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Factors Influencing Humanities and Social Science Students' Choice of College Courses Outside the Humanities and Social Science Strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus A Research Paper Presented to Ms. Rovegine Q. Cantong, LPT. Faculty, Senior High School St. Ignatius Technical Institute of Business and Arts Inc. In Partial Fulfillment of the Subject Requirements for PRACTICAL RESEARCH ll First Semester. SY 2026-2027 By: Cruz, Jack Wilter Nacis, Jay R. Ortiz, King N. Redado, John Edison L. Terrones, Kenneth Asunsion, Ella Louise A. Mercado, Nikki A. Milca, Shaira Gail N. Olaviaga, Jamella D. Padayao, Princess Agnes B. Pagsibigan, Khate Rocel G. Tomazar, Roselyn Isidro CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Choosing a college course is one of the most significant decisions that senior high school students make, as it greatly influences their future careers, personal growth, and professional opportunities. To help students prepare for higher education, the Philippine K to 12 curriculum introduced different Senior High (SHS) strands that are designed to align with students' interests, abilities, Schooland intended college programs. One of these strands is the Humanities and Social Sciences (HUMSS) strand, which prepares students for careers in education, communication, psychology, political science, public administration, journalism, law, and other fields related to the social sciences and humanities. Despite the purpose of the SHS curriculum to promote strand-to-course alignment, many Humanities and Social Science students choose college courses that are outside the Humanities and Social Science strand. Instead of pursuing programs traditionally associated with HUMSS, some students decide to enroll in business, information technology, engineering, hospitality management, medical, or other non-HUMSS-related courses. This growing trend suggests that students' college decisions are influenced by factors beyond the academic strand they selected during senior high school. The decision to pursue a college course outside one's academic strand is shaped by various personal, social, and economic factors. Personal interests, skills, career aspirations, and self-confidence often influence students to explore different fields of study. Likewise, parents, family members, friends, teachers, and guidance counselors can significantly affect students' career choices through advice, expectations, and encouragement. Economic considerations, including scholarship opportunities, tuition costs, employment prospects, job security, and expected salary, also play an important role in determining the college programs students eventually pursue. Previous studies have shown that the mismatch between senior high school strands and college courses is becoming increasingly common among Filipino students. Research has identified personal interests, family influence, financial considerations, and perceived career opportunities as major reasons why students choose courses outside their academic strand. However, despite the growing body of literature on strand-course alignment, limited studies have focused specifically on Humanities and Social Science students who pursue non-HUMSS-related college courses, particularly within private educational institutions such as St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. This gap highlights the need to better understand the reasons behind these decisions in order to improve career guidance and educational planning. Therefore, this study aims to determine the factors influencing Humanities and Social Science students' choice of college courses outside the Humanities and Social Science strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Specifically, the study examines the influence of personal, social, and economic factors on students' college course choices and identifies which among these factors has the greatest impact on their decision-making. The findings of this study are expected to provide valuable information for school administrators, guidance counselors, teachers, parents, and students in strengthening career guidance programs and supporting learners in making informed academic and career decisions that align with their goals, interests, and future aspirations. Background of the Study . According to Malaguial, et.al. choosing a senior high school strand is one of the most challenging decisions that junior high school students will have to face. Many students struggles in choosing college courses due to mismatched tracks. The study aimed to help students decide on their future senior high school strand by knowing the factors’ influence levels and their relationship with their decision. For many Senior High School students of St.Ignatius Technical Institute of Business and Art Inc-Cabuyao, the implementation of specialized academic tracks in senior high school, such as the Humanities and Social Sciences strand, is designed to stream students seamlessly into corresponding tertiary degrees. For many, completing a strand acts as a definitive blueprint for their future. However, a significant segment of the student population embarks on what can be described as "the undecided path." Despite spending two years studying politics, literature, and psychology, a significant number of Humanities and Social Science graduates choose college majors completely outside their track, such as business, technology, or health sciences. This shift highlights a complex decision-making process driven by practical realities, shifting personal interests, and external pressures. This phenomenon challenges the structural assumption that secondary tracks lock students into a singular professional path. Instead, it highlights a crucial transitional phase where the human-centric, values-driven education received at St. Ignatius Technical Institute of Business and Art Inc-Cabuyao intersects with complex external realities. This change is caused by a mix of personal, social, and financial reasons. Most importantly, students are looking for steady jobs and financial security. Today, fields like business, technology, engineering, and math are widely seen as safer choices. People believe these degrees lead to higher-paying jobs and better global opportunities than the humanities. Statement of the Problem This study aims to determine the factors influencing HUMSS students' choice of non-HUMSS-aligned college courses at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Specifically, this study seeks to answer the following questions: 1. What is the demographic profile of the respondents in terms of: 1.1 Age ; 1.2 Sex; and 1.3 Preferred non-HUMSS-aligned college course? 2. What is the level of influence of personal and social factors on HUMSS students' choice of non-HUMSS-aligned college courses in terms of: 2.1 Personal factors; 2.2 Social factors; and 2.3 Infrastructure factors 3. What is the level of influence of economic and career-related factors on HUMSS students' choice of non-HUMSS-aligned college courses in terms of: 3.1 Financial capability; 3.2 Employment security; and 3.3 Job market demand; 4. Is there a significant relationship between personal, social factors and economic, career- related factors ? 5. Based on the findings of the study, what recommendations may be proposed to help HUMSS students make informed decisions when choosing non-HUMSS-aligned college courses? Hypothesis: Researchers used null hypotheses to guide their study and tested them statistically at 0.05 level of significance using various inferential statistical treatments. 