Abstract
The purpose of this study was to investigate the relationship between the family functioning and decision-making of 138 Grade 10 students in District 8 of Valencia City, Bukidnon, in choosing Senior High School strands. Using self-assessment questionnaires, a descriptive-correlational study method was used to gather information from students on family functioning (problem-solving, communication, and personal goal setting) and decision-making (vigilance, buck-passing, and procrastination). Descriptive statistics and Pearson-Product-Moment Correlation were used to analyze the data. Results show that in general, students’ family functioning is perceived to be at a high level. This implies that students believe their families are doing a good job of creating a supportive and useful environment that supports their well-being and personal development. Similarly, students are demonstrating a high level of decision-making. This indicates that while students generally show a rather successful approach to decision-making when choosing their Senior High School courses, certain areas could be improved. Moreover, the findings revealed a strong relationship between students' decision-making skills and family functioning, especially in communication and problem-solving. While low family functioning was associated with higher levels of procrastination and buck-passing, strong family functioning, which includes emotional support and effective communication, improved students' alertness in decision-making. These results highlight how important a supportive home environment is in encouraging students to make timely and appropriate decisions. The study highlights the importance of a collaborative approach to improving students' decision-making. Thus, based on these findings, it is recommended that various stakeholders develop strategies that provide resilience and confidence, and parents should improve family communication and offer emotional support.
