Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Everyone desires to have a career that will perfectly suit their personality wherein

they can probably use their knowledge and skills to achieve their own career

preference. Choosing a career is a crucial decision in one’s life for this will determine

and mold your life meaningful as a human being. Dennehy (2003) argued that career

guidance must be lifelong, accessible, and meaningful for all individuals. 

Career guidance is a comprehensive, developmental program designed to assist

individuals in making and implementing informed educational and occupational choices

(Octae 2018). A career guidance and counseling program can develop an individual's

competencies in self-knowledge, educational and occupational explorations, and career

planning or decision-making processes. These programs help individuals acquire the

knowledge, skills, and experience necessary to identify options, explore alternatives and

succeed in society. We need these programs to prepare individuals for the changing

workplace of the 21st century

Guidance counselors are needed to render the services to cater the need of the

students toward career guidance program. They ought to facilitate employability among

their students by equipping them with the right skills and attitudes that are needed in the

work force. They are the master initiators for students to functionally accomplished and

understand that their present course preferences will influence their future educational

and career choices (Salleh, 2010). Counselors can address career concerns through

the implementation of career programs that permits to increase the students’

capabilities to deliver the goods in the labor market.

1
 With this concept in mind, the study is undertaken in order to address the

effectiveness of career guidance programs and its level of impact among the grade 12

students of Mapandan National High School. Hence, this study benefits the senior high

graduates, parents, career counselors, faculty, administrators and the schools for the

attainment of their vision, mission goals and objectives.

Paradigm of the Study

The research paradigm of this study comprising of the input, process and output

of the (1) Profile of the Respondents: a. Age, b. Sex, c. Strand; (2) Extent of the factors

that contribute to the student’s career choice: a. Personality, b. Parents and Relatives,

c. Career Guidance Program; (3) Challenges encountered in career selection; (4)

Significant relationship of career guidance programs and decision making, and (5)

Strategies on Career guidance program.

The process is dealt through the main instrument used for this study to gather

data from respondents which is a survey questionnaire. In data-gathering and in the

computation of data, the researchers used: simple percentage, weighted mean, and

Pearson-r and T-test for correlation and coefficient. The researchers used quantitative

research design in descriptive method with the use of survey questionnaires.

2
 Figure 1. Paradigm of the Study

INPUT PROCESS OUTPUT

1. Profile of the Respondents:
a. Age
b. Sex A. The main instrument used
c. Strand for this study to gather data
2. Extent of the factors that is a survey questionnaire.
contribute to the student’s B. In data-gathering and in the
career choice: computation of data, the
Level of influence of
a. Personality, researchers used: simple
b. Parents and Relatives, percentage, weighted the career guidance
c. Career Guidance Program mean, and Pearson-r and
program among the
3. Challenges encountered in T-test for correlation and
senior high school
career selection; coefficient.
4. Significant relationship of students
career guidance programs and
decision making, and
5. Strategies on Career guidance
Program.

Statement of the Problem

3
 This study aims to assess the influence of career guidance programs among

Grade 12 students career choice. Specifically, it sought to answer the following sub-

problems:

1. What is the profile of the respondents with regard to their:

a. age;

b. sex;

c. strand;

2. What is the extent of the following factors that contribute to the selection of the

student’s career choice:

a. Personality

b. Parents and Relatives

c. Career Guidance Program

3. What are the challenges encountered by the students that gave them a hard time in

choosing their preferred career?

4. What is the significant relationship between the Career Guidance Program and the

decision making of Grade 12 students?

5. What will be the strategies that can be recommended to effectively enact career

guidance program in the school?

Hypotheses
4
The following hypotheses were formulated for the present study:

Ha. There is a significant relationship between the Career Guidance Program

and the decision making of Grade 12 students when it comes to their career preference.

Ho. There is no significant relationship between the Career Guidance Program

and the decision making of Grade 12 students when it comes to their career preference.

Significance of the Study

The findings to be revealed in this study will be an endeavor to the following entities and

the benefits they may be able to contribute are as follows:

Students. This research study can help students understand their potential and

increase their interest in the right field and career. The program will benefit students

from witnessing a variety of available academic and vocational options that would help

them through their preferred learning styles, and to find how they could develop good

decision making for better understanding of reaching educational and occupational

goals.