1.Personal and social factors do not significantly influence HUMSS students' choice of non-HUMSS-aligned college courses. 2.Economic and career-related factors do not significantly influence HUMSS students' choice of non-HUMSS-aligned college courses. 3.There is no significant difference in the level of influence among the identified factors affecting HUMSS students' decision to pursue non-HUMSS-aligned college courses. 4. There is no significant relationship between personal, social factors and economic, career-related factors. Theoretical Framework This study is anchored on the Theory of Planned Behavior (TPB) by Icek Ajzen (1991) and the Social Cognitive Career Theory (SCCT) by Robert W. Lent, Steven D. Brown, and Gail Hackett (1994). These theories provide a comprehensive framework for understanding the factors influencing Humanities and Social Science (HUMSS) students' choice of college courses outside the Humanities and Social Science strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. The Theory of Planned Behavior (TPB) explains that an individual's behavior is primarily influenced by three components: attitude toward the behavior, subjective norms, and perceived behavioral control. Attitude refers to a person's positive or negative evaluation of performing a particular behavior, while subjective norms refer to the influence of significant individuals, such as parents, family members, friends, teachers, and guidance counselors. Perceived behavioral control refers to an individual's belief in their ability to perform a certain behavior despite possible challenges or obstacles. This theory is relevant to the present study because HUMSS students may choose college courses outside their strand based on their personal perceptions of a particular degree program, the expectations and opinions of the people around them, and their confidence in succeeding in another field of study. Narciso et al. (2020) found that family influence, peer influence, financial considerations, and personal preference significantly affect the preferred college course of Grade 12 HUMSS students. These findings support the Theory of Planned Behavior by demonstrating that students' decisions are shaped not only by their own attitudes but also by social influences and environmental factors. Therefore, TPB provides an appropriate framework for explaining how these factors influence HUMSS students in choosing college courses outside their strand. The study is also guided by the Social Cognitive Career Theory (SCCT) developed by Lent, Brown, and Hackett (1994). SCCT explains that career choices are influenced by self-efficacy, outcome expectations, personal interests, learning experiences, and career goals. According to the theory, students are more likely to pursue careers in which they believe they can succeed and that they expect will lead to positive outcomes. Their interests and career aspirations are continuously shaped by their experiences, abilities, and interactions with their environment. This theory is applicable to the present study because some HUMSS students may decide to pursue college courses outside their strand after discovering new interests, recognizing their strengths, and developing different career aspirations during their senior high school years. Gestiada, Nazareno, and Roxas-Villanueva (2021) developed a Senior High School Career Decision Tool based on the Social Cognitive Career Theory and found that students' career decisions are significantly influenced by their interests, self-efficacy, learning experiences, and future goals. The study emphasizes that students carefully evaluate their abilities and aspirations before choosing an academic or career path. These findings support the principles of SCCT and explain why some HUMSS students pursue college courses that are not directly aligned with their senior high school strand. Together, the Theory of Planned Behavior and the Social Cognitive Career Theory provide a strong theoretical foundation for this study. The Theory of Planned Behavior explains how students' attitudes, social influences, and perceived behavioral control shape their college course decisions, while the Social Cognitive Career Theory highlights the importance of self-efficacy, personal interests, learning experiences, and career aspirations in career decision-making. These theories collectively support the investigation of the personal, social, and economic factors influencing Humanities and Social Science students' choice of college courses outside the Humanities and Social Science strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. HOLLAND’S THEORY OF VOCATIONAL CHOICE (PERSON-ENVIRONMENT FIT THEORY) Proponent: John L. Holland (1959) Holland's theory proposes that people search for careers and learning environments that match their own personality type, and that satisfaction and stability follow when a strong fit exists between the person and the environment. He classified personalities and environments into six types, summarized by the acronym RIASEC: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. According to the theory, the HUMSS strand corresponds most closely to the Social and Artistic types, since it emphasizes the humanities, communication, and the study of people and society, while many non-HUMSS college courses (such as those under business, engineering, or technical programs) draw more heavily on Conventional, Enterprising, or Realistic traits. This theory provides a lens for understanding why some HUMSS students later choose college courses outside their strand. A HUMSS student whose personality leans toward Enterprising or Conventional traits, for instance, may feel a stronger pull toward business or office-based courses than toward Social or Artistic ones, even after completing a Social-Artistic-oriented strand. The resulting mismatch between strand and personality type, as Holland's framework would predict, helps explain the “undecided path” that many HUMSS graduates experience when selecting a college course that does not align with their senior high school background. SUPER’S SELF-CONCEPT THEORY OF CAREER DEVELOPMENT (LIFE-SPAN, LIFE-SPACE THEORY) Proponent: Donald E. Super (1953, 1957) Super's theory views career development as a lifelong process in which individuals continuously form, test, and revise their self-concept — their understanding of their own abilities, interests, and values — and then look for careers that allow them to express that self-concept. He identified several life stages, including the Exploration stage (roughly ages 15 to 24), during which adolescents try out different roles, gather information, and gradually clarify their vocational identity. Because this exploration is ongoing, a young person's career-related choices at one stage, such as selecting a senior high school strand, do not necessarily fix their later choices, since the self-concept can shift as the person gains new experiences and self-knowledge. Super's theory helps explain why a HUMSS student's college course choice may diverge from the strand they originally selected. Because Grade 9 or Grade 10 students who choose the HUMSS strand are still in Super's exploration stage, their self-concept and career interests may continue to develop and change throughout senior high school. By the time they reach Grade 12 and prepare for college, a student's clearer or revised sense of identity, ability, and goals may point toward a course outside HUMSS. This