1

Republic of the Philippines

CAMILING CATHOLIC SCHOOL, INC.
Arellano St., Poblacion B, Camiling, Tarlac
Tel. No. (045) 934-0151

Acceptability of Latundan, Lakatan and Saba in Vinegar-Making

In partial fulfillment of requirements

Pagarigan, Sean Leonard T.

November 2020
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The researchers find their motivation to seek their present study from the quotation of Fisk

(2015) “It’s not what you achieve, it’s what you overcome. That’s what defines your career”. it

represent how the students may conquer their future from being responsible on their action. It

also starts beyond their attitude and outstanding faith for themselves that lives inside of them to

give meaning for what they achieving goals from their present time. It also gives a supporting

details that choices is fundamental meaning of what is needed and what is right. It gives

motivation to the people who is always working on what they have, therefore to pursuit their

goals they suffer under-pressure and self awareness to do their work done, because someday

they can also give and change the world to better. On the other hands there are plenty of students

that do not have career in life, there are many of students do not plan for their school and usually

try their best to know the basic needs of education. There are also students that are working from

school and they have part time job to sustain their allowance, therefore the study talks about the

career because these students may be one of the successful person because of determination and

experiences in life.

The present study deals from own career of one person and how they conquer it to achieve

their main goal in life, that may help to other people to determine the advantage and

disadvantages of their career to choose, therefore they will know and understand what is the

importance of choosing the right path of the student or the people who will read a certain study
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that will show what is needed when it comes to real fight of human from their life. It also helps

to the students who were graduating from this year and also for the next year that is also another

batch of a certain school. The present study shows what is needed to be when it comes from

choosing the right career of the students, it also helps to determine their ability or talent of one

students and how it may help by their choosing their wanted career for themselves. It is also the

advantage for the other students to determine their full potential and advantages for their

choosing career.

Career is something to do with the life itself that gives a person lead their path through their

future wherein they become successful, they become more powerful. Education is the partnered

with career because without education the career is not living and it must be living to sustain

their future for their better life. However, the world is conterminously evolving that is why the

education is deeper need of a human person because it is needed, a person must be educated is

financially well that is why career is also important part of human life because from another

cycle the career can be passed to another cycle which is the best way to give support from one

student. On the other hands, students is also participating from their life because without

participation the work cannot be continued because of required level of intellectual, that is why

education is something to do with career.

According to Waddell (2015) that the students of nursing have their career satisfaction

because the students follow what they know and what they experienced in life that is why they

have their confident that they can finish their career from perfect time and perfect situation. Also

there are plenty of students that have their own understanding about their true potential from

nursing which means this can be the evidence that career of a human person may give their

satisfaction and confidence in their life

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All of the researchers of the present study have their own understanding and have their

different career, it is the advantage of the researchers to give more understanding and more

reliable source of meaning that the career is the importance of one person’s goal in life that is

why students must know how they will control and how they will plan for their career, because it

is the easiest part for the students to choose what they feel and what they wanted to have and

that can the supporting details that every students have their own career in life.

On the other hands, Clark (2018) Career planning is better for the students because it is the

first move for their battle to Socio-economic background because it is the big impact for the

students that they are under-pressure for their first time in their life and also it is the path that

lead to mandatory services of the students for their life. However this support the present study

because of the impact of career for the students when they do not know what is their heading

for.

This is the supporting details that every students that are graduating must plan and

understand their pathway for their career because the career is hard enough to battled with

because of non supported of one person to find their work, it is the battle of self determination

and self confidence and self understanding because this is the hardest part of their life to seek

and to find their life support for their future. However, choosing a right track may save their life

for what is needed to do or what is needed to give their life with because it makes their effort

and understandable that they need to be tough to do their best to sustain and to develop their

confidence and enhance it for the next finding of their career. It support the entire study that

planning and giving understanding from what they know about career is their way for their

success and also it is the guide for them to do what they wanted for them to be satisfied and for

them to enjoy their life when their time is come they can relax themselves that they did it.
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Statement of the Problem

The main object of this tracer study is to determine the education career of the SHS

graduates of Camiling Catholic School Inc.

Specifically, the study aims to answer the following questions:

1. The profile of SHS graduates of Camiling Catholic School in the Municipality of

Camiling, Tarlac be described in terms of:

1.1 age;

1.2 sex;

1.3 civil status;

2. How is the Education career of SHS graduates of Camiling Catholic School be

described in terms of:

2.1 course taken;

2.2 years the course before finishing;

2.3 stress level;

2.4 study-life balance; and

3. What are the issues or problems encountered by the SHS graduates on Higher

Education career?

4. How do the SHS graduates of Camiling Catholic School address the problems met?
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5. To what extent is the course taken by the students related to their strand in SHS?

Objectives of the study

The study about Higher Education career of SHS graduates of Camiling Catholic School Inc. SY

2019-2020 aims to determine:

1. To determine a demographic profile of SHS Graduates of Camiling Catholic School

Inc in the Municipality of Camiling, Tarlac in terms of age, sex, course of their

career.

2. To describe the advantages of planning career of the students that can be the guide

from the previous and next generation that will graduate in Camiling Catholic School

Inc.

3. To describe and maintaining of good relation of education and career for the students

of Camiling Catholic school so that the present study gives a lot of information for

the career of the students.

4. To create ideas for the next graduating students to their career and to find themselves

in their college degree that makes them satisfy when their life was come.

5. To determine the average of career that is better for the students to have, that may

help for them to choose and to seek their career job in their right path.
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6. To determine the average success of the students when they start to do their career in

the right way, and also to seek for the average career that is needed for the courses

that have been choose.

Hypothesis

There is one and certain significant from the school of Camiling Catholic School Inc. That

have a lot of students that are still SHS that is also needed in the present study.

Significance of the Study

The study about the Higher Education career of SHS of Camiling Catholic school in the

Municipality of Camiling, Tarlac in their quality assurance endeavors through the following

significance:

To the SHS of CamCS. This results about the Higher education career is a guide for those

graduating students that need to know and understand their career properly. This study will help

to enhance their knowledge and ideas on how they will plan their career for their own future that

also gives motivation to have their satisfaction.

To the Teachers of CamCS. The discussion of the present study to the student is also a

guide to be more understandable and to well known their certain career to choose because it may

help for them to decide whether they follow their dream or they follow the benefits that have

been discussed. It also sustain the knowledge of one student to make their dream come true , the

teachers it self may be the path way of the students to communicate for career.
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To the Parent of the SHS of CamCS. This study about Higher Education career is also

something to do with the parents that supports their child to do their career properly. The parents

may also help that SHS must be done properly and must know their future by choosing their

career and also the SHS can have the opinion of their parents to know what can be benefits of

that career support of the student’s Family.

To the Principal. The discussion about the Higher Education career may have also

motivation to their principal or the model for them to do their best to choose their career in life,

it is also their leader that will guide whether the career is right or not. However the principal can

also help the students to choose by doing orientation for the students to know what arte the

advantage and disadvantages of the given career for the student that may also idea on how the

students work hard for their future.

Scope and Delimitation

This research study encompasses the Higher Education Career of SHS of Camiling

Catholic school Inc that is: maintaining a healthy weight, influencing healthy lifestyle, stress

level, work-life balance, sports among the Savewise Supermarket employees. This study gives

advantage and to orient the student on how they choose properly for their college courses that

may also help for them that they need to plan for their own career. The respondent in this study

are the previous SHS that graduated and the new SHS of Camiling Catholic school Inc. The

selection are randomly that is estimated of 40 SHS of Camiling Catholic School in the

municipality of Camiling, Tarlac. After the finding of this study, the researcher will be able to

share their study to the SHS therefore they will be oriented about the present study and what are

the advantages of the courses that can be found in the present study.
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Definition of Terms

For a vivid clarify on the study, the following terminologies were technically defined to

give light to doubts and uncertainties that may arise pertinent to these terms as they will be

constantly used throughout the conduct of the study.

Higher Education career.  It describe the courses that is chosen by the student that is more

relevant to their previous courses and also describe as a higher level of educational background

of the students.

Civil Status. A distinct option that describe a person’s relationship with a significant

other. It maybe Married, single, divorced, and widowed are the example of civil status.

Course taken. It is the subject of the student to learn from what have been chosen by the

student, otherwise it is the fundamental value for their education.

Stress Level. Refers to the person who are easily or rapidly stress to his or her work and

it may affect the healthy lifestyle of that healthy person.

Study-life Balance. Refer to the rest and work time of the SHS graduates how they will

do balance their life and the education, how they manage the stress level and how they fulfill

their life with education

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Chapter 2

Review of Related Literature and Studies

Reviewing related literature and studies has a beneficial purpose for it gives the

researchers and those will read the chapter new insights and concepts. This chapter presents the

reading, journal, articles and studies which have bearing on the study.

Related Literature

A. Foreign

Those concerned with education and jobs have increasingly pursued proof over the past

decade about how levels of educational attainment characterize the success of individuals in the

labor market. In the European Higher Education Sector, strengthening the short- and long-term

career development capacity of young people has become a key developmental priority (EC,

2011). According to findings of the HEGESCO project (2009), Employers still have relatively

little knowledge about what to typically expect from graduate students, and there is a

particularly low level of knowledge among higher education institutions ( HEIs) about what

employers expect. These factors are directly based on strategic issues of improving the

employability of graduates as they enhance the performance, governance and social relevance of

greater education, support changes through policy evidence-based analysis and support EU

flagship initiatives such as Youth on the Move, in order to expand the opportunities for young

people to find a job, the Agenda for Innovative Skills and Careers aims to boost skills matches

and educational matches.

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These challenges raise certain general questions about the future growth of higher

education: how and when to reconcile general and technical subjects and their

complementarities, what the realistic scope of teaching and learning modes should be, or how

HEIs (High Education Institutions) should operate with employers and participate in

apprenticeships, and how non-formal learning methods can be validated. Several European acts,

such as TUNING Educational Systems in Europe 1, Professions after Higher Education

(CHEERS)2, Agile Professional in the Information Society (REFLEX)3 or Higher Education as

a Strategic Competencies Generator (HEGESCO)4, have sought answers to these questions by

contrasting graduate students in their transition from education to the future of employment in a

country-like fashion.

Learning about the relative effect of higher education programs on learned skills and

professional performance was one of the primary conceptual questions in these projects. Since

then, graduate transfer and newly qualified success indicators have received greater focus on the

policy agenda, followed by international surveys such as Education at a Glance (OECD, 2010)

or the International Adult Competencies Assessment Program (OECD, 2011-). The dominant

motive for these attempts is based on the premise that the most beneficial outcome of the higher

education system is to obtain a high degree of employability-related skills.

In this way, It is expected that the empirical results of graduate surveys related to career

satisfaction and the assessment of HE programs will have a strong potential to demystify the real

contribution HEIs (High Education Institutions) bring to the professional work of graduates

either by creating new information ( i.e. the push principle) or by providing skills ( i.e. the pull

principle adapting graduates to meet the needs of employers). For example, the HEGESCO
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report (Allen et al., 2009) created many premises for how policy-makers, HEIs, employers and

graduates should generally facilitate key skills growth.

These graduate career analyses all indicated that, along with general competencies, the

determinants of professional knowledge are not solely related to educational curricula per se, but

also to job experience, family histories and general trends in society. Moreover, the central

question when looking at the jobs held by graduates of higher education is not only whether they

get work, but why (Brennan & Little, 2009: 101): "It is less about job characteristics (wages,

status, employment sector) and more about what graduates bring to them, their experience, skills

and arrangements." This problem differs greatly between the fields of study and, subsequently,

between career success models.

In addition, the ranges of technical areas, practical expertise and training vary not only in

their breadth but also in their kind, as generally emphasized by international comparative

surveys (e.g. Abbott, 1988; Burrage & Torstendahl, 1990). The particular recommendation

generally found in international surveys to encourage the acquisition of skills such as the need to

acquire sufficient job experience during higher education, to simply make higher education more

challenging, to forge relationships between employees, to promote HE (High Education)

programs and to create a connection between HE and the world of work, to challenge problem-

based learning, etc.

As the final outcome of the DEHEMS project (short for: Network for the Growth of

Higher Education Management Systems), this study develops and accentuates these premises on

the basis of more than 360 interviews carried out in the project in six European countries

(Austria, Germany, Italy, Poland, Slovenia and Turkey) and an overview of previous European
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graduate surveys and other results. All the findings were also included in the website of the

project and presented at two major international meetings conferences in Vienna and Ljubljana

Throughout the past one hundred years, career development has been studied, career

theories have been developed, and further research has been done. The purpose of this literature

review was for the author to sort through these theories and research in order to find the most

applicable concepts for this particular school district, it’s counselors, and students. The literature

will be reviewed first by clarifying terms and providing an exploration of pertinent theoretical

concepts. Then, the concept of a vastly changing workplace will be introduced and career

development and college planning needs of students will be identified. The unique needs of a

rural population are also highlighted. Lastly, existing career development and college planning

interventions are explored. Throughout the literature review, implications for school counselors

will be discussed pertaining to the specific topic being investigated.

Definitions

Several terms will be used throughout this review of the literature and throughout the

description of the following study that may require defining. Doing so will serve to clarify and

standardize concepts that may hold several different labels or meanings throughout the research

on career development, college planning, rural populations, and school counseling.

This research will focus on addressing career and college planning needs. Specifically, a

need, as explained by Jeffery et al. (1995), occurs when any form of stress motivates a person to

act. Career development needs are frequently rooted in other human development needs (Jeffery,

1995). For example, having fulfilling personal relationships can be considered a human need; we

are social creatures. A career development need that may stem from this human development
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need may be a desire to find a job where one can establish and grow through relationships with

others. One who is looking to fulfill this need would best not consider a career that would

require working in isolation. In addition, a career should be seen as a lifestyle concept instead of

simply a job or a certain field of work (Niles & Harris-Bowlsbey, 2005). Careers are a large part

of life, and are often how we define ourselves. A career is a lifelong process, not just which

occupation we currently hold. Therefore, career development can be defined as “the lifelong

psychological and behavioral processes as well as contextual influences shaping one‟s career

over the life span” (Niles & Harris-Bowlsbey, 2005, p. 12). Career development does not end

when high school ends- nor does college planning for that matter-as there are many changes that

occur throughout our entire lives and many environmental influences that lead us to grow and

change within our careers or during our postsecondary learning situations. As Super et al. (1992)

stated, “career development is an ongoing process, from birth to death…” (p. 75). For the

purpose of this study, college planning refers to the process of researching and selecting

postsecondary education, preparing for attending the selected institution, as well as any

professional learning opportunities that exist throughout one‟s career. In each case, the school

counselor is considered to be one of the best people to address career development and college

planning needs. For the purpose of this study, a school counselor is a school based mental health

professional that assists students with any academic, personal, social and career development

needs (The ASCA National Model, 2005).

The concept of career interventions should also be clarified, as several different types of

interventions will be discussed. Niles and Harris-Bowlsbey (2005) argued that career

development interventions involve either helping students increase self-awareness, career

awareness, career maturity, develop decision-making skills relating to their future, job-searching
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skills, or coping skills relating to careers. Career interventions range widely in their complexity.

For example, providing individual college counseling to a high school senior is a relatively

simple career intervention and can be done on an as needed basis. On the other hand,

implementing a kindergarten through twelfth grade (K-12) career counseling curriculum within

a school district is an example of a more complex form of career intervention that would take

many hours of research and development. Another important term to clarify that was briefly

mentioned above is career maturity. Career maturity refers to the level at which a person is

mastering career tasks pertinent for their developmental level (Anderson & Brown, 1997). Super

et. al (1992) outlined Super‟s theoretical models and discussed how the Career-Development

Assessment and Counseling (C-DAC) Model integrates developmental theory and assessment

with the aim of improving career counseling. The authors of this article preferred the concept of

career adaptability to that of career maturity. Career maturity denotes one single high point of

maturity while career adaptability refers to the ability to cope with developmental tasks, perhaps

with several different high points of maturity. The terms may be used interchangeably below.

The concepts of self-awareness, career awareness, coping skills, and career maturity and

adaptability are important to note because several studies explored in this review of the literature

refer to these concepts.

For example, Anderson and Brown (1997) studied approximately 100 high school

seniors; half attended high school in an urban area and half in rural areas. Through their

research-which consisted of having participants complete a packet containing career inventories,

career decision making scales, and a demographic survey- they found that the higher one‟s

confidence in their ability to take on the career decision-making process the more likely they are

to have a mature attitude toward career decision-making in general. Therefore, career maturity in
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relation to the career decision-making process is an important concept in the world of career

development research. Patton and Creed (2001) also researched career maturity within the

context of career development by administering a career decision making scale and a career

development inventory to Australian adolescents ages 12 to 18. They found that career maturity

increased with age, however, career indecision seemed to increase in the senior year of high

school. They proposed that external pressures within school systems might affect decisiveness;

the reality of leaving school within months may create this higher level of uncertainty during

this time (Patton & Creed, 2001). The idea that the stress of an impending transition affects

career maturity portrays the interconnectedness of career needs with other human development

needs as discussed by Jeffery et al. (1995), and that career development needs are in fact

frequently rooted in other human development needs. In this example, typical external

developmental pressures of transitioning and change affect internal feelings related to career and

college planning.

Career Development Theories

The career development theories that exist are also important to review because theories

are the basis of career counseling techniques, interventions, and school or community career

programs. In a study by Lapan et al. (2003)-which evaluated the impact of several career

development intervention strategies on post high school transitions- the authors argued that,

“theory-driven career counseling interventions facilitate the growth patterns of constructs that lie

at the heart of issues that motivate students to better performance and emotional well-being” (p.

340). This statement not only provides support for the idea that career and college planning

interventions need to be based on sound career development theories but also that career needs

and other mental health needs are often closely related; as discussed by Jeffery (1995) and
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Patton and Creed (2001). Just as terms were defined in order to clarify and standardize concepts,

so should theories be discussed in order to provide a foundation for understanding career

development, and also to understand the rationale for certain career development and college

planning interventions.

The concept of career counseling began in the early 1900s with Frank Parsons‟ book

Choosing a Vocation (1909). In his book, Parsons‟ emphasized self-knowledge, occupational

knowledge, and decision-making skills; an approach now considered the “Trait and Factor

approach” to career development. The assumptions behind Parson‟s theory were that (a) it is

better to choose a vocation than to hunt for a job, (b) one should only chose a vocation after

careful self-analysis, (c) students should be presented with a comprehensive list of possible

vocations, (d) expert advice is important, and (e) a detailed vocational plan should be written

out. Parsons emphasized the importance of using scientific research in career counseling, or

what he called “vocational guidance” in his book. Career counseling based on Parson‟s theory

would include (a) self analysis; students should realize their aptitudes, abilities, and ambitions,

(b) information; students should be given knowledge about occupations including the

requirements for that occupation, what it takes to succeed, and what the available opportunities

are, (c) stimulation; counselors should fuel student‟s ambitions with information and show

students how to improve their efficiency, (d) cooperation; counselors should help students find

gainful employment, and (e) systematic guidance and help; counseling should be provided

throughout the transition from school to work and should include a detailed plan for the future

and increase preparedness for work (Parsons, 1909).

Another important career development theorist is Donald Super. Super maintained that

his theory is not necessarily one unique theoretical concept yet a set of theoretical concepts that
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takes into account aspects of career development taken from various areas of study

(developmental, differential, social, personality, and phenomenological psychology).

Selfconcept and learning theories unify this set of theories that is based on fourteen propositions

reviewed in A Life-Span, Life-Space Approach to Career Development- a chapter in Career

choice and development: Applying contemporary theories to practice (Super, 1990). Within all

of Super‟s writings the concepts of life-span and life-space were referred. Life- span refers to

the stages of career development that happen over time in a person‟s life. Life-space refers to

the roles people play within their occupational and personal lives (Super, 1990). The fourteen

propositions include the following: (1) people differ in their abilities, personalities, values,

interests, and self-concepts (2) people are qualified for numerous occupations, (3) occupations

require certain combinations of abilities, personalities, values, and interests, (4) people‟s

selfconcepts, preferences, abilities, and situations in which they live and work change with time

and experience, (5) change is a sequence of growth, exploration, establishment, maintenance,

and decline, (6) career patterns are influenced by a person‟s parental socioeconomic level,

mental ability, education, skills, personality, career maturity level, and opportunity, (7) career

maturity is determined by how successful one is at coping with earlier stages of career

development, (8) the concept of career maturity is hypothetical, (9) career development can be

guided by others, (10) career development is the process of developing self-concepts, (Super

states “It is a synthesizing and compromising process in which the self-concept is a product of

the interaction of inherited aptitudes, physical makeup, opportunity to observe and play various

roles, and evaluations of the extent to which the results of role playing meet with the approval of

superiors and fellows [interactive learning]” (Super, 1990, p. 207), (11) role playing and

learning from feedback leads to either the blending or the compromising of individual and social
 19

factors and of self-concepts and reality, (12) when a person finds outlets for their abilities,

personality, values, and self-concept they may find work and life satisfaction, (13) the degree of

a person‟s work satisfaction is reliant on their ability to implement a self-concept, and finally

(14) occupations provide a focus for personality (Super, 1990).

Super has also developed five figures that illustrate various aspects of career theory and

development that are useful to review in researching career development (Super, 1990, 1994).

The first is the Life Career Rainbow, which depicts the concepts of life-span and life-space by

representing a life course with a person‟s potential major life roles. The Archway of Career

Determinants expands on this idea by illustrating more specific career aspects and roles within a

life course. The Ladder Model of Life Career Stages depicts the sequence of life stages and

specifies the ages at which they usually occur. The Cycling and Recycling Model for

Developing Tasks is developed from the Ladder Model but is more like a matrix in showing how

people cycle through life stages and may face the same task at different stages in their life.

Lastly, the Web Model for Bases of Career Maturity shows a web of basic career development

concepts and maturity based on childhood career development literature (Super, 1990, 1994).

Super‟s fourteen points as well as the five figures briefly discussed above can prove very useful

to school counselors. More broadly, Super‟s set of theoretical concepts is considered a “trait and

factor” theory. Trait and factor theories heavily emphasize the importance of an effective person

environment fit. School counselors who subscribe to trait and factor theories would encourage

students to explore their personalities, values, and aptitudes as well as what personalities, values,

and aptitudes their desired occupations would require (Ball, 2009 Career Developmentt and

College Planning needs of Rural High School Students)

 20

Connelly. (2013) cited that schools have always played a vital role in ensuring

thatstudents have the skills needed for the job or career they have chosen. The key function

ofeducation is to fully prepare students for life after schooling preparation for the world of work

isa necessary and vital part of that equation. As our society and economy continues to evolve,

itmay be time to rethink how public education aids students in choosing career and

education pathways. Additionally, due to the present economic and social changes our governme

nt isdealing with, it is imperative that we think more deeply about the future of those students

whowill enter the workforce immediately after high school.

How can we ensure that education is the right one for the times? Different skill sets will

be required for the future. The next generation will need to be entrepreneurial, willing totake

risks and be multicultural. Lynch (2013).

B. Local

One of the key decisions faced by graduating students is the choice of a course and

which school to take part in college, which is an essential element of their process of learning.

The decision upon on course and school selection will be most their future success would

probably be determined.

Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
 21

in the private sector.

Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
in the private sector.
Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
 22

in the private sector.

Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
in the private sector.
Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
 23

in the private sector.

Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
in the private sector.
Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
Over the past two decades the Philippines has experienced an extraordinary expansion
in higher education (Arcelo 2003; Corpus 2003; Clemena 2006). This expansion is
evident in the increased number of higher education institutions (HEIs), both in the
public and private sectors. The number of public HEIs increased from 226 in 1992
to 643 in 2011. Similarly, the number of private HEIs increased from 862 in 1992 to
1 604 in 2011, making the private higher education sector in the Philippines one of
the fastest growing markets in the world. In terms of student enrolments, the number
of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699
in 2010/2011 (CHED 1990–2011). Of these, 1 690 553 students were enrolled in
2010/2011 in private HEIs (Devensor 2006), showing that growth took place mainly
 24

in the private sector.

Similarly, the Philippines is one of four east Asian and Pacic countries (including
Indonesia, Japan and Korea) that has more than 70 per cent enrolled students in
private HEIs (Altbach, Reisberg and Rumbley 2009). However, the challenge facing
the Philippines is that the growth experienced in the higher education sector has not
been matched by adequate resources to deliver relevant skills (World Bank 2012).
Emerging markets require new skills, which higher education is expected to provide
(Hendel and Lewis 2005). This article analyses the expansion of higher education
globally and in the Philippines, in particular, and its impact on skills production.
It argues the case for the tightening of the existing accreditation framework of the
higher education system, in general, and private higher education, in particular, in
order to deliver the relevant skills necessary for the economic development and
global competiveness of the Philippines.
The Philippines has experienced a historically unprecedented growth of higher education

over the last two decades (Arcelo 2003; Corpus 2003; Clemena 2006). The increase in the

number of higher education institutions ( HEIs), both in the public and private sectors, is evident

in this expansion. The number of public HEIs increased from 226 in 1992 to 643 in 2011.

Similarly, the number of private HEIs increased from 862 in 1992 to 1 604 in 2011, Making the

Philippines' private higher education system one of the world's fastest growing markets. The

number of students enrolled in HEIs increased from 1 549 639 in 1990/91 to 2 726 699 in

2010/2011 in terms of student enrolments (CHED 1990–2011). Of these, 1,690,553 students

were enrolled in private HEIs in 2010/2011 (Devensor 2006), indicating that growth was

primarily in the private sector.

Similarly, the Philippines is one of four countries in eastern Asia and the Pacific

(including Indonesia, Japan and Korea) with even more than 70% of private HEI students

enrolled (Altbach, Reisberg and Rumbley 2009). However, the problem facing the Philippines,

however, is that sufficient resources have not balanced the growth experienced in the higher

education sector to provide appropriate skills (World Bank 2012). Emerging markets require

new skills, which higher education is expected to provide (Hendel and Lewis 2005). This article

analyzes, in general, the growth of higher education globally and in the Philippines and its effect
 25

on the development of skills. It argues that the current accreditation process of the higher

education system must be tightened, in general, and private higher education should be

tightened, in particular, with a view to providing the relevant skills essential for the Philippines'

economic growth and global competitiveness. [CITATION Ade16 \l 1033 ]

The debate on the Improved Curriculum in the Department of Education (2010) tailored

to the additional two years of higher education that each graduate of the Enhanced K+ 12 Basic

Education Program is prepared to take his or her place as a productive member of society as one

of the visions. They are capable of taking on any chance he or she decides in life and find jobs,

to participate in higher studies, or to launch an entrepreneurial attempt.

One of the objectives of this tracer study is to monitor the alumni on their journey after

the Senior High School Program and to do this tracer study in a timely manner. In its battle cry,

the Angeles City Senior High School is responsible for ensuring the student's education is the

focus of the school. The school is currently offering Accountancy, Business and Management

(ABM) Academic Track and Home Economics (H.E.), Agri Fishery and Information and

Communication Technology (ICT) Technology and Livelihood Technology Track. The school is

usually stand-alone SHS and is located directly in the Pandan Angeles City subdivision of San

Ignacio. Last April 2018, there have been more than four hundred graduates.

Typically, the Tracer Analysis focuses on higher education and provides a different form

and process. The Graduate (and employer surveys) are one method of analytical research that

can provide useful information for assessing the outcomes of a particular higher education

institution's education and training. Data on the professional performance of graduates (career,

rank, income) and further information on the importance of knowledge and skills are required.
 26

Graduates may also be asked to analyze the circumstances and provisions of the research they

retrospectively experienced (Schomburg, 2003).

The tracer study is very important in nation building as in the Tertiary Education

Commission in Mauritius, they set a common tracer study to understand graduates’ capabilities

in helping country in the human resource aspect. It is also a great opportunity to come up

activities to highlight the weaknesses and do a policy on admission and accreditation of their

higher education providers.

In the Philippines, particularly the Commission of Higher Education, Tracer Study is

usually done for ensuring quality graduates in the higher education institution. It is composed of

looking at the employability skills of the graduates needed in the demand of workplace and their

chosen career (CHEd Graduate Tracer Study Manual, 2006) .

Different studies were already established in terms of employability and curriculum

enhancement. The employability skills are important in a tracer study, that’s why the research of

Wickramasinghe and Pereira (2010) on Graduates’University Lecturers’and

Employers’Perceptions Towards Employability Skills in Sri Lanka is a good resource as a part

of this research activity. The findings suggest that the results of looking at the skills will assist

educational institution in applying strategic decisions in managing graduate’s career. The

research adopts employability skills questions on the extent of their self-evaluation of the

respondents.

It is an effort to discovered the decisions and the influence of Senior High School (SHS)

students in terms of accessing higher education, workforce or entrepreneurship while doing

tracer research. For initial assessment, the Program Enhancement and those entering college
 27

education must be identified. In their present conditions, school administrators should strive to

follow up on the graduates and find ways to assist in the school's collaborative effort. Different

relevant literature and studies focus on employability and program evaluation can be adapted so

that a first step attempt to show the current situation of the former SHS after graduation.

(Teacher III at Northville 16 Elementary School which is unknown. Jul 26, 2018)

Graduate education is one of the most productive ways of improving research-related

capabilities that will enhance the theory and practice of education in several different areas of

the learning process. In order to further develop its curricular offerings, the study traced the

employability and competitiveness of graduates of a Private Higher Education Institution

(PHEI)-graduate school from 2010-2015 in the Philippines. Authors have used descriptive-

survey model. Most graduates are regularly or permanently employed perhaps by the Doctor of

Education (Ed. D.), Master of Arts (MA), Master of Business Administration (MBA) and Master

of Project Management (MPM) programs. They are now occupying supervisory and managerial

positions and highly satisfied with their basic salary. The graduate curricula are responding to

the needs of various industries. Administration and governance, curriculum and instruction,

research, professional and cognate courses, student services, library, internet laboratory,

interdisciplinary learning, and teaching/ learning environment are the school-related factors

relevant to the current employment of the graduates. Communication, human relations,

entrepreneurial, information technology, problem-solving, critical thinking, and research skills

are considered relevant skills learned. Love of God, honesty, punctuality, obedience to superior,

perseverance, creativity, professional integrity, unity, fairness, love for others, nationalism and

being eco-friendly are the values evidently manifested in their workplaces. Thus, the graduate

school is continuously nurturing and embracing the quality of education. Ascertaining the
 28

Curriculum Relevance of the Graduate School through Tracer Study in a Philippine Private

Higher Education Institution (Bueno, March 2017) Columban College, Inc.

Prior to the implementation of the K to 12 Curriculum program, problems and challenges

were already identified by the Department of Education based on their studies. Among of those,

Philippines is the last country in Asia and one of only three countries in the world (the other two

being Djibouti and Angola of Africa) with a ten-year pre-university program. In addition, poor

quality of basic education was reflected in the inadequate preparation of high school graduates

for the world of work which contributes to the relatively high unemployment rate among the

young and the educated (Care, E. & Valenzuela, E. (2012).

As the first batch of the K to 12 Curriculum program is about to graduate, many senior

high school students were hesitant and worried if they will be able to land a job, establish a

business on his/her own, proceed to college or take higher vocational course. Although, the

DepEd has already prepared the students to decide the possible career exits they will have

through the Career Guidance Program (DO 41, s. 2015), but still uncertainty still do exist to the

minds of the Grade 12 students of Sta. Cruz National High School.

One of the downsizing effect of the implementation of the K-12 program is its

implication to the employees of the higher education sector; college teachers in particular who

expressed concern of displacement, retrenchment, and unemployment [4,6,10,11]. However,

there is an underlying assumption that job security can be acquired solely through length of

service or seniority [12]. Length of service or seniority is a system that is used to designate an

employee's status in relation to other employees of the same workplace, to determine matters

such as layoff and recall ordering, and the awarding of benefits and promotions [13]. Based on
 29

an employee's seniority, preference can be accorded to him or her in such areas as layoff,

promotion, transfer, shift assignment, scheduling, vacation accrual, and recall after temporary

layoff. Seniority is used as a means of gauging the relative status of one employee with respect

to another based on length of service [14]. The practice of seniority has been ingrained in society

since the earliest cultures, and seniority-based job security was adopted by the trade union

movement from the time of its inception. Although the seniority principle has existed for

generations in employment practices such as apprenticeships, it is known that the United States

printing trades debated seniority in the 1890's, while the manufacturing industries began

negotiating seniority rights in the 1920's [14,15].

Eligibility

The current education reform agenda or K-12 program does not only call for academic

excellence but also on higher teacher qualification. One of the initiatives to ensure high quality

teachers is through the licensing system. Teacher licensure is a key requirement that allows

teachers to engage in the teaching profession [16]. Passing the teacher licensure examination is

important because this ensures that teachers are well trained before entering the classrooms [17]

and it is a defining attribute of a high quality teacher [18,19]. In addition, licensed or certified

teachers are associated with increased student achievement [20, 21,22]. Therefore, licensure is

an important element to assure quality in the teacher workforce [23] because teachers play a

pivotal role in advancing learning. Hence, it is important to establish the desired level of teacher

competence before the start of practice.

As defined in 1971 by the U.S. Department of Health, Education, and Welfare, licensure

is the process by which an agency of government grants permission to persons to engage in a

 30

given profession or occupation by certifying that those licensed have attained the minimal

degree of competency [24]. In 1834, the State of New York was the first to issue a teaching

certificate which paves the way for other states to develop their own specific criteria for state

licensure for teachers [25]. In the 20th century education adopted a more professional approach

to teacher licensing, giving the profession of education a more prestigious image in terms of a

career [26].

Teacher licensure is now used to identify those teacher candidates with the knowledge

and skills deemed important for a beginning practitioner and a certified teacher has earned the

passage to the profession [23]. The Philippines is also adopting the teacher licensing policy. The

country’s policy makers and educational leaders have explicitly defined the general

requirements to enter the teaching profession; apart from subject matter competence and relevant

Master’s Degree, a certified professional license is a must which adheres to the Philippine

Regulations Commission (PRC) Board of Professional Teachers Act, “except as otherwise

allowed under this Act, no person shall practice or offer to practice the teaching profession in the

Philippines or be appointed as teacher to any position without having previously obtained a valid

certificate of registration and a valid professional license from the Commission” Republic Act

7836, Article IV, Section 27 [27]. Licensure therefore is a function of the state and the

policymakers regulates the professions.

It is vital that educators adhere to these standards to meet the required qualifications of

those who enter the teaching profession. One great benefit of teaching certification is job

security. The teaching profession is more secure than many other fields, especially for certified

or professionally licensed teachers [28]. With the start of senior high school, the Department of

Education has called on "qualified and highly-competent teachers, professionals, practitioners,

 31

and experts" interested in teaching subject areas of the 4 Senior High School tracks: academic,

technical-vocational-livelihood, arts and design, and sports [6]. However, it has been stipulated

that only applicants with a Professional Regulation Commission (PRC) teaching license "and/or

appropriate certification" will be given permanent full-time status. These hiring guidelines under

the K-12 implementing rules and regulations are set to ensure that the enhanced basic education

program meets the demand.

Courses Taught

One of the outlines of RA 10533 is the revision of the Philippine Basic Education

curriculum by aligning it with outcomes-based education, the same pedagogy used in K12. The

Commission on Higher Education came out with guidelines for the revised General Education

Curriculum by reviewing the college curriculum and fine-tuning the courses not just for General

Education, but for each specialization to complement the new subjects that will be taught in

senior high [29]. As the new curriculum starts to roll in 2018, most colleges and universities will

be affected due to the reduction of course offering and decrease in faculty workload since some

of the college subjects will be transferred and taught in the senior high school. The workload of

General Education college faculty members will be adversely affected because of the phasing

out and/or realignment of courses [7]. The implementation of the new K-12 curriculum is

causing an on-going distress about what will happen to the college teachers who are teaching

General Education (GE) subjects since the first batch of freshmen students will come in 2018.

This scenario is raising concern to some college professors due to fear of displacement,

retrenchment, and unemployment [9]. To remain employed, GE teachers can apply to become

high school teachers or part-time Senior High School teachers while retaining their college

posts, if their institution allows. By 2018, there will be freshmen coming in and if they are
 32

qualified to teach the new subjects in the revised GE curriculum, GE teachers can return to

teaching only college students, while those who are teaching a Specialized or Major Course will

retain their positions [30]. The shift to the K-12 program has resulted to various issues and

concerns among college teachers particularly those who are teaching the General Education

subjects. To ensure that employees are protected, it is up to the school management, particularly

of the private higher institutions, of Higher Education Institutions to provide interventions to the

would-be affected faculty. 1.1.2 Preparation Plans Preparation is the stage when individual or

individuals plan to adopt the new program and undertake change in the immediate future. In this

stage, people have considered the rationale, processes, and anticipated outcomes of the reform

and made a definite decision to engage in change [31]. The ability to plan for change and

coordinate among various participants is also important to the ultimate effectiveness of new

endeavors [32]. With the full implementation of the latest educational reform agenda or K-12,

some colleges and universities have already prepared for the effective implementation and

smooth transition of the program.

Related Studies

A. Foreign

Choosing the right career path is becoming highly relevant for young students today.

Students need to take many things into account when selecting a profession and college major.

Many Factors can influence the decision of a student, including parent’s coaches, religious

figures, or any other Role models in the life of a student. Participation in agricultural clubs such

as the FFA and the 4-H may also take place and have an influence on the career choices of

students. The objectives of this research study were to determine the factors affecting
 33

agricultural students. On choosing the career path a questionnaire was created to explore areas of

interest and attributes, that may have had an impact on students in choosing a career path. The

questionnaire was completed by 128 students in the course of fresco studies at the University of

Tennessee. Martin, who's aspiring to be a major in agriculture in Chi-square measures have been

used to analyze relationships Among the factors of research. According to this study, when

selecting a major, students are most affected by the family; 22 per cent. Choosing family as the

most significant factor to affect their choice of major. However, 21 percent of the population

Students have chosen "a profession that is personally satisfying" and 20 percent have chosen

"FFA/4-H experience" as the most significant factors influencing their decision. The FFA has

played a greater role in the selection of a Major of 4-H. Farming history and school size did not

play a role in selecting a school Major. However, students with an agricultural background were

more likely to expect to work in Agriculture production than students with no agricultural

history. Students who have completed the the questionnaire had a good view on their careers.

Students assume that their careers are projected by creating a positive influence on the planet at

large. Students also feel that there is a successful career in Agricultural prospects. [ CITATION

Dar13 \l 1033 ]

Becoming more critical today for young students. Students need to take a lot of things

into account while Choosing career and college majors. The aim of this analysis was to

investigate the factors influencing the Choice of the first year school and graduation program of

the students. It used the method of descriptive survey Study with a teacher's first-year student

College of Education as respondents. The researcher used a Structured self-governing

questionnaire, including all variables on a four-point Likert scale that have been adjusted and

adapted by a variety of educational institutions. Students firmly accepted that it was their
 34

personal decision to participate in their preferred school and graduation program. They also

strongly accepted that one of the reasons for selecting a school is its well-known high quality

standards, well-qualified instructors / professors and the potential of the school to become the

home of boarders. There was also a high level of interest in their chosen degree program.

[ CITATION Dav19 \l 1033 ]

Some of studies are design in qualitative approach to examine interviews with college-

oriented high school students from the rural Central Appalachia area of Virginia to investigate

ways in which career decisions can be influenced by context. Using the Social Cognitive Career

Theory, they examined career pathways and related contextual variables, using data from 24

interviews. The results showed that the pathways of the participants partially matched the model,

but they also found variant pathways activated by major environmental factors and incomplete

pathways due to differences in potential career plans. Explanatory factors included the status of

prospective first-generation college student, the aspirations of outcomes that included staying

local and getting job security, and the evolving factor of continued Appalachian generation. The

trends that emerged with respect to social variables and career-choice pathways underscore the

significance of culture and background in exploring how students make career choices. This

research extends prior research by analyzing career pathways using student words as data. In

addition, the patterns provide insight into career coaches, counselors, and educators that can be

used to facilitate post-secondary career preparation for students. [CITATION Ade16 \l 1033 ]

According to DepEd (2020) Many SHS graduates who want to pursue their college

degree may expect to become bombarded with loads of schoolwork. That is true, to an extent.

Fortunately, the K-12 program has already prepared you for the challenges that you might

encounter once you step up to college. In fact, the subjects you’ve taken in SHS are prerequisites
 35

to the degree you want to pursue. Meaning, you already have the basics down the knowledge

and skills for an easier transition to your chosen degree. In general, you may expect to deal with

several readings, more (surprise) tests, and greater responsibilities when it comes to school. Of

course, these are all needed to hone your potential even more.

Many SHS graduates who want to pursue their college degree may expect to become

bombarded with loads of schoolwork. That is true, to an extent. Fortunately, the K-12 program

has already prepared you for the challenges that you might encounter once you step up to

college. In fact, the subjects you’ve taken in SHS are prerequisites to the degree you want to

pursue. Meaning, you already have the basics down the knowledge and skills for an easier

transition to your chosen degree. In general, you may expect to deal with several readings, more

(surprise) tests, and greater responsibilities when it comes to school. Of course, these are all

needed to hone your potential even more. K-12 will be of great help to students because what is

taught in college is what we are learning now that we are SHS. We already know what to do

when we go to college. It may be difficult but it will be possible for our future. Many students

cannot afford to pay tuition for their SHS, so all they have to do to get to college right away is

join TESDA. Many people say that our two years at SHS were a waste, but for us it was one of

our happy years as students before we entered college where we would suffer every day and we

would not have time to wander around.

According to Yorke (2001) Students with a fixed belief about their intelligence are likely

to be discouraged by failure because failure is construed in terms of inadequate intelligence.

These students may avoid more challenging work for fear of failure. Conversely, students with a

malleable self-belief are more likely to attribute failure to a lack of effort, and believe that poor

performance can lead to further learning, and it is the learning that becomes a source of self-
 36

esteem. These students are more likely to learn from mistakes and apply this learning to future

tasks. It is therefore this type of self-belief that should be encouraged and nurtured. In addition

to a student’s beliefs about their own fixed/malleable self, students who have a belief in their

own ability to produce, organise and undertake tasks will have an effect on their performance.

We students must learn from the trials we are given, we need to be courageous in whatever

challenges come our way. We need to be alert to things. What we are going through is what

encourages us. You need to have confidence in yourself that you can achieve your dream even if

you only finish SHS, because we have the right to give us a good future.

About 40 percent of traditional college students take at least one remedial course to

prepare for college-level coursework. According to scholars and policymakers, one cause of this

problem is the misalignment of high school graduation standards and college academic

expectations. College readiness partnership programs attempt to address this problem by

facilitating students’ transition to college. These programs, co-sponsored by a college and K-12

organization (usually a high school), are explicitly designed to prepare high school students to

enter college ready to undertake college-level work.

The current study examines a number of college readiness partnership programs

operating in Texas and identifies their features, targeted students, and intended outcomes. It also

examines the partnerships that created these programs. The findings presented here are based on

a search and analysis of the relevant research and Texas policy literature, an online scan of

college readiness partnership programs in Texas with a web presence, and site visits to high

schools, colleges, and community-based organizations in the Houston and Dallas– Fort Worth

areas. The authors observed that most college readiness partnership programs could be classified

into two types: those that focused on academic subjects and those that focused on college
 37

knowledge. The former tended to be intensive, short-term programs that targeted a small group

of students and provided a direct experience of college; the latter tended to be light-touch, long-

term programs that were open to all students and provided little direct experience of college.

Although few rigorous evaluations of these programs have been conducted, their

potential to improve college readiness for students in the “academic middle” is generally

supported by the literature and the research presented here. The authors identify a number of

implications for college readiness partnership programs and the partnerships themselves. It is

clear that college readiness partnerships create opportunities for secondary and postsecondary

institutions to leverage each other’s services, eliminating redundant services and aligning

programming to maximize gains for students. In some cases, college readiness partnership

programs also lead to long-lasting relationships between institutions and continued

collaboration. College readiness partnership programs may have the best chance of improving

outcomes if commonly encountered challenges — such as issues related to student recruitment

and program sustainability — are considered early in the planning stages. The authors

emphasize the value of choosing interventions that show the greatest promise in a given context

and matching students to the interventions that best meet their needs; they also note that building

a stronger evidence base would enhance high schools’ and colleges’ ability to make sound

decisions about which potential program models to implement. [ CITATION Bar12 \l 1033 ].

B. Local

The country's unemployment rate is generally correlated with the misfit of university

graduates. Colleges and the workers required for various businesses. The wrong choice, of

course, made by most of High school students contribute to the unemployment and
 38

underemployment rates of newly graduated students. With the This study determined the factors

influencing the career choice of fourth year high school students University of Rizal System

Laboratory School in Morong Rizal. The relationship of factors that have an effect Student

choice, of course, to their job preference, Brainard's Occupational Preference Inventory (BOPI)

Results, academic achievement and their elective degrees were considered. Frequency, percent

and chi-square. They have been used as statistical therapies. The results showed that the

availability of work after college was the first. Consideration of students choosing a college

course.Most students tend to take scientific advice Field courses, or "Common courses" for the

Philippines. The least favored direction is in the field of agriculture. This is the findings of BOPI

have shown that most student-respondents are suited to take professional courses. The chosen

course is linked to their BOPI result as well as their father's occupation. Other variables, for

example Mother's profession, monthly family income, student's sibling status and student's third

year general average Grades are not linked to the student's chosen course in college to their

BOPI results. The results of BOPI are Significantly linked to elective grades of students.

Students ' career success will best be accomplished if proper guidance is provided in selecting

the right course in college. Suitable for the personality , skills and intelligence of students.

[CITATION Dav15 \l 1033 ]

According to DepEd (2020) Many SHS graduates who want to pursue their college

degree may expect to become bombarded with loads of schoolwork. That is true, to an extent.

Fortunately, the K-12 program has already prepared you for the challenges that you might

encounter once you step up to college. In fact, the subjects you’ve taken in SHS are prerequisites

to the degree you want to pursue. Meaning, you already have the basics down the knowledge

and skills for an easier transition to your chosen degree. In general, you may expect to deal with
 39

several readings, more (surprise) tests, and greater responsibilities when it comes to school. Of

course, these are all needed to hone your potential even more.

Many SHS graduates who want to pursue their college degree may expect to become

bombarded with loads of schoolwork. That is true, to an extent. Fortunately, the K-12 program

has already prepared you for the challenges that you might encounter once you step up to

college. In fact, the subjects you’ve taken in SHS are prerequisites to the degree you want to

pursue. Meaning, you already have the basics down the knowledge and skills for an easier

transition to your chosen degree. In general, you may expect to deal with several readings, more

(surprise) tests, and greater responsibilities when it comes to school. Of course, these are all

needed to hone your potential even more. K-12 will be of great help to students because what is

taught in college is what we are learning now that we are SHS. We already know what to do

when we go to college. It may be difficult but it will be possible for our future. Many students

cannot afford to pay tuition for their SHS, so all they have to do to get to college right away is

join TESDA. Many people say that our two years at SHS were a waste, but for us it was one of

our happy years as students before we entered college where we would suffer every day and we

would not have time to wander around.

As state by Marriane Andales (2010) The K-12 curriculum will also confer TESDA

national certificates, graduates are supposed to be confident at finding decent entry-level jobs

right after graduation. The government will form links with many companies for technical and

vocational courses to enable student gain experience while studying. This step will help them

give the chance to work for the partner companies. DepEd talks with business groups, local and

foreign chambers, commerce and industries. These groups agreed to change their job

requirements to hire k-12 graduates. The k-12 program will produce young entrepreneurs. It will
 40

offer tracks that will train and let students precede into business and other fields further than

employment (k12philippines, 2016). The DepEd shall work with Commission on Higher

Education to execute balanced basic and tertiary curricular for the competitiveness of Filipino

students. Both DepEd and Technical Education and Skills Development Authority (TESDA)

shall coordinate with CHED. The DepEd shall consult the other national government agencies

and other stakeholders such as Department of Labor and Employment (DOLE) and the

Professional Regulations Commission (PCR) to achieve effective better basic education

curriculum (Republic Act 10533, 2013). The K-12 curriculum will also confer TESDA national

certificates, graduates are supposed to be confident at finding decent entry-level jobs right after

graduation. The government will form links with many companies for technical and vocational

courses to enable student gain experience while studying. This step will help them give the

chance to work for the partner companies. DepEd talks with business groups, local and foreign

chambers, commerce and industries. These groups agreed to change their job requirements to

hire k-12 graduates.

The k-12 program will produce young entrepreneurs. It will offer tracks that will train

and let students precede into business and other fields further than employment (k12philippines,

2016). The DepEd shall work with Commission on Higher Education to execute balanced basic

and tertiary curricular for the competitiveness of Filipino students. Both DepEd and Technical

Education and Skills Development Authority (TESDA) shall coordinate with CHED. The

DepEd shall consult the other national government agencies and other stakeholders such as

Department of Labor and Employment (DOLE) and the Professional Regulations Commission

(PCR) to achieve effective better basic education curriculum (Republic Act 10533, 2013). The
 41

K-12 curriculum will also confer TESDA national certificates, graduates are supposed to be

confident at finding decent entry-level jobs right after graduation.

The government will form links with many companies for technical and vocational

courses to enable student gain experience while studying. This step will help them give the

chance to work for the partner companies. DepEd talks with business groups, local and foreign

chambers, commerce and industries. These groups agreed to change their job requirements to

hire k-12 graduates. The k-12 program will produce young entrepreneurs. It will offer tracks that

will train and let students precede into business and other fields further than employment

(k12philippines, 2016). The DepEd shall work with Commission on Higher Education to

execute balanced basic and tertiary curricular for the competitiveness of Filipino students. Both

DepEd and Technical Education and Skills Development Authority (TESDA) shall coordinate

with CHED. The DepEd shall consult the other national government agencies and other

stakeholders such as Department of Labor and Employment (DOLE) and the Professional

Regulations Commission (PCR) to achieve effective better basic education curriculum (Republic

Act 10533, 2013). DepEd needs to make sure that we can get a good job because it would be a

waste of our two years as SHS if it also goes to nothing. But it still depends on where we fit into

a job. If you are lazy, you will not get a good job. They say that Filipinos are known to compete

strongly. so we need to be good at everything we do.

The choice of a course and which school to enter in college is one of the major decisions

faced by graduating students which is an important element of their learning process. The course

and school selection decision will most likely define their future success. The paper was aimed

at assessing the students? course and school preference using a descriptive research design. A

survey was administered to respondents totaling 2,231 comprised of grade 12 students enrolled
 42

in La Consolacion University Philippines (LCUP) during the second semester of school year

2017-2018. Findings revealed that Accountancy, Education and Hotel and Restaurant

Management were the three courses most preferred. However, LCUP was not the top school of

choice among respondents. Seven out of ten most preferred courses are current offerings at

LCUP, three of which are board courses. The provision of a more intensive internal marketing

program is suggested. Likewise, a study on the impact of programs and services and their

influence on career and school selection decisions may be conducted to determine which

program or service made available to senior high students singly or in combination are

determinants of their retention. Follow-up research on the reasons why students choose a course

or a school may be also being considered.

In the result of Bacaling (2019) K to 12 Curriculum are about to graduate this year and

many senior high students were hesitant and worried if they will be able to land a job, a business

on his own, proceed to college or take higher vocational course. To address these concerns and

worries of the Grade 12 graduating students, an action research was proposed. The purpose of

this study was to examine the career decision of the students and how it relates to the K to 12

Curriculum Exits (Trabaho, Negosyo, Kolehiyo, and Middle Skills Development). This study

used the mixed method design. Research-made questionnaire were administered to 324 students

using the universal sampling method. On the other hand, eight students were selected as

participants for focus-group discussion (FGD). Percentage and ranking were utilized as

statistical tool for this study. Results revealed that majority of the student’s career decision after

graduation will enroll to college/university (57.4%), followed by find a job (34.9%), enroll to a

vocational school (4.9%), have his own business (1.9%), and some were undecided (0.9%).

Findings were utilized by teachers and career advocates by creating a program that will help the
 43

students decide of what to take after graduation. Thus, a three-day senior high school

Curriculum Exits – Fair (Job-Fair, Business Demonstrations, College/University and Vocational

fair) were implemented.

 44

Family Background

Educational Intentions  Skills and Abilities

Expectations  Self-efficacy
 Critical thinking
 Setting long term goals
 Utilization of higher
Professional & Personal order intellectual
Goals & Career Development Mentoring process
aspirations
 Communication

Decision to Advance or
Depart
 School
Engagement
 Security/Safe
 Student- Preparation Plans
teacher
interaction/s  Course Streamlining
upport  Workforce Management
 Peer Group
Interaction
 Commitment
/support Faculty-Related Factors

 Length of service
 Eligibility
 Courses Taught
Figure 1. Paradigm of the Study

As the world evolving the technology are also evolving beside the human history,

technology is also important for the facilities to make the life of human be more sufficient and
 45

easy. The present study also use technology to develop the main objective of the present study to

maintain balance in the present year. The researchers their paradigm to show the graphic of the

objective of the present study for the readers and writers who were needed to seek for relative

study. For them to be easy to access the restiveness of the present study to the future studies. The

part of paradigm on this present study to show the summary of the objectives, also to show

understandable objectives of the present study.

As the study begins to seek for the students that have higher education career, the

researchers come up to the deepest part of the students. Family background is the main start of

the study most of the students are also pressured of their family because of the best quality of the

career, the family starts to gather their information in a certain career to see for their children if

they can be fitted in that career. Therefore the researchers come up to the intentions, Educational

expectations, Skills and Abilities, Self-efficacy, Critical thinking, Setting long term goals,

Utilization of higher order intellectual process, Communication, that are also relevant from the

family background because it is the root of the students on how the students represent their

performance and experiences inside their family. And after that the career begins because of

develop experiences and they have certain information that they follow with. According to Wit

(2020) that every universities have required measurement of education and also it is the standard

of the universities to teach and guide the students for them to experience study- life balance that

they will experience also career for them to have information for another life of the students may

experience. It represent to the present study that when the students goes to a university they will

experience the pressure of their career and that is the tradition of the universities to have the

career for the students and the students must be guided and collect the information and

experience for their career.

 46

Chapter 3

METHODS OF THE STUDY AND SOURCES OF DATA

This chapter in a research reflects the processes undertaken by the researchers to finish the

study. The chapter shows how a researchers answer the problem posted in the study; the research

design the population of the study, the research locale. The manners the respondents of the study

were selected, the data gathering procedure and instrument.

Research design

The study about the Higher Education Career of SHS of Camiling Catholic school Inc. will use a

numerical gathering method of research. The numerical gathering method was utilized to

describe the profile of the SHS of Camiling Catholic School (CamCS) in terms of age, sex, civil

status, present address. The numerical gathering method was also used as this study seeks to

describe and determine how many variables that have a highest amount of rate. According to

Piercey (2020) that numerical gathering method defined as a research that is describe of the

population that had been studied, it focuses in the data gathered by using numbers by the

population that have been conducted by researchers. In addition, the numerical gathering

procedures focuses in the population of the students in how they come up with their higer

education career because it maybe the guide for the researchers how many people in the

population have the same from one another.

Sampling technique

The researchers used selected sampling integration due to what is world facing problems

they come up to interview online and also they come up to collect sampling by numerical
 47

method called Yamane’s formula to determine the population of the students that are

participated in the study. Otherwise the technique that have been used to determine the

population is the Stratified random sampling that have probability to find the different types of

population and divided into subgroups to determine the whole population.

This study covers (1) SHS facility that is located at Camiling Catholic School Inc. In the

district of Camiling, Tarlac. The Camiling Catholic School was located at Arellano St.,

Poblacion B, Camiling, Tarlac.

Respondent of the study

The respondents of this study about the higher education career are the selected SHS

graduates of Camiling Catholic School. That are also equipped proper understanding with

knowledge of every individuals to describe their answer properly. On the other hands, it is big

cooperation for the researchers to determine the population of the students and to seek required

data to satisfy the objective of the study. Using the given numerical gathering method it is very

effective to determine the population that are total of 30 SHS graduates. The respondents have

their respective answer to determine their career and also it is a huge participation that the

response in the present study is reasonable and fair.

Statistical treatment

For the statistical treatment, the researchers used three procedure for different questions

comprising the study’s statement of the problems.

 48

For Objective Number 1 to 2. the researchers are required to find out the results’

frequency and percentage. The frequency refers to how often something occurs. After the

frequencies are acquired, the percentage is then calculated. To find in a frequency chart, the

researchers added together all frequencies on the chart to find the total. Then, the percentage is

just the number of times a specific event occur divided by all the events.

For Objective Number 3 to 4. the researchers come up to another statistical treatment

wherein it is required to find results’ frequencies and rank. Like mentioned earlier the frequency

refers to how often something occurs. After finding the frequency it must be arranged and given

ranked highest to lowest form of population.

For Objective Number 5. The researchers are required to do multiple linear correlation to

find the result. It must applied ANOVA or the analysis of the variance that are comparing one

variance to another.

Scope and limitation

The intention of the present study is to compare the different types of education career of

every selected SHS gradates that are also connected to their previous courses in the municipality

of Camiling, Tarlac which have a lot of CamCS SHS graduates are also lived in the same

municipality.

This study shows what are the best way to choose higher education career for the SHS

graduates that are connected to their courses. It is also based on the student’s satisfaction to their

educational background or career.

 49

Data gathering instrument

In this study the researchers made an instrument to gather information by set of

questionnaires that may be solved there problem or certain study. The instrument design by the

researchers was develop to determine clearly to determine the higher educational career of the

SHS graduates of Camiling Catholic School Inc. perceived by the respondents. The

questionnaire designed for the study was subjected to a validation process for online way.

According to Jovancic (2019) that by containing or gathering information it takes a bunch of

question to give so that it will give a lot of information that needed into the study. By gathering

information it will need a specific answer to fill the given questions, and sometimes it does not

need a particular answer because it is not useful but it will be useful if the answer is specific and

accurate to the answer that will be answered into the question. The first part of the

questionnaires contains the profile of the SHS graduates in terms of; age, sex, civil status,

present address . The second question contains the education career of the SHS graduates of

CamCS should be described in temrs of; course taken, years the course before finishing, stress

level, study- life balanced. The last questionnaire contains to determine the what are the mainly

issues and problems that was encountered by the SHS graduates by choosing their career. These

example variables may answer that the researches needed to sustain the present study. In

addition, the method of gathering the population is one of the important thing that is needed to

orient the other SHS graduates to determine what are the good choices for themselves. The

researchers seek for the information by gathering the answer of the respondents to determine the

population, by this method the researchers can manage their selves to divide into (2) two groups

to maintain the balance of gathering data. After the researchers gathering the data that they

collected from the SHS graduates, the researchers can determine the profile of SHS graduates of
 50

CamCS in terms of age, sex, civil status, present address. The researchers also identify the

education career of the SHS graduates of CamCS that can be described in terms of course taken,

years the course before finishing, stress level, study-life balanced. And lastly the reseacher

determine what are the best way to choose courses that is relevant from the previous courses.

After the reseachers identify and determine the following terms, the researchers will combine all

the data to get the average total of the answers.

Data gathering procedure

In this case of the world is facing the problem of COVID-19 the researchers required to

interview via online, by chatting and also finding the SHS graduates of Camiling Catholic

School. They give the questionnaires via chat or email and give time to answer the

questionnaires. The answer that have been finished is respectively proportional for the SHS

graduates to maintain the confidential names of the SHS graduates. The respondents require to

check the boxes provided. If the respondents have answer that is different from the choices the

researchers provide boxes that is for other so that it is respectively answered to others.

After collecting the data from the respondents, they gather the data and use quantitative data

analysis to interpret the gathered data. The quantitative analysis requires techniques by which

the researchers required to summarize the response to numerical form and subjectively them to

statistical analysis. The other discussion is presented to another chapter of the present study.
 51

Chapter 4

PRENSENTATION,INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the gathered data, analysis to answer the statement of the study and

interpretation of data in tabular form. Before each table are the explanations interpreted by the

researchers so that the findings will be understandable for the readers.

Table 1
Demographic Profile of the Respondents

PROFILE FREQUENCY PERCENTAGE (%)

AGE

17 1 3%

18 11 33.3%

19 18 54.5%

20 3 9.1%

TOTAL 33 100%

SEX

Male 11 33.3%

Female 22 66.7%

TOTAL 33 100%

CIVIL STATUS

Single 33 100%

Married 0 0%

TOTAL 33 100%
 52

The table 1 shows the demographic profile of the SHS of Camiling Catholic School Inc. In

terms of age,sex, and civil status. It determines the following to support the personal info of the

students and all of the answer may also help the study to published. The researchers determines

the percentage of the students by using statistical treatment.

Age
The table 1 starts the statistical treatment by using age which determine the year old of the

students according to the year passes by. 1(3%) of the respondent ranging to year of 17 year old,

11(33.3%) of the responds ranging to 18 years old, 18(54.5%) of the respondents claims that

ranging to 19 years old, and 3(9.1%) of the respondents are ranging to 20 years old.

The data gathered that responds on the questionnaires have majority of 18(54.5%) of the

respondents are ranging to 19 years old. According to Royston et. al(2008) that the age is

commonly used in the routine to monitor the individuals, it is the detection of the higher value of

individual to give information according to the age that they have passed by, also it is the

measure for the statistical technique to maintain the proper way to get the range of the years of

the individual.

Sex
The table 1 also shows the statistical treatment of the students by using the demographic

profile of sex or gender. According to the gathered data 11(33.3%) of the respondents are male,

however, 22(66.7%) of the respondents are female which are easy to determine the gender of

both masculine and feminine. This may also one factors to determine the demographic profile of

the students in terms of the gender.

 53

From the given data, the majority of the respondents where female which are very active

about the educational background which are ranging to 22 students or equivalent to 66.7% of the

given population, all the people know that female are very active according to the education and

the data given, the evidence given are precisely true. On the other hands, in the study of Zosuls

et. al(2011) that the sex role determines the sex information or the gender of each individual to

classify if the person is male or female. This tradition were made 1970s that marks that it is

important for the person’s to determine the sex role. Sex role can be also statistical treatment,

however it is mostly descriptive because it determine the gender of the person.

Civil Status
The table 1 also shown the demographic profile of the students using the civil status. It uses

to determine whether the individual is single or married. In the gathered data mostly of the

respondents claims single which is 33(100%), and no record of married from the rest given

population. This demographic profile may also give info about the students status to the society

if the students have relationship to another person.

in the given data, it is obviously determine that 100% of the respondents are single which is

good information for the researchers to determine properly the civil status of each students.

According to Wilson et. al(2012) that the civil status is one of the important requirement of the

forms or the information of individual to determine the social, it is also can determine by using

statistical techniques to determine the amount of the relationship to the society.

Table 2.1
Description of Education career of SHS of Camiling Catholic School Inc.
COURSE TAKEN FREQUENCY PERCENTAGE (%)
STEM 7 21.21%
BS Geodetic 1 3%
BS Civil Engineering 2 6%
 54

BS TLE 1 3%
BE CE 1 3%
BS Psychology 1 3%
BS MLS 1 3%
BS Pharmacy 1 3%
BS Entrepreneurship 1 3%
BSBA - FM 1 3%
BS Accountancy 4 12.12%
ABM 1 3%
BS Nursing 6 18.2%
Tourism 1 3%
BSTM 2 6.1%
PE 1 3%
Seaman 1 3%
TOTAL 33 100%

Education Career

The table 2.1 gathered the data that determine the higher amount of the courses that is very

relevant to the students or mostly taken of the students for the higher amount of career. The

majority of the given data have 7(21.21%) of the respondents claim that mostly taken of the

students are STEM, second of the higher amount of career choice is the BS Nursing which

determine as 6 students or 18.2% claims that BS Nursing is also better choice, next is the BS

Accountancy which ranging to 4 students which is equivalent to 12.12% of the respondents,

however there is two courses that is same amount of range, which is BSTM which ranging to 2

respondents, equivalent of 6.1% and the BS Civil Engineering which also ranging 2 respondents,

equivalent to 6% of the given population. And the rest, which are BS Geodetic, BS TLE, BE CE,

BS Psychology, BS Entrepreneurship, BSBA - FM, ABM, Tourism, PE, and Seaman have same

rating which is 1 each students which rates to 3% of the given population.

Table 2.2
Description of the year of course before finishing
COURSES BEFORE FREQUENCY PERCENTAGE (%)
FINISHING
Not Applicable 4 12.12%
 55

2023 8 24.24%
th
4 year college 2 6.1%
1st year college 1 3%
2025 1 3%
Still studying 3 9%
Taking the course 1 3%
2020-2021 2 6%
2019-2020 7 21.21%
On going 1 3%
2018 1 3%
2nd year college 2 6%
TOTAL 33 100%

Year of course before finishing

in table 2.2, determines the higher number of the students who are still finishing or finished

the academic track that was taken by the students. In the table given, the higher rate before

finishing the courses are the 2023 which ranging to 8(24.24%) respondents claims that it is the

exact year the students will finished the chosen academic track or courses. Furthermore

7(21.21%) of the respondents claims the higher amount of selection that 2019-2020 is the exact

year the selection will be finished the given courses, which is also beheading with not applicable

which is ranging to 12.12% or equivalent of 4 students in the given population. Followed by the

still studying which ranging to (9%) or equivalent to 3 students in the given population, followed

with 6% to 2nd year college, 2020-2021, 4th year college. And the rest of the response are ranging

to 3% which are 1st year college, 2025, taking the course, ongoing, and lastly 2018 before

finishing.

Table 2.3
The description of stress level of SHS in terms of educational career
STATEMENT FREQUENCY PERCENTAGE (%)
There are a lot of school 27 81.8%

works.
I have family problems 6 18.2%
 56

I just experience stress on 2 6.2%

everything
Difficulty of understanding 14 42.4%

from some topics

Pressure 1 3%
TOTAL 33 100%

Stress level

The table 2.3 shows the statistical treatment to the number of students that suffer stress and

massive amount of stress level to every type of statement. The majority of the statistical gathered

data that most of students suffer to school works that ranging to 81.8% or equivalent of 27

students, it claims that the school works are the one that give the students the higher amount of

stress level. Followed by the students that suffer to the difficulty to understand the topic which

ranging to 42.4% or equivalent of 14 students, also the table shows how many students suffer

from the topics that the students do not understand the topic at all. Followed by the students that

suffers to family problems which ranging to 18.2% or equivalent to 6 students responded.

Followed by the lowest rate of stress level which ranging to 6.2% and 2% which suffers to

pressure and stress from everything that surrounds the students.

Table 2.4
Description of the study life balance of the SHS of Camiling Catholic School Inc.
STATEMENT FREQUENCY PERCENTAGE (%)
Working out with dogs. 3 9.1%
Doing exercise that makes me 5 15.2%
stronger.
Making fun with my family or 18 54.5%
love ones.
Continuing school works so 21 63.6%
that I can finish my task.
Doing activity that makes me 22 66.7%
enjoy.
I cram. 1 3%
 57

TOTAL 33 100%

Description of study life balance of SHS in terms of their feelings towards their
subjects
INTESITY FREQUENCY PERCENTAGE
1 0 0%
2 4 12.1%
3 12 36.4%
4 14 42.4%
5 4 12.1%
TOTAL 33 100%
Legend: 1 - Lower
2 - Intermediate
3 - Normal
4 - High
5 - Highest

Study life balance

In table 2.4 shows the description of the gathered data according to the students feeling and

how the students balance their life to the studies. It comprises the amount of students that is

needed to balance the amount of the study and the students life after the studies. It is shown that

66.7% or equivalent of 22 students claims the higher amount of percentage that the students does

activity that makes the students enjoy. 21(63.65) of the students claim that it is better to continue

the task given to the students so that there will be also amount of learning system towards the

students life. 18(54.5%) of the students claims that the students enjoy with family or love ones to

maintain the balance of the study and life. 5(15.2%) of the students claim also that doing

exercise to the life students may also give higher amount of confidence about the health of each

students. The lower amount of rating toward the study life balance are ranging to 3(9.1%) and

1(3%) claims that working out with dogs and cramming are also helping the study life balance of

each students that respond in the questionnaires.

Study life balance in terms of feeling towards subjects

 58

In the table also shown in 2.4, it shows the amount of feelings of the students towards the

subject that is ahead of the students for the study and life balance. 1 is the lower feeling towards

the subject and 5 is the amount of higher feeling of the students. The higher amount of feeling

towards the subject are ranging to 42.4% which is 14 of students claim that feels high enough

feeling towards the subject. Followed by the 36.4% which is 12 students claim that the students

feel normal towards the subject yet. There is rate that are both equal which the students feel

highest and intermediate feeling towards the subject and there is no record of lower feeling for

the subjects. According to Eller et. al(2016) claims that study or work life balance is what the

individual needed to sustain his/her life for the better balance of work and life, work or the study

is the level of individual to sustain their needs, life is what is needed of individual to live,

however both is needed to balance so that it may also give to the individual with proper way to

show the boundary of the work or study and life. It is connected to the present study to shows

support for the study life balance that the students may also know what are the boundaries from

the study and life, how the students maintain it with no worries and regrets to their tracking way.

Table 3
Description of issues or problems that encountered by the SHS of Camiling Catholic
School Inc.
STATEMENT FREQUENCY PERCENTAGE (%)
There are problems in school 19 57.6%
works.
There are problem in 1 3%
economy.
We/ I have academic pressure. 24 72.7%
I Have health problems. 1 3%
I have a lower self esteem. 8 24.2%
Financial problem. 1 3%
TOTAL 33 100%

Description of factors that affects the students career choice

STATEMENT FREQUENCY PERCENTAGE (%)
Economic factors 10 30.3%
 59

Environmental factors 14 42.4%

Emotional factors 25 75.8%
Family 1 3%
It is personal choice 1 3%
Social factors 1 3%
Course that I take 1 3%
TOTAL 33 100%

Description of how good the teachers in terms of teaching

Very good 11 33.3%
Good 21 63.6%
Not bad 1 3%
Very bad 0 0%
TOTAL 33 100%

Legend: Very good - Highest rate

Good - Higher rate
Not bad - Normal rate
Very bad - Lower rate

Issues and problems encountered with SHS

In table 3 shows the statistical techniques according to the given data that encountered of the

SHS of Camiling Catholic School. There are problems and issues that is needed to face by the

school, in present study the researchers determine the actual problems that can be seen by the

students. According to the gathered data the higher amount of problems that can be seen by the

students are academic pressure which ranging to 72.7% which is equivalent to 25 students that

responded. Followed by the problems in school works which is ranging to 57.6% or equivalent

to 19 students responded. Beheaded with the lower self esteem which ranging to 24.2% or

equivalent to 8 students responded followed by the lower rating which are the financial problem,

problem in economy, and health problems which was respondent each students with percentage

with 3%.

On the next table is the description of the students on what are the factors that affect their

career choice. 25(75.8%) of the respondents claim that emotional factors is the highest factors
 60

affect the students career choice. 14(48.4%) of the respondents claim that environmental factors

is also affecting the career choice of the students. Followed by the 10(30.3%) of the respondents

claims that economic factors are one of the factors affecting the career choice of the students.

The other students claim that family, personal choice, social factors, and course that the students

take is one of the factors that have smallest rate that ranging to 3% or each students have

recorded 1 respond per students. As the table shown that there are a lot of factors affecting the

career choice it is the majority that emotional factors are the higher amount of the factors that is

needed to be controlled.

On the last table show how good the teachers teach the respondent to acknowledge the

lesson and determines the feeling of the student from the teaching of the teachers. Very good is

the highest rating and the lower rating is very bad. In the gathered data, the majority of the

responds is good enough which ranging to 63.6% or equivalent of 21 students. Followed by the

very good which is responded with 11 (33.3%) of students, followed by the not bad at all which

ranging of 1(3%) which is no record of very bad rating. As the gathered data was shown the

majority of the respondents is the good enough because the students also determine how good

the teacher teach the lesson, and in the previous table there are students that are still cannot

understand the lessons and it may reflect it to this table.

Table 4
The Description of SHS address their problem met

STATEMENT FREQUENCY PERCENTAGE (%)

There will be expected a lot of 17 51.5%

school works.
 61

Continuing a lot of works. 9 27.3%

There will be a higher chances 12 36.4%

of stress level.

There will be a lot of 17 51.5%

understanding towards the
subject.

There will be a higher amount 3 9.1%

of bad feedback among the
parents due also to the
pandemic.

Adapt and act accordingly 1 3%

Not applicable 1 3%

TOTAL 33 100%

Description of competitive the SHS to perform in higher education career choice

INTENSITY FREQUENCY PERCENTAGE (%)

Extremely 2 6.1%

Moderately 25 75.8%

Not at all 6 18.2

At some point, usually, it 1 3%

depends on me.

TOTAL 33 100%

Legend: Extremely - High rating

Moderately - Normal rating
Not at all - Lower rating
Others - if there are other choices
Description of the preparedness of SHS to college training for the career industry

STATEMENT FREQUENCY PERCENTAGE (%)

More experiences 25 75.8%

 62

School works 16 48.5%

More on reports 10 30.3%

TOTAL 33 100%

Description of SHS based their choosing career track for higher education career

STATEMENT FREQUENCY PERCENTAGE (%)

Interest 22 66.7%

Challenges 13 39.4%

Parents interest 5 15.2%

No choice 1 3%

Unexpected 1 3%

TOTAL 33 100%

Problem met

In the table shown the statistical treatment of the given data about the SHS face the problem

met. This statistical treatment shows determine what are the factors that is needed of the students

to surpass the problems and also to determine the are the choices that leads the SHS of Camiling

Catholic School may be guided for the students for the higher position in career choice. In the

first table talks about the problems met by the students. The majority of the responses is both

17(51.5%) which determine that there is higher problem met at the factor understanding about

the lesson or subject and also expecting a lot of school works. Followed by the rating of

12(36.45) which determine the higher chances of stress level. Followed by continuing the school

works with ranging of 9(27.3%). Followed by a lower rating which is 3(9.1%) claim that there

will be higher chances of very bad feedback because of the pandemic. Lastly the lowest rating of
 63

gathered 1(3%) from different response which are adapt and act accordingly and and not

applicable for the given response.

However the next table shows the SHS performance towards their chosen course for their

career, in the gathered data, the lowest respond of them is the “most point or usually or it

depends” which is ranging to 1(3%)student, followed by the 2(6.1%) students respond that

performs extremely to their chosen career on other wise the students perform the career

perfectly. On the other hands, 6(18.2%) of the students claim that performing in the chosen

career is not much good at all, also because if the career is chosen by the parents and not them.

The majority of the respond is moderately which ranging to 25(75.8%) of the students, the table

shows the majority of the students choose to respond moderately, sometimes the students feel

better if it is the chosen career is made by the students choice.

On the 3rd table shows the description on the students know if choosing their career

practicing their ability for the college, and the table shows the response and the higher response

is the 25(75.8%) which claims that more experiences is the key to finish the college or otherwise

the training is the main experience to pass the college. Followed by the higher rating of

16(48.5%) claims that school works is the requirement to pass the college, it is the preparedness

that school works will be deadly in college and the students are needed to practice to do school

works. Followed by the 10(30.3%) of the students claim that more on reporting is the training

for the college, because confidence is the way of reporting to conquer the fear to others to be

rejected, that is needed for the students to be practiced to have bigger confidence.

On the last table, it shows the description of the basis of students to choose their higher

education career. This gathered data shows the basis of every students how they choose their
 64

chosen educational career. The majority of the responses have ranging to 22(66.7%) claim that

the students interest that is why the students are in the better career choice. Followed by the

13(39.4%) of the students claim that the challenges makes the students to choose the certain

career. However, 5(15.3%) claim that the parents of the students have interest for the certain

career to inherit of the students, the parents choose the better career for the students that respond

to the questionnaires, lastly the lowest rating is 1(3%) each of the students respond that there is

no choice to choose the students interest and the other students claim that unexpected to choose

the certain career. This gathered data shows that majority of the student follow their interest for

their higher education career.

 Chapter 5

SUMMARY OF THE FINDINGS,CONCLUSION,AND RECOMMENDATION

This chapter shows the summary of findings, conclusions, and the relevant information that

the researchers have gathered from the selections in order to satisfy the study’s objectives and

suggest recommendations for this study. This chapter gives the information about the finding

and also the summary of all the gathered data that have been obtain.

Summary of findings

The purpose of the present study is to identify the most variable of the courses that have a

higher amount of rating course for the upcoming students, this is also help the students to choose

the higher education career, also this present study help to determine what are the students

feeling about the courses that have been taken and also to determine the courses that have been

taken of SHS graduate of Camiling Catholic School Inc. This also determine the satisfaction of

the student to their chosen course for their higher education career that may also help them to

choose what are the factors that may help them to achieve their goal. The researchers develop

questionnaires to formulate the present study, the researchers distribute the questionnaire via

messenger, also because of the pandemic the researchers do not need to go out but to gathered

data, the researchers come up by using technology and mindsets. The researchers subjectively

and choose the students that graduated to Camiling Catholic School for the information needed

of the present study, and required to obtain 30 respondents, and the researchers gathered data

with 33 respondents and because of the high amount of respondents the researchers come up

with higher amount of data to obtain the perfection of each table and made the table precisely.
 After the researchers gathered the data, the researchers summing up all the data and the

result that have the higher amount of respond from the questionnaires are ranging to age of 19

years old, that is majority of all the respondent of the present study. However the description of

the students from the gathered data, 19 years old is the standard form of junior in college range

of age, that makes the present study more precisely. Also the majority of the respond on the

present study are female, that also support the present study that mostly of college students are

female and also the higher education career are also mostly are female.

On the other hands, the higher rating of all the courses that have been responded is Science,

Technology, Engineering, and Mathematics (STEM) have the highest rating which may include

a lot of courses in college that also have higher educational background and higher education

career. Therefore in the gathered data in the description of the year before finishing the course is

that 2019 - 2020 are the higher rating which is 7 students responded that 2019 - 2020 are the

mostly the finishing year for the higher education career. However, the description of the

gathered data according to the students stress level that the majority of stress level are also made

by a lot of school works to do with with the higher ranging of 27 students. Therefore, if the

stress level have the majority of school works, the study life balance of the student have the

majority of doing activity that makes the students to be happy or enjoy with an average of 22

students that responded.

The problems that the students encountered have the majority of 24 students claim that

academic pressure is one of common problems that encountered, that also makes the students

more depressed towards the academics, in the gathered data the students pressured on the

academic because of all the techniques of the academic track have to continue the give a lot of

task to sustain better future for the students. Other wise, in the description of factors that affect
the students is majority claim that emotional factors is also the problem that is the higher amount

of career the students to have the more emotions that is encountering by the students, in that

majority of the emotional factors it ranges it with the average of 25 students to claim that

emotion factors affect the higher education career. On the other hands, the researchers also

objectively to know how good the teachers by teaching in the subject and majority of the

students claims that it is good enough, with ranging of 21 students responded with good enough,

therefore the present study also determine how good the teacher of the students teach the certain

lesson.

On the other hand, there have been conflict and also range with the same rating about the

the students to problems met, with ranging of 17 student claims that same response is something

to do with the school works and also the understanding towards the subject is the common

factors that the students encounter problems met. However, the researchers also seek for the

answer on how the SHS perform their academic track or the higher education career choice, and

in the gathered data 25 of the student claim that performing moderately is what the SHS students

perform their higher education career and that also may determine by the present study that

using the favorable about the chosen education career may also improve the performance of the

students to do the career choice that have been chosen by the students. On the other hands, the

researchers also want to determine on how the students prepared their chosen career to the

industries, and 25 of the students claim that more experiences is the main factor to pass in the

industries. Also because it is the main key to get along with the industry because without the

experience there will be no skill to do on the industry. And lastly the researchers wants to

determine what are the basis of the student to choose their higher education career, and the

response of the student because of the higher interest of the student that is why the students
choose to do their love and to do what are the passion of the students for their chosen career. By

using this gathered data the present study was also determine the following questions of the

researchers so that the present study would be well perfectly made and also well oriented for the

readers and future researchers.

Conclusion

1. The majority of the respondents of the present study determines the students age which

the gathered data claim that 19 years old is the majority of the students that have been

responded, also the present study determine the the students who are actively choose the higher

education career are mostly female. The number of the respondents with the gender of male is

ranging to 11 students and the majority of the students are female ranging 22 students. Lastly all

of the students are considered single.

2. The majority of the of the higher rating toward the courses that have been taken is that

Science, Technology, Engineering, and Mathematics (STEM) is the higher education career that

may also contribute of the student for their higher education career. Otherwise the majority of

the students claim that 2019 - 2020 is the year when the students finish their higher education

career. However the majority of the student claim that the main cause of the higher stress level is

all about the school works which the respondents ranging to 27 students. And lastly the gathered

data claim that the majority of the students that are balanced their study life balance is that doing

what the student enjoy makes the study and balanced, the students respond in the questionnaire

are ranging to 22 students.

 3. The issue encountered by the students are majority that academic pressure makes the

student inherit more problem also the response of this gathered data is ranging to 24 students

claim that academic pressure pushed the students to have higher chances of problems.

4. To determine the problem met of the students is that there are two answers conflict with

the average of 17 students each answer claims that the students face the problem met by

expecting a lot of work and also there will be a lot of understanding about the subject are the

response of the students that expecting about the problem met.

5. On the majority of Science, Technology, Engineering and Mathematics (STEM) that have

a higher rating of the chosen course of the student is that it is more extent because of a lot

conflict toward the industry under the STEM. It can be a Medical major, Engineering major,

Technology engineering major and etc. May also the fact the STEM is also a higher extent for

the student to take because the extent given by the STEM.

Recommendation

1. To the student, this present study shows the potential of every courses their taking in their

future career. Using this present study it makes the student to be more resilient on their chosen

track because of the benefit that can be given to them because education is the key for one

person’s future.

2. To the education administration, this present study also help the education administration

to give the best to teach the student by their chosen track because the teachers are the guides for

the student to learn everything about the society itself so that the present study involve the
teachers because there are students that suffers that the students experience the misunderstanding

about some lesson that is needed to learn.

3. To the parents of the student, this present study gives also the guide on how the parent

maintain their son or daughter by choosing what are the best way for the students to be obtain

with the higher percentage of higher education career.

4. To the student that have the same course to the present study that have higher value of

responses is also the guide for the students to choose the chosen track for their higher education

career, also this present study gives advice on how the students will choose their academic track

for the students to obtain higher education career.

5. To the government/ Dep.Ed, give the student with the higher amount of lesson for them to

give their best to do their career properly, also this present study involve the government and

Dep.Ed because they are the ones that gives support to the student for their chosen career, their

are also the foundation of the students to be guided for their future.
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APPENDICES
 APPENDIX A
Letter for Content Adviser

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Assistant Principal
Camiling Catholic School, Inc.

Sir,

The undersigned researchers are currently conducting a study on “HIGHER EDUCATION

CAREER OF SHS GRADUATES OF CAMILING CATHOLIC SCHOOL INC. SY 2019-
2020: A TRACER STUDY” and to assure the quality output, it is advisable that each group
must have an adviser.

In view thereof, may we knock to your generous heart to have with us as our Content Adviser.
We believe that your knowledge, experience and expertise would have a great impact to the
success of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,

DESATE, PAMELA PADIOS, ROSE ANN SUAYBAGUIO,ALTHEA MAE

TEJADA,GINE MAE TOMAS, ANNABELLE PAGARIGAN SEAN LEONARD

PELANDI, ALEXIS ROSETE,JERVY SALCEDO, JOHN ORLANDO

SIMON, KIRK JUSTINE TIBAYAN, JHUN ZABALA, JOHN ACE

(Researchers)

Noted by:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher
Practical Research 2

Approved:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Content Adviser
 APPENDIX B
Letter for Language critique

MS. VINMAE MOHAN R. PAGATPATAN, LPT

Language Critique
Camiling Catholic School, Inc.

Madam,

The undersigned researchers are currently conducting a study on “HIGHER EDUCATION

CAREER OF SHS GRADUATES OF CAMILING CATHOLIC SCHOOL INC. SY 2019-
2020: A TRACER STUDY” and to assure the quality output, it is advisable that each group
must have an language critique.

In view thereof, may we knock to your generous heart to have with us as our Language Critique.
We believe that your knowledge, experience and expertise would have a great impact to the
success of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,

DESATE, PAMELA PADIOS, ROSE ANN SUAYBAGUIO,ALTHEA MAE

TEJADA,GINE MAE TOMAS, ANNABELLE PAGARIGAN SEAN LEONARD

PELANDI, ALEXIS ROSETE,JERVY SALCEDO, JOHN ORLANDO

SIMON, KIRK JUSTINE TIBAYAN, JHUN ZABALA, JOHN ACE

(Researchers)

Noted by:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher
Practical Research 2

Approved:

MS. VINMAE MOHAN R. PAGATPATAN, LPT

Language Critique
 APPENDIX C
Letter for Statistician

MS. KRISTELLE JOY L. SALAZAR, LPT

Statistician
Camiling Catholic School, Inc.

Madam,

The undersigned researchers are currently conducting a study on “HIGHER EDUCATION

CAREER OF SHS GRADUATES OF CAMILING CATHOLIC SCHOOL INC. SY 2019-
2020: A TRACER STUDY” and to assure the quality output, it is advisable that each group
must have an language critique.

In view thereof, may we knock to your generous heart to have with us as our Statistician. We
believe that your knowledge, experience and expertise would have a great impact to the success
of this endeavor.

We look forward to your favorable approval.

Thank you for being a blessing to us.

Respectfully yours,

DESATE, PAMELA PADIOS, ROSE ANN SUAYBAGUIO,ALTHEA MAE

TEJADA,GINE MAE TOMAS, ANNABELLE PAGARIGAN SEAN LEONARD

PELANDI, ALEXIS ROSETE,JERVY SALCEDO, JOHN ORLANDO

SIMON, KIRK JUSTINE TIBAYAN, JHUN ZABALA, JOHN ACE

(Researchers)

Noted by:

MR. RAFAEL G. GUILLERMO, LPT, MAEd

Subject Teacher
Practical Research 2

Approved:

MS. KRISTELLE JOY L. SALAZAR, LPT

Statistician
 APPENDIX D
Letter for the respondents
October_,2020

Sir/madam,

We are the researchers of Grade 12, STEM-3 and currently enrolled in Camiling Catholic
School, Inc., and presently working on a study entitled “HIGHER EDUCATION CAREER
OF SHS GRADUATES OF CAMILING CATHOLIC SCHOOL INC. SY 2019-2020: A
TRACER STUDY” in partial fulfillment of the requirements in Practical Research 2.

In view thereof, we have the honor to request to conduct a survey questionnaires with you as one
of our respondents.

Considering that the findings of this questionnaires may contribute to the needed data of our
study, we hope for your favourable action on our request.

Rest assured that whatever information gathered will be kept confidential.

Thank you very much and god bless!

Respectfully yours,

The Researchers:

DESATE, PAMELA PADIOS, ROSE ANN SUAYBAGUIO,ALTHEA MAE

TEJADA,GINE MAE TOMAS, ANNABELLE PAGARIGAN SEAN LEONARD

PELANDI, ALEXIS ROSETE,JERVY SALCEDO, JOHN ORLANDO

SIMON, KIRK JUSTINE TIBAYAN, JHUN ZABALA, JOHN ACE

(Researchers)

Recommending Approval:

Mr. Rafael G. Guillermo, LPT, MAEd

Subject Teacher/ Content adviser

Approved:

_____________________
Respondents
 APPENDIC E
Survey Questionnaires

Name:______________________________(Optional)

Age:_________

Course taken:_________________________________

Years the course finished:______________________________

Sex: Male Female

Civil Status: Married Single

Please check the space provided for your answer. Specify if you have other answer

1. How do you balance study and life?

Working out with your dogs.

Doing exercises that makes me more stronger.

Making fun with the family or love ones.

Continuing school works so that I can finish my task.

Doing activities that makes me feel enjoy.

Others._______________________________________________________________________

_____________________________________________________________________________.

2. What is the main reason of your stress?

 There are a lot of school works.

Because I have a lower self esteem.

I have family problems.

I have relationship problems.

I just experience stress on everything.

Others._______________________________________________________________________

_____________________________________________________________________________

3. What are the issues or problems encountered by the SHS graduates on Higher Education

career?

There are problems in School works.

There are problems in Economy.

We/ I have academic pressure.

I have health problems.

I have a lower self esteem.

Others._______________________________________________________________________
_____________________________________________________________________________

4. How do the SHS graduates of Camiling Catholic School address the problems met?

There will be expected a lot of school works.

Continuing a lot of works.

There will be a higher chances of stress level.

There will be a lot of understanding towards the subjects.

There will be a higher amount of bad feedback among the parents due also to the
 pandemic.

Others._______________________________________________________________________

_____________________________________________________________________________

5. What are the factors affecting your career choice?

Economic factors Environmental factors

Emotional factors others

6. How competitive you are to perform in your higher education career choice?

Extremely moderately

Not at all others

7. How is your academic training prepared you for a career in this industry?

More experiences School works

More on reports others

8. How do you based your track in choosing your higher education career?

Interest challenges

Parents interest others

9. How good are the teachers in terms of teaching the career to your knowledge?
 Very good Good

Not bad Very bad

10. How good do you feel towards your subjects? (1 is the lower, 5 is the highest)

1 2 3 4 5
CURRICULUM VITAE
ALEXIS M. PELANDI

Birbira Camiling, Tarlac

Alexispelandi7777777@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: May 27, 2003

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Benjamin Pelandi

NAME OF MOTHER: Melinda Pelandi

EDUCATIONNAL BACKGROUND

Elementary School: Birbira Elementary School

Junior High School: Birbira High School

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

ALTHEA MAE B. SUAYBAGUIO

Purok 2 Brgy. Cabaruan Sta. Ignacia, Tarlac

Althealeviste111@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: September 1, 2002

PLACE OF BIRTH: Cabaruan Sta. Ignacia, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Ruben C. Suaybaguio

NAME OF MOTHER: Michelle B. Suaybaguio

EDUCATIONNAL BACKGROUND

Elementary School: Taguiporo-Cabaruan Elementary School

Junior High School: Santa Ignacia High School

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

ANNABELLE TOMAS

Mabini St. Poblacion Norte Mayantoc, Tarlac

ellesamonte@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: August 1, 2003

PLACE OF BIRTH: Malacampa Hospital Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Abraham S. Samonte

NAME OF MOTHER: Marina F. Tomas

EDUCATIONNAL BACKGROUND

Elementary School: Camiling Catholic School Inc.

Junior High school: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, engineering and Mathematics

GINE MAE PACANAS TEJADA

Macarang, Mangatarem, Pangasinan

Ginemae07tejada@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: January 7, 2003

PLACE OF BIRTH: Macarang, Mangatarem, Pangasinan

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Nestor Panday Tejada

NAME OF MOTHER: Gina Pacanas Tejada

EDUCATIONNAL BACKGROUND

Elementary School: Macarang Elementary School

Junior High School: Macarang National High School

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

EDRIC JERVYLORENZO ROSETE

Cacamilingan Norte, Camiling, Tarlac

Jervyrosete1115@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: November 15, 2002

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Edward Romina Rosete

NAME OF MOTHER: Maricel Lorenzo Rosete

EDUCATIONNAL BACKGROUND

Elementary School: Vittorio fiorini, Bologna, Italy

Junior High School: Bestcap Career College Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

JHUN-JHUN D. TIBAYAN

Cayaoan purok I Camiling, Tarlac

Jhuntibayan03@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: November 26, 2002

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Mormon

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Roger Tibayan

NAME OF MOTHER: Nora d. Tibayan

EDUCATIONNAL BACKGROUND

Elementary School: Camiling North Elementary School

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

JOHN ACE ALDO DADO ZABALA

Camiling, Tarlac

Ace.zabala@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: July 19, 2002

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Jonathan Zabala

NAME OF MOTHER: Terry Dado

EDUCATIONNAL BACKGROUND

Elementary School: Camiling central Elementary School

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

JOHN ORLANDO EDEJER SALCEDO

Surgui 3rd, Camiling, Tarlac

Salcedojohnorlando@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: November 27, 2002

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Jorlan Salcedo

NAME OF MOTHER: Juliet Edejer

EDUCATIONNAL BACKGROUND

Elementary School: Olongapo CityElementary School

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

KIRK JUSTIN BAUTISTA SIMON

Brgy. Tuec, Camiling, Tarlac

Kirk40817@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: October 18, 2002

PLACE OF BIRTH: Tarlac, Tarlac City

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Joje Simon

NAME OF MOTHER: Emely Bautista Simon

EDUCATIONNAL BACKGROUND

Elementary School: Camiling Catholic School Inc.

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

PAMELA BUGAYONG DESATE

Cacamilingan Norte, Camiling Tarlac

Pameladesate7@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: January 11, 2003

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Leandro S. Desate

NAME OF MOTHER: Ruth B. Desate

EDUCATIONNAL BACKGROUND

Elementary School: Camiling East central Elementary School

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

ROSE ANN ELLO PADIOS

Caarosipan Palimbo, Camiling, Tarlac

rosannapadios@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: November 18, 2002

PLACE OF BIRTH: Negros Occidental

RELIGION: Roman Catholic

GENDER: Female

CIVIL STATUS: Single

AGE: 18 years old

NAME OF FATHER: Ernie Melecoton Padios

NAME OF MOTHER: Sorayda Ello Padios

EDUCATIONNAL BACKGROUND

Elementary School: Camiling West central Elementary School

Junior High School: Camiling Colleges Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics

SEAN LEONARD TALANIA PAGARIGAN

Surgui 3rd, Camiling, Tarlac

Pagarigansean@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH: May 20, 2003

PLACE OF BIRTH: Camiling, Tarlac

RELIGION: Roman Catholic

GENDER: Male

CIVIL STATUS: Single

AGE: 17 years old

NAME OF FATHER: Julius Caesar R. Pagarigan

NAME OF MOTHER: Marlota T. Pagarigan

EDUCATIONNAL BACKGROUND

Elementary School: Tuec Elementary School

Junior High School: Camiling Catholic School Inc.

Senior High School: Camiling Catholic School Inc.

Strand: Science, Technology, Engineering and Mathematics