Guidance Counselors and Teachers. This will direct them to come up with

action schemes and strategies in equipping the students with the necessary knowledge

and skills. They play a pivotal role in lending a helping hand of encouraging students

with their interest and identifying skills.

Parents. It is important to the parents to counsel and guide their children who are

found to be laden with problems in career choice. This study is an eye opener for

parents to know where their children’s strengths are. They may likely support them in

developing their child’s talent, and give moral, physical, emotional, and physical

assistance.

5
 School. This study is essential to this entity since schools may serve as training

grounds for students’ development and learning. School should provide a friendly and

motivational workplace to produce quality and effective learners for the well-functioning

of the society.

Future Researchers. The findings of the proposed study will be serving as a

good source of accurate and useful information to the researchers. Thus, will benefit

and guide future researchers who are searching for developments with their study.

Scope and Delimitation of the Study

The researchers conducted this study in the primary grounds of Mapandan

National High School at Mapandan, Pangasinan. The researchers garnered information

through survey questionnaires, comprising of questions related to the topic. A total of 30

respondents, all coming from grade 12 students are chosen by the researchers.

Specifically, 5 respondents each from HUMSS, and ABM and 4 respondents each from

STEM, Cookery, CSS, Gas and Caregiving.

6
 DEFINITION OF TERMS

To facilitate the readers understanding of the contents of this study, the

researcher included the operational and conceptual definition of the following terms:

Academic Track. This track prepares and facilitates the students who aspire in

pursuing college courses the requirements leading to a degree. This comprises four

strands namely: Accountancy business management (ABM), Science technology

engineering and mathematics (STEM), General Academic Strand (GAS), Humanities

and Social Sciences (HUMSS).

Career Guidance. This is a comprehensive, developmental program designed to

assist students in making and implementing informed educational and occupational

choices. In simple words, it is a journey on which people develop to make mature and

informed decisions.

Career Preference. This is the free opportunity to select a desired career. This

doesn’t make use of the external factors since it comes from the individual’s personal

choice of career path he/she finds attractive regardless of job market conditions.

Technical-Vocational-Livelihood track. This track invests primarily on skills,

and livelihood projects. Students may undergo COCs (Certificates of Competency) and

NCs (National Certifications) which would be essential for increasing their employability

after graduation from SHS.

Profession. it is a career for someone that wants to be part of society, who

becomes competent in their chosen sector through training; maintains their skills

through continuing professional development (CPD).

7
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

In order to establish a comprehensive background for this study, an assessment

of related literature and studies has been conducted and have drawn out some

concepts, ideas and data a bases in formulating approaches, formats, instruments and

necessary information in the conduct of the study.

Literature Review

Career guidance performs a pivotal function in helping student learners make the

right career choice. This is a comprehensive, developmental program designed to

assist students in making and implementing informed educational and occupational

choices. In simple words, it is a journey on which people develop to make mature and

informed decisions. Career guidance is for career development, as emphasized by

West (2013), that the overall objective for career development is to ensure that all

people, of all ages, have access to quality driven career services (information,

guidance, advice) throughout their lives. Career guidance programs are able to produce

better and more informed career choice talks or seminars that deliver high levels of

employment and help to increase sustainable economic growth in the country.

Meanwhile, career choice is seen as one of the major responsibilities in the

development of late adolescents’ identity. However, regarding student involvement and

engagement, a literature review of the K-12 setting explained that there are some

concerns as to where development efforts in high school are misused. The overall

guidance and career planning activities, particularly for students, is considered a special

necessity but now is at risk. In addition, Wimberly and Noeth (2005) reported on a study

the issues related to programming, class selection, and support systems (family, friend,
8
school personnel) in education planning and decision making. The findings indicated the

inconsistency between career guidance, program choices, and actual engagement in

planning activities that result in poor implementation of the said goals.

Another factor that makes students ineffective with their career choice is because

they lack readiness in making career choices due to inefficient career guidance.

Sometimes a student is not sure about what strength he has. He does not know what

career pathway and his aptitude This is confirmed by various course and program

changes, retention problems and an increased dropout rate of university students.

(Kunnen, 2013)

Since knowledge is needed for the developmental pathway of for their right

career choice, schools are the most important domains in which knowledge in this kind

of commitments are to be considered as part of identity development. These learning

institutions must be able to evaluate programs based on a student’s education, goals,

values, interests, vision, and skills.