theory frames the “undecided path” not as a mistake but as a natural feature of ongoing vocational development, and supports the study's investigation of the personal, social, and practical factors that shift a student's direction between strand and college course Conceptual Framework Figure 1. Conceptual Framework of the Study The primary objective of this research is to determine the factors influencing HUMSS students' choice of non-HUMSS-aligned college courses at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. The paradigm shows how to achieve the success of the research and reach the conclusion of how personal, social, economic, and career-related factors genuinely influence the decision of HUMSS students to pursue courses outside their strand, using survey questionnaires and statistical analysis. Aside from that, the framework's point of view is that it presents the profile of the respondents and the level of influence of each factor, showing how these findings can be used to strengthen career guidance and counseling programs for future HUMSS students. The context has been divided into three analytic steps, as shown in the illustration. The input contains the demographic profile of the respondents in terms of age, sex, and preferred non-HUMSS-aligned college course, as well as the personal, social, economic, and career-related factors to be examined. The researchers gathered data on these factors through survey questionnaires distributed to HUMSS graduates who chose non-HUMSS-aligned college courses, intending to determine how strongly each factor influenced their decision. The gathered data were then statistically treated using frequency and percentage distribution, weighted mean, and ranking to identify which factor holds the greatest influence. The researchers were able to determine the study's outcome based on the results of the instruments used, revealing the respondents' profile, the level of influence of each factor, and the single most influential factor, which in turn serves as the basis for enhancing career guidance and counseling programs at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Significance of the study The findings of this study will provide valuable information regarding the factors that influence Humanities and Social Science (HUMSS) students in choosing college courses outside their academic strand. The results are expected to benefit the following: Students: This study will help Humanities and Social Science students better understand the different personal, social, and economic factors that influence their college course decisions. It may encourage them to reflect on their interests, abilities, values, and career goals, enabling them to make more informed and well-planned academic and career choices. Parents: The findings will help parents gain a better understanding of the factors that affect their children's college course decisions. This may encourage them to provide appropriate guidance, emotional support, and encouragement while respecting their children's interests, abilities, and career aspirations. Teachers: The results of this study may assist teachers in understanding the challenges students face when choosing a college course. This knowledge can help them provide relevant academic advice and motivate students to make decisions that align with their strengths, interests, and future goals. Guidance Counselors: This study may serve as a valuable reference in improving career guidance programs and counseling services. By identifying the major factors influencing students' decisions, guidance counselors can develop more effective career planning activities, assessments, and interventions that will assist students in selecting suitable college courses. School Administrators: The findings may provide school administrators with useful information for evaluating and strengthening existing career guidance initiatives. The study may also serve as a basis for developing programs, seminars, and activities that better prepare students for college and future careers. Future Researchers: This study may serve as a useful reference for future researchers who wish to conduct similar studies related to senior high school strand alignment, career decision-making, and college course selection. It may also provide a foundation for further research involving other strands, institutions, or additional factors that influence students' educational and career choices. Scope and Limitations of the Study This study covers to determine the factors influencing Humanities and Social Science students' choice of college courses outside the Humanities and Social Science strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Specifically, it seeks to measure the extent to which factors such as personal interest, family influence, peer influence, financial considerations, perceived job opportunities, and academic experiences affect the students' course preferences. The study will involve selected Grade 12 HUMSS students enrolled at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Data will be collected using a structured survey questionnaire to identify the most significant factors influencing the respondents' decisions. The study is limited to selected Grade 12 Humanities and Social Science students from St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus, and excludes students from other academic strands, grade levels, campuses, and schools. The findings are based only on the quantitative data gathered through the survey questionnaire and depend on the accuracy and honesty of the respondents' answers. The study does not explore participants' experiences or reasons in depth, as qualitative methods such as interviews and focus group discussions are not included. Therefore, the results are applicable only to the selected respondents and may not be generalized to all Humanities and Social Science students in different educational institutions. Definition of Terms Career Choice- refers to the process of selecting a profession or occupation based on an individual's interests, abilities, values, and goals. It refers to the respondents' preferred college courses that they want to pursue after senior highschool. College course- a college course program focused on a specific academic discipline or skill set offered by higher educational institutions that prepares students for a specific profession or field. It refers to the Non-Hummanities and Social Science aligned college program chosen by the Grade-12 Humanities and Social Science students participated in this study. Employment Security- is the broad assurance that a worker can maintain continuous employment and a steady income over their lifetime . It refers to the respondents' perception that a particular college course offers better job opportunities and career stability. Financial Capability- financial capability refers to the availability of financial resources to support expenses. It refers to the respondents' consideration of tuition fees, scholarships, and their family's financial situation when choosing a college course. Personal Factors- personal factors refer to the internal characteristics of an individual that influence decisions, including interests, abilities, values, and career aspirations. These refer to the respondents' self-reported interests, skills, and career goals that affect their choice of a non Humanities and Social Science college course. Social Factors- social factors are societal and environmental influences relationship, and structures that shape human