The Impacts of Parental Pressure on College Student in Choosing Course Program

A Research Project Proposal

Presented to the

Senior High School Department

Metro Dumaguete College, Incorporated

In partial fulfilment

Of the requirement for

Practical Research 1

Researchers:

Gimpayan, Jana E.

Honoridez, John kyle B.

Lozada, Kobe Rj F.

Moreño, Alduen D.

Pino, Matthew

Silot, Reu

Lagrada, Renze O.

Practical Research 1 Adviser

November 2023

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Table of Contents

Page No.

Title Page i

Table of Contents ii

Chapter I: The Problem and its scope 1

Introduction 1

Theoretical Background of the Study 3

Conceptual Background of the Study 5

Statement of the Problem 6

Significance of the Study 7

Scope and Limitations of the Study 8

Scope of the Study 8

Limitations of the Study 8

Operation Definition of Terms 9

Chapter II: Review of Related Literature and Studies 10

References 14

Chapter III: Research Methodology 16

Research Design 16

Research Environment 16

Research Respondents 17

Research Instrument 18

Ethical Consideration 18

Research Procedure 19

Statistical Treatment of Data 19

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The Impacts of Parental Pressure on College Student in Choosing Course Program

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Chapter 1

The Problem and Its Scope

Introduction

Around the world, parents often harbor high expectations for their children's

educational pursuits, with a strong belief that certain fields of study hold the key to

success and prosperity. Research by Chen and Ho (2018) highlights that parental

pressure regarding course program selection is a pervasive issue in many countries,

reflecting the global nature of this phenomenon. Such pressure can manifest in

various forms, from subtle guidance to overt expectations, and can exert considerable

influence on college students' academic choices. Simultaneously, as noted by Cook

(2016), a significant number of students face stress when contemplating their career

choices, grappling with the pressure to succeed and meet the expectations set by

themselves, their families, and society. The challenge of deciding on a career path

becomes particularly daunting, with individuals torn between selecting a profession

based on potential earnings or pursuing their true passion. Concerns about their ability

to sustain themselves in the practicalities of the "real world" often lead individuals to

prioritize financial considerations over their genuine interests when choosing a

course.

Parental influence on educational decisions is firmly established in the cultural

fabric of the Philippines, a society marked by a strong sense of familial bonds and

community values. Respect for elders is highly valued in Filipino society, and the

burden for family dignity and well-being is frequently placed fully on the shoulders of

the younger generation. Thus, when it comes to choosing their degree options,

Filipino college students usually face significant parental pressure. This pressure is

frequently caused by parents' convictions in certain professional tracks that are

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The Impacts of Parental Pressure on College Student in Choosing Course Program

believed to be prestigious or financially lucrative, such as medicine or engineering,

and it can lead to disagreements and tension among students (Santos, 2018; Gonzales,

2019). Excessive parental involvement in their children's career decision-making has

also been perceived as an obstacle, leading to a clear adverse correlation with their

children’s career aspirations (Catindig et al., 2013)

While recent existing study (Tillman, 2015) primarily focuses on educator

parents' influence in the context of education and highlights the parental influence on

career decisions of their children, thorough studies that particularly study the nuanced

aspects of course program selection are lacking. Understanding these distinctions is

critical for developing efficient prevention methods for any potential negative

consequences. Thus, the present study aims to provide a more comprehensive

understanding of parental pressure impact on students' course program decisions. The

researchers seek to fill a significant research gap in the body of knowledge on parental

pressure influence on higher education decision-making by looking at a larger range

of academic field to find general patterns of effect and distinctive characteristics that

may be specific to individual disciplines.

The primary objective of this study is to investigate the various effects of

parental pressure on college students' academic program selection decision-making

processes. The researchers hope to give a deeper knowledge of the variables that

impact students' choices and the possible implications of parental pressure by diving

into the global and local dynamics of this topic. And that this study will provide

evidence-based suggestions to educational institutions, parents, and legislators to

encourage more independent and rewarding educational experiences for college

students in our community. Finally, the researchers hope to contribute to the ongoing

discussion about how to improve the quality and equality of higher education by

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The Impacts of Parental Pressure on College Student in Choosing Course Program

examining the effect of parental pressure in a comprehensive and context-specific

manner.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Theoretical Background of the Study

