FACTORS AFFECTING THE COURSE PREFERENCES OF FOURTH YEAR STUDENTS OF

NORTHERN CHRISTIAN COLLEGE LABORATORY HIGH SCHOOL: BASIS FOR THE

DEVELOPMENT OF A CAREER COUNSELING PROGRAM

NICANDRA MILAGROS B. BOBILES

NORTHERN CHRISTIAN COLLEGE

The Institution for Better Life
GRADUATE SCHOOL
Laoag City

MASTER OF ARTS IN EDUCATION

(Administration and Management)

October 2014
1
 ACKNOWLEDGMENT

The researcher would like to convey her hundredfold thanks and appreciation to the following

people who helped her accomplish this study:

Dr. Caesar I. Agnir, president of Northern Christian College, for extending the scholarship

program to her to pursue a graduate degree as faculty member of NCC Laboratory High School ;

Dr. Nenita P. Blanco, dean of the Graduate School, for inspiring her to make this study more

logical and intelligible.

Dr. Norma L. Fernando, dean of the College of Arts, Sciences, Education and Social Work, and

her adviser for her overall assistance and guidance;

Dr. Norberto S. Galiza, a panel member, for providing intelligent suggestions to improve the

paper;

Dr. Maria Nona A. Adaza, a panel member, for helping and giving valuable suggestions;

Prof. Nelson S. Lacadin, a panel member, for sharing his time and friendly counsel;

Dr. Anabelle C. Felipe, for her technical assistance and concern;

Dr. Virginia A. Duldulao, her former panel member, who inspired her and for giving initial

guidance in the conduct of this study;

Prof. Marnie Dela Cruz, for his moral support, expression of confidence in the researcher;

Dr. Gerardo S. Garcia and Prof. Geronima C. Matias for their friendly advice and

encouragement;

Prof. Joyce C. Castillo and Prof. Revelyn Pacol for their assistance and concern to make this

study more comprehensible;

Prof. Mary B. Gallardo and Ptr. Gregorio Agatep, for their incessant prodding’s and assistance in

this study;

2
 Dr. Bernadette Ayunon and Mrs. Imeda Dosono for their delightful personal concern,

Rev. Fr. Edgardo B. Bugtong, S.V.D., for his endless support, encouragement, and inspiration to

move on step by step towards success;

Joselino G. Bobiles, the researcher’s late husband who had been her strength and inspiration; and

her children Laborem Joey and Marie Clare, for their love, sacrifices, understanding, inspiration and

patience that enabled the researcher to finish this study;

Her parents, brothers, sister in laws, nephews, nieces, relatives, friends, colleagues and all the

people who willingly shared their time, and cooperation to make this study a success; and,

Above all, to the Triumphant and Almighty God, and Great Provider, the source of her strength

and courage to finish this study.

N.M.B.B.

3
 DEDICATION

In Loving Memory

Of my husband, Joselino G. Bobiles, who had been

instrumental in creating a truly meaningful life for me.

My children, Laborem Joey and Marie Clare, whose

unceasing inspiration and affection.

Sustained me throughout this educational

journey to achieve.

N.M.B.B.

4
 ABSTRACT

TITLE: FACTORS AFFECTING THE COURSE PREFERENCES OF FOURTH YEAR

STUDENTS OF NORTHERN CHRISTIAN COLLEGE LABORATORY HIGH
SCHOOL: BASIS FOR THE DEVELOPMENT OF A CAREER COUNSELING
PROGRAM

Author: Nicandra Milagros B. Bobiles

Adviser: Norma L. Fernando, Ed. D.

Institution: Northern Christian College

Laoag City

Degree: Master of Arts in Education

Date: October 2014

Subject: Factors Affecting Course Preferences

This study determined the factors that affect the course preference of the fourth year students of

the Northern Christian College Laboratory High School which was a basis for the development of a

career counseling program.

Specifically, it described the characteristics of students as to: sex, religion, socio-economic status

of parents, academic grades, personality traits, study habits, and multiple intelligences; identified their

course preferences; and determined the relationship of socio-demographic characteristics to career

preferences. Results were the basis for the development of a career counseling development program.

vi
 The study employed the descriptive method of research using a questionnaire to gather data.

The mean, weighted mean, frequency and percentage were used to describe the variables while

the Chi-square was used to establish relationship of variables.

Most of the students were adolescents, males, and Catholics, and residents of Laoag City. Their

parents have an average monthly income of Php 10,000 which is enough for their basic needs and the

schooling of their children in a private high school. The fathers of the respondents are mostly college

undergraduates while majority of the mothers finished college. This indicates that both parents are

highly literate.

Most of the students have average academic grades. They have positive personality traits of.

They are moderately friendly, cheerful and some are slightly independent, industrious and sociable.

However, they have poor study habits, although they look for additional readings on the Internet and

prepare well for examinations.

With regard to multiple intelligence, the students, as a group are more inclined to have spiritual

and visual-spatial intelligences. This may be due to the school being a Christian institution enforcing

spiritual discipline. The other intelligences are slightly evident in the students.

For the students’ course preferences, majority would like to pursue baccalaureate courses, some

prefer technical-vocational courses and a few plan on taking a highly professional course.

Correlation analysis revealed a significant relationship of their religion , the mother’s occupation

and parents monthly income with course preference.There was no significant relationship of the other

student characteristics (sex, educational attainment and fathers occupation, academic grades, personality

traits, study habits, and multiple intelligences) with course preferences.

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 The researcher developed a career guidance action plan and recommended its implementations to

guide and assist the students in the choice of a course to pursue before embarking into the next level of

education.

TABLE OF CONTENTS

Preliminary Pages Page

Title Page i

Thesis Committee Recommendation Sheet ii

Approval Sheet iii

Acknowledgment iv

Dedication vi

Abstract vii

Table of Contents ix

List of Tables xiii

List of Figures xiv

List of Appendices xv

CHAPTER

I.THE PROBLEM

Introduction 1

Objectives 4

7
 Theoretical Framework 4

Conceptual Framework 7

Hypothesis 10

Significance of the Study 10

Scope and Delimitation of the Study 11

Definition of Terms 11

II. .REVIEW OF LITERATURE

Course Preferences 16

Factors Affecting Course Preferences 17

Socio-Economic Status of Parents 17

Academic Grades 18

Personality Traits 19

Study Habits 21

Multiple Intelligences 22

The Impact of Parents’ Preferences on Courses Taken 25

by Their Children

Vocational Guidance 27

Occupational Information Services 27

Functions of Occupational Information 28

Need for Occupational Information 29

Testing Services 32

Personnel Services in the Career Counseling Program 33

Contributions of Guidance Program to Academic Achievement 34

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 Higher Confidence Level While in School and After Schooling 35

Factors Affecting Course Preferences 36

Career Counseling Development Program 41

III METHODOLOGY

Research Design 42

Locale of the Study 42

Respondents 45
Instrumentation 46

Validation of the Instrument 47

Data Gathering Procedure 47

Statistical Treatment 48

Scoring and Interpretation 49

IV. RESULTS AND DISCUSSION

Characteristics of the fourth year high school students 51

Sex 51

Age 51

Religion 52

Residence 52

Socio-Economic Status of Parents 52

Educational Attainment of Parents 53

Occupation of Parents 54

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 Monthly Income 54

Academic Grades 55

Personality Traits 56

Study Habits 58

Multiple Intelligence 60

Course Preferences of Fourth Year High School Students 64

Relationship between Characteristics and Course Preferences 65

of Respondents

Relationship of Individual Student Characteristics 67

and Course Preferences of Respondents

Sex 67

Religion 68

Socio – Economic Status of Parents 68

Academic Grades 69

Personality Traits 70

Study Habits 70

Multiple Intelligence 71

Action Plan for a Career Guidance Counseling Program 72

V. SUMMARY, CONCLUSIONS, AND RECOMMNDATIONS

Summary 78

Findings 79

Characteristics of Respondents 79

Course Preferences 79
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Relationship Between Characteristics And Course Preferences 80

Conclusions 80

Recommendations 80

Literature Cited 82

APPENDICES 86

CURRICULUM VITAE 114

LIST OF TABLES

Table No. Page

1. Demographic Characteristics of the fourth year high school students 45

2. Other characteristics of the fourth year students of Northern Christian 53

College Laboratory High School

3. Academic grades of the students during the third grading period. 55

4. Personality traits that are indicative of the respondents 56

5. Statements reflecting study habits of the respondents 59

6. Summary of the study habits profile of respondents 60

7. Multiple intelligences of the respondents 61

8. Summary of the number of respondents falling under each 64

intelligence or inclination

9. The number of respondents categorized under their course preferences 65

10. Relationship of Student Characteristics and Course Preferences 68

of Respondents

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 LIST OF FIGURES

Figure Page

1 Conceptual Paradigm 7

2 Northern Christian College Campus Map 45

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 LIST OF APPENDICES

Appendix Page

A. Letter Request to the President of Northern Christian College of Laoag City to conduct 87

the study.

B. Letter Requesting Approval of the Principal of Northern Christian College 88

Laboratory High School of Laoag City to conduct the study.

C. Interview Guide Questions Administered to Chosen Fourth Year Students 89

to Improve the Reliability and Validity of the Instrument.

D. Questionnaire Factors Affecting Course Preferences of Fourth Year Students of NCC 91

Laboratory High School.

E. Research Dissemination Forum 103

Research Forum 104

Thank You 104

Program 105
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 Research Forum - Attendance Sheet 106

Pictorial 108

CHAPTER I

THE PROBLEM

Introduction

Course preference has become a complex science with the advent of information technology and

the emergence of post industrialization resolution and job competition. Industrialization and post

industrialization have made it possible for a common person to be richer than the intellectual, as long as

he or she has acquired the necessary knowledge, skills and competence in certain expertise (Wattles,

2009).

If society has to move forward toward economic progress, individuals have to be in places and

conditions where they can contribute their utmost to progress. They have to be “square pegs in square

holes” and “round pegs in round holes” in so far as putting to profitable use their talents, skills and

abilities, so that they can be assets in the society where they live. To be “square pegs in round holes” or

“round pegs in square holes” means that they are misfits and liabilities in the society where they live.

This should be avoided as human and material resources will go to waste, when individuals are placed in

work situations they are not prepared for.

Most students in secondary schools nowadays do not have the necessary and accurate

information about occupational opportunity to make the appropriate course preference. According to

Kerka (2000), course preference is influenced by multiple factors including personality traits, interests,

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self-concept, cultural identity, globalization, socialization, role model, social support and available

resources, such as information and financial assistance. Bandura,et al. (2001) states that the process of

course preference is also influenced by several factors including the context in which one lives. These

are personal aptitudes, social contexts and educational attainment.

According to Hewitt (2010), factors influencing course preference can either be intrinsic or

extrinsic or both. He further stated that most people are influenced by courses that the parents favor.

Some however, choose to follow their passion regardless of how insufficient their income in it would,

while others choose the career that would give them high income.

Career preference may also be influenced by special intelligence. According to Dr. Howard

Gardner, an American psychologist from Harvard University, intelligence can be defined in several

ways. This definition led to the conceptualization of the Theory of Multiple Intelligences (MI theory).

In his milestone work, “Frames of Mind,” Gardner defined intelligence as the ability to solve problems,

or to create products that are valued within one or more cultural settings. When this theory is applied to

learners, they are either word smart, number/reasoning smart, picture smart, body smart, musical smart,

people smart, self-smart, nature smart, wondering smart and spiritual smart. These intelligences can

help teachers and parents alike, to assist students select courses that are attuned to their innate talents

and intelligences.

Course preference, therefore, is a very important decision that an individual has to make in his

lifetime. It can spell success or failure, and happiness or unhappiness, as well. It should not be a spur of

the moment decision or as a result of peer and parental influence, but it should undergo a careful self-

examination and self-reflection of one’s strengths and weaknesses, including all the factors that

influence the selection of a course.

2
 The school guides students in their course preferences through its guidance program. A guidance

and counseling program is an integral part of a school’s total educational program. It is developmental

by design, focusing on the needs, interests and issues related to various stages of student growth.

Planning for the future, combating career stereotyping, and analyzing skills and interests are some of the

goals of the guidance program. Students must be developed in the school according to their line of

specialization. Career information must be made available to students, and representatives from business

and industry must work closely with the school and the counselor in preparing students for the world of

work (Cooley, 2010 as cited by Cabasag, 2013).

It is a common observation during enrollment time that there are a number of college students

who shift from one course to another for the reason that they do not like their former course. They either

got low grades or drop out from the school for one reason or another. They finally realize that what they

enrolled in is not their passion or line of interest because they were only persuaded by their friends to

join them. Others enroll in a course that is their parents’ choice even if they did not like it making

college schooling a waste of time, money and effort for both the students and the parents. Hence, proper

counseling and career orientation must be provided to high school students so that they are properly

guided on the choice of a course which will enable them to obtain, within the limits of their capacity and

potentials, reasonable success, satisfaction and happiness in the course that they want.

It is in this context that the researcher, who is a secondary school teacher of Northern Christian

College, conceptualized this study on the factors affecting the course preferences of fourth year students

of NCC Laboratory High School, S.Y. 2012-2014.

3
Objectives

This study determined the factors affecting the course preferences of fourth year students of

Northern Christian College Laboratory High School which was the basis for the development of a career

counseling program. Specifically, it sought to attain the following objectives:

1. Describe the characteristics of the students in terms of:

a. sex

b. religion

c. socio-economic status of parents (educational attainment, occupation, income)

d. academic grades

e. personality traits

f. study habits

g. multiple intelligence

2. Identify the course preferences of the fourth year students.

3. Determine the relationship of socio-demographic characteristics to course

preferences.

4. Develop a career counseling program.

Theoretical Framework

This study was guided by three theories, namely: the Multiple Intelligences Theory, the

Capability Approach, and the Career Counseling Theory.

Theory of Multiple Intelligences. Howard Gardner (1999) formulated the “Theory of Multiple

Intelligences” which identifies ten separate kinds of intelligences. He believes that each individual is

4
equipped with a unique blend of intellectual potentials which he can mobilize, expand or connect

according to his inclinations and intentions. The different multiple intelligences are: a) verbal- linguistic,

b) logical-mathematical, c) musical-rhythmic, d) bodily-kinesthetic, e) visual-spatial, f) interpersonal, g)

intrapersonal, h) naturalist) existentialist, and j) spiritual.

An instrument for assessing the multiple intelligences of students could be an effective tool to find out

the innate talents and potentials and their lines of interest and it could be a useful reference to determine

course preference.

Capability Theory. Another theory that was utilized as framework in this research is the

Capability Approach (Clark, 2005) which claims that the freedom to achieve well-being is of primary

moral importance and it must be understood in terms of peoples’ capabilities to do what they value. The

theory recognizes the freedom of individuals to achieve well-being and this is a matter of what they are

able to do and to be, and thus attain the kind of life they are effectively able to lead.

When applied to course preferences, students can succeed more if they pursue a course within

their capability and which is of value to them. When the innate talents and capabilities of students are

identified using a multiple intelligence test, they would be guided to pursue a course that is attuned to

their capabilities, thus increasing their chances of success in their chosen career.

The capability theory is related to the four pillars of education framed by the International

Commission on Education for the 21st Century. The four pillars are: learning to know, learning to do,

learning to live together, and learning to be (UNESCO,1996). The fourth pillar, learning to be, stresses

the role of education in developing all the dimensions of the complete person: physical, intellectual,

emotional and ethical integration of the individual into a complete man. It takes into account all the

5
powers, faculties and innate potentials within the human person, respecting the dignity and worth of

each individual.

The four pillars highlight the role of values and attitude towards a holistic and integrated

approach to education. Learning to be starts with knowing oneself as a person. Doing self-introspection

and self-examination and knowing one’s strengths and weaknesses would enable one to select a career

that is suited to his personhood. Knowing that the course a student is suited to his capabilities would

give him more self-confidence and self- esteem and would lead to the fulfillment of his dreams and

aspirations in life. This is also in line with Maslow’s Hierarchy of Needs.

Learning Theory of Career Counseling. Krumboltz’s (Osipow/Fitzgerald, 1996)Learning

Theory of Career Counseling which also applies to this study emphasizes the importance of learning

experiences and their effects on career and occupational selection. Career decision making is considered

to be a vital skill that can be used during one’s life time. There are factors that influence individual

preferences in the social-learning model and these are composed of numerous cognitive processes,

interactions in the environment and the inherited personal characteristics and traits from parents.

However, the educational and occupational preferences are directly observable results of actions

and of learning experiences that involve career tasks. Career decision making is a learned skill, and the

more developed the skill, the better the career choice. But a learner who claims to have made a career

choice needs help too, because the choice may have been made from inaccurate information and faulty

alternatives. Hence, the success is measured by students’ demonstrated skill in making decision. The

individual has no need to feel guilty if he is not sure of which career to enter.

6
 There are no courses and occupations that seem as best for anyone. Challenges that involve

educational opportunities and available work options should be approached with a positive attitude that

promotes positive outcomes for the future.

Conceptual Framework

The research paradigm in Figure 1 illustrates the theorized relationship of the characteristics of

the fourth year high school students and their career preferences. The characteristics are sex, religion,

socio-economic status of parents, academic grades, personality traits, study habits, and multiple

intelligences. One or more of these factors may influence the students’ choice of a career to pursue.

Sex, whether male or female, affects the choice of career. It is an observation that most male

students prefer technical-vocational courses or blue collar jobs while female students select white-collar

jobs. However, with gender equality nowadays, more females have been choosing fields which were

traditionally preferred by males.

Religion, whether Catholic, Iglesiani Cristo, Four Square Church, United

Church of Christ in the Philippines, Iglesia Filipina Independiente, Seventh Day Adventist, Born Again

Christian, and other denominations may also affect the course preference. The students’ faith in a

supernatural being who could help them in times of adversities and difficulties would give them the

patience and perseverance to face squarely the difficulties in a chosen career.

The socio-economic status of parents has been observed to greatly influence the courses their

children pursue because they are the ones who pay for their schooling. Socio-economic status includes

educational attainment, occupation, and family income. Although a certain course may be suited to the

children’s capabilities and interests, if parents cannot afford it, the children cannot pursue it, unless

financial assistance comes from other sources.

7
 The academic ratings of students the different subject areas reflect their intellectual ability and

interest. Thus these may be good indicators of fields students could pursue careers in. In fact guidance

counselors usually use subject ratings as one of the bases in giving career guidance.

Personality traits, some of which are hereditary and others acquired through training or from

experience, may have significance in career choice. Personality traits like drive, emotional stability,

initiative, personal disposition, industry, conscientiousness have importance in the choice of a course.

Work ethics and attitudes are also very important factors in making a course preference.

Study habits are learners’ ways of dealing with their studies in terms of information-processing,

conceptualization and problem solving. It is also a system of learning and practicing the outcomes of

one’s training and experiences. The students also learn from their observations of the way other

individuals handle their studies, and they develop habits as a result of their inclination and how they go

through their studies. There are courses that require diligence in study habits and there are those that an

average students could go through in an easy-going manner. Habits of study that a student has

developed early in life may also influence the course he will take. John Dryden (2008), a poet, once said,

“We first make our habits, and then our habits make us.” Developing good habits not only in his studies

but also in his work can make him accomplish his task effectively and productively.

Lastly, knowledge of the factors that may affect course preference would contribute much to the

development of a more effective career counseling program of the school.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

8
 Characteristics of fourth year Course preferences of
high school students fourth year high school
students
 Sex
 Religion
 Socio-economic status of parents  Technical-Vocational
 Baccalaureate
(income, educational attainment,  Highly-Professional
occupation)
 Academic grades
 Personality traits
 Study habits
 Multiple intelligences

Career Counseling Development

Program

Figure 1. Conceptual Paradigm

Hypothesis

There is no significant relationship between the profile characteristics of fourth year high school

students and their course preferences.

9
Significance of the Study

The results and findings of the study can be useful to the different stakeholders

of the school, both internal and external, such as:

Students. This study can inform high school students about their course preferences and how

their profile characteristics influence them. This would lead them to a deeper analysis of their talents

and potentials, their personality traits and attitudes , as well as the financial status of their parents, so

that they can make the best decision in the choice of a career.

Parents. Knowing the factors that affect course preferences and understanding their children’s

choice will save them from unnecessary expenses due to failures and shifting of courses. The findings

could serve as advice to them that they should not be the one to decide on the course which their

children would pursue.

Teachers. The findings of this study provide teachers with a basis for providing students initial

career guidance. Using the factors that are related to course preferences, teachers could help students

realize the careers which are best suited to them.

Guidance counselors. One of the major functions of a guidance counselor is helping high school

students select courses that are suited to their capabilities and interests. This study, especially the career

guidance program developed, would be very helpful to guidance counselors in performing this function.

School administrators. The effectiveness of a career counseling program depends to a large

extent on the support a school administrator gives to it. This study can make the school administrator

aware of what are necessary to help students make wise and suitable career choices so he can provide

the necessary administrative support to the career guidance program. The findings could be a basis for

crafting necessary policies and guidelines to improve their guidance service and create specialization

tracks to develop the students’ skills and talents.

10
 Researchers. This study could serve as a valuable reference for other researchers undertaking a

similar study.

Scope and Delimitation of the Study

This study focused on the factors affecting the course preferences of fourth year high school students of

Northern Christian College Laboratory High School Laoag City, school years 2012-2014.

Factors affecting course preferences were limited to sex, religion, socio-economic status of parents,

academic grades, personality traits, study habits and multiple intelligences. Academic grades of students

were their general average expressed in percentile rating obtained during the third grading period as

indicated in their Form 138 or card.

Definition of Terms

The following terms are defined as used in this study to give the readers better and clearer

understanding of the concepts and variables.

Ability is the general intellectual capacity of the fourth year student as shown in their third

grading academic grades in the different subjects.

Aptitude is in the inborn capacity of the students to excel in specific fields like

english, mathematics, music, arts, sports, etc. It is shown in the results of the multiple intelligences

questionnaire that was administered to the respondents.

Attitude is the learner’s perspective and disposition to a certain field or work or line of

interest.

Baccalaureate course is a 4-year degree courses like teaching, nursing, commerce, social work

and others.

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 Career counseling refers to a guidance service provided to fourth year students to assist them

decide on what course is best for them with the help of a guidance counselor.

Career Development Counseling Program is a series of carefully planned activities to orient

students of the different careers in the world of work.

Characteristics include personal and psychological data on the students, like age, sex, religion,

place of residence, parents’ socio-economic status, academic grades, personality traits, study habits and

multiple intelligences.

Age refers to the students’ number of years of existence as of his nearest birthday.

Educational attainment is the highest level of schooling that a person, specifically the

parents, has reached.

Sex refers to the maleness and femaleness of a person.

Religion. It is the religious group to which the students and their parents are members of.

Socio-economic status of parents is the social standing that parents have in society and

is indicated by their income, educational attainment and occupation.

Academic grade is the general average rating obtained by the students in the different

subjects during the third grading period expressed in percentile rank.

Personality traits are a person’s usual ways of reacting which manifested by the

physical, intellectual, social and moral behaviors of an individual. Some of these traits are

inherited, while others are acquired. It includes one’s physical make up, thoughts, feelings,

motives, emotions, experiences and even one’s dreams and aspirations for the future.

Study habit refers to the observable behavioral traits of a student in preparing for his

lessons and in doing his assignments.

12
 Multiple intelligences refer to specialize aptitudes and abilities that a person may

possess which, as conceptualized by Howard Gardner, are ten, namely:

Verbal-linguistic intelligence (word smart)which is the ability to learn languages and

use these to express one’s mind and to understand people. People with this intelligence enjoy

reading various kinds of literature, playing word games, making up poetry and stories, and

discussing with other people.

Logical-mathematical intelligence (number smart)which is the ability to detect

patterns, reason deductively, think logically and good in the science of numbers.

Musical-rhythmic intelligence (music smart) is “the capacity to enjoy music and

appreciate sounds, rhythms, tones, beats and the music produced by other people present in the

environment.

Bodily-kinesthetic intelligence (body smart)is the potential of using one’s whole

body or parts of the body to solve problems.

Visual-spatial intelligence (picture smart)involves the potential to recognize and use the

ability to manipulate and mentally rotate objects.

Interpersonal intelligence (people smart) is the capacity to understand the intentions,

motivations, desires of other people and work well with others.

Intrapersonal intelligence (self-smart)is the capacity to understand oneself, to appreciate one’s

feelings, fears and motivations. Psychologists, philosophers, social workers, and counselors are all

examples of “self-smart” people.

Naturalist intelligence (nature smart). This is the ability to recognize and categorize plants,

animals and other objects in nature.

13
 Existential intelligence (wonder smart) is the ability to be sensitive and be analytical about

ultimate reality. Reality is determined by individual experience.

Spiritual intelligence (spiritual smart) is the intelligence that makes a person whole,

integral and transformative.

Counseling is an activity designed to assist and guide students choice of a course.

Counselor is the person trained in guiding and assisting students make course choices.

Course preference is the college course that a student would like to pursue which would lead to

the profession he would like to be a member of.

Guidance is the process of assisting, showing, and directing a student to find and pursue a career

most suited to his interest and abilities.

Highly professional course refers to a profession which requires schooling of more than five

years, like engineering, medicine, and law.

Occupation refers to the work or employment which an individual will practice after completing

the required academic preparation. In this study, occupation is classified either as a blue collar or white

collar job.

Blue-collar job is a line of work which requires a lot of strength, manual exertion and stamina

and, whose workers wear heavy-duty work clothes because of the rough conditions in which they work.

Examples are carpenters, electricians, welder or plumbers.

White-collar job is a type of work that is performed in an office with clean and comfortable

surroundings and where the workers wear neat clothes. Examples are teachers, nurses, public

government employees.

14
 Technical-vocational course is a post-secondary or short term course that needs mostly skills,

instead of a four-year professional preparation, such as workers in a hotel or restaurant. ,computer

technicians, midwives, radio mechanics, and others.

Vocational guidance is the process by which a guidance counselor or a teacher assists a student

to choose a vocation or work which he wishes to engage in the future and for which he must acquire

the necessary knowledge and skills.

CHAPTER II

REVIEW OF LITERATURE

This chapter presents a review of literature and studies on course preferences, and the theories

and factors that have been found to influence such preferences. These related literature were very

helpful in the conceptualization of the research and in the interpretation of data gathered.

Course Preferences

Course preferences refers to the students’ expressed choice or selection of a life- time career or

employment. The high school years are the best years for them to decide on what course to pursue in

college. It is important that students’ choices should be within their line of interest and capabilities, to

make their lives happy, productive and fulfilling and by which they could help in the country’s

economic growth and stability.

15
 Course preference is an integral part of education so students have to aid to make intelligent

decisions and adjustments in life. According to Gary Kelly, as cited by Cinco (2008), making a course

preference as a phase of the educative process consists of the appraisal of the abilities, interests and

needs of individual pupils and students in order to formulate plans for realizing their capacities and the

adjustments which will promote their well-being in school, and in life.

Babad (2001) examined different considerations for selecting a first course and a last course. She

found that first courses were selected for their prospective intellectual level, expected quality of teaching

and students’ potential learning and occupational gains. She also found that last courses were selected on

the basis of comfort and ease and that quality of teaching was the only dimension separating satisfied

and dissatisfied students in both first and last courses.

In a follow-up study, Babad &Tayeb (2003) studied three dimensions of course selection –

learning value, lecturer’s style, and course difficulty in the sequential decision-making process of course

preference in a hypothetical choice situation. They concluded that students chose to avoid hard work,

giving strong preference to easy and moderately difficult courses. They also found that students gave

high importance to the learning value and lecturer style dimensions. Feather (1988) found support for

the hypothesis that course preference decisions for students in mathematics and English courses are

related to their self-concepts of ability in the subjects.

Factors Affecting Course Preferences

Several studies have identified some factors related to the choices of students regarding the

college course to pursue.

Socio-Economic Status of Parents

16
 The socio-economic status of parents plays an influential role in student academic achievement

and in course preferences. Several forces of social structure are considered major determinants of

vocational choice. The family and the social class in which the individual is nurtured and reared will

help him determine his future vocation. It includes the parents’ educational attainment, family income,

the occupational prestige and the cultural orientation of the family. Parents’ aspirations include the

father’s and mother’s vocational choice for their children and other aspirations in life.

Parents also sustain their child’s progress along courses with encouragement and praise, by

providing material assistance such as books, equipment and tutoring and by allocating time to practice or

participate in certain activities ( Flores, 2010).

Academic Grades

The learners’ academic grade is very important to both their personal and

professional life in many significant ways. The level of their academic performance is often related

to the right course preference that they choose (Castillo, 2012).

The learners are more motivated to go to school when their parents give them also moral support

by attending or participating in school activities and assisting them in their studies. The learners also

perform better in their classes when they are given more encouragement, inspiring advice and great

affection daily. These can enhance their school achievement and performance in the different subjects.

Flores (2010) proved this in her research finding that parents’ involvement in activities designed

to support the school’s curriculum and standards resulted in the most substantial gains in academic

achievement of students. Thus the many forms of parents and teachers engagement positively

influence student achievement at all ages. It has become imperative for schools to develop partnership

17
programs of parents support and teachers communication to educate students better from all

backgrounds (Stone and Dahir, 2000).

Teacher’s and parents’ engagement in education refers to the beliefs, attitudes, and activities they

do support student’s learning. Although such involvement most often focuses on parents, it also

includes guardians or extended family members who have significant responsibility in a student’s

upbringing are equally valuable partners in student’s education (Henderson and Mapp, 2002).

Students with high academic grades have been observed to exhibit the drive and commitment to

learn. The skill to acquire information and ideas lead them to pursue courses which need high

intellectual ability like medicine, law, engineering and accounting. Students with lower intellectual

ability should take easier courses like technical-vocational courses, midwifery, skills in hotel and

restaurant management, secretarial courses, office management and entrepreneurship (Calderon, 2000).

Psychological tests can be used to measure intelligence in the different levels of professions as follows:

professional occupational level (superior intelligence); technical occupational level (high average

intelligence); skilled occupational level (average intelligence); semi-skilled and low-skilled level (low-

average); unskilled occupational level (inferior intelligence) (Cinco, 2008).

Personality Traits

Personality is the sum total of an individual’s characteristics and ways of behaving which affects

his unique adjustment to his environment. It is the product of many factors and conditions which have

been inherited and which exists in the environment. No two persons have the same heredity and no two

persons react in the same way to their environment (Annabel, 1998).

The goal in personality development is a well-rounded personality that can help or

meets situation in life successfully. To be successful in one’s career today, a person must have a

pleasing personality.
18
 Here are ten major steps to achieve a winning personality (Annabel, 1998):

Character. A man’s character is what he is inwardly, for character is the combination of

qualities, traits and virtues that distinguishes the individual from another. It is the result of one’s own

endeavor and personal exertion to develop his reputation of honesty and integrity.

Enthusiasm. Nothing is so contagious as enthusiasm. It moves stones, it charms brutes. It is the

light that leads and the strength that lifts men on and up in the great struggles of scientific pursuits and

professional labor. It robs endurance of difficulty and makes a pleasure of duty. A man who is known for

his enthusiastic personality is always in demand.

Grooming. A man’s appearance is extremely important in this modern world because people

generally judge more from appearance than from reality. A good first impression is most important.

Personal habits. Habits are formed not with one stroke, but gradually and insensibly, through

vigilant care employed to effect a great change until it becomes a part of character without the person

being conscious of it.

Attitude. A man’s outlook toward life may be either sweet, sour, positive or negative, and it is

noticeable in his dealings with people. One of the most important of all attitudes is a positive outlook.

Attitude is largely a state of mind and if the mind is filled with pleasant, creative, constructive ideas, the

personality will reflect a like attitude.

Intelligence. Inherent intelligence is a person’s natural capacity and inclination. It must be

expanded to the fullest degree in order to gain and hold the respect and admiration of one’s associates.

Human relations. It involves getting along with people. The good human relations practitioner

is the man with a sociable personality. He is not only a real human being himself, but he realizes that the

average man appreciates being treated like a human being.

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 Aggressiveness. To be acceptable, aggressiveness must be pleasant rather than argumentative,

and constructive rather than militant.

Spiritual values. A man endowed with high spiritual understanding naturally practices good

ethics in his dealings with mankind. He has a good sense of the Golden Rule and has his mind filled

with religious, intellectual and cultural values. He is often referred to as spiritual, not because he is

entirely religious but because his spiritual qualities are prominently in evidence. In other words, he puts

his faith into action. Spirituality is seeing God in common things, and showing God in common tasks.

Study Habits

The students’ study habits can either help or hinder them to accomplish their tasks. The way they

do the assigned task / activity in school can prolong or shorten the time they spend in learning their

lessons. Even the time they choose to study can already produce poor, satisfactory or very satisfactory

results on their performances. If one has poor study habits, he needs to improve on it. An improved

study habit can help him to learn effectively and finish his work efficiently in school which leads him

to achieve a high academic performance (Punsalan, 2008).

With the advent of modern technology, the Internet has played a major role in students’ study

habits. Students are major users of the internet and its social networking sites, such that these have

become distractions to their studies. The use of internet has advantages and disadvantages to students.

It can benefit them because the Internet is very useful for research, and for communicating with friends

and classmates about their assignments and requirements in class. On the other hand, the Internet can be

a disadvantage, especially when students get addicted to it. Different social networking sites (SNS) like

Facebook, Twitter can cause addiction and can greatly reduce students’ study time. Instead of reviewing

20
for their examinations or doing their homework, they end up playing games or chatting with their friends

online.

The habitual use of social networking sites may lead to the loss of concentration or interest in

their studies which inevitably leads to low academic performance.

Multiple Intelligences

The Theory of Multiple Intelligences (MI Theory) by is a breakthrough in education. This theory

posits that intelligence is more than a single need of the human mind. In 1983, Dr. Gardner in his book,

Frames of the Mind defined intelligence as “the ability to solve problems or to create products that are

valued within one or more cultural settings.” He originally identified eight multiple intelligences. After

two decades, he redefined it and conceptualized that intelligence is a “bio- psychological potential to

process information that can be activated in a cultural setting to solve problems or to create products that

are valuable in a culture”. He explained in a later book in 1999 that the redefinition is important because

he believed that “intelligences are not things that can be seen or counted; instead, they are potentials that

will not be activated depending upon the values of a particular culture, the opportunities available in that

culture, and the personal decisions made by individuals and/or their families, school teachers, and

others”. The types of intelligences are:

Verbal-linguistic intelligence (Word Smart). This is the ability to learn languages and use

language to express one’s mind and to understand people. Those who have high linguistic intelligence

are well-developed in verbal skills and have sensitivity to sounds, meanings and rhythms of words.

These kinds of people enjoy reading various kinds of literature, playing word games, making up poetry

and stories, and getting into involved discussions with other people. Occupations suited are being a

teacher, religious leader, politician, attorney, writer, poet, journalist, novelist, and editor.

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 Logical-mathematical intelligence (Number Smart). This is the ability to detect patterns,

reason deductively, and think logically. Those who are “math smart” have the capacity to analyze

problems logically, carry out mathematical operations, and investigate scientifically. Those with high

logical-mathematical intelligence are highly capable of thinking conceptually and abstractly.

Occupations suited are being an accountant, statistician, banker, economist, engineer, scientist, computer

programmer, and software developer.

Musical-rhythmic intelligence (Music Smart).It is the capacity to think in music, to be able to

hear patterns, recognize them, and manipulate them. Those who are musically intelligent learn through

sounds, rhythms, tones, beats, music produced by other people present in the environment. Musically

intelligent people also have the ability to perform, compose, and appreciate music and music patterns.

Occupations are songwriter, composer, musician, conductor and music critic.

Bodily-kinesthetic intelligence (Body Smart). This entails the potential of using one’s whole

body or parts of the body to solve problems. Those with high kinesthetic intelligence communicate well

through body language and like to be taught through physical activity, hands-on learning, acting out, and

role playing. These kinds of people have a keen sense of body awareness and have the ability to use

mental abilities to coordinate bodily movements (Smith, 2008). Occupations suited to this are dancer,

athlete, actor, surgeon, carpenter, mechanic and sculpture.

Visual-spatial intelligence (Picture Smart). This involves the potential to recognize patterns of

wide space and more confined areas. It involves a high capacity for perceiving, creating and recreating

pictures and images. People who are spatially intelligent are keenly perceptive of even slight visual

details, can usually sketch out ideas with graphs, tables or images. Spatially intelligent or picture smart

22
people who think in pictures and have a keen sense of location and direction. These are suited to

become either an artist, photographer, engineer, decorator, tour guide or scout ranger.

Interpersonal intelligence (People Smart).This is the capacity to understand the intentions,

motivations, and desires of other people (Smith, 2008). These kinds of people work well with others.

Interpersonally intelligent people learn best through personal interactions. They are friendly, outgoing

and excellent team players. Occupations suited to them are being an administrator, manager, consultant,

teacher, therapist, psychologist and social worker.

Intrapersonal intelligence (Self-Smart).This is the capacity to understand oneself, to appreciate

one’s feelings, fears and motivations. People who are self-smart choose to work on their own as they

use and trust their self- understanding to guide them. They are in touch with their inner feelings and are

able to form realistic goals and conceptions of themselves. Occupations suited to these are psychologist,

philosopher, social worker, counselor, novelist, poet, self-employed consultant and business owner.

Naturalist intelligence (Nature Smart). This is the ability to recognize and categorize plants,

animals and other objects in nature. People with naturalist intelligence love to be outdoors and tend to

notice patterns and structures in the ecological settings. They show an appreciation for and deep

understanding of the environment. Occupations are ecologist, ranger, zoologist, botanist, veterinarian,

hunter and scout ranger.

Existential intelligence (Wonder Smart).This is the ability to be sensitive or having the

capacity for conceptualizing or tackling deeper or larger questions about human existence such as: What

is the meaning of life? Why were we born? Why do we die? Existential intelligence is often called the

“wondering smart” or the metaphysical intelligence.

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 Spiritual intelligence (Spiritual Smart).This is the intelligence that makes us whole, integral

and transformative. It is not necessarily religious nor dependent upon religion as a foundation. It

includes the capacity to face and use suffering, and transcend pain, the capacity to be flexible, actively

and spontaneously adaptive, and high self-awareness.

The Impact of Parents’ Preferences on the Courses Taken

by Their Children

A new research found that parents have a lot more to do with the course preference of their

children. While previous researchers have determined that their course inclination may be inherited

genetically, and others say that the driving force is the upbringing and the nurturing they get from their

parents, a new child-development theory bridges those two models. The research indicates that the way a

child turns out can be determined in large part by the day-to-day decisions made by the parents who

guide their child’s growth. “This model helps to resolve the nature-nurture debate,” said psychologist

George Holden at Southern Methodist University in Dallas who conducted the research (Allen, 2010).

Holden hypothesizes that parents guide their children’s development in four complex and dynamic ways

According to the model, parents initiate courses, sometimes trying to steer their child in a

preferred developmental path based on either the parents’ preferences or their observations of the child’s

characteristics and abilities, such as enrolling their child in a class, exposing them to people and places,

or taking a child to practices or lessons.

They also sustain their child’s progress along courses with encouragement and praise, by

providing material assistance, such as books, equipment or tutoring, and by allocating time to practice or

participate in certain activities. They discuss courses which influence how their child perceives and

understands a path, and help steer their child clear of negative courses by preparing them to deal with

potential problems. Finally, parents react to child-initiated course preference.

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 To Holden, courses are useful image for thinking about trails development because one can

easily visualize concepts “detours”, “roadblocks” and “off-ramps,” (Holden, 2010). These are

transitional events that can redirect a pathway, such as parents’ divorce. Roadblocks are events or

behavior that shut down a potential line of interest, such as teen pregnancy, which can block an

educational path. Off-ramps exit from a positive path, such as abusing drugs, getting bullied or joining

a gang.

Holden identifies other ways that parents influence a child’s progress toward a course, such as

modeling desired behaviors, or modifying the speed of development by controlling the type and number

of experiences. Some of the ways in which children react to courses include accepting, negotiating,

resisting or rejecting them. Some factors that can also influence courses include the family’s culture,

their income and family resources, and the quality of the parent-child relationship. This model of

parenting helps to point out that effective parenting involves guiding children in such a way as to ensure

that they are developing along positive courses ( Mulvey, 2010).

Vocational Guidance

Vocational guidance is the process of assisting an individual to choose a course or occupation,

prepare for it, enter it, and progress in it (Cinco, 2008). Some purposes of vocational guidance are as

follows: a) to help adopt the schools to the needs of the students and community, b) assist the students in

choosing progress in their chosen career or occupation, c) disseminate knowledge of competition and

other problems in the business and occupational world, as well as their characteristics, d) facilitate

workers to understand their relationship with other workers, and with the society as a whole; e) secure

greater cooperation between the school and the various commercial, industrial, and professional

pursuits, and f) to encourage the establishment of courses of study in educational institutions that will

harmoniously combine both cultural and practical studies.

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Occupational Information Service

This service assists the students in choosing, preparing and training for entering and making

progress in their chosen career or occupation. To be well-informed about an occupation, the following

outline can be used: importance of an occupation, nature of the work, working conditions, personal

qualities needed, preparation needed, opportunities for advancement and compensation.

There are several reasons for using occupational information. First, it can be an important part of

the learner’s education and will help them develop a general understanding about the world of work.

Second, education is concerned with the development of attitudes, and important part of one’s set of

attitudes relating to occupations and the people who hold them. Third, the learners can be helped if they

come to understand that there are many reasons for working, and that money is only one of them.

Fourth, during these early years, the learners can be presented with ideas which suggest that there are

certain common factors that make a job well done or poorly done. Fifth, the learners can be made to

understand that among tens of thousands of occupations, there are scores that can be equated with

an individual’s education,

intelligence, and interest. Individuals must be able to relate their occupation to their total

education, intelligence, and interests. Individuals must be able to relate their occupation to their total self

(Cinco, 2008).

Functions of Occupational Information

Occupational Information acquaints students with certain essential facts related

to an area of choice or adjustment. The instructional function of information is that of stimulating

learners to make use of the informational sources about which they have learned through orientation or

counseling. The distributional function of information is especially evident in the occupational world,

though it appears in other areas as well. One of the chief reasons for unrealistic occupational choices of
26
high school students is the lack of knowledge of the opportunities and requirements of the world of

work.

The value of information lies in its therapeutic function. The counselor often has

to deal with clients of low ability but high ambitions. In counseling these individuals, the counselor

must use occupational information therapeutically in order to assist them in scaling down these

ambitions without losing face. Such persons may be asked to secure information about the occupation

they prefer and then compare the educational requirements with their school marks and scores on

scholastic aptitude tests. The counselor should point alternative occupations, which lie within the same

field, as to occupations originally selected.

Need for Occupational Information

As the young person’s move from childhood to adulthood, they become interestingly aware of

their responsibility for productive effort in society. For the mature individual, this is a stimulating

prospect, but for the anxious youth, it can be almost terrifying. The wealth of work opportunities is

bewildering and frustrating, as it is fascinating. Not only is the student confused by the prospect of

choosing one of the thousands of jobs, but parents and educators are no less anxious about their roles in

this difficult task.

The learners want to know how they can bring order out of the chaos of so many job

opportunities and at the same time satisfy family members who may expect them to do better than they

did. The following questions may arise: Where shall the study begin? How much money can I make?

How many productive years do I have? Who hires all the engineers, carpenters, teacher, etc. ? Will I

have a steady work and enough income to educate my children when I grow old?

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 In relation to this, Pascual (2013) found out that the Philippines has 7.1% unemployment rate,

the highest in the countries from Southeast Asian nations and 16.9% of these are college graduates.

Misfit graduates are the reasons why the country has high unemployment and under employment rate.

The reasons could be either that the courses of graduates misfit the demand of the present economy, or

the graduates do not possess the characteristics required by the industries in need. This could be due to

the wrong choice of course taken by most of the students brought about by unguided decision-making in

choosing courses. This is seen in reports that mentioned that high percentage of unemployment and

underemployment in the country is attributed to the inadequacy of skills of some of the graduates and

not meeting the competencies needed by companies.

One way to lessen the misfit of graduates’ qualifications to the needed workforce of companies

and institutions, according to Pascual, is for the government, particularly the Department of Education,

to find ways to elevate the quality of graduates before even reaching the collegiate level. This is the one

of the reasons why the government implemented the K to 12 program in the educational system - to

produce graduates who are equipped with knowledge and skills to be productive citizens and improve

the work force even among high school graduates and to promote economic development.

Aside from the school curriculum or the academics, there are many factors that can be

considered by school administrators to promote student educational success. The social engagement of

students require different resources like the counselors, teachers and etc.. Consequently, the role of

guidance and counseling is to make it possible for an individual to see and explore his or her unlimited

endowed options. (http://gssrr.org/index.php?

journal=JournalOfBasicAndApplied&page=article&op=download&path%5B%5D=2261&path%5B

%5D=1723).

28
 Vocational guidance counseling services necessarily include a career development program

which enables guidance counselors to assist individuals to identify and learn the skills by which they can

be more effective in planning for and choosing jobs, in making effective transitions and adjustments to

work, and in managing their own careers and career transitions effectively (SREB, 2006).

Pascual quoted the National Career Development Association (NCDA) in the United States in

1993 thus, “Helping individuals increase self-understanding of their abilities, interests, values and goals

are vital foundation of the career development process” (Trusty, J., Niles, S., & Carney,J., 2005 as cited

by Pascual, 2013).

However, few studies have been made to investigate success of career path of students in the

Philippines, likewise on the factors that affect the career choices of Filipino students. This provides

teachers and guidance counselors with limited information on how to help students identify the proper

career options and course choices. Students are not properly oriented as to what course to choose based

on their interest and skills but because of insufficient information on courses that are needed in the

future. Most of the time, students decide on the basis of income possibilities. Some ask the question:

“What college education can we afford that can finish quickly, get a job, and start helping with family

finances?” In other words, their concern is not finding guideposts in a career path, but looking for peso

signs that would lead them out of poverty.

Even if the Philippines cannot provide enough jobs to sustain an educated workforce, there are

several challenges for career counseling in the Philippines today. First, the matter of choosing a career in

the Philippines is a family affair. Filipino families firmly believe that education is the “great equalizer.”

Approaching education as the “great equalizer” presumes that the education system is based on a

meritocracy in which ability, hard work, and “rugged individualism” can lead to success; this without

underscoring the proper career path that will lead them to succeed. (http://gssrr.org/index.php?

29
journal=JournalOfBasicAndApplied&page=article&op=download&path%5B%5D=2261&path%5B

%5D=1723)

From the above literature and studies reviewed and the findings of the present study, the

researcher acquired enough basis for the construction of a career path program for NCC Laboratory high

school students.

Testing Services

There are services employed by some schools to determine the students’ strengths and

weaknesses in the areas of personality, aptitudes, interests, motivation and skills which are helpful in

matching them with a course. These course test results are intended for the individual’s own self-

awareness, growth and development.

Course tests use a series of questions about the student’s interests. Answering the questions in

a course test can help an individual figure out his/her preferences and strengths. It can also match

these preferences and strengths with a large database of the perfect course, but it can be a wonderful tool

to use to narrow down course preferences or open up avenues that might have never been thought to be

explored. The following are the tests that can be used:

Aptitude ability is a test classified as speed tests or power tests. In a speed test, questions are

answered correctly in the allotted time. Speed tests tend to be used in selecting the baccalaureate courses

and vocational level. A power test, on the other hand, presents a smaller number of more multifarious

questions. Power tests tend to be used more for highly professional courses.

Verbal ability includes spelling, grammar, and ability to understand analogies and follow

detailed written instructions. These questions appear in most tests because students usually want to know

how well they can communicate.

30
 Numeric ability includes basic arithmetic, number sequences and simple mathematics. In the

management level, tests are often presented with charts and graphs that need to be interpreted. These

questions appear in most general tests because students usually want some indication of their ability to

use numbers even if this is not a major part of the course.

Abstract reasoning measures the ability to identify the number logic of a pattern and to

determine a solution. Abstract reasoning ability is believed to be the best indicator of fluid intelligence

and the ability to learn new things quickly. These questions appear in most general tests.

Abstract reasoning tests date back to the research done by the psychologists Charles Spearman in

the 1920’s. Spearman used a statistical technique called factor analysis to examine the relationship

between people’s score on different tests or sub-tests of intelligence. He concluded that people who do

well on some intelligence tests also do well on others. Conversely, if people do poorly on an

intelligence test, they also tended to do poorly in intellectual tests. This led him to believe that there are

two or more factors common to all intellectual courses (Valenzuela et al. 2009).

The courses and abilities measured by verbal and numeric reasoning tests can easily be related

to real world tasks and courses. There are also courses that require some degree of skill with words and

numbers. Abstract reasoning tests, on the other hand, seem to consist of questions which have little or no

application in the real world. Yet these types of questions appear in most graduate and management

aptitude tests.

Personnel Services  in the Career 
Counseling Program

The principal  is a key man who cooperates with his staff   in planning the program for his

school.   He   arranges   the   needed   supervision   of   his   teachers   in   the   different   departments,   provides

favorable conditions for carrying on the work, helps  members of his staff to see and perform their

31
particular duties in the program, and checks on how effectively these duties are performed in assisting

and helping students attain their needs.

The guidance counselor  is the principal’s agent in supervising the guidance program within the

school.   He   counsels   students   and   arranges     the   schedule   for   individual   counseling.   He   has   direct

responsibility for seeing to it that adequate student records are available for counseling interviews. He

helps students seeking work to make proper use of placement services of the school system, and perform

many other similar duties.

The homeroom searchers and the registrar  report to the counselor’s office   significant data

concerning individual students.  They themselves do certain types of counseling, cultivate a favorable

attitude toward the career guidance program, and cooperate with the counselor on other ways.

Subject teachers help students  discover their abilities and limitations, observe and report to the

counselor special attitudes, interest and personality traits of particular students, assist their students to

obtain information concerning opportunities in career selection and requirements of occupation closely

related to the subjects which they teach. 

The school librarian sees to it that the library functions as effectively as possible in providing

needed information concerning career selection and report to the counselor on special interest shown by

students in their reading.

Placement coordinator  takes charge in finding a suitable place to start  a wisely chosen career.

He helps students to see their services in a  favorable market. He makes sure that the students are in the

right path toward their development, through their years of stay in the school, and this is continued in the

early years of their employment life (Mendoza,2001).

Contributions of Guidance Program to Academic Achievement

32
 Flores (2010), stated that the aim of the program is to address the behavioral, 

social,  and    academic  adjustment  of  students.  Emphasis   is  placed  on the  academic  achievement  of

students by improving school attendance and school behavior, increasing student achievement, and

enhancing students’ levels of self-esteem and attitudes toward school (Beale, 2004).

In 1997, Lapan, Gysbers, and Sun surveyed a statewide sample of students and found that in

schools  where  comprehensive   guidance   and  counseling   programs  existed,   there   are  several  positive

relationships   between   counseling   programs   and   student   achievement.   The   program’s   highlights

included: a) higher self­reported grades; b) student perceptions that they were being better prepared for

their future; c) student perceptions that their schools were doing a better job providing information on a

multitude of job opportunities; and d) student perceptions that school climate was better. 

Higher Confidence Level While

In School and After Schooling

In 2001, Lapan, Gysbers, and Petroski studied the effects of comprehensive guidance and

counseling on several areas of students’ lives. Specifically, they wanted to: determine if students who

attended schools attain a higher level of satisfaction with their education; if the programs in place had an

effect on student grades and perceptions of their relationships with teachers; and appreciate how those

students regard the importance and relevance of their education to their future (Lapan,

Gysbers&Petroski, 2001) as cited by Flores, (2010).

The study found that there was a correlation between complete implementation of a

comprehensive guidance and counseling program and students’ satisfaction with school; and there was a

direct and positive relationship between program implementation and student perceptions of school

safety and success. Additionally, more complete counseling implementation and higher student grades

33
might both result from the schools’ organizational structure, leadership and/or personnel strengths rather

than being casually related to each other.

Factors Affecting Course Preferences

Several studies have identified some factors that influence students’ course or career preferences.

Leong, (2004) as cited by Pascual (2013) found the family as one of the factors that affect the

students’ selection of career in college which confirms other researchers’ findings that Filipino students,

whether immigrants or non-immigrants, depend on their parent’s decision-making. This is because of the

students’ expectation of financial support from their family to finish their education. Studies in other

Asian countries also show parents’ impact on the decision making regarding students’ course preference.

Leong’s study emphasized that parental commitment has a positive impact on student’s education

and career choice. It is noted that parents are deeply involved and influential to the career choices of

their high-achieving children. The study also found that open houses of schools and dialogues with

college friends, alumni, and admitted-student programs exert a strong influence on students’ course

preferences. In addition 26% of the students sample paid a specialist or advisor during the college

decision making process.

These studies are important to the present study since they explain the significance of taking

parents’ advice and permission in choosing a college course.

Likewise, Planck, (2001) as cited by Pascual, (2013) researched on economic factors which

includes the employability and availability of job for the future of the students. Employability is the

realistic feasibility of being employed in a stable job, which becomes an important factor in career

decision-making. Arising from a collective culture, immigrant parents and children seek careers that will

support the whole family. Moreover, it is found that Asian American men and women tend to be more

34
interested in technical fields, the physical sciences, and non-enterprising business positions over artistic,

social, or socially interactive business careers.

For practical reasons, the parents usually encourage careers that will not cost much money, but at

the same time are stable sources of income. Careers in nursing, accounting, and engineering are highly

popular for Filipino families because of expectations of high paying jobs and these are usually chosen by

financially-challenged families.

Tennessee Department of Education (2001) revealed that Career Technical Education (CTE) was

perceived positively by middle school and high school counselors in Tennessee who saw the need for

career awareness to begin in a student’s early years before high school. However, the counselors felt

that they did not have enough time to provide career counseling to students. Being informed and ready

to choose a career focus area in a student freshmen year could help them make the transition from

middle school to high school easier thus help prevent the student from dropping out of school before

graduation.

On the importance of integrating the academic curriculum in students’ preparation for a college

course choice, it is explained that academics should be integrated with career-focused courses so

students can see practical applications for the academic courses such as mathematics, science, reading

and writing.

Personality and interest are not the only criteria for choosing a career. An individual’s aptitude

and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area

after undergoing some trainings but a layman may define aptitude as a flair for something. The context

in which people live, their personal aptitudes and educational attainment are other things that do

influence people’s career choice (Planck, 2001 as cited by Pascual).

35
 Another researcher (Atlanta, 2006) made an investigation on the importance of having an

effective career planning. It was found that students who receive help in exploring careers and planning

programs of study related to their career interest are more likely to see school as meaningful. High

school students who work as early as the eight grade develop a six-year plan for all four years of high

school and two years after graduation. These students should work with their parents, teachers, and

school counselors to develop high school courses and future goals. Students who see a direct link

between school and the future are more definite in their career and post secondary goals. Middle schools

lay the foundation for career choices by getting students to explore career fields which interest them, and

then in high school, counselors help students align the curriculum to the academic and industry

standards of those careers. The involvement of family, school administration and guidance counselor to

help students make good career choices in the future is emphasized in the study who mentioned that

parents, teachers, and school counselors are being involved in students’ career decision-making process.

The researchers agreed that the American Education Career Development Plan aims to prepare

students for the next formal learning experience. But if little opportunities in career development

activities are provided, students are simply encouraged to attend school until they can go no further

(Trusty, 2005).

In 2001, Bandura mentioned that as early as the third grade, students are expected to acquire the

skills to investigate the world of work in relation to knowledge of self and to make career decisions.  In

the   middle   school,   grades   six   through   eight,   school   counselors   help   students   identify   interests   and

abilities through self­assessment activities, comparing middle school with high school, and then use

assessment   results   in   academic   and   career   planning.   When   students   enter   ninth   grade,   the   school

counseling and career guidance standards state that students should be able to assess the relationship

between aptitudes and interests to develop a six­year academic plan, formulate long­term educational

36
and career goals, and correlate courses of study to long­term goals. Students are expected to research

their   future   options   and   investigate   the   world   of   work   in   relation   to   self­knowledge   and   use   that

information to make informed career decisions. Then, in high school, students are expected to create

strategies   to   achieve   future   career   success   and   satisfaction   by   modifying   their   educational   plans   to

support their career goals, to evaluate and update their career­planning portfolios, and to apply academic

and employment readiness skills through programs such as work­based learning.

Furthermore, it was emphasized that a comprehensive and developmental view of 

education and career planning, especially in middle schools is important. Middle school counselors are

instrumental in implementing effective education and career planning systems to help students with their

educational and career development.

  Research has shown that the choices of the middle school students   have a strong bearing on

their   educational   and   career   development   for   decades   to   come,   particularly   academic   choices.

Furthermore, it is mentioned that school counselors and school counseling programs play key roles in

preparing students to successful transition to the next level, whether it is some type of postsecondary

education   or   joining   the   work   force.   In   addition,   the   study   emphasized   that   education   and   career

planning from a life­career perspective development and planning encompassing education, work, and

leisure. Therefore, extracurricular activities, hobbies, civic participation, and cultural experiences should

be part of middle school students’ education and career planning (SREB, 2006).

Ericta’s (2013) research found that most of the student­respondents preferred to take courses in

scientific fields with 40.6% preferring courses which include engineering courses, BS Statistics and BS

Geology. Most students preferred courses in the different fields of engineering, particularly civil and

electronic   engineering.   The   next   highest   courses   preferred   by   the   29   %   of   the   students   were   the

37
professional   courses.     These   are   medicine­related   courses,   such   as   BS   Pharmacy,   BS   Nursing   and

Medical Technology course.  The third most preferred group of courses are in the commercial category

with   20.3%   indicating   these   as   their   choices.     These   are   courses   in   accountancy   and   business

management.   Next to the last preferred courses are those in the technical category, such as marine

technology,   information   technology   and   criminology.     The   least   preferred   category   of   courses   by

students are agricultural­ related with only 2.9% indicating these as their choice. 

Similar to these findings are the results of the Brainard Occupational Preference Inventory which

showed that 30.4% of the student­respondents are suited to take professional courses.   Occupations

included in this category include those related to medical, legal and social work, educational work, and

personnel work.  This is followed by the commercial field with  23.2%  indicating this as their choice.

This includes professions related to accounting, clerical work, selling and business management. The

scientific fields were selected by 17% of the students and these fields include courses that undertake

statistical, physical, biological and chemical researches. Thirteen percent of the respondents feel suited

to the mechanical­related jobs which perform machine design, machine operation, fine manual work,

and building construction work. Those who are suited for the agricultural field constitute 8.7% of the

distribution. These courses include jobs related to farm and design, small animal raising, forestry and

animal husbandry.

Career Counseling Development Program

According to Flores (2010), a comprehensive career/guidance and counseling program is vital to

the achievement of excellence in education for all students. It is an integral component of every school’s

academic mission to promote standards in academic, career, and personal/social development. The

38
program likewise enhances the learning process for all students by ensuring equitable access for all

students to participate fully in the educational process .

The guidance counselor’s focus in designing this program is to value and respond to the diversity

and individual differences among students. It is developmental by design because it includes sequential

activities and is implemented with the support of teachers, administrators, students, parents, community

members, and other academic stakeholders (American School Counselor Association, 2005).

From the above review of literature and studies reviewed, the researcher gained enough insights

as background in conducting the present study.

CHAPTER III

METHODOLOGY

This chapter presents the research design, respondents of the study, instrument, data gathering

procedure and statistical tools used to analyze and interpret the data.

39
Research Design

This study employed the descriptive method of research to determine the factors affecting the

course preferences of the high school students of NCC, Laboratory High School.

As a descriptive study, it described the characteristics of fourth year students in terms of sex,

religion, socio-economic status of parents, academic grades, personality traits, study habits, and the

talent and abilities of the students as determined by Howard’s test of multiple intelligences. It also

identified the course preferences of fourth year students.

Using the chi-square, this study, determined the relationship between the course preferences of

the students and the independent variables. From the data and information gathered, the researcher

developed a career counseling development program.

Locale of the Study

The study was conducted at Northern Christian College-Laboratory High School (NCC-LHS)

located along Mabini Street, corner Zacarias Flores Street, Barangay 5, Laoag City. The NCC-LHS is a

private secondary school used as a laboratory high school for students taking up Bachelor of Secondary

Education in the college; implementing the K to 12 curriculums since school year 2012 – 2013.

A church-related institution, the NCC has been in existence for 68 long years as an institution of

higher learning in Northern Luzon and for 50 years as a corporate entity. It is dedicated to a Christ-

centered development for all students and is focused on faith and ministry. It was established after the

liberation of the Philippines, by a group of evangelical leaders in Ilocos Norte who in 1945 decided to

put up a college offering both religious and secular courses. The following year, after presenting the

said plan to the Convention of the Church of Christ of Northern Luzon with great sentiments of

enthusiasm, the doors of Northern Christian College were opened to the youth of Northern Luzon.

40
 The NCC Laboratory High School achieved accredited status on September 26, 1987 when the

College sought the accreditation of its curricular programs during the incumbency of Dr. Rueben

Batoon, the third president of the institution. At present, the NCC Laboratory High School has attained

Level II accredited status as Level II, among the 27 public and private secondary schools of Ilocos

Norte (www.ncc.edu.ph.)

Almost two decades ago, the NCC’s Board of Trustees invited Dr. Caesar I. Agnir, a retired

corporate manager, to become president and he assumed office on September 27, 1995 as the College

fifth president. Through the leadership of Dr.Agnir, NCC has committed itself to the delivery of quality

education. With the very able financial management of the president, the school became the most

financially stable institution of higher learning in the northern part of the country.

Figure 2 presents a location map of the College campus.

41
 Figure 2. The
Northern Christian College Campus Map indicating the different buildings

42
Respondents

Respondents of the study were 41 fourth year students of NCC Laboratory High School during

the school year 2012-2013. Twenty eight (28) of them were males and thirteen (13) were females.

Table 1 presents the demographic characteristics of the respondents.

Table 1. Demographic characteristics of the fourth year high school students

VARIABLES FREQUENCY PERCENT

Gender
Male 28 68.29
Female 13 31.71

Age
15 years old 14 34
16 years old 13 32
17 years old 5 12
18 years old 3 7
21 years old 3 7
21 years old 2 5
20 years old 1 2
19 years old 1 2

Residence
Laoag City 33 80.4
Sarrat 2 4.8
Vintar 2 4.8
San Nicolas 1 2.4
Nueva Era 1 2.4
Banna 1 2.4
Pagudpud 1 2.4
Religion
Catholic 31 67.74
Iglesia Ni Cristo 3 7.31
United Church of Christ of the Philippines 2 5.0
Iglesia Filipina Independiente 2 5.0
Seventh Day Adventist 1 2.43
Born Again 1 2.43
Foursquare 1 2.43

43
Instrumentation

To facilitate the gathering of data, the researcher developed the research instrument which

consisted of three parts.

The first part gathered data on the characteristics of the respondents, like sex, religion, socio-

economic status of parents, academic grades, personality traits and study habits. The portion on

personality traits was patterned after Eysenck Theory (Manual of the Eysenck Personality

Questionnaire. London: Hodder and Stoughton). Items consisted of pairs of contrasting traits whose self-

perceived manifestation in the respondent was indicated on a four-point scale from very high indication

to slight indication. The individual respondents checked under the column that which he/she feels most

likely described him/her. The study habits indicators were based on the instrument of (Naggappa,

1995).These were classified into four, namely, decision-making, knowledge skills, understanding and

process skills.

The second part was a tool to measure the multiple intelligence of the respondents. The

questionnaire was based on a DepEd Module for Teachers “Learning Activities for Different Learners”

(Inciong, 2009) from the Bureau of Elementary Education. The researcher developed 10 statements to

reflect each of the 10 intelligences. She added another ten indicators for existential and spiritual

intelligence based on Armstrong (2000, Multiple Intelligence

http://www.ThomasArmstrong.com/multipleintelligences.htm). This instrument was approved by the

thesis adviser and committee members. Students indicated the degree to which they believed the items

described them from exactly to a little. Based on their responses, the multiple intelligences of the

students as a group were described.

The third part, gathered data on the course preferences of students which are categorized as

technical vocational courses, baccalaureate courses and highly professional courses. Furthermore,

44
interview guide questions administered to the respondents were classified in four categories, namely:

decision-making, knowledge skills, understanding skills and process skills.

Validation of the Instrument

The instrument was presented to the members of the thesis committee for their comments and

suggestions. Suggestions for revision were implemented, like using the bipolar scale instead of the

Liker scale for personality traits, and the improvement of some of the indicators of study habits. Then

questionnaire was reproduced and tried out on 10 randomly selected third year students to test their

validity. The tryout sample did not have any difficulty in responding to the different items, thus the

instrument was considered valid.

Data Gathering Procedure

The researcher requested permission from the President of Northern Christian College through

the principal of the NCC LHS to conduct the study and to administer the questionnaire. The researcher

asked the help of the fourth year adviser to assist her in gathering the data.

The researcher validated the academic grades written on the questionnaire of each respondent

using the students / Form 138 or rating card and Form 137 or Permanent Record. Since the study was

conducted during the third quarter, their general average grade in their third grading period was used as

their academic grades. Thus document analysis was also used to gather background information of the

students like occupation and educational attainment of parents, and academic grades.

The top ten (10) graduating students were interviewed to substantiate the data gathered through

the questionnaire.

Respondents were asked to freely indicate their course preferences which were classified by the

researcher into baccalaureate, highly professional, or technical-vocational courses.

45
Statistical Treatment

The data gathered were tallied, tabulated and analyzed accordingly.

Frequency counts and percentages were used to describe the characteristics of the students, such

as sex, age, address and religion, the parents’ socio- economic status such as educational attainment of

parents, monthly income and occupation.

The mean described the students’ personality traits and study habits.

Numerical and descriptive ratings were used to describe the academic grades gathered from the

Form 138 or Card and Form 137 or Permanent Record .

Chi-Square was used to measure relationships between two nominal variables. The semantic

differential (SD) described the respondent’s reaction to stimulus words and concepts using the bipolar

scale with contrasting adjectives at each end. Means were interpreted with qualitative descriptions,

such as slight, moderate, high, and very high indication.

The study habit indicators of data were measured by using the range scale in scoring.

The sum of the points obtained for each type of intelligence determined the type of intelligence

of a respondent.

Course preferences of the student respondents were described using frequency counts and

percentages. The choices were further categorized whether technical vocational, baccalaureate and

highly professional courses.

The Chi-Square was used to determine the relationship between the independent variables and

the course preference of the fourth year students of NCC Laboratory High School.

The 0.05 level of significance was used in the analysis and interpretation of findings.

Scoring and Interpretation

46
Academic grades data were measured and interpreted as:

90% and above Very Good

85% – 89.99% Good

80% - 84.99 Average

75% - 79.99% Passed

74% and below Failed

The personality traits were scored and interpreted with the range scale of:

2.51-3.00 Very High indication

1.51-2.50 High indication

1.00-1.50 Moderate indication

0.01-0.99 Slight indication

Study habits were measured and interpreted by using the range scale such as:

4.51-5.00 Very Good

3.51-4.50 Good

2.51-3.50 Average

1.51-2.50 Poor

1.00-1.50 Very Poor

Multiple intelligences were measured and interpreted by using point system for scoring:

41-50 Exactly

31-40 Much

21-30 Well

47
 11-20 A Little

1-10 Not At All

Chapter IV

RESULTS AND DISCUSSIONS

This chapter presents the data gathered, the analyses and interpretations made

of the findings.

Characteristics of the Fourth Year High School Students

The fourth year high school students of Northern Christian College Laboratory High School

were described in terms of certain demographic and psycho-social characteristics. These are presented in

Tables 1 to 8.

Sex

48
 As shown in Table 1 (page 45), sixty-eight percent (68.29%) of the respondents were males and

the rest (31.71%) were females. This indicates that about two-thirds of the class were boys. This is

different from the observed proportion of the sexes in most high schools, where there are more females

than males. The distribution of the sexes in the respondent class is remarkable because more boys are

trained in the spiritual orientation of the College.

Age

The average age of fourth year high school students is 16 years , and 13 (32%) of the

respondents belong to this age while 14 (34%) 15 years old, the youngest age group. The ages of the

rest range from 17 to 21 years. Those whose ages are 18 years and above are male transferees from

neighboring schools, like the Ilocos Norte College of Arts and Trades and Ilocos Norte National High

School. The youngest is 15 years old and the eldest is 21 years old.

Religion

Two-thirds (67.74%) of the students are Roman Catholics while the rest belong

to other Christian churches or denominations. This is remarkable for although NCC is a United Church

of Christ in the Philippines (UCCP)-related school, it is ecumenical in its approach in terms of

education.

Among the non-Catholics, three (7.31%) belong to Iglesia ni Cristo, two (5%) each to UCCP

and Iglesia Filipino Independiente one belongs to the Foursquare Church. Two respondents are UCCP;

another two, Iglesia Filipina Independiente, and one (2.43%) each to Seventh Day Adventist, Born

Again group, and Four Square Church.

Residence

49
 With regard to residence, 33 (80.4%) are from and reside in Laoag City, while the rest (8 or 19%)

come from and reside in towns of the province near Laoag City.

Socio-Economic Status of Parents

Table 2 presents the other characteristics by which the high school students are described in this

study.

Socio-economic status is defined in this study in terms of their parents’ educational attainment,

occupation, and monthly income.

Table 2. Other characteristics of the fourth year students of the Northern

Christian College Laboratory High School.

===============================================================
VARIABLE FREQUENCY PERCENT

50
 Socio-Economic Status of Parents
a. Father’s Educational Attainment
College Undergraduate & Lower 29 70.73
College Graduate 12 29.27
b. Mother’s Educational Attainment
College Undergraduate & Lower 23 56.10
College Graduate 16 39.02
BS+MA Units 2 4.87
c. Father’s Occupational Category
Blue Collar 38 92.68
White Collar 3 7.32
d. Mother’s Occupational Category
White Collar 38 92.68
Blue Collar 3 7.32
e. Monthly Income
P10,001 – P20,000 (Average) 19 46.34
P10,000 and below (Low)
12 29.27
P20,001 and above (High)
Mean = P22,378.00 (High) 10 24.39
Median = P 16,000.00
SD = P15,798.25

==============================================================

Educational Attainment of Parents. Parents’ educational background is a factor that may

influence students to continue with their college schooling or not, and if they do. Parents’ educational

attainment may also influence and encourage their children to pursue certain course preferences.

Usually, children endeavor to pursue the degree that their parents graduated with and to be in the same

profession that they practice.

Majority (70.73%) of the fathers are college undergraduate or had lower educational attainment.

Only a few (12 or 29.27%) are college graduates. This implies that the fathers are at least literate.

Despite this, parent’s educational attainment is not a hindrance for the students to enroll in a private

school for their high school education.

51
 On the other hand, more mothers (16 or 39.02%) finished college while 23 (56.10%) are college

undergraduates. It was noted that a few college-graduate mothers have even earned some master of

arts units. This finding suggests that some college-undergraduate fathers are married to wives who are

college graduates, thus it must be the mothers who have a stronger influence in the education of their

children, especially their enrolment in a private Christian school.

Occupation of Parents. The occupations of parents were categorized into either white-collar and

blue-collar jobs. The same number (38 or 92.63%) of fathers and mothers have blue-collar jobs. The

fathers are mostly carpenters, tricycle drivers, or small businessmen. The remaining three (7.32%) in

each parent-group have white-collar jobs and work either as a teacher, a nurse, or an office employee.

Many of the parents, especially the mothers work as household helpers abroad.

Monthly Income. Almost one-half (19 or 46.34%) of the respondents‘ parents have monthly income

ranging from P10,001 to P20,000. This pay range is considered in this study as an average income

status. More than one fourth (12 or 29.27%) have monthly income of P10,000 or lower. This classifies

the family in the low-income group, while a mean monthly income of P22,378.00 which 10 (24.39%) is

considered a high-income status.

If a family of four does pay rent for a house, the mean monthly income of P22,378.00 could be

enough for the basic needs of the family and the education of the children. This is due to the fact that

the family lives in the province where cost of living is a lot cheaper than metropolitan centers like

Manila.

These findings imply that the families of the fourth year students of NCC Laboratory High

School are not financially hard-up.

Academic Grades

52
 Another variable by which the fourth year high school students were described is their

academic grades during the third grading period of SY 2012-2013. These are presented in Table 3.

The data in Table 3 show that the academic grades of the students are not normally distributed.

Nine (21.95%) students ratings of 90% and above which are described as very good performance while

17 (41.46%) had good performance with ratings of 85% to 89.99% . Some 10 (24.39%) earned ratings

ranging from 80% to 84.99% which is described as average performance, and the rest (5 or 12.19%)

merely passing performance. Nobody got a failing average grade.

Table 3. Academic grades of the students during the third grading period.

VARIABLE FREQUENCY PERCENT

Verbal Description Rating

Very Good ( 90% and above) 9 21.95

Good ( 85% – 89.99%) 17 41.46

Average ( 80% - 84.99%) 10 24.39

Passed (75% - 79.99%) 5 12.19

Failed (74% and below) 0 00.00

Mean = 83.52 Median = 82.20 S D = 4.87

Personality Traits

The students’ characteristics were also described in terms of personality traits they exhibit.

These are shown in Table 4.

Table 4. Personality traits that are indicative of the respondents

INDICATORS OF TRAITS MEAN INTERPRETATION

53
1 Friendliness 1.49 Moderately Friendly

2 Cheerfulness 1.44 Moderately Cheerful

3 Kindness 1.22 Moderately Kind

4 Independence 0.95 Slightly Independent

5 Industriousness 0.71 Slightly Industrious

6 Sociability (Outgoingness/Shyness) 0.56 Slightly Sociable

7 Patient 0.51 Slightly Patient

8 Promptness 0.49 Slightly Prompt

9 Dependability 0.49 Slightly Dependable

10 Assertiveness 0.24 Slightly Assertive

Legend: Range Descriptive Interpretation

2.51 – 3.00 Very High indication
1.51 - 2.50 High indication
1.00 - 1.50 Moderate indication
0.01 - 0.99 Slight indication

A seven-point scale was used and descriptive interpretations of the data ranged from very high

indication (of the specified trait) to slight indication. The mean of personality traits of the group was

computed and this is .74 which indicates that the respondents exhibit a slight indication of all the

specified trait. Taken separately, the traits of friendliness, cheerful and kindness are moderately evident

or indicated in the respondents.

These findings suggest that, based on personality traits, it is not yet clear what courses are

suitable to the students. There are jobs that need applicants who are extrovert, outgoing and friendly to

their clients while there are jobs that need kind, patient, hardworking, and quiet atmosphere so that they

can be productive and creative in their working place.   Personality trait has played a vital role in

obtaining and keeping employment in the field of course preference. Attitudes used in interviews, along
54
with compatible methods of working within teams and alongside co­workers have depended upon the

right personality. Once a career has been secured, ambition and sincerity, along with promotions may

determine an employee’s future. (http://www2.uwstout.edu/content/lib/thesis/2002/2002borchertm.pdf ).

Personality is important for the student to make  a favorable impression on potential employers,

which is an important issue during the interview process prior to being hired.   The development of

desirable personality traits in the young is often a challenge for parents and teachers, especially  if the

student   or   parent   has   a   future   career   in   mind.     The   student’s   personality   must   be   related   to   the

requirements for the chosen course.  

It is helpful to consider the attitudes of people hold about themselves when choosing a career.

What makes up the cognitive map of a  personality may never be fully known. This cognitive map is

made   up   of   constructs   or   traits   considered   desirable     and   valuable   when   choosing   a   career.   The

environment, such as formal education,   has played a major role in the formation of such constructs.

That is why the development  of these traits is  an important concern for parents and teachers (Borchert,

2002).

Study Habits

The study habits of the students were also described. This is based on the assumption that study

habits are strong influence for work habits. How a student works on his lessons can greatly determine

how he will work on his job in the future. The study habits of the students are presented in Table 5.

The mean score of 2.42 is indicative of poor study habits among the students. The only items

with mean ratings ranging from 2.71 to 3.20, all of which are interpreted as average are “ surfing the

Internet for additional readings,”, “preparing for an exam long before schedule to avoid cramming,” and

55
“reviewing lessons to attain mastery.” The rest of the items got mean scores ranging from 1.61 to 2.46

all of which are interpreted as poor study habits.

These findings show that the students rarely make use of the library, read lessons on their own,

without being told or even if there is no exam, or read in advance. They also rarely seek the assistance

of someone, whether the parent, a teacher or a private tutor. Hiring a private tutor has the lowest mean

because it entails additional expense for the parents.

These findings support the previously discussed average grades of the students. It is not a

surprise that their mean academic ratings are merely average. This may be due to poor study habits.

These findings pose a problem and a challenge to parents and teachers to help students develop good

study habits so that they can make good course choices.

Table 5: Statements reflecting study habits of the respondents

INDICATORS OF STUDY HABITS MEAN INTERPRETATION

56
 1 Surf the internet for additional readings 3.20 Average

2 Prepare or review before a scheduled long 2.78 Average

examination to avoid cramming

3 Study and review lessons well to attain mastery 2.71 Average

level

4 Make use of the library for research work and 2.46 Poor
to gather additional information

5 Read assigned lessons on my own 2.44 Poor

6 Ask the help of teachers for different lessons 2.41 Poor

7 Read lessons in advance, even if not assigned 2.24 Poor

8 Study lessons with the help of parents 2.24 Poor

9 Study lessons even without being told 2.10 Poor

10 Avail the assistance of a private tutor 1.61 Poor

Mean 2.42 Poor

Legend: Range Interpretation

4.51 – 5.00 Very Good
3.51 - 4.50 Good
2.51 - 3.50 Average
1.51 - 2.50 Poor

It is noted that the respondents use the internet for more readings. This skills could be useful in

helping the students improve their study habits and their grades, and in making career choices. Actually,

among the indicators of study habits, surfing the net is the most prevalent with a mean score of 3.20

interpreted as average.

A summary of the descriptive ratings of the study habits of the students is shown in Table 6.
57
Table 6. Summary of the study habits profile of the respondents

STUDY HABITS FREQUENCY PERCENT

(N=41)
1 Very Good ( 4.51-5.00) 0 0.00

2 Good ( 3.51-4.50) 0 0.00

3 Average (2.51-3.50) 14 34.15

4 Poor ( 1.51 – 2.50) 26 63.41

5 Very Poor (1.00 – 1.50) 1 2.44

Majority (63.41%) of the students have poor study habits, several (34.15%) average(34.15%)

and one student (2.44%) very poor. The researcher even suspects that even if the item “Surfing the

internet for additional readings” is done by majority of the students, they may be doing surfing mainly

for entertainment, and secondarily for additional readings.

Multiple Intelligence Table 7 shows that the mean of multiple intelligence scores of the

respondents which may be a factor that affects their career preferences. Multiple intelligences are

difficult to measure so this study only used indications of each intelligence as borrowed from a DepEd

Module for Teachers “Learning Activities for Different Learners” (Inciong, 2009). This rating scale

could just be on reflection of the specialized inclinations or abilities of the students. For lack of a

scientific measure of these innate abilities, the statements are merely indicative of inclinations.

Table 7. Multiple intelligences of the respondents

==========================================================
TYPE OF INTELLIGENCE MEAN INTERPRETATION

1 Spiritual Intelligence 36.46 Much

58
2 Visual Intelligence 30.37 Much

3 Musical-Rhythmic Intelligence 29.49 Well

4 Logical-Mathematical Intelligence 28.90 Well

5 Naturalist Intelligence 28.85 Well

6 Bodily-Kinesthetic Intelligence 28.24 Well

7 Interpersonal Intelligence 28.07 Well

8 Verbal Linguistic Interpersonal 28.00 Well

9 Intrapersonal Intelligence 27.90 Well

10 Existentialist Intelligence 22.05 Well

===============================================================
Legend: Range Descriptive Interpretation
41 – 50 Statements describe the students exactly (Exactly)
31 - 40 Statements describe the students much (Much)
21 – 30 Statements describe the students well (Well)
11 - 20 Statements describe the students a little (A Little)

Results show that the students scored highest in the spiritual aspect (Mean=36.46) followed by

visual-spatial (30.37). Both mean ratings indicate that the students as a group are well inclined to these

specialized abilities. The means for the rest of the intelligences indicate that the students are merely well

inclined. In other words, they have a little inclination to be verbal-linguistic (28.00), logical-

mathematical (28.90), musical-rhythmic (29.47), bodily-kinesthetic, (28.24) interpersonal (28.07),

intrapersonal (27.90), naturalist (28.85).

The strong inclination of the students as a group toward the spiritual may be due to the fact that

they are studying in a church related school where in the Bible studies are always conducted not only as

subject and the bi-weekly worship service. Likewise, the researcher, as an Art mentor, noticed that

most of the students are also artistically inclined. They can easily conceptualize pictures and make

sketches or drawings. They also have a keen sense of location and direction.
59
 The researcher likewise observed the respondents to be musically inclined. Many can sing well,

others play the guitar and the piano. Some write songs and compose music. But it is surprising why

their mean score for musical intelligence is merely within the range of well inclined.

The students are also well inclined toward mathematics. Most of the males are good in dealing

with numbers in their physics and mathematics classes, better than the females. The males are generally

rational, good in finding patterns and establishing cause and effect relationships. So, they can be good

accountants, statisticians, bankers, economist, engineers , computer programmers and software

developer in the future.

The students have been observed to be very much interested in their Biology classes, thus they

are well inclined towards naturalist intelligence. They can recognize and classify numerous species like

the flora and fauna. The female respondents are observed to be more inclined to this field than the males

in their biology class.

With regard to bodily-kinesthetic intelligence, majority of the students can dance

well, whether folk or modern dance. Some males and females are members of the dance troupe in

school, both males and females are active in participating activities related to the physical self that can

make precise bodily movements with ease and agility. Several are also inclined toward sports. They

enjoy physical challenges like sports and athletics. They can be a good dancers, athletes and actors in

school programs/activities.

The students generally get along well with their classmates and schoolmates, as

well as teachers. This is an indication of their interpersonal intelligence. They know how to work well

with others, regardless of age. They are generally and naturally friendly and outgoing. They have been

observed to be good team players and learn best when they can relate to other people.

60
 The respondents are also verbally and linguistically inclined, although the females have been

observed to be more interested in learning languages and improving in communication skills than the

males. During school programs, more females are willing to deliver speeches, like opening remarks,

welcome address and etc.

The students are also observed, like working on their own. Several seem to be able to

understand themselves, their moods and reactions, thus they strive to control their behaviors. None of

the students indicated having an inclination toward existentialist intelligence. This is understandable

considering the age and interests of the students.

A summary of the number of students who indicated and inclination toward the different

intelligences is presented in Table 8.

Table 8. Summary of the number of respondents falling under each intelligence or

inclination.

TYPE OF FREQUENCY* PERCENT

INTELLIGENCE/INCLINATION (N=41)

1 Spiritual Intelligence 23 56.10

2 Visual Intelligence 7 17.07

3 Logical-Mathematical Intelligence 4 9.76

4 Naturalist Intelligence 4 9.76

61
5 Verbal Linguistic Intelligence 2 4.87

6 Interpersonal Intelligence 2 4.87

7 Bodily-Kinesthetic Intelligence 1 2.44

8 Musical-Rhythmic Intelligence 1 2.44

9 Intrapersonal Intelligence 1 2.44

10 Existentialist Intelligence 0 0.00

==============================================================

*There are students whose intelligence or inclination have more than one.

As discussed earlier more than half of their number are spiritually inclined because of the school

being church-related. This does not mean, however, that they will pursue courses that are religious in

nature. Nobody shows any existentialist intelligence or inclination since this would not be manifested

yet at their age and experience.

Course Preferences of Fourth Year High School Students

The course preferences of the students are shown in Table 9. Although the course preferences

were indicated in specific courses, these were grouped into three.

Table 9: The number of respondents categorized under their course preferences.

==========================================================

Category of the Course Preferences Frequency (N=41) Percent

Baccalaureate Course 21 51.22

Technical-Vocational Course 16 39.02

Highly Professional Course 4 9.76

TOTAL 41 100.00
62
=============================================================

There are 16 (39.02%) students who prefer technical vocational courses, and 21 (51.22%) who

choose baccalaureate courses, while only 4 (9.76%) prefer the highly professional courses. The lure of

the baccalaureate courses could be explained by the Ilocano’s culture of wanting to have in the family a

college graduate. Furthermore, the students think that this is the passport to enter the white collar

job/market. The students have no knowledge of the labor market outside their country that is in need of

technical-vocational graduates.

Relationship between Characteristics and Course Preferences

of Respondents

Table 10 shows the data on the relationship of the independent variables such as: sex, religion,

socio-economic status of parents, academic grades, personality traits, study habits, multiple intelligence

and course preference of students.

Religion, and socio-economic status of parents, particularly the mothers’ occupation, and

parents’ monthly income are factors significantly related to the students’ preferred courses with chi-

square values of 6.61 for religion, 13.09 for mother’s occupation, and 7.17 for monthly income of

parents. The obtained probabilities of religion, mother’s occupation and monthly income of parents were

all greater than the

critical values (5.99) which previously set as the rejection level. The null hypothesis of no significant

relationship is rejected. This means that religion, mother’s occupation and income of parents are factors

in the course preferences of students.

63
 The significant relationship between religion and career preference may be explained by the fact

that NCC is a religion-oriented institution and the students undergo several religious or spiritual

activities during the school year. Some of them may really intend to pursue a religious vocation.

The mother’s occupation significantly influences a child’s career choice because in Filipino

culture, the mother is the one who provides care and nurturance to her children, while the father earns

for the family’s sustenance. Thus the mother is emotionally closer to the children and may lead them to

follow her footsteps with regard to occupation.

Table 10. Relationship of Student Characteristics and Course Preferences of

Respondents

Characteristics Chi-Square Critical Value Interpretation

Value

Sex 1.83 5.99 Not Significant

Religion 6.61 5.99 Significant
Socio-Economic Status of Parents
Father’s Educ’l
Attainment 3.27 5.99 Not Significant
Mother’s Educ’l
Attainment 2.02 9.49 Not Significant
64
 Father’s Occupation 3.73 5.99 Not Significant
Mother’s Occupation 13.09 5.99 Significant
Monthly Income 7.17 5.99 Significant

Academic Grades 5.845 9.49 Not Significant

Personality Traits 3.08 9.49 Not Significant
Study Habits 3.962 5.99 Not Significant
Multiple Intelligences 2.32 5.99 Not Significant
Legend:
Significant p<0.05
Not Significant p>0.05

The finding that parent’s income significantly influences a child’s course preference supports

Flores’ (2010) finding that the socio-economic status of parents plays an influential role in course

preference of children. This is due to the fact that it is the parents who spend for a child’s education, so

the latter can only pursue courses that the parents can afford.

Other independent variables, such as sex, and other components of socio-economic status of

parents, like educational attainment of parents and fathers’ occupation, academic grades, personality

traits, study habits and multiple intelligence are not related to the students’ preferred course to be taken

in college. The obtained probabilities were all lower than 5.99 which was set as the rejection level. This

implies that the null hypotheses of no significant relationship is accepted, for these variables.

Finding implies that sex, educational attainment of parents, father’s occupation, academic grades,

personality traits, study habits and multiple intelligence are not factors in the course preference of

students.

Relationship of Individual Student Characteristics

and Course Preferences of Respondents.

Sex. Data in Table 10 show that sex was found not significantly related to the perceived

factors that affect course preferences as shown by the obtained chi-square value that (1.83) is less than

the critical value (5.99). Findings reveal that sex is not a factor in the course preference of students.
65
 The courses were categorized into technical-vocational, baccalaureate and highly professional.

There are more 14 (10.92%) of males who choose technical vocational fields than 10(12.80%)

baccalaureate courses and only few 4(2.73%) selected the highly professional courses.

This is opposed to the course preferences of most females 11 (8.20%) which are baccalaureate

courses. Only a few 2 (5.07%) females preferred the technical vocational courses. Not one among the

females indicated a highly professional course as a choice. This implies that courses preferred are not

gender sensitive.

Religion. Religion is significantly related to the course preferences of students as shown by the

obtained chi-square which is greater than the critical value (5.99). The obtained probabilities are all

greater than 0.05 which is the previously set rejection level. This means that religion is a factor in the

course preferences of students.

Majority of the Catholics preferred the baccalaureate courses followed by the technical-

vocational courses and very few 3(0.87%) selected the highly professional courses while the non-

Catholics had an equal distribution of course preferences among them.

This implies that the respondents’ choice of a course is influenced by their religion. The

respondents preferred courses make them morally upright.

Socio-economic Status of parents. Except for the mother’s occupation and income of parents,

all the rest of the components of socio-economic status of parents are not significantly related to course

preference of respondents as shown by the obtained chi-square and critical values as seen in Table 10.

The obtained probabilities are all lower than 5.99 as previously set for rejection level.

The above findings indicate that father’s and mother’s educational attainment and father’s

occupation are not factors in the course preference of students. This implies that

66
a course is preferred regardless of parent’s education. It should be recalled that majority of the fathers

of the students are college undergraduates and most of their mothers finished college.

Since both fathers and mothers are at least literate, majority of the students prefer the

baccalaureate course, although some choose a technical-vocational and a few a highly professional

course.

Majority of the fathers have blue collar jobs while mostly of the mothers have white collar jobs.

Almost one-fourth of the respondent-parents have high monthly income, majority of them are average

and a few parent have a low monthly income. This may explain why the fourth year students of

Northern Christian College, Laboratory School prefer to pursue a baccalaureate course, instead of a

highly professional course, although some indicated liking technical-vocational course. It is a fact that

highly professional courses are more expensive than baccalaureate courses. And since the respondent’s

parents have merely average income, they cannot afford to let their children take expensive courses.

Parents with higher income would prefer a more expensive course for their children.

Academic grades. Data in Table 10 show that there is no significant relationship between

academic grades and course preference as shown by the obtained chi-square (5.85) which is less than the

critical value (9.49).

This means that academic grade is not a factor in the course preference of the respondents. It

implies that the respondents prefer a course regardless of their academic grades. It implies further that

whether the grades are high or not so high, the respondents choose the courses they like.

Majority of the students prefer baccalaureate courses, some are technical-vocational inclined

and a few prefer highly professional course. This indicates that the respondents select their course

regardless of their academic grades which means that whether the grades are very good, good, average

and merely passed, the respondents just choose their courses.

67
 Personality traits. There is no significant relationship between personality traits and course

preference since the obtained chi-square (3.08) is less than the critical value (9.49). This indicates that

personality trait is not related in the course preference of students. This means that personality trait is

not a factor to the course preference of the respondents regardless of their personality traits, a particular

course is always chosen by respondents. The personality traits are described either as with very high

indication, high, moderate, and slightly indication of specific traits. Regardless of personality trait, more

students chose the baccalaureate type of course, and next the technical- vocational

course.

Study habits. The study habits of students are not related in their course preferences. There is no

significant relationship between study habits and course preference since the obtained chi-square (3.96)

is less than the critical value (5.99) set as the rejection level. This means that study habits whether good

or bad is not a factor in the course preference of the respondents.

The study habits of respondents are described as very good, good, average, poor, and very poor.

Majority have poor study habits and their main choice of course categories is technical-vocational,

followed by baccalaureate, with highly professional courses as the last. Those with average study

habits mostly prefer baccalaureate courses rather than the technical-vocational and the highly

professional.

This implies that no matter the quality of study habits students have, their course preferences are

not affected.

Multiple intelligence. There is no significant relationship between multiple intelligence

and course preference since the obtained chi-square (2.32) is less than the critical value (5.99).

Specific intelligence is not significantly related in the course preference of students.

68
 This means that multiple intelligence is not a factor in the course preference of the respondents.

This may be because the students are not aware of their specific intelligences or inclinations. Besides,

the measure to intelligence or inclination may not truly measure the ability of the students. This means

that regardless of their sphere of intelligence or inclination, the respondents make their own choice of

courses to pursue.

ACTION PLAN

for a

CAREER GUIDANCE PROGRAM

It is part of the academic mission of the Northern Christian College to promote excellence and to

assist students in analyzing their capabilities and interests so that they can be assisted to make wise and

practical career choices. It is imperative, therefore, that the school, particularly the Laboratory High

School, should have a Career Guidance Program.

Career Guidance is a part of the entire guidance program of the school and, through the

cooperation of the guidance counselors, administrators, teachers, librarians, and parents, the following

objectives can be attained:

1. Help the high school graduates make decisions and choices involved in planning of their

future career and in choosing their job, preparing for it, and doing it;
2. Assist students to form valuable impressions and general understanding of the world of work

and workers;
3. Develop positive and relevant attitudes such as promptness, regular attendance, industry and

harmonious working relationship;

4. Enable students to choose an appropriate course suited to their personality and level of

understanding;
5. Motivate and encourage learners to participate in co-curricular activities to widen their

knowledge and skills;

6. Create an updated list of agencies interested in job placement;
69
 7. Strengthen and deepen relationship among other colleges and universities in order to provide

information’s about correct opportunities;

8. Orient students to the availability in the school of career guidance placement services and

other career development.

The following Career Guidance Program specified activities and strategies to be undertaken to

attain specific objectives in the different guidance services. A time line is given for each activity and

persons involved are specified. Estimates of budgetary requirements for each activity are given and

possible sources of funds are suggested. It is expected that this program will result in clearer career

choices for the students, as well as greater chances for success for them. The quality of academic

services extended by the College will likewise be expanded and greatly improved.

SERVICES OBJECTIVES PROGRAMS/ STRATEGIES TIME PERSONS/ BUDGETARY

ACTIVITIES FRAME AGENCIES REQUIREMENT
INVOLVED (ESTIMATE)

Individual To assist the Evaluation/ Conduct/ 3rd Guidance The budge

Inventory students to Assessment administer week of Staff/ required depends
Service know more activities psychological June – Personnel upon the nature o
about tests. August Section type of activity t
themselves Advisers be conducted b
Use of rating Clinic the school.
skills health Personnel
records, socio- Students
gram reports,
interview,
economic data.
Counseling
Service To help Interviews Individual/ Sept. – Guidance The budget
students make with the Group October Counselors/ required depends
a career plan of students discussion of Staff, upon the nature o
action. Career choices. Advisers type of activity to
To help Teachers be conducted by
students Students the school.
overcome
obstacles in
making appro-

73
 priate career
moves.

Information To help the Career Week Holding a Nov. – Guidance

Service students get to career Dec. Counselors
know more Career orientation Resource
about the Guidance program where Speakers/
world of work Program Lecturers

and the factors Information different Teachers

that impinge Dissemination professionals and advisers
upon it. are invited to
talk about their Students
professions. Colleges
and
universities
Representative ( Public &
of colleges and Private)
universities are
invited to talk
on the various
courses offered
in their
schools.

Distribution of
printed
materials such
as career or
course
brochures,
course
websites, etc.

Presentation
of film clips
documents on
the different
career choices.

Reading of
biographical
sketches of

74
 possible career
models.

Placement To facilitate Training Conduct of Year- Guidance

Service the entry into program appropriate Round Counselors
the proper training Advisers
setting programs such Teachers
as musical or Administrat
dance school ors
gymnastics, Students
art, etc.

The selection
and entry into
the appropriate
high school
setting
(technical
vocational,
science regular
basic
education and
post high
school
courses),

( tech-
vocational,
Certificate
program,
degree
program).
selection and
entry into a
post graduate
course.
Follow- up To assess Interviews Conduct January- Guidance P 5,000.00
Service students’ interview with March Counselors
performance Counseling/ the students. Advisers
and Discussions Teachers
satisfaction in Individual/ Parents
the setting Group Students
75
 pursued. Counseling

To iron out
difficulties to
work out
certain
adjustments
required.
To deter-
Research and mine the Assessment / Use of assess- March – Guidance
Evaluation success rates Evaluation of ment April Counselors/
of graduates in The Career questionnaire Staff
the educational Program Advisers
or occupational implemented. Teachers
setting entered School
and to decide Heads
on the Adminis-
modification or trators
strengthening Students
of certain
program /

activities used
for preparing
the students.

To determine
whether
strategies /
techniques
employed for
career
guidance and
planning are
appropriate,
effective and
satisfying in
bringing about
the goals of the
Career
Program.

76
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the highlights of findings, conclusions generated

and recommendations made.

Summary

This study described the factors affecting the course preferences of fourth year high school

students of Northern Christian College Laboratory High School of Laoag City, Ilocos Norte, School

Year 2012-2014.

Specifically the study, 1) described the characteristics of fourth year students of NCC

Laboratory High School in terms of a) sex, b) religion, c) socio-economic status of parents, d) academic

grades, e) personality traits, f) study habits g) multiple intelligences; 2) identified the course preferences

of fourth year students; 3) determined the relationship of course preferences of students to the following

independent variables; 4) developed a career counseling program.

The study employed the descriptive method of research design which determined the factors

affecting the course preferences of the fourth year high school students of Northern Christian College,

Laboratory High School with 41 students as respondents; described the perceived factors that affect the

course preferences of high school students; and identified the course preferences of high school students.

The mean, weighted mean, and frequency were used to describe and analyze the factors affecting

the course preference and its perceived impact on the students. Chi-square was used to determine the

relationship of course preferences of students and the factors affecting the choice.

The 0.05 level of significance was used in the interpretation of findings on relationships.

Findings

79
Characteristics of the respondents.

Age. Most of the students were adolescents with a mean age of 16 years. The youngest age was

15 years old and the oldest, 21 years old;

Socio-economic status of parents. The parents had an average monthly income of Php 10,001

which is above the poverty line as established by the National Economic Development and Authority.

The fathers were mostly college undergraduates while majority of the mothers finished college. Both

parents are literate.

Academic grades. The academic grades of most of the students were good; some average and

few very good.

Personality traits. The respondents manifested positive personality traits as a group.

Study habits. Generally the respondents had poor study habits, although they use the Internet to

look for references, study well for an exam and study in advance. .

Multiple intelligences. The respondents as a group are well inclined toward spiritual intelligence

and a little toward visual-spatial intelligence. Their inclination for the other types of intelligences was

minimal.

.Course Preferences

Majority of the students preferred to take up baccalaureate courses, others technical-vocational

courses, and a few highly professional courses.

Relationship Between Characteristics

And Course Preferences

There is a significant relationship between religion, mother’s occupation, parents monthly

income and course preference.

80
 There is no significant relationship of course preference to sex, academic grades, personality

traits, study habits, and multiple intelligences.

Conclusions

Based on the findings, it is concluded that most of the students who are adolescents are

Catholics, have fathers who are college undergraduates and mothers who are college graduates with an

average monthly income that enables them to send their children to a private high school.

The students’ academic grades are average. , most of them are good performers, some

performing average and only a few are very good learners and the rests are passing. With regard to

personality traits, most are described as slightly friendly, cheerful, and assertive. But as a whole their

traits are positive.

The students have poor study habits and they are slightly inclined toward spiritual and visual-

spatial with regard to multiple intelligences.

These findings indicate the need for a career guidance program to be formulated to aid them in

making course choices suited to their abilities.

Recommendations

The career plan for students developed in this study must be adopted by the College and

implemented continuously. It should start at grade 7 or the first year high school to give the student

sufficient time to identify thoroughly the suited course for them.

Religion, mother’s occupation, and parents monthly income should also be considered in the

career program development of students so that the parents themselves can help their children choose

which course best fits their personal interest and intellectual ability.

82
83
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Smith, J.S (2006). Similarities and differences in students’ and parents’ perceptions of the
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Southern Regional Education Board (SREB) (2006). Building transitions from high
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Stone, C.B., &Dahir, C.A. (2006).The transformed school counselor. Boston: Houghton
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2013).

Trusty, J.,Niles, S., & Carney, J. (2005) Education-career planning and middle school
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Wattles, Wallace(2009).How To Get What You Want.The Princeton Licensing Group.

87
APPENDICES

Appendix A
Letter Request to the President of Northern Christian College
Of Laoag City to conduct the study

NORTHERN CHRISTIAN COLLEGE

“Institution for Better Life”
GRADUATE SCHOOL
Laoag City

88
January 14, 2012

DR. CAESAR I. AGNIR

President
Northern Christian College
Laoag City
Thru: Petronila E. BatugalEd.D.
Principal
Sir;

Greetings!

I am Nicandra Milagros B. Bobiles, a Secondary School Teacher of NCC Laboratory High

School, enrolled in the Graduate School. As a requirement for my Thesis Writing II, I would like to float

my questionnaire for my study titled: Factors Affecting Course Preferences of Fourth Year Students

of Northern Christian College Laboratory High School.

In this regard, I humbly ask your office to please allow me to float my questionnaire to the

fourth year students of the Laboratory High School, School Year 2012-2013.

Thank you very much for your kind approval on the matter.

Very truly yours,

(SGD) NICANDRA MILAGROS B. BOBILES

Researcher
Approved by:

SGD) DR. CAESAR I. AGNIR

President

Appendix B
Letter Requesting Approval of the Principal of Northern Christian College Laboratory High
School of Laoag City to conduct the study

NORTHERN CHRISTIAN COLLEGE

“Institution for Better Life”
GRADUATE SCHOOL
Laoag City

January 18, 2012

89
DR. PETRONILA E. BATUGAL
Principal
NCC Laboratory High School
Laoag City

Madam:

Greetings!

I am presently undertaking a study titled: Factors Affecting Course Preferences of Fourth Year
Students of Northern Christian College Laboratory High School, in partial fulfillment of the
requirements for the degree leading to the Master of Arts in Education in the Graduate School of
Northern Christian College, Laoag City.

In relation to this, may I request your office to please allow me to gather datafrom the fourth year
students of the Laboratory High School, School Year 2012-2013.

The results of this undertaking will hopefully provide information and a help to the students.

Attached herewith is the approved request from the President of Northern Christian College,
Laoag City to conduct the study.

I hope for your approval on this request

Very truly yours,

(SGD) NICANDRA MILAGROS B. BOBILES

Researcher

Appendix C

Interview Guide Questions Administered to Chosen Fourth Year Students to Improve the
Reliability and Validity of the Instrument.

I. Decision-making Skills:

1.How do you feel about making a decision about your career?

2. Have you made other important decisions in the past? Is there a particular process that you like

to use?
90
 3. What has been the biggest and hardest decision that you have ever had to make? What made it

hard for you?

4. When making decisions do you tend to solicit input from others? How much do you rely upon

them to help you make decisions? Do you tend to follow their advice or take it into consideration?

5. Based on prior experiences, how would you evaluate your decision – making ability?

II. Knowledge Skills:

1.When you need information to make a decision, how do you go about it?

2. How do you know if the information you get is valid or accurate?

3.Who are the people do you trust most to give you accurate and helpful information?

4. How often do you disagree with the information you received from them? Can you think of an

example?

5.What do you like and dislike from your career related experiences?

III. Understanding Skills:

1. What interests do you think will be the most important to you in a career?

2. Which academic subjects interest you most?

3. What are the greatest personal interest or social strengths that you have?

4. What are the greatest academic strengths in your studies?

5. How do you choose your career and what interest you most?

IV. Process Skills:

1. Who is influencing your decisions?

2. What is influencing your decisions?

91
 Appendix D

QUESTIONNAIRE
FACTORS AFFECTING COURSE PREFERENCES OF FOURTH YEAR STUDENTS OF
NCC LABORATORY HIGH SCHOOL.

Part I. Socio-demographic Profile

(Please fill up all the necessary information’s about you honestly and accurately
on this questionnaire).

A. Personal Profile

Name_________________________________ Sex ______________Age__________

Address___________________________ Religion__________________________

B. Parents Socio-economic Status

92
Father’s Educational Attainment__________________Occupation__________________

Mother’s Educational Attainment_________________Occupation_________________

Parent’s Monthly Income ______________________

C. Educational Background/Academic Grades

Secondary: Fourth Year

Academic Grades (Gen. Ave.: First Grading to Third Grading)

Filipino _____________ TLE ____________

English _____________ MAPEH___________ Math

____________ E.P. ____________

Science ____________ Computer___________

A.P _____________ Char. Educ._________

General Average:___________

D. Personality Traits

Direction: Below are pairs of contrasting traits with seven points between the

opposite traits. The middle space indicates midpoint (0) of the opposite adjectives whether the trait

applies to you very high indication or slight indication. The higher the number to be checked at each

space the higher indication is the trait that describes you.

Put a checkmark on the space that you feel most likely describes you.

3 2 1 0 -1 -2 -3

93
Friendly ______ ______ ______ ______ ______ ______ ______ Unfriendly

Assertive ______ ______ ______ ______ ______ ______ ______ Quiet

Dependable ______ ______ ______ ____________ ______ _____Not dependable

Patient ______ ______ ______ ______ ______ ______ ______ Impatient

Outgoing ______ ______ ______ ______ ______ ______ ______ Shy

Prompt ______ ______ ______ ______ ______ ______ ______ Not prompt

Cheerful ______ ______ ______ ______ ______ ______ ______ Gloomy

Kind ______ ______ ______ ______ ______ ______ ______ Unkind

Hardworking ______ ______ ______ ______ ______ ______ ______ Lazy

Independent ______ ______ ______ ______ ______ ______ ______ Dependent

Quiet ______ ______ ____________ ______ ______ ______ Talkative

E. Study Habits

Below are some ways of studying. Rate yourself according to the scale provided

by checking the column that best describes how you study your lessons.

Indicators Very Good Average Poor Very

Good Poor
5 4 3 2 1

1. Read assigned lessons on my own.

94
2. Read lessons in advanced, even if not
assigned.

3. Study lessons even without being told.

4. Study lesson with the help of parents.

5. Ask the help of teachers for different

lessons.

6. Avail of the assistance of a private tutor.

7. Make use of the library for research work

and to gather additional information.

8. Surf the internet for additional readings.

9. Prepare or review before a scheduled long

examination to avoid cramming.

10. Study and review lessons well to attain

mastery level.

95
Part II. Intelligences or Inclination

Direction: Read each statement carefully. Rate each statement indicating

how well the statement describes you following the rating scale below:

Legend:

1 = Statement does not describe you at all 4 = Statement describes you much

2 = Statement describes you little 5 = Statement describes you exactly

3=Statement describes you well

A. Verbal Linguistic Intelligence

_______Books are very important to me.

_______I can hear the words in my head before I read, speak or write them down.

_______It is easy for me to say what I think in an argument or debate.

_______I show an aptitude for word games like Scrabble, Anagrams and Word

Factory.

_______I enjoy entertaining myself or others with tongue twisters, nonsense

rhymes or puns.

_______Other people ask me to explain the meaning of the words I use in writing

or speaking.

_______English, Social Studies and History were easier for me in school than
 Math and Science.

_______I enjoy listening to a good lecture, speech or homily.

_______My conversation includes frequent references to things that I have read

or heard.

_______I have written something I’m proud of and received recognition from others.

B. Logical-Mathematical Intelligence

_______I can easily compute numbers in my head.

_______Math and or Science were among my favorite subjects in school.

_______I enjoy playing games or solving brain teasers that require logical thinking.

_______I love to solve jigsaw puzzles.

_______I like to set up little “what if” patterns, regularities, or logical sequences in

things.

_______I am interested in new developments or discoveries in Science.

_______I believe that almost everything has a rational explanation.

_______I sometimes think clear, abstract, wordless, imageless concepts.

_______I find logical mistakes that people say and do at home and at work.

_______I feel more comfortable when something has been measured, categorized,

analyzed, or quantified in some way.

C. Musical-Rhythmic Intelligence

_______I have a pleasant singing voice.

_______I can tell when a note is off-key.

_______I frequently listen to music on radio, records, cassettes or compact discs.

_______I can play a musical instrument.

 _______My life would be lonely and miserable without music.

_______I sometimes catch myself walking down the street with a jingle or tune in my

mind.

_______I can easily keep in time a piece of music with simple instrument.

_______I know the tunes of many different songs or pieces.

_______If I hear a selection once or twice, I am usually able to sing it back well.

_______I often make tapping sounds or sing little melodies while working or studying.

D. Bodily-Kinesthetic Intelligence

_______I engage in at least one sport or physical activity on a regular basis.

_______I find it difficult to sit still for long periods of time.

_______I like working with my hands at concrete activities such as sewing,

weaving, carving, carpentry or model-building.

_______My best ideas often come to me when I am out for a walk or a jog or

when I am engaged in some kind of physical activity.

_______I frequently use hand gestures or other body language when conversing

with people.

_______I need to touch things in order to learn more about them.

_______I enjoy daredevil amusement rides or similar thrilling physical

experiences.

_______I have a good sense of balance and coordination.

_______I need to practice new skill rather than simply reading about it or seeing a

video that describes it.

_______I love to participate in folkdances, ballroom dancing and gymnastics

 during school programs.

E. Visual-Spatial Intelligence

_______I often see clear images when I close my eyes.

_______I am sensitive to colors.

_______I frequently use a camera or camcorder to record what I see around me.

_______I enjoy doing jigsaw puzzles, mazes and other puzzles.

_______I have vivid dreams at night.

_______I can generally find my way around unfamiliar territory.

_______I like to draw or doodle.

_______Geometry was easier for me than Algebra in school.

_______I prefer looking at reading material that is heavily illustrated.

_______I easily remember places and streets I’ve gone before and can orient

myself with either maps or landmarks.

F. Interpersonal Intelligence

_______I am the sort of person whom my classmates come to for advice and

counsel.

_______I prefer group sports like badminton, volleyball or softball rather than

individual sports.

_______I have at least three closest friends.

_______I favor social pastimes such as Monopoly or bridge rather than

recreations such as video games or solitaire.

_______I consider myself as a leader for others have called me that.

 _______I feel comfortable in the midst of a crowd.

_______I love to get involved in social and religious activities.

_______I would rather spend my evenings at lively gatherings than stay at home

alone.

_______I like to be with different kinds of people.

_______I enjoy appreciating others when they have done well.

G. Intrapersonal Intelligence

_______I regularly spend time alone meditating, reflecting or thinking about

life’s important questions.

_______I have attended counseling sessions or personal growth seminars to learn

more about myself.

_______I have opinions that set me apart from the crowd.

_______I have a special hobby or interest that I keep pretty much to myself.

_______I have some important goals for my life that I think about on a regular

basis.

_______I have realistic view of my strength and weaknesses (borne out of

feedback from other sources)

_______I would prefer to spend a weekend alone in a cabin in the wood rather

than a fancy resort with lots of people around.

_______I consider myself to be strong willed or independent minded.

_______I keep a personal diary or journal to record the events of my inner life

_______I am self-employed or have at least thought seriously about starting my

 own business.

H. Naturalist Intelligence

_______I enjoy gardening and like to grow different kinds of plants.

_______I am delighted in the sounds of nature, like the chirping birds and the

sounds of the waves.

_______I get excited about biological museum tours and fieldtrips to beautiful

tourist spots.

_______I am concerned with proper garbage and waste disposal.

_______I can often tell when it is going to rain.

_______I can usually tell precisely what my pets need.

_______I can identify many different kinds of trees or plants.

_______I prefer to spend my time in natural settings than inside buildings.

_______I am interested in fossils, and can identify different kinds of rocks.

_______I can identify different species of animals.

I.Existential Intelligence

_______I doubt if God is real.

_______I am curious why humans exist.

_______I wonder what the real mission of humans in this world is.

_______I wonder sometimes if love is real.

_______I don’t believe in religion.

_______I only believe in God if I see him.

_______I don’t believe in God because I haven’t seen him.

 _______I believe that I can achieve all my dreams even if I don’t believe in God.

_______I don’t believe that miracles can happen in anybody’s life

_______I believe that God is just a product of human imagination.

J. Spiritual Intelligence

_______I believe that God is the source of everything.

_______I center myself to God.

_______I believe in the Holy Spirit.

_______I become more caring to others because of my strong faith in God.

_______I trust the Lord with my decisions in life.

_______I keep Holy the Lord’s Day or I go to church on Sundays.

_______I believe that God saved us from our sinfulness by dying on the cross.

_______I attend Bible study.

_______I read the Bible and reflect on God’s words.

_______I give offering and tithes to the church.

Now add the points and record your total score for each category. Put the results on

the space below.

RESULTS

A. Verbal-Linguistic Intelligence _______

B. Logical-Mathematical Intelligence _______

C. Spatial Intelligence _______

D. Bodily-Kinesthetic Intelligence _______

E. Musical Intelligence _______

F. Interpersonal Intelligence _______

G. Intrapersonal Intelligence _______

H. Naturalist Intelligence ________

I. Existentialist Intelligence ________

J. Spiritual Intelligence ________

Analyze your scores. In which intelligence did you get the highest points and the lowest

points? How would you then describe yourself in terms of multiple intelligences.

Part III. Course Preferences of the Respondents.

Below are courses listed. Please check the course you would like to pursue in college.

_______Law

_______Engineering

_______Medicine

_______Priesthood

_______Computer

_______Electrical

_______Electronics

_______Radio mechanic

_______ Associate in Hotel and Restaurant Technology

_______ Bachelor of Elementary Education Major in Early Childhood Education

_______Bachelor in Secondary Education Major: Values Education, English, Filipino,

Mathematics, THE, PEHM,

_______Bachelor of Science in Business Administration Major in Human Resource

Development Management
_______Bachelor of Science in Business Administration Major in Financial Management

_______Bachelor of Science in Business Administration Major in Marketing Management

_______Bachelor of Science in Business Administration Major in Operations Management

_______Bachelor of Science in Business Administration Major in Hotel and

Restaurant Technology

_______Bachelor of Science in Office Administration

_______Bachelor of Arts in Political Science

_______Bachelor of Science in Agriculture

_______BS Criminology

_______BS in Theology

_______BS Accountancy

_______Midwifery

_______Bachelor of Science in Nursing

_______Bachelor of Science in Commerce

_______Bachelor of Science in Tourism

_______ Bachelor of Arts Major in History

_______Bachelor of Arts Major in Communication

_______Bachelor of Arts Major in Economics

_______Bachelor of Arts in Environmental Science

_______Bachelor of Science in Social Work

Others (pls. specify) _______________________________________________________

________________________________________________________________________

________________________________________________________________________
 Appendix E

RESEARCH

DISSEMINATION

FORUM
RESEARCH
FORUM
October 17, 2014
(10:oo A.M.)
Adamson Hall

NORTHERN CHRISTIAN COLLEGE

“Institution for Better Life”
LABORATORY HIGH SCHOOL
Laoag City

THANK YOU!
 PROGRAM
INVOCATION PTR. FLORENCIO MANZANO
College Instructor

PATRIOTIC SONG PROF. GERONIMA C. MATIAS

College Instructor

MESSAGE PROF. LUCITA V. RAYOAN

Principal

RESEARCH FORUM

INTRODUCTION OF PRESENTER DR. NORMA L. FERNANDO

Dean, CASESW
Adviser

ORAL PRESENTATION OF PAPER

FACTORS AFFECTING THE COURSE PREFERENCES NICANDRA MIAGROS B. BOBILES

OF FOURTH YEAR STUDENTS OF NORTHERN CHRISTIAN MAEd, Candidate
COLLEGE LABORATORY HIGH SCHOOL: BASIS FOR THE
DEVELOPMENT OF A CAREER COUNSELING PROGRAM

OPEN FORUM MODERATOR

MRS. EDITHA D. AGDEPPA

Master of Ceremonies/Moderator
PICTORIA
LS

Opening prayer with Ptr. Florencio Manzano

 Message from Prof. Lucita V. Rayoan

Dr. Norma L. Fernando, presenting the researcher

The researcher disseminating her study
Prof. Marnie dela Cruz, dean of the College of nursing and teachers attentively listening
 The researcher expressing her gratitude

Starting the Forum with Mrs. Leah Mateo

Mrs. Editha D. Agdeppa and Mrs. Milagros D. Bali follow up questioned