behavior, decision-making, and lifestyle. These refer to the influence of parents, relatives, peers, teachers, and guidance counselors on the respondents' choice of a non-HUMSS college course. Non Hummanities and Social Science Aligned College Courses- These are college degree programs that are not directly related to the Humanities and Social Sciences strand. Operational: these refer to the college courses preferred by the respondents, such as Business Administration, Information Technology, Engineering, Hospitality Management, Nursing, and other programs outside the HUMSS strand. Humanities and Social Sciences (HUMSS)- The HUMSS strand is a Senior High School academic strand that prepares students for college programs and careers in the humanities, social sciences, education, communication, psychology, law, and related fields. In this study, HUMSS refers to the Grade 12 students enrolled in the Humanities and Social Sciences strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Level of Influence- Level of influence is the degree to which a factor affects an individual's decision or behavior. In this study, level of influence refers to the extent to which personal, social, and economic factors affect the respondents' choice of a non-HUMSS-aligned college course Demographic Profile- A demographic profile is a description of participants based on selected personal characteristics. In this study, demographic profile refers to the respondents' age, sex, and preferred non-HUMSS-aligned college course. Subjective norms - An individual's perception of social pressure to either engage or not engage. In this study, subjective norms refer to the perceived influence of parents, family, friends, teachers, and guidance counselors on HUMSS students' choice of non-HUMSS-aligned college courses. Long term career goals- ambitious, forward-looking objectives that you plan to achieve over a span of several years (typically 3 to 10+ years). In this study, long-term career goals refer to the respondents' future career objectives that influence their choice of a non-HUMSS-aligned college course. CHAPTER II This chapter presents the review of related literature and studies relevant to the present research. It discusses concepts, theories, findings, and previous studies that provide a foundation for understanding the research topic. The reviewed literature also helps identify gaps in existing knowledge and establishes how the present study relates to previous research. FOREIGN RELATED LITERATURE Future responsibilities of a student This study sought to clarify the nature of the known individual differences in work values associated with academic college major choice, specifically the question whether these precede or follow the choice of an academic major. To rule out environmental influences during academic study, group differences in five value orientations were evaluated in prospective college students, thus before being admitted to any specific academic major. Among the value orientations, Challenge and Self-Orientation have been found as explanatory variables predicting high-school students' expressed choice for their academic career. Future Proof College Choice Work values have been considered as individual difference variables accounting for why different people have different preferences in their career planning process (Holland, 1997, Super, 1980, Sverko et al., 2008). The main reason for such popularity lies in that work values are important predictors of several job criteria, such as occupational choice (Dawis, 2001, Judge and Bretz, 1992), job satisfaction and tenure (Brown, 2002, Dawis, 2002, Dawis and Lofquist, 1984, Knoop, 1994), stability and job performance (Dawis, 2002, Guastello et al., 1992, Schulenberg et al., 1993, Vodanovich et al., 1997). Furthermore, the typical work value pattern of Humanities & Social Science students was characterized by openness to change and security and low responsibility work values, as compared with the other groups. Personal and Social Factors This study investigated the influence of several factors such as parental education, profession and income on the career decisions of 432 students from two public sector universities in Lahore city. A crucial influence in decision making regarding career is the home environment (James, 2000) as it lays the foundation of a child's personality. The influence of peers on the respondents choice of subject specialization was also investigated along with any impressions taken from the media. It also examined whether students at the MS level opt for their chosen fields forcefully, make compromises, or make decisions which are independent and without external pressures. Key findings. Family influence emerged as one of the important factors affecting students’ career decisions, followed by peer influence, gender, academic considerations, media, financial reasons, and personal interest. The findings also showed that teachers played an important role by inspiring and motivating students in choosing their fields. Students interests were also identified as a major reason for selecting a particular career or academic field. Career Guidance Factors The study recommends providing students with proper career guidance while allowing them enough freedom to make independent decisions. Parents and teachers should offer support and advice rather than pressure students into particular careers. Schools are also encouraged to provide counseling services to help students understand careers that match their interests, skills, and aspirations. The concept has been explained by Onyejiaku (as cited in Jones & Larke, 2005), who defines occupation as a means of living, which has the power to change personalities, determine social status, predict expected earnings, determine social groups etc. Decision Making Process for College Drawing on their unprecedented nine-year study of high school students, the authors explore how students and their parents negotiate these important decisions. Family background, finances, education, information—all influence students' plans after high school and the career paths they pursue, as do the more subtle messages delivered by parents and counselors which shape adolescents' self-expectations. For high school guidance counselors, college admissions counselors, parents and teachers, and public policy makers, this book is a valuable resource that explains the decision-making process and helps adults to help students make appropriate choices. Hossler (1999) argued that timing and personalization are the two fundamental principles guiding university recruitment. The Mismatch: High schools and universities often communicate with students during the "Choice" phase (senior year). However, students have already locked in their "Search set" parameters (location, price thresholds, general interests) during 10th and 11th grade. Peer and Family Influence Key Findings: Socioeconomic Impact: Family income, parental education levels shape the subtle everyday behavioral assumptions regarding higher education, and social capital heavily shape student aspirations and access. Parental Influence: Family support and expectations remain critical drivers throughout the decision-making phases. When family expectations clash with a student's personal goals, it creates deep psychological friction and logistical hurdles. LOCAL RELATED LITERATURE Definition and Intended Purpose of the HUMSS Strand This literature explains what the HUMSS strand is designed to prepare students for, establishing the baseline definition of "strand alignment" used in this study. OEd Senior High School (n.d.) notes that HUMSS is centered on research and writing, with subjects such as world religions, Philippine and world literature, and political and community development, preparing graduates for careers in teaching, writing, Philippine studies, guidance counseling, or public office. This literature is relevant to the present study because it gives the researchers a clear reference point for identifying when a student's college course choice falls outside their strand. College Courses and Career Opportunities Associated with HUMSS This literature outlines the range of college courses and careers considered within the intended scope of the HUMSS strand. Enderun Colleges (2021) explains that HUMSS focuses on communication and research skills, with common careers including journalists, teachers, lawyers, writers, and psychologists. Similarly, Bukas (2022) describes HUMSS as equipping students for fields involving significant interaction with others, such as international relations, which builds skills in history, politics, and research. This literature is relevant to the present study because it defines the boundaries of "in-strand" courses, allowing the researchers to classify which respondents' chosen courses fall outside the HUMSS strand. HUMSS Strand Alignment, Misalignment, and Local Context of Course Choice The HUMSS strand under the K–12 program builds critical thinking, social analysis, and communication skills. CHED (2016) aligns it with fields like Education, Communication, and Law; OEd Senior High School (n.d.) adds its focus on research, literature, and community work for careers in teaching, law, and public service. Prevalence & Causes of Strand Misalignment However, misalignment is common: Dela Cruz & Santos (2021) found 42% of Calabarzon HUMSS graduates took unrelated courses (Business, IT, Engineering), citing poor guidance, finances, and low awareness. Gonzales (2023) noted Laguna/Cabuyao students prioritize scholarships and income potential. Cruz & Reyes (2020) and Villanueva (2022) confirmed parental and economic pressures limit informed choices. Implications & Local Context of Choice While CHED CMO 105 (2017) allows cross-strand enrollment, Bautista (2021) warned HUMSS students face gaps in technical/math skills. Locally, Mendoza (2022) linked Cabuyao’s industrial growth to strong demand for business/tech courses, driving many HUMSS students outside their strand. Guidelines on the Supervision and Implementation of the DepEd Career Guidance Program This memorandum sets the overall management and implementation of appropriate support and programs for all types of learners in choosing their career paths after graduating from the K to 12 program. Formalized, System-Wide Guidance Delivery. This literature demonstrates that career guidance in the Philippines is not left to individual schools' discretion but is centrally mandated and supervised, reflecting an institutional recognition that students need structured support in navigating program/track choice — directly responsive to the "advising practices and institutional structures" theme raised in the AAAS (2025) study on U.S. major-switching. Policy Responsiveness to Diverse Learner Needs. The memorandum's emphasis on support "for all types of learners" acknowledges that guidance needs differ by student profile (academic standing, SES, aptitude) — conceptually aligning with the demographic heterogeneity effects found in Huong and Hoang (2025), where gender, age, and ethnicity independently shaped choice outcomes. This suggests Philippine policy is, at least on paper, attempting to address the same structural inequalities that empirical studies flag as still influencing decisions on the ground. FOREIGN RELATED STUDIES Instrumental Calculation — Academic, Financial, and Career-Based Reasoning Huong and Hoang's probability regression model, applied to 500 twelfth-grade students in Thai Nguyen City, identifies academic performance, tuition affordability, and job opportunity expectations as significant positive predictors of university and program choice. This confirms that Vietnamese students engage in a form of rational cost-benefit weighing: they assess whether their grades qualify them for a program, whether the tuition is financially viable, and whether the field leads to reasonable employment prospects before committing to a decision. Social Influence and Demographic Heterogeneity in Decision-Making The demographic findings are particularly significant for equity considerations: if gender or ethnicity independently predict program selection net of academic performance, this points to patterned steering — whether through social expectation, limited exposure to certain fields, or unequal access to information — rather than differences in ability or interest alone. Combined with the social-influence finding, this theme suggests Vietnamese students' choices are co-produced by their immediate social circle and shaped by structural position, echoing (yet distinct from) the family-centered dynamic found in the Albanian study — here operationalized more broadly across teachers and peers, and statistically linked to demographic stratification rather than emotional support specifically. Family and Social Support as Drivers of Program Choice Zyberaj and colleagues' survey of 356 Albanian university students identifies family encouragement and emotional backing as significant predictors of program selection — not merely background influences, but active drivers shaping which field a student chooses and how satisfied they remain afterward. Students who reported stronger family support were more likely to select programs aligned with that support and to sustain satisfaction post-enrollment, suggesting the decision is not made in isolation but negotiated within a relational network. The Limits of Purely Economic or Academic Explanations The second theme challenges a common assumption in higher-education research: that students choose majors primarily through rational cost-benefit analysis of job prospects and financial return. Zyberaj et al. found that while financial considerations were relevant, they were not the sole or even primary driver — emotional wellbeing and relational dynamics carried distinct, measurable explanatory weight alongside them. This suggests standard labor-market-logic models of student choice are incomplete when applied to contexts like Albania, where social and emotional embeddedness plays a comparably significant role. Differential Retention Across Academic Fields The Academy's analysis of nearly two million fall-2017 bachelor's degree entrants reveals a stark disparity in field loyalty. Humanities programs retained only 45% of their eventual graduates from initial enrollment, compared to 76% in engineering and 75% in health and medical sciences — a gap of roughly 30 percentage points. This means the majority of humanities degree earners did not start in a humanities major; they arrived through transfer from another field, most often after encountering humanities coursework through general education requirements. Labor-Market Signaling and Institutional Steering The second theme concerns why mobility flows in the direction it does — largely away from or into humanities based on perceived career value rather than academic performance. Three mechanisms drive this: (1) labor-market perception, where students and families associate STEM and health fields with clearer job security and higher starting salaries, prompting