Social Learning Theory, as developed by Bandura (1977), offers a valuable

theoretical framework for comprehending the dynamics of parental pressure on

college students' choices of course programs. A valuable insight derived from

Bandura's Social Learning Theory (1986) is the recognition of the influential role that

observational learning plays in shaping individuals' decisions. Bandura's theory posits

that people often acquire knowledge, beliefs, and behaviors through observing and

modeling the actions of others in their social environment. In the case of college

students, their choices regarding course programs can be significantly influenced by

observing their parents' attitudes and behaviors related to education and career choices

(Bandura, 1986). This insight underscores the importance of understanding that

parental actions and expectations serve as powerful models for young adults. When

parents express strong preferences or aspirations for specific educational paths,

students may internalize these expectations, leading them to consider or pursue course

programs aligned with their parents' wishes. This process highlights the

interconnectedness of familial influence and individual decision-making, shedding

light on the complex dynamics between parental pressure and students' educational

choices (Bandura, 1994). This theory highlights several concepts that are relevant to

this research:

Observational Learning: People learn by watching others. Instead of relying solely

on direct experience, people can learn from observing the behaviors of others and the

consequences of those behaviors. In relation to the study, college students may

observe their parents' attitudes, expectations, and behaviors regarding education and

career choices (Bandura, 1986). These observations may have influence students'

perceptions and decisions regarding their course programs.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Modeling Behavior: This involves imitating the behavior of others, especially when a

person perceive that the model is rewarded or not punished for the behavior. Models

can be real people, characters in the media, or any other influential figures. In relation

to the study, parents often serve as role models, and students may be more inclined to

follow their parents' wishes, believing that these choices align with their parents'

values and expectations (Bandura, 1986).

Reinforcement and Punishment: Bandura suggests that reinforcement plays a

crucial role in learning. If a person observes a behavior being rewarded, they are more

likely to imitate it. On the other hand, if the observed behavior is punished, they are

less likely to imitate it. In relation to this study, Parental pressure can act as a form of

reinforcement or punishment. Positive reinforcement for following parental

expectations may lead students to comply, while the fear of disappointing parents can

serve as a deterrent from pursuing their own interests (Bandura, 1977).

Self-Efficacy: Bandura also introduced the concept of self-efficacy, which is an

individual's belief in their own ability to succeed in a particular situation. Higher self-

efficacy is associated with greater motivation and persistence. Parental pressure may

influence college students' self-efficacy (confidence in their abilities) and outcome

expectations (anticipating parental approval or disapproval) regarding their course

program choices (Bandura, 1994).

By utilizing the Social Learning Theory as a theoretical framework, this research can

systematically investigate how parental pressure operates as a social influence

mechanism and explore the processes through which parental expectations are

internalized by college students, impacting their choices and attitudes toward course

programs (Bandura, 1986).

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 The Impacts of Parental Pressure on College Student in Choosing Course Program

Observational Learning

Bandura’s
Modeling Behavior
Social Learning Parental Pressure
Reinforcement and
Theory Punishment

Self-Efficacy

Figure 1: Diagram of the Framework of the study based on Bandura’s Social

Learning Theory.

Conceptual Background of the Study

Figure 2 displays the layout of the study's conceptual framework. This section

discusses how the researchers will carry out the investigation. The conceptual

framework compressed the effects of parental pressure on college students' academic

program selection. The impacts of parental pressure are considered as independent

variables, while the college student in choosing course program is the dependent

variables. It is hypothesized that there is a significant difference between parental

pressure and students' decisions in choosing their course program. It is also assumed

that parental pressure directly or indirectly affects their decision in choosing a course

program. The interrelationship of the variables in this study is shown in the next page.

Independent variables Dependent variables

The perceived impact of The impact of parental

parental pressure: pressure on students' choice of

 Academic learning course program.

 Motivation

 Focus
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 Perseverance
The Impacts of Parental Pressure on College Student in Choosing Course Program

Figure 2: Diagram of the Conceptual Framework of the Study

Statement of the Problem

This study aims to determine what parental pressure is, and its impact towards the

college students in terms of choosing their specific course program. It seeks to

respond to the following questions in specific:

1. Profile of the students:

1.1 Age

1.2 Course Program

1.3 Year Level

2. What is the perceived impact of parental pressure in terms of the following?

1.1 Academic learning;

1.2 Motivation;

1.3 Focus; and

1.4 Perseverance?

3. To what extent do students’ feel pressured by their parents in choosing their

course program?

4. Is there significant difference between the parental pressure and its impact on

student choosing the course program?