Career counseling and guidance has a strong part in affecting students’ career

decision-making process based on theories of traditional counseling. Just as stated by

Hughes in 2009, ‘Measuring and assessing the impact of careers and guidance-related

interventions is not simply about measurement; it is more about effective

communication and building a learning community that has a strong and confident multi-

dimensional voice that responds well to the pressure from policymakers and consumers

to deliver more relevant and cost-effective interventions.’

The main challenge now for career guidance educators in higher education is the

need for effective career guidance services that equip students with the relevant career

management skills for the task of career decision making.

9
Local Study

For some students, engaging themselves in their right career environment is not

a choice but a necessity. It is difficult for an individual to know each strengths and

weaknesses without any guidance. It is important for students to know themselves

better in terms of different parameters like Aptitude, Interest, Intelligence and

Personality. This will help them in selecting the next course of action for their career.

In a research proposal established by Judilyn & Rosalia (2015), the researchers

investigate and analyzed the extent of the relationship of the career guidance program

to the employability of the graduates. The study aimed at identifying the career

guidance program that attributed to the employability of the graduates of Isabela State

University. The study included 1,169 respondents from Angadanan, Cabagan and

Cauayan campuses. The study also focuses on the factors such as waiting time for the

first job, employment status, gross monthly income, present occupation, and place of

work that may contribute to the employability of the students. The correlation in the

number of jobs since graduation, nature of work, number of employees in present

company and length of service in each job was also determined to find out how it

effectively contributes to the employability of student graduates from Isabela State

University.

Pursuing career guidance and counseling programs in schools fulfill a number of

purposes. Areas of achievement and failure in a student's career preferences need to

be evaluated to promote interventions and strategies in order to foster improvement and

make full use of the learning and counseling process.

10
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the methods used, the instrument used, the data

gathering procedure, the locale of the study, respondents and the statistical tools used

in this study.

The Research Design

A quantitative approach was followed. Burns and Grove (1993) define

quantitative research as a formal, objective, systematic process to describe and test

relationships and examine cause and effect interactions among variables.

In this study the information was collected through self-administered

questionnaires distributed. A descriptive survey was selected because it provides an

accurate portrayal or account of the characteristics of a particular individual, situation or

group. (Polit & Hungler 1993)

This design was chosen to meet the objectives of the study, namely to

determine the impacts of career guidance programs among the senior high school

students.

Instrumentation

The main instrument used for this study is a questionnaire in order to gather

data from the respondents. The draft of the questionnaire was drawn out of the

researcher’s readings, professional literature, published and unpublished research

papers relevant to the study. Statement describing the situation or issues pertaining was

toned down to accommodate the knowledge preparedness of the respondents. The

questionnaire was distributed and answered by the respondents comprising students

11
from different strands of Senior High School. The questionnaires will be validated by an

interview.

Data Gathering Procedure

Before the questionnaire was administered to the respondents, a letter of

request was sent to the Principal. Upon approval, the researcher retrieves the request

letter in conducting the interview. The researchers personally administered the research

instruments to the respondents. They conferred and discussed the significance of the

study and accomplished the distribution of the instruments properly. The respondents

were given 1 to 2 minutes to finish the given questionnaire.

Statistical Treatment

Right after the respondents accomplished the questionnaires, the results will be

tallied, recorded and analyzed using the following statistical tools; All tests were

conducted at .05 level of significance.

To answer sub-problem 1 on the demographic profile of the respondents:

Frequencies and Simple percentage will be used to describe the profile of the

respondents.

To get the Percentage:

f
P= ∗100 %
n

Where:
P = percentage
F = frequency
N = number of respondents
Fi= frequency in every weight in each response

12
 To answer sub-problem 2 on the extent of the following factors (Personality,

Parents and relatives, Career Guidance Program) that contribute to the selection of the

student’s career choice. The 4- point scale was utilized for the descriptive evaluation of

the problem variables. The following presentation showed how the mean and weighted

mean were interpreted based on the respondents’ responses.