risk-averse students to migrate toward those majors; (2) advising infrastructure, where institutions — responding to enrollment funding models and placement metrics — actively channel undecided or struggling students into "high-demand" programs; and (3) curricular flexibility, where humanities' broad, less sequential course structure makes it an accessible landing field for students exiting STEM majors after difficulty with prerequisite gatekeeping courses (e.g., calculus, organic chemistry). LOCAL RELATED STUDIES Exploring Between SHS Strand and College Course Mismatch The Senior High School curriculum is that every student in this recent generation is prepared for their future career and ready to face challenges. The success of this endeavor is believed to be measured by the graduates' alignment of the high school strand and the course they have to pursue in college. There is however a noticeable situation in which students enroll in college courses that are not associated with their track or strand of senior high school. One of the major reasons that some students lose interest in college is the gap between their high school experiences and their college expectations which is the subject of this study. The mismatch rate is high between the strand of the learners during their senior high school and the course they enrolled in college.. Family pressure, accessibility of the program in the nearby university, and friends and peer pressure are the topmost among the reasons cited by students who did not take the college course align with their strand.(Quintos et. al 2023) Exploring Between SHS Strands and College Courses Mismatch. This study investigated the experiences of senior high school graduates enrolled in college courses not aligned to their strands. By the used of phenomenological qualitative approach, data were collected through detailed interviews with 10 participants. These participants were purposively chosen based on the criteria that they must be senior high school graduates from 2020 to 2023, taken college courses not aligned to their senior high school strands, and enrolled in a four-year course. The data were recorded, transcribed, validated, and analyzed according to Creswell's method for examining lived experiences. (Gapi et. al 2023) Factors Affecting Preferred College Courses of Grade 12 HUMSS Strand Students at Bestlink College of the Philippines This study investigated the factors affecting the preferred college courses of Grade 12 Humanities and Social Sciences (HUMSS) Strand students at Bestlink College of the Philippines. The researchers surveyed 90 HUMSS students and examined factors such as family, friends, and financial considerations. The findings showed that financial considerations were the most significant factor affecting the students' preferred college courses, followed by the influence of friends. The study also found that some students considered courses that were more affordable and suited to their abilities and skills. This study is relevant to the present research because it demonstrates that HUMSS students may consider factors beyond their strand when deciding what college course to pursue. Factors that Affect College Course Selection of Grade 12 HUMSS Strand Students in Bestlink College of the Philippines This study examined the factors affecting the choice of college courses among Grade 12 Humanities and Social Sciences (HUMSS) students at Bestlink College of the Philippines. The researchers focused on factors such as parents' decisions, peer influence, students' abilities, and financial considerations. Data were collected through survey questionnaires from 90 respondents. The findings revealed that the financial aspect greatly influenced the students' decision-making process when choosing their college courses. The study is related to the present research because it shows that HUMSS students' college-course choices can be influenced by factors such as financial capacity, personal abilities, and external influences rather than simply following their SHS strand. Synthesis The reviewed foreign related literature establishes that students’ decisions regarding college courses and career paths are influenced by various personal and environmental factors. Hossler et al. (1999) emphasized the influence of family background, financial resources, education, information, parents, and counselors on students’ postsecondary decisions. Kazi and Akhlaq (2017) similarly found that parents, peers, media, financial considerations, and personal interest affect students’ career choices. In addition, Balsamo et al. (2013) highlighted the role of work values in students’ college major preferences, showing that students may consider the type of work they value when selecting an academic field. Recent foreign related studies further support these findings by providing empirical evidence from different educational settings. Huong and Hoang (2025) found that academic performance, tuition fees, social opinions, perceptions of the field of study, and job opportunities significantly influenced university selection among students in Vietnam. Zyberaj et al. (2025) also found that social and emotional support, particularly from family, influenced students’ academic program preferences in Albania. Meanwhile, the American Academy of Arts and Sciences (2025) reported substantial movement between academic fields among college students in the United States, demonstrating that students’ initial academic choices may change before degree completion. These findings indicate that academic decisions are flexible and are influenced by personal, social, financial, and career-related considerations. The local related literature provides the basis for understanding the intended academic direction of the HUMSS strand. OEd Senior High School (n.d.) describes HUMSS as a strand focused on research, communication, literature, social sciences, and critical thinking. Enderun Colleges (2021) and Bukas (2022) likewise associate HUMSS with college programs and careers related to communication, education, law, journalism, psychology, liberal arts, and other fields involving interpersonal and analytical skills. However, SchoolFinderPH (2026) explains that an SHS strand does not permanently restrict students from pursuing other college programs. This indicates that although HUMSS provides a particular academic pathway, students still have the freedom to choose courses based on their interests, abilities, circumstances, and career goals. The local related studies specifically demonstrate that financial and social factors influence the college-course choices of HUMSS students. Cajes et al. (2020) found that financial considerations were the most significant factor affecting the preferred college courses of Grade 12 HUMSS students at Bestlink College of the Philippines, followed by the influence of friends. Querubin et al. (2020) similarly found that financial considerations, parental decisions, peer influence, and students’ abilities affected college-course selection. These findings suggest that HUMSS students do not necessarily base their college decisions solely on strand alignment, as practical considerations and external influences may also affect their choices. The phenomenon of strand-course mismatch is further supported by Gapi and Oliveros (2025), who found that students pursuing courses outside their SHS strands were influenced by role models, personal interests, passion, and career advancement opportunities. Their participants also experienced challenges involving academic