Significance of the Study

The following entities will benefit from this study are Students, Parents, Teachers,

Researchers, and future Researchers.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Student/s. This study can help students to become more aware of the effects of

parental pressure and gain deeper understandings of those effects. It can also assist

students in making better decisions and plans regarding the course programs that their

parents have chosen for them. This study can also strengthen the bond between

students and their parents by enabling students to recognize and respect their parents'

sacrifices and suffering.

Parents/Guardians. This study can aid parents to comprehend the pressure they

put on their children. It can also strengthen parents' parenting abilities by letting them

know how their children felt when pressured and by offering tips and suggestions on

how to support their children. This study can improve the relationship between

children and their parents by empowering parents to push themselves to help and

support their children with their studies.

Teacher/s. This study can assist teachers in learning more about the mental and

psychological conditions that their students may be experiencing as a result of the

pressure from the students' parents. The findings of this study can assist teachers in

encouraging and inspiring students to persevere despite the pressure from their

parents. Teachers may provide emotional, psychological, and mental counsel and

support to their students.

School Administrators. This study can be used by school administrators to assess

academic counseling and advance the development of new strategies for helping

students who are under parental pressure.

Future Researchers. Future Researchers can make future studies that may also

serve as the basis for newer studies, which simply means that this study may be a part

of research that can yield additional studies. Future Researchers can use this study as

a reference or support for their future theories, research, and documentations.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Scope and Limitations of the Study

Scope of the Study.

The scope of this study is limited to Metro Dumaguete College, focusing

specifically on diploma students across various programs within the institution. The

primary respondents will be those pursuing diploma programs at Metro Dumaguete

College. The research aims to analyze the diverse array of diploma programs offered

at the college, covering a wide range of subjects. Additionally, the study will delve

into parental pressure factors, examining elements such as expectations, advice, and

their influence on course program selections. Data for this study will be collected

through surveys to acquire a comprehensive understanding of the experiences of

diploma students at Metro Dumaguete College.

Limitations of the study.

Several limitations are inherent in this research that require consideration.

Generalizability is constrained, as the findings may be specific to Metro Dumaguete

College and its diploma students, limiting the applicability of results to other

institutions or student populations. Response bias is a potential concern, given the

reliance on self-report data, with students possibly underreporting or overreporting the

influence of parental pressure. Time and resource constraints pose challenges to the

study's scope, potentially affecting the depth and breadth of data collection and

analysis. The adoption of a cross-sectional design is another limitation, providing a

snapshot of students' experiences at a particular point in time. Longitudinal studies

could offer more insight into the long-term effects of parental pressure. The exclusive

focus on Metro Dumaguete College may limit the diversity of experiences and

perspectives, as different institutions may have unique dynamics regarding parental

pressures and course program choices.

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OPERATIONAL DEFINITION OF TERMS

The following terms are defined to facilitate a clear understanding as they are use in

the study:

Age – refers to the participants’ age on the time answering the said questionnaire.

Course program – refers to the department of diploma and to the courses they offer to

college students, DDAT, DSET, DToT, and DVTET.

Academic learning – refers to the quality of learning of the participants.

Motivation – the act of willingness on the participants in choosing their of course

program.

Focus – the act of college students in choosing their desired course

program/answering the survey questionnaire.

Perseverance – define as the act of constant persistent on the participants course that

they’re taking.

Parental pressure – refers to the pressures that the participants receive from the

parents.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Profile of the students. On the "my sphere" platform in 2022, Rupali Shinde

articulated that a Student Profile serves as a comprehensive overview of a student's

educational path, encompassing essential information such as personal details, self-

descriptions, educational background, career aspirations, completed courses, and work

experience. It also provides space to document hobbies, skills, earned badges,

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The Impacts of Parental Pressure on College Student in Choosing Course Program

achievements, and memberships. However, for the present study, student profiles will

focus solely on age, enrolled course program, and academic year. The objective is to

determine whether there exists a notable disparity in the influence of parental pressure

on students when selecting their course programs.

Age. In the study of Stefan Kulakow, Diana Raufelder, and Frances Hoferichter

in 2021 explores the impact of parental pressure and support on adolescents' stress

levels during the transition from early to middle adolescence. The study finds that

adolescents generally experience stress due to parental pressure and high academic

expectations, while parental support is linked to lower stress levels. In addition, stress

levels increase from early to middle adolescence for students from low-track schools.

This increase is more significant when students perceive pressure from their fathers,

but paternal support helps mitigate the rise in stress. In contrast, for students from

high-track schools, perceived maternal pressure is associated with increased stress

levels in grade 8, while maternal support is linked to lower stress. These findings

underscore the complex interplay between parental influence, academic tracking, and

adolescent stress during this critical developmental period (Kulakow et al., 2021).