Descriptive Values Description

1.00- 1.75 Strongly Disagree

1.76 - 2.5 Disagree

2.51 - 3.25 Agree

3.26 - 4.00 Strongly Agree

Weighted Mean (WM):

WM = X 1 +¿ X 2+¿
X 3+¿ X
4… …
¿
¿ ¿
N

Where:
X= overall mean
N= number of cases

To answer sub –problem 3 on the challenges encountered by the students

that gave them a hard time in choosing their preferred career. The tool to be used is

ranking from highest to lowest based on the incurred means.

To answer sub-problem 4 on significant relationship of career guidance to

the student’s career choice preference: The Person product moment correlation

coefficient was used.

Formula for Pearson Product Moment Correlation Coefficient:

N ∑ xy−∑ x ∑ y
r xy =
√¿ ¿ ¿

13
Where:

N= Number of populations

∑ xy =Sum of the products of paired scopes

∑ x =Sum of x scores (The first variable: The perception on parent-child relationship)

∑ y=Sum of y scores (The second variable: The academic performance of the

respondents)

∑ x 2=Sum of squared of X scores

∑ y2=Sum of squared of Y scores

14
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data

gathered in this study. The various results are presented in the succeeding tables with

corresponding discussions and explanations.

To answer sub-problem 1 on demographic profile of the respondents. Table 1

illustrates the demographic profile of the respondents.

Table 1: Demographic Profile of the Respondents

Demographic Profile FREQUENCY PERCENTAGE
16 years old 2 6.67%
17 years old 19 63.33%
AGE 18 years old 8 26.67%
19 years old 1 3.33%
Total 30 100%
Male 12 40%
SEX Female 18 60%
Total 30 100%
HUMSS 5 16.67%
ABM 5 16.67%
STEM 4 13.33 %
CSS 4 13.33 %
STRAND
COOKERY 4 13.33 %
CAREGIVING 4 13.33 %
GAS 4 13.33 %
Total 30 100 %
N=30
Age. As to the profile of respondents in terms of age, among the 30

respondents, there were 19 or 63.33 percent aged 17 years old; whereas 8 or 26.67

percent of the respondents aged 18 years old. While there are 2 respondents at the
15
aged ranged of 16 years’ old which is equivalent to 6.67 percent; and the lowest in rank

belong to aged 19 years old with only 1 respondent and has a percentage of 3.33. It can

be incurred from Table 1 that majority of the respondents were in the age bracket 17

years old.

Gender. Among the 30 Grade-12 respondents, 18 respondents or 60 percent

were females. On the other hand, only 6 or 40 percent of the respondents were males.

Strand. There are 4 respondents from each strand namely: STEM, Cookery,

Caregiving, CSS and GAS, a total of 20 respondents or 13.33 %. And the rest garnering

a percentage of 16.67 are from the strands of ABM and HUMSS with 5 respondents

each. To get the big picture there were 30 respondents in all.

To answer sub-problem 2 on the extent of the following factors that contribute

to the selection of the student’s career choice

Table 2. Factors Contribute to Student’s Career Choice

N=30
A. PERSONALITY M Interpretation Rank
My personality fits best in my chosen career that I would take 3.50 Strongly Agree 2.5
from this Track.
My traits and understanding will give me an advantage on 3.30 Strongly Agree 4.5
landing to my pursued career.
I am more productive in the career that I’ll practice due to my 3.13 Agree 10
traits.
My attributes should be ideal for the career that I would focus 3.20 Agree 9
on.
I am capable of knowing how to make decisions on my own. 3.23 Agree 8
I am greatly interested to the career I would be taking up in 3.73 Strongly Agree 1
the future.
I am fully aware of the opportunities that surround the career 3.47 Strongly Agree 6.5
that I seek.
The career that I’ll be pursuing is related to my strand/track. 3.50 Strongly Agree 2.5
I have the basic knowledge in order to devote myself to the 3.30 Strongly Agree 6.5
profession.
I am happy with the career choice I am thinking to pursue after 3.47 Strongly Agree 4.5
college
3.38 Strongly Agree
WM
B. PARENTS AND RELATIVES
16
My parents and/or relatives took the same career that I would Disagree 4
pursue. 2.13
Preferences are made by a relative since they will provide for Agree 2
the expenses. 2.63
My family will give me support on the career they want me to Agree 1
pursue 3.43
I believe that they are the one who are responsible to choose Disagree 3
a career for me since they may know what is best for me. 2.37
Agree
WM 2.64
C. CAREER GUIDANCE
Help students plan and prepare for their work roles after Strongly Agree 1
senior high school 3.40
Help students with personal growth and development 3.27 Strongly Agree 2
Help students with their academic achievement in high school 3.13 Agree 4
Conduction of trainings, seminars or workshops are facilitated Agree 5.5
by the teachers 3.10
Regular group guidance sessions are led by teachers or other Agree 7
school staff 3.00
I am aware of the career guidance programs currently offered Agree 3
by the school 3.20
I am satisfied with the career advises and programs headed Agree 8
by our guidance councilors 2.87
There is enough advice and information about proper career Agree 5.5
choice that I have received from school 3.00
Agree
WM 3.12
Legend:
1-Strongly Disagree 1.00- 1.75
2-Disagree 1.76 - 2.5
3-Agree 2.51 - 3.25
4- Strongly Agree 3.26 - 4.00