preparation, skill gaps, financial difficulties, and pressure from more prepared classmates. Goricho et al. (2025) likewise found that family influence, personal experiences, academic preferences, and self-driven interest contributed to students’ decisions to pursue Political Science despite coming from a non-HUMSS background. These studies demonstrate that pursuing a course outside one’s SHS strand can result from deliberate personal and career considerations and can be managed through academic and emotional support. Overall, the reviewed foreign and local literature and studies show that college-course selection is a complex process influenced by personal, social, financial, academic, and career-related factors. However, limited attention has been given to the specific factors influencing HUMSS students who choose non-HUMSS-aligned college courses, particularly within a specific Philippine senior high school setting. Therefore, the present study seeks to address this gap by exploring the factors influencing HUMSS students’ choice of non-HUMSS-aligned college courses at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. Research Gap Although previous studies have examined SHS strand and college-course mismatch, many of them focused on students from different strands or on general factors affecting college-course selection. Other studies focused on the frequency of mismatch or identified common factors such as finances, family influence, and peer pressure. There is still limited research specifically focusing on HUMSS students who choose non-HUMSS-aligned college courses within a specific local school setting. The reviewed studies also provide limited understanding of how HUMSS students personally experience and explain their decisions when their chosen college course does not match their strand. This study addresses this gap by focusing on HUMSS students at St. Ignatius Technical Institute of Business and Arts Cabuyao Campus and exploring the factors behind their choice of non-HUMSS-aligned college courses. CHAPTER III RESEARCH METHODOLOGY This chapter presents the research methodology used in the study. It describes the research design, participants or respondents, research instruments, data gathering procedures, and methods of data analysis. These procedures provide a systematic approach to collecting and analyzing data needed to address the research questions and achieve the objectives of the study. Research Design This study utilized the descriptive research design to determine the factors influencing the choice of Humanities and Social Science (HUMSS) students to pursue college courses outside their strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. A descriptive research design is used to systematically describe a population, situation, or phenomenon by answering the questions of what, where, when, and how, without manipulating or controlling any of the variables involved (McCombes, 2023). The researchers found this design appropriate since the study aims to describe the level of influence of personal, social, economic, and career-related factors on the respondents' decision, rather than to establish a cause-and-effect relationship among the variables. Specifically, the study employed the descriptive-survey method, which made use of a structured questionnaire as the primary tool for gathering data from the respondents. This method allowed the researchers to collect standardized responses from a group of Grade 12 HUMSS students who chose non-HUMSS-aligned college courses, and to translate their responses into quantifiable data. The questionnaire made use of a Likert-scale format, wherein respondents rated the extent to which each factor influenced their decision, allowing the researchers to numerically measure and compare the level of influence of each variable under study. In this study, the researchers will determine the level of influence of personal, social, economic, and career factors by calculating the weighted mean of the responses. Additionally, the researchers will use Likert Scale to illustrate the comparative influence of each factor. The study will be able to provide an empirical and quantitative description of the influence of the variables, which will be useful in making evidence based recommendations to students considering enrolling in college courses unrelated to the Humanities and Social Science strand. Overall, this design guided the researchers in systematically collecting, organizing, and interpreting data in order to provide an accurate and evidence-based description of the factors affecting HUMSS students' college course choices, which in turn served as the basis for the recommendations proposed in this study. Respondents of the Study The respondents of this study will be 30 selected Humanities and Social Sciences (HUMSS) students from St. Ignatius Technical Institute of Business and Arts (SITIBA) – Cabuyao Campus. They will be chosen as respondents because the study focuses on the factors that influence HUMSS students in choosing college courses outside their strand. The respondents will provide information based on their experiences, preferences, and plans for their college education. The researchers will ask about different factors that influence their choice of college course, such as personal interest, skills and abilities, family influence, peer influence, financial considerations, and future career opportunities. Their responses will help the researchers understand why some HUMSS students choose to pursue college courses that are not directly related to their Senior High School strand. Inclusion Criteria To participate in the study, respondents must meet the following criteria: 1.The student must be currently enrolled in the HUMSS strand at St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. 2.The student must be considering, planning, or interested in pursuing a college course outside the HUMSS-related fields. 3.The student must be willing to participate in the study. 4.The student must provide informed consent or the required permission from a parent or guardian, when applicable. Exclusion Criteria Students will not be included in the study if they: 1.Are not currently enrolled in the HUMSS strand; 2.Are not considering or interested in taking a college course outside the HUMSS-related fields. 3.Decline to participate in the study; or 4.Submit an incomplete questionnaire that cannot provide sufficient information for analysis. Research Method/ Instrument The researcher will use a quantitative research method through a structured survey questionnaire to collect data from selected Grade 12 HUMSS students of St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus. The questionnaire has three parts. Part I gathers the respondents' profile in terms of age, sex, and preferred non-HUMSS-aligned college course. Part II measures personal, social, and infrastructure factors, while Part III measures financial capability, employment security, and job market demand. A three-point Likert scale will be used, ranging from 3 (Highly Influential) to 1 (Not Influential). The questionnaire was developed based on the study's conceptual framework, Statement of the Problem, and related studies. It will undergo validation and pilot testing to check its clarity and reliability. After validation, the questionnaire will be given to the selected respondents. Their answers will be analyzed using frequency, percentage, weighted mean, and ranking to determine the factors that influence their choice of non-HUMSS-aligned college