Course Program. The stress level of college students caused by parental

pressure is undeniably high, in the study of Behere et al., 2011 as cited by Balaji

et al., 2019. In comparison to engineering and medical students, it seems that

nursing students might be more vulnerable to stress. Given that more nursing

students acknowledge stress, and that a greater proportion of them exhibit signs of

denial, there may be more stress in this group than there is in others. It's important

to remember, too, that stress is a complex and subjective experience, and that a

number of circumstances can influence how it manifests (Balaji et al., 2019).

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Year Level. Freshman university students encounter stress related to adapting

to a new environment, academic responsibilities, and organizational challenges

(Bublitz et al., 2016). In contrast, senior students, while facing similar factors,

experience a broader range of stressors as they focus on future career prospects,

practical experience, professional conflicts, and competition with peers (Moriera et

al., 2013). Stressful situations reported by seniors include anxiety, fear, and insecurity

during the graduation thesis, heavy workload, practical activities, concerns about

market placement, interpersonal relationship difficulties, and balancing study time

with family life (Hirsch et al., 2015; Singh et al., 2013).

Perceived Impact of Parental pressure. The idea of "parental pressurization,"

which includes parental beliefs, expectations, propensities, and behavior that puts

their children under mental and physical strain. This parental pressure manifests in

various forms, such as excessive anxiety and ambition, strict control, and inflexibility,

compelling the child to exceed their educational capacity. The excessive parental

pressure in the academic realm is evident when parents enforce a stringent, routine,

and monotonous study schedule, mete out non-physical penalties for rule violations,

and consistently pester their child for falling short of anticipated academic

performance. As a result, the act of learning for children has evolved into a structured

and parentally regulated endeavor (Srivastava, 2017).

Academic learning. Abhishek Srivastava studied the impact of parental

involvement and pressure on children's academic achievement. Research in the field

of parenting and its relationship with academic success has revealed that when parents

are actively engaged within an authoritative household, they contribute to their

children's academic accomplishments by fostering internal motivation. Conversely, if

parents exert excessive pressure on their children to excel academically or pursue

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subjects in which the child lacks aptitude, this could lead to a detrimental disregard

for their studies. Consequently, it can be postulated that an excessive level of

academic pressure from parents may negatively affect children's academic interest and

performance (Srivastava, 2017).

Motivation. Motivation is a crucial factor for academic success, as it both

energizes and guides behavior towards achieving goals. Various components make up

achievement motivation, including motivational beliefs, task values, goals, and

achievement motives. (Plante et al., 2019; Wigfield et al., 2016). Whether positive or

negative, motivation significantly impacts the educational environment. Positive

motivation can be fostered by creating an educational atmosphere that caters to the

individual needs of students, as noted by Malone and Lepper (2021). Conversely,

negative motivation can have detrimental effects on the overall atmosphere. In our

societal structure, schools serve as a pivotal influence on children's interests, attitudes,

and behaviors. Key factors influencing students' school experiences include teacher-

child interactions, school safety, and parental involvement at school, as highlighted by

Alzahrani, Alharbi, and Alodwani (2019).

Perseverance. The quality that empowers individuals to overcome challenges

and achieve their goals, is a key factor in academic and life success. The study of

katrina griffths 2017 research reveals that perseverance is a valuable attribute, closely

linked to qualities like persistence, motivation, commitment, focus, and goal-setting.

Perseverance is essential for academic achievements and handling life's difficulties.

Family, friends, and some teachers contributed to the student’s development of

perseverance. Many participants recognized moments when they consciously chose to

persevere, seeing it as a crucial part of their personal growth (Griffts, 2017).

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Reference

Balaji, N. K., Murthy, P. S., Kumar, D. N., & Chaudhury, S. (2019). Perceived

stress, anxiety, and coping states in medical and engineering students during

examinations. Industrial psychiatry journal, 28(1), 86–97.

https://doi.org/10.4103/ipj.ipj_70_18.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice

Hall.

Bandura, A. (1986). Social foundations of thought and action: A social

cognitive theory. Prentice-Hall.

Bublitz, S., Guido, L. A., Lopes, L. F. D., & Freitas, E. O. (2016). Association

between nursing students’ academic and sociodemographic characteristics and stress.