Table 2 presents the extent of the factors that contribute to the selection of the

student’s career choice. The table shows the different domains such as Personality,

Parents and Relatives, and Career Guidance Programs. In terms of Personality, it can

be inferred that the indicator with the highest mean of 3.73(M=3.73) indicates that most

of the respondents strongly agree that they’re greatly interested with the career they

would be taking up in the future. While the lowest weighted mean score of 3.13

17
(M=3.13) which means Agree. See table 2. indicates that some of the respondents

aren’t sure if they would be productive in the career that they’ll practice due to their

traits.

In terms of Parents and Relatives, the highest mean score of 3.43 shows that

the respondent’s family are giving their support on the career that they want their

children to pursue. On the other hand, the lowest mean score of 2.13 indicates that

students disagree that their parents or relatives took the same career that they will be

pursuing,

In terms of Career Guidance, the table revealed that the highest weighted mean

score of 3.40 explicates that career guidance is an effective program on helping

students plan and prepare for their work roles after senior high school. While the lowest

weighted mean of 2.87 shows that the students somehow agree that they are satisfied

with the career advices and programs headed by the guidance counselors.

Table 2.1 SUMMARY OF EXTENT OF THE FACTORS THAT CONTRIBUTE TO

STUDENTS’ CAREER CHOICE
DOMAINS WM INTERPRETATION RANK
Personality 3.38 Strongly Agree 1
Parents and Relatives 2.64 Agree 3
Career Guidance Program 3.12 Agree 2

The table above summarizes the 3 domains (Personality, Parents and Relatives,

Career Guidance Program) that affects the student’s career choice preference. With the

highest weighted mean of 3. 38, the respondents strongly agree that their personality

contributed to the selection of their career. Second in rank with a weighted mean of

3.12, the respondents agree that career guidance program influenced their career

choice preference. Last will be the parents and relatives with a weighted mean of 2.64

18
 which indicates that parents had a significant yet minimal influence to the respondent’s

decision making.

To answer sub problem 3: Table 3 presents the challenges encountered by the

students in choosing preferred career
Table 3. Challenges Encountered by the Students in Choosing Preferred Career
N=30
Difficulties that are encountered in choosing preferred career Score Rank
I still don't know what careers and majors suits me 7 3
I have lack of knowledge about the careers and majors that I would be
taking 3 4
The profession is pressuring and needs a quality standard of skills and
knowledge 8 2
I don’t have enough financial support to continue my preferred course 11 1
Low salary 1 5
From the table shown above, first in rank within the difficulties encountered by

the respondents is that they don’t have enough financial support to continue their

preferred course. Also, second in rank among the challenges faced by the respondents

with the score of 9, is that their desired profession is pressuring and needs a quality

standard of skills and knowledge. Least among the difficulties encountered is that the

profession the respondent will be choosing has low salary pay.

To answer sub problem 4: Table 4 elucidates the significant relationship

between the Career Guidance Program and the decision making of Grade 12 students

Table 4. Significant Relationship Between Career Guidance Program and Decision

Making of the Respondents
Correlation between variables
WM Interpretatio Computed Interpretatio
Variables S rxy n t Tabular t n Decision
Decision Moderately
Making 3.38 positive Significant
0.3070 1.7069 2.048 Reject Ho
Career
correlation
Guidance 3.17
19
 N=30
*Significant at .05
Since the computed t value of 1.7069 (t=1.7069) is lesser than the tabular t

(2.048), it further suggests that there is a significant relationship on the student’s

perception on career choice and the career guidance programs that are being offered at

schools. Thus, the null hypothesis is rejected at 5% level of significance.