courses. Data Gathering Procedures The researchers will first seek approval from the Practical Research Adviser and permission from the school administration of St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus, to conduct the study. After obtaining the necessary approval, the researchers will prepare and finalize the structured survey questionnaire, which will undergo validation to ensure its clarity, accuracy, and alignment with the objectives of the study. After the questionnaire has been validated, the researchers will administer it to the selected Grade 12 HUMSS respondents who meet the criteria of the study. Before distributing the questionnaires, the researchers will explain the purpose and significance of the study to the respondents. They will also be informed that their participation is voluntary, their responses will be kept confidential, and the collected data will be used solely for academic purposes. Informed consent will be obtained before proceeding with the survey. The researchers will personally distribute the questionnaires to the selected respondents and provide clear instructions on how to answer each item. Any questions or concerns raised by the respondents will be addressed to ensure that they understand the questionnaire. After the respondents have completed the survey, the researchers will collect and review the questionnaires to check for completeness. Lastly, the collected responses will be organized, coded, and tabulated for statistical analysis. The data will then be analyzed using frequency and percentage distribution, weighted mean, and ranking to determine the factors influencing the respondents’ choice of non-HUMSS-aligned college courses. All gathered information will be handled confidentially throughout the research process. Sampling Technique The researchers will use purposive sampling, a non-probability sampling technique, to select the respondents for this study. Purposive Sampling: A Reviewe and Guidelines for Quantitative Research (M. Memon et., al. 2024) Purposive sampling has been extensively utilized across research disciplines, purposive sampling in quantitative research it provides practical recommendations for systematically implementing and transparently reporting purposive sampling. Detailed step-by-step guidelines are presented for employing purposive sampling and reporting its use in quantitative studies in a robust manner. And so this sampling technique is appropriate because the study specifically focuses on Humanities and Social Science (HUMSS) students who are considering pursuing college courses outside the designed HUMSS strand. The researchers will intentionally select students who meet the criteria relevant to the purpose of the study. The respondents will consist of selected HUMSS students from St. Ignatius Technical Institute of Business and Arts, Inc. who are currently enrolled in the HUMSS strand and are planning, considering, or have an interest in taking a college course outside the Humanities and Social Science field. Students who do not meet these criteria will not be included in the study. The researchers will coordinate with the appropriate school authorities and identify eligible students based on the established inclusion criteria. The selected respondents will then be invited to participate voluntarily and will be given a research questionnaire designed to determine the factors influencing their choice of college courses. These factors may include demographic profiling personal interests, family influence, career opportunities, financial considerations, academic performance, peer influence, and other relevant considerations. Through purposive sampling, the researchers can obtain information specifically from students whose experiences and decisions are directly related to the objectives of the study. This will help ensure that the data gathered are relevant to understanding why HUMSS students choose college courses outside their current strand. Statistical Treatment of Data Validation and Administration of Questionnaire To ensure that the survey questionnaire accurately and reliably measures the personal, social, economic, and career-related factors under study, the researchers subjected the instrument to a validation process before its actual administration. The questionnaire was initially constructed based on the variables identified in the conceptual framework and on constructs drawn from the reviewed related literature and studies, particularly those of Narciso et al. (2020), Cajes et al. (2020), and Querubin et al. (2020), which examined similar factors affecting the college course preferences of HUMSS students. After the initial draft was prepared, the questionnaire underwent content validation. A draft copy was submitted to the research adviser and a panel of experts composed of the school's subject teacher and a guidance counselor, who evaluated the instrument in terms of clarity, relevance, appropriateness of language, and alignment of each item with the specific research questions and the variables being measured. Their comments and suggestions were used to revise ambiguous or overlapping items, simplify the wording of statements to suit Grade 12 HUMSS respondents, and ensure that each indicator under the personal, social, financial capability, and employment security factors was distinctly and adequately represented. This step helped establish the content validity of the instrument, ensuring that it comprehensively covered the constructs it intended to measure. Following the panel's validation, the revised questionnaire was pilot-tested on a small group of Grade 12 HUMSS students who shared similar characteristics with the target respondents but were not part of the actual sample. The pilot testing allowed the researchers to check the clarity of the instructions, the appropriateness of the Likert-scale items, and the average time needed to complete the questionnaire. Feedback from the pilot respondents was used to further refine confusing items and improve the overall flow of the instrument. A reliability coefficient within the acceptable range confirmed that the items measuring personal, social, financial capability, and employment security factors were consistent and dependable for the actual data collection. Once validated, the final version of the questionnaire was administered to the actual respondents of the study. Prior to distribution, the researchers secured permission from the School Administrator and the Senior High School Coordinator of St. Ignatius Technical Institute of Business and Arts, Cabuyao Campus to conduct the survey among the selected Grade 12 HUMSS students. The questionnaire was distributed either in printed form or through an online format, depending on the availability and accessibility of the respondents, and sufficient time was given for them to answer all items honestly and completely. After the retrieval of the accomplished questionnaires, the researchers checked each response for completeness before proceeding with tabulation. Questionnaires with missing or incomplete answers were excluded from the final data set to preserve the accuracy of the results. The validated and properly administered instrument then served as the primary basis for the frequency and percentage distribution, weighted mean, and ranking procedures used to determine the level of influence of each factor on the respondents' choice of non-HUMSS-aligned college courses. CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary of Findings Conclusions Recommendations References