Texto Contexto Enferm, 25(4), e2440015. https://www.scielo.br/scielo.php?

script=sci_arttext&pid=S0104-07072016000400327&lng=en

Catindig, M. D., Espina, K. J., & Placido, A. C. (2013). Career-life

preparedness: The power of parental influences on the career decision self-efficacy

and career aspirations of Filipino undergraduate students. Retrieved from

https://animorepository.dlsu.edu.ph/etd_bachelors/11242

Chen, L., & Ho, S. (2018). Parental Expectations and Their Impact on

College Major Choices: A Comparative Study of Chinese and American Students.

International Journal of Educational Psychology, 7(2), 178-198.

Cook, C. (2016). The Difficulties of Choosing A Career Path. Retrieved from

Griffiths, K. (2017, November). Perceptions of Perseverance and its Impact on

the Life and Academic Success of Nine University Students. (Master's thesis, Faculty

of Education and Arts, Federation University, Australia). PO Box 663, University

Drive, Mount Helen, Ballarat, Victoria, 3353, Australia.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Hirsch, C. D., Barlem, E. L., Tomaschewski-Barlem, J. G., Lunardi, V. L., &

Oliveira, A. C. (2015). Preditores do estresse e estratégias de coping utilizadas por

estudantes de Enfermagem. Acta Paul Enferm, 28(3), 224-

229.http://www.scielo.br/pdf/ape/v28n3/1982-0194-ape-28-03-0224.pdf

http://www.scielo.br/scielo.php?

script=sci_arttext&pid=S010411692013000700020&lng=en&nrm=iso&tlng=en

https://www.mysphere.net/articles/why-is-your-student-profile-important/

#:~:text=A%20Student%20Profile%20is%20a,badges%20earned%2C

%20accomplishments%20and%20memberships.

https://www.theodysseyonline.com/difficulties-choosing-career-path

Kulakow, S., Raufelder, D., & Hoferichter, F. (2021). School-related pressure

and parental support as predictors of change in student stress levels from early to

middle adolescence. Journal of Adolescence, Volume(Issue), Page range. Elsevier.

Lepper, M.R., & Malone, T.W. (2021). Intrinsic Motivation and Instructional

Effectiveness in Computer-Based Education.

Moreira, D. P., & Furegato, A. R. F. (2013). Stress and depression among

students of the last semester in two nursing courses. Rev Latino Am Enfermagem,

21(n.spec),155162.

Singh A, Chopra M, Adiba S, Mithra P, Bhardwaj A, Arya R, et al. A

descriptive study of perceived stress among the North Indian nursing undergraduate

students. Iran J Nurs Midwifery Res. 2013 [cited 2017 Mar 03];18(4):340-2.

Availablefrom:Availablefrom: www.ncbi.nlm.nih.gov/pmc/articles/PMC3872872?

Srivastava, A. (2017). Impact of Parental Pressure on Academic Achievement,

7.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The

Importance of Students' Motivation for Their Academic Achievement - Replicating

and Extending Frontiers in psychology, 10, 1730.

https://doi.org/10.3389/fpsyg.2019.01730

Tillman, K. (2015). Parental Influence on College Students’ Career

Aspirations. Honors College Theses, 86. Georgia Southern University.

https://digitalcommons.georgiasouthern.edu/honors-theses/86

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CHAPTER 3

METHODOLOGY

Research Method

Since the study focuses on college students on how their parents often

provides their child’s best interest, and the pressure from their parents’ is putting them

to take the course program they are taking. The research opted to use a quantitative

method in collecting data through forms of questionnaires which surveys data, and the

insights of each respondent.

Research design

The research will be using a descriptive-correlational type of survey. Because

it will (a) describe the perceived of parental pressure on students’ (b) describe the

extent to students’ who feels pressured by their parents in choosing their course

program. On the other hand, this study also correlational because it is searching for a

relationship between the variables that gives major impact on students’ parental

pressure and the course that they will take.

Research Environment

This study will be conducted at Metro Dumaguete College Incorporated

located at E.J. Blanco Extension, Daro, Dumaguete City, Negros Oriental. It is a

private school founded and owned by Mr. Wilfredo S. Manila and his wife Dr. Delma

P. Manila it was founded on August 13, 2002. The intuition envisions being the

school of choice in 2030. True to its vision, it is now one of the fast-growing schools

in Dumaguete City with an estimated 1,000 students enrolled and more than 100

faculty members. Metro Dumaguete College Incorporated provides facilities for

college students. The school offer students to have access to the following facilities:

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The Impacts of Parental Pressure on College Student in Choosing Course Program

school library, computer laboratory, science laboratory, communication laboratory

and the school canteen.