To answer sub-problem number 5: Table 5 reveals the strategies that can

be recommended to effectively enact career guidance programs

Table 5. Strategies on Career Guidance Programs

Strategies Recommended to Effectively Enact Career Score Rank
Guidance Programs

Work Immersion 26 1
Vocationally oriented assemblies and speakers in class 13 3
Job-site tours or visits (field trips) 19 2
Use of computerized career information sources 9 4
Individual counseling sessions 9 4
Group guidance/counseling sessions 9 4
N=30

Table 5 shows the strategies that may be prepared to effectively enact CGP.

Among the six strategies proposed, first in rank is the work immersion with the total

score of 26. It is believed that work immersion program provides students “real

workplace” experience, giving students a set of technical-vocational and livelihood skills

that can help them make more informed career choices and improve their employment

prospects. Next with the score of 19 and ranked second, Job-site tours or field

trips provide students with new opportunities for learning through experience and the

ability to learn by doing instead of just passively listening to the information being taught

in class. Third in rank is the vocational oriented assemblies and speaker in class. The
20
least of the strategies follows just as use of computerized career information sources,

individual and group counseling sessions.

Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, so conclusions drawn from

the findings and the corresponding recommendations.

Summary

1. Profile of the Respondents

Age. There were 19 or 63.33 percent aged 17 years old; whereas 8 or 26.67

percent of the respondents aged 18 years old. While 2 respondents (6.67%) are

21
 aged 16 years’ old; and the lowest in rank belong to aged 19 years old with only

1 respondent and has a percentage of 3.33.

Gender. Among the 30 Grade-12 respondents, 18 respondents or 60 percent

were females. On the other hand, only 6 or 40 percent of the respondents were males.

Strand. There are 4 respondents from each strand namely: STEM, Cookery,

Caregiving, CSS and GAS, a total of 20 respondents or 13.33 %. And the rest garnering

a percentage of 16.67 are from the strands of ABM and HUMSS with 5 respondents

each. To get the big picture there were 30 respondents in all.

2. Extent of the factors (Personality, Parents and Relatives, Career Guidance

Program) to the selection of the student’s career choice:

With the highest weighted mean of 3. 38, the respondents strongly agree that

their personality contributed to the selection of their career. Second in rank with a

weighted mean of 3.12, indicates that career guidance program influenced their career

choice preference. Last will be the parents and relatives with a weighted mean of 2.64

which indicates that parents had a significant yet minimal influence to the respondent’s

decision making.

3. Challenges encountered by the students in choosing preferred career

From the table shown above, first in rank within the difficulties encountered by

the respondents is that they don’t have enough financial support to continue their

preferred course. Also, second in rank among the challenges faced by the respondents

with the score of 9, is that their desired profession is pressuring and needs a quality

standard of skills and knowledge. Least among the difficulties encountered is that the

profession the respondent will be choosing has low salary pay.

22
 4. Significant relationship between career guidance program and decision
making of students
Since the computed t value of 1.7069 (t=1.7069) is lesser than the tabular t

(2.048), it further suggests that there is a significant relationship on the student’s

perception on career choice and the career guidance programs that are being offered at

schools. Thus, the null hypothesis is rejected at 5% level of significance.

5. Strategies that can be recommended to effectively enact career guidance

programs
Among the six strategies proposed, first in rank is the work immersion with the

total score of 26. Next with the score of 19 and ranked second, Job-site tours or field

trips are another recommended strategy for student’s CGP.  Third in rank is the

vocational oriented assemblies and speaker in class. The least of the strategies follows

just as use of computerized career information sources, individual and group counseling

sessions.

Conclusion

Based from the findings of this study, the following conclusions were drawn:

1. Most students are guided in selecting their career since they based it from their

perceived personality and own decision making. Apart from their personality, their

parents are the next to be another factor who influenced the respondents on what

career they will be taking. Last among the list of factors that has an impact on the

student’s career decision making are the career guidance counselors who had

minimal influence with the student’s career choice.

23
2. Majority of the students say that they don’t have enough financial support to

continue their preferred course thus, making them change careers that leads to

mismatch of skills and job preferences. Also, their desired profession is pressuring

and needs a quality standard of skills and knowledge. Maybe this is because they

lack preparation and background information of what career they want to take up.

The researchers can also conclude that the least thing that hinders students from

taking their preferred career is because of low salary. This implies that students are

not after that amount of payment from the job that is offered to them.

3. Career guidance programs do affect the perception of the students when it comes

to what career they would be pursuing.

4. Prior to the students’ preferences, work immersion program, job-site tours or field

trips and vocationally oriented assemblies and speakers in class will effectively

provides students “real workplace” experience, that can help them make more

informed career choices and improve their employment prospects.

Recommendations

Based from the conclusions, the following recommendations were drawn:

1. Counselors should welcome the opportunities of having to participate in an

education and training system that integrates academic and vocational

education, to encourage individuals' greater participation in further education

2. Students should be oriented of methods in locating and using available

information sources of the school and the community for the purpose of obtaining

24
 job requirements and preparation, work processes, employment trends and

opportunities.

3. Strategies such as work immersion, vocationally oriented assemblies, job-site

tours or visits (field trips), use of computerized career information sources,

Individual counseling sessions and Group guidance/counseling sessions are

good responsive services that can address the academic the academic and

career concerns of students with the purpose of guiding, intervening, and

showing them possible directions of their unique individual personalities.

4. Schools should have adequate facilities, materials, resources to foster effective

guidance and counseling of the students.

5. Parents should supervise and direct their children to have a positive mindset of

what career they want to pursue. Giving their full support in molding their child’s

abilities and needs that is apparently beneficial factors of what career they will be

selecting.

BIBLIOGRAPHY

Hughes, D. (2018) Effective guidance one year on: Evidence from longitudinal
case studies in England. Retrieved April 28, 2017 from
Warwick Institute for Employment Research

Bowes, L. (2017). The economic benefits of career guidance: A review of

current evidence. CeGS Occasional Paper, Derby: Centre
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APPENDICES

July 29, 2019

Danny S. Agustin
Principal IV
Mapandan National High School
26
 Angelo S. Guba
Assistant Principal

Sir:
Good Day!
The undersigned students of from Grade 12 Science Engineering and Mathematics of
Mapandan National High school, will be conducting a study entitled, “IMPACT OF
CAREER GUIDANCE PROGRAM AMONG SENIOR HIGH SCHOOL STUDENTS” in
partial fulfilment of requirements in Practical Research II.
We are hoping that you will allow us to students inside the campus coming from
different strands to become our respondents in our study. If approval is granted, we will
do the interview during the permitted time. The interview process will take no longer as
long as we gather all the information needed. It is assured that the information will be
kept confidential
Your approval to conduct this study is greatly appreciated.
Respectfully yours,
Luv Divine D. Lalas
Daphey Rose Benitez
Kathryn Anne Cercado
Lian Joshua Tandingan
Dennis Rodriguez
Rodrock Soquila
Kevin Rey Lalas
(Researchers)

Noted by:

MARTIN SERAFICA III ANGELO S. GUBA DANNY S. AGUSTIN

Research Adviser Assistant Principal Principal IV

THE IMPACT OF CAREER GUIDANCE PROGRAM ON SENIOR HIGH SCHOOL

STUDENTS

Reminder: Please complete this survey questionnaire and choose the appropriate
answers for the questions provided. Please do not write any identifying marks on the
survey sheet. All information would be kept confidential. Thank you for your time and
cooperation.
27
 Name:(Optional) Age:

16 17 18 19

Strand: Sex:

STEM HUMSS Cookery ABM M F

GAS CSS Caregiving

Directions: Please indicate your ratings on how well the following aspects have
matched your expectations.

