that make the situation quite alarming. It 1s, therefore, in this light, that the researcher focused her study. She believes that career decision making is a crucial stage for every individual. The courses or career, a person takes will definitely affect his/her future. Thus, this study aims to identify the factors and motives that affect the students in making their course preference. Specifically, this study wants to know the relationship between academic achievement and course choice of the students. Likewise, it also aims to identify if there is a relationship between aptitude and course preference of these students. Thus, this study has been guided by a conceptual framework that independent variables namely: academic achievement and aptitude, are related to the dependent variable which is the course preference of the students. Moreover, aside from these, factors and motives that, likewise, affect their course preference were also be identified. Based on related literature gathered, choosing an occupation requires a thoughtful study on different career options. Therefore, it 1s important to explore all the possibilities and assess carefully the person’s own interests and abilities. Theories of vocational development are made to better understand how individual make career choices and to guide them in the process. Furthermore, it was also evident that parental influence is the most significant factor that a student considers when making a career decision. The subjects of this study are 265 senior high school students of Bauan Technical High School in Bauan, Batangas City. Fourth year high school students were chosen because the researcher believes that they are the ones who will possibly pursue higher education after graduation and will later engage in career decision-making. Using a survey questionnaire, the researcher was able to identify the respondents’ course choice and the factors and motives behind the choices they have made. Furthermore, Grade Point Averages (GPA) and General Mental Ability Test (GMAT) results were also gathered. To identify the relationship of the academic achievement, aptitude and course preference of the respondents, chi-square test for independence was utilized. Academic matters, future plans, and activities, they participate in were identified in this study. Factors and motives behind the students’ career preferences were also identified. Based on the results, it was found out that majority of the respondents find their schoolwork as just right for them. They find their academic load as neither too easy nor too hard for them. On their preference of the subjects their currently taking, it was found out that those subjects that require mathematical computation and analysis do not appeal to them. They find Mathematics and Physics as difficult because these require analytical thinking especially in problem-solving. On the other hand, they like Values Education subject along with English subject. This is because these subjects are easy to understand and their practicality and relevance contribute to why these were preferred by the students. Students also joined some school activities. Majority of the respondents join an activity which requires compliance like Military Training. Thus, lack of volunteerism 1s evident among the respondents. On the other hand, leisure activities that appeal to them are those that revolve around entertainment and socialization. Thus, it is evident in their responses that being with friends, watching television and listening to the radio are their most favorite past times. Based on their responses, majority of the respondents have plans to go to college immediately after graduation, though some of them plan to work while studying. Unfortunately, some of them are being limited by their financial instability that results to limited choices on their careers. Some of them will already work instead of pursuing higher education. Using the Chi-square of Independence, the null hypothesis that there is no relationship between academic achievement and course preference of the students is accepted. This is because at .05 level of significance, x, = 4.2683 2 compared to x* = 12.59, is within the region of acceptance. The null hypothesis that there is no relationship between aptitude and course choice of the respondents is also accepted. The x, = 8.1 compare to x* = 12.59 is within the region of acceptance at .05 level of significance. With regards to the factors and motives behind their career choices, it was found out that aside from personal interest of the subjects, his/her immediate environment (family and peers) mainly influences their decision. On the other hand, motives such as greater chance for advancement, bigger income and availability of jobs influence the student’s career decision. Based on the results, it 1s evident that school counselors are not that influential on one’s decision of a career. It is, therefore, recommended that they improve their programs on career decision-making for the students if there 1s any and encourage the students to seek their help when making their choices. This 1s because assessment of the student’s interests and abilities to match with their chosen career 1s important to avoid dissatisfaction and failure in later life.