Senior High School, Baccalaureate Program, Three – Year Diploma Courses,

and Technical – Vocational Education. For its Senior High School, they offer the

following tracks: Accountancy, Business and Management (ABM), Humanities and

Social Science (HUMSS), General Academic Strand (GAS), Technical Vocational

Livelihood – Home Economics (TVL – HE). It also offers a unique curriculum for its

three – year diploma programs; Diploma in Tourism Technology (DToT), Diploma in

Digital Arts Technology (DDAT), and Diploma in Software Engineering Technology

(DSET). Additionally, for its baccalaureate programs, they offer Bachelor of Science

in Computer Science major in Digital Arts, Bachelor of Science in Business

Administration major in Digital Arts, Bachelor of Science in Business Administration

major in Financial Management, Bachelor of Science in Business Administration

major in Marketing Management, Bachelor of Science in Tourism Management,

Bachelor of Science in Travel Management, Bachelor of Technical – Vocational

Teacher Education major in Computer Hardware Servicing, Animation, and

Computer Programming, and Bachelor of Arts major in Developmental

Communication.

Metro Dumaguete College Incorporated is also a Technical Education and

Skills Development Authority (TESDA) recognized assessment center for Animation

NCII, Java Programming NCIV, Bookkeeping NCII, Contact Center Services NCII,

and Computer Systems Servicing NCII (Metro Dumaguete College, 2023).

Research Respondents

The respondents are the students enrolled in Metro Dumaguete College for the

academic year of 2023 – 2024 who are taking up a Course Diploma; Diploma in

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The Impacts of Parental Pressure on College Student in Choosing Course Program

Digital Arts Technology (DDAT), Diploma in Software Engineering Technology

(DSET), Diploma in Tourism Technology (DToT) and Diploma in Vocational

Teacher Education Technology (DVTET).

Course Population Sample Size

DDAT 445 87

DSET 474 93

DToT 680 133

DVTET 50 10

Total: 1,649 323

Research Instrument

In this study, the researchers will be using questionnaire. The

questionnaire is a set of questions prepared to be answered by the participants. With

the following parts of the questionnaire. (a) Profile of the students (b) What is the

perceived impact of parental pressure (c) To what extent do students feel pressured by

their parents in choosing their course program (d) Is there significant difference

between the parental pressure and its impact on student choosing the course program.

The survey questionnaires will be answered by the participants in the study.

Ethical Considerations

The researchers must treat the data they have acquired with confidentiality. It

should also be treated with high regard as every bit of information gathered is vital to the

success of this research. Researchers must not manipulate nor revise the information that

was given to them and must use it honestly. Researchers must draw their conclusions

based on the data gathered from the surveys.

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The Impacts of Parental Pressure on College Student in Choosing Course Program

The researchers will be following the moral protocols in the Ethics Committee

of Metro Dumaguete College. To make sure clear intentions to the students in the

school, the researchers will provide an open, impartial, tolerant and easygoing surveys

to avoid misunderstanding and miscommunication. the participants will sign a consent

form before taking the questionnaire along with a full understanding of the risk and

benefits of study being conducted.

Research Procedure

A letter of request to conduct the study will be sent to the President of the

school Dr. Delma P. Manila, upon the seal of approval of the Principal of the Senior

High School Mr. Renze O. Lagrada. The signed and approved request will be

presented to the researchers given by the Vice President of Academic Affairs,

questionnaire will be dispensed to the Diploma Supervisor unit after approval. During

the distribution, the researchers will explain to the respondents the purpose of the

study, and the potential benefits and risk with the survey. After the participants

answered each survey, there will be a retrieval of questionnaires and analyzing the

surveys will begin.

Statistical Treatment of the Data Percentage

Refers to the percentage of college diploma students who answered either of

the specific binary questions (yes/no questions). It is a way to quantify the proportion

of students who experienced parental pressure in a certain aspect of their course

choices.

Pearson product moment coefficient of correlation

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The Impacts of Parental Pressure on College Student in Choosing Course Program

The researchers used to evaluate the nature and intensity of the relationship

between two variables, particularly the effects of parental pressure and the students’

college course programs.

To describe the strength of the relationship between the variables, The

Researchers used the following scale (Statistical correlation, 2009)

Legend: Value of r Strength of Relationship

Between +0.50 to +1.00 - strong relationship

Between +0.30 to +0.49 - moderate relationship

Between +0.10 to +0.29 - weak relationship

Between +0.01 to +0.09 - Very weak relationship

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21