PERSONALITY Strongly Agree Disagree Strongly

Agree Disagree
4 3 2 1
My personality fits best in my chosen career
that I would take from this Track.
My traits and understanding will give me an
advantage on landing to my pursued career.
I am more productive in the career that I’ll
practice due to my traits.
My attributes should be ideal for the career
that I would focus on.
I am capable of knowing how to make
decisions on my own.
I am greatly interested to the career I would
be taking up in the future.
I am fully aware of the opportunities that
surround the career that I seek.
The career that I’ll be pursuing is related to
my strand/track.
I have the basic knowledge in order to devote
myself to the profession.
I am happy with the career choice I am
thinking to pursue after college
FAMILY AND RELATIVES 4 3 2 1
My parents and/or relatives took the same
career that I would pursue.
Preferences are made by a relative since they
will provide for the expenses.
My family will give me support on the career I
want to pursue.
I believe that they are the one who are
28
responsible to choose a career for me since
they may know what is best for me.
CAREER GUIDANCE 4 3 2 1
Help students plan and prepare for their work
roles after senior high school
Help students with personal growth and
development
Help students with their academic
achievement in high school
Regular group guidance sessions are led by
teachers or other school staff
Conduction of trainings, seminars or
workshops are facilitated by the teachers
After graduating senior high school, I am
planning to:
 Study in college
 Employ for a job
 Enroll in TESDA
 Explore business and entrepreneurship
 Out of school
The increase in tuition fee affects your
decision about what career you will be
pursuing
I am aware of the career guidance programs
currently offered by the school
I am satisfied with the career advises and
programs headed by our guidance councilors
There is enough advice and information about
proper career choice that I have received from
school

Who has influenced your decision in selecting your career?

□ Parents
□ Peers of friends
□ Relatives
□ Personal aspiration
□ Career Guidance Councilors

What are some factors that contributed to the selection of your career choice?

29
 □ A TV series, a film, the media
□ Information talks on the career seminars you’ve attended
□ Internet trends
□ Financial Stability

Mark all the reason that are applicable to why you choose your profession:

□ To be able to reach positions of responsibility (promotion)

□ Have a high income
□ To be able to contribute to improving society and helping others.
□ To have more job opportunities

What are some difficulties you are currently encountering that makes you a hard
time in choosing your preferred career?

□ I still don’t know what careers and majors suits me

□ I have lack of knowledge about the careers and majors that I would be taking
□ The profession is pressuring and needs a quality standard of skills and
knowledge
□ I don’t have enough financial support to continue my preferred course
□ Low salary
□ I am not encountering any difficulties at all

What activities/programs could you suggest to effectively enact career guidance

programs to schools

□ Work Immersion
□ Vocationally oriented assemblies and speakers in class
□ Job-site tours or visits (field trips)
□ Use of computerized career information sources
□ Individual counseling sessions
□ Group guidance/counseling sessions

CURRICULUM VITAE

30
Name: Luv Divine D. Lalas
Age: 18
Birthday: October 17, 2001
Address: Nilombot, Mapandan, Pangasinan
Parents: Mr. Leonard V. Lalas, Mrs. Maria Vida D.
Lalas

Name: Lian Joshua D. Tandingan

Age: 17 years old
Birthday: March 28, 2002
Address: #28 Mangga St. Sta. Maria, Mapandan,
Pangasinan
Parents: Mr. Angelo A. Tandingan, Mrs. Rosalie D.
Tandingan

Name: Daphney Rose T. Benitez

Age: 17 years old
Birthday: December 17, 2001
Address: Zone 6, Brgy, Guesang, Mangaldan,
Pangasinan
Parents: Mr. Richard V. Benitez, Mrs. Jennefie T.
Benitez

Name: Kathryn Anne P. Cercado

Age: 18 years old

Birthday: August 18, 2001

31
Address: #85 Acacia St., Luyan, Mapandan, Pangasinan

Parents: Mr. Wilfredo R. Cercado, Mrs. Teody P. Cercado

Name: Dennis M. Rodriguez

Age: 18 years old

Birthday: February 13, 2001

Address: #43 Pick Ave. Coral Mapandan Pangasinan

Parents: Mr. Nestor B. RodriguezMrs. Laura M.

Rodriguez

Name: Rod Rick M. Soquila

Age: 17 years old

Birthday: November 27,2001

Address: Salumagui ext. Torres Mapandan,

Pangasinan

Parents: Mr. Romil V. Soquila, Mrs. Rosalyn M. Soquila

32
 Name: Kevin Rey A. Lalas

Age: 18 years old

Birthday: August 09,2001

Address: 056 Pandan Ave. Nilombot,

Mapandan, Pangasinan

Parents: Mr. Ceferino V. Lalas

Mrs. Belinda A. Lalas

33
34
DATA GATHERING (SURVEY QUESTIONNAIRES)

35