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CHAPTER 1

INTRODUCTION

Background of the Study 

Education is universally recognized as the answer to the socio-economic problems

of the world. Nations and individuals look up to education to provide a cure for poverty,

ignorance, mental deficiency, unemployment, bad government, poor communication

system, hunger, and inadequate shelter among other things. Thus, every nation of the

world aspires toward quality of life through good decision-making in selecting career

interests, especially students who are about to pursue college. 

Under the K–12 program, students may choose their professional path even before

entering Senior High School. The first step a student must take in determining their

career path is choosing a track at Senior High School. This stage is very important

because this period serves as a place of preparation for the students. Career interests must

be planned carefully because of their long-term consequences on a person’s professional

development and future accomplishments. The government's adaptation of the K to 12

programs will help students improve their skills, become more efficient, and understand

and deal with new courses. The curriculum is enhanced to meet the needs of students on a

local level, allowing them to choose a specialty that best suits their interests.

Every student has their differences and personality. Personality can be defined as

the noticeable psychological differences between individuals. Personality traits can be

defined as dimensions of individual differences in tendencies to show consistent patterns

of thoughts, feelings, and actions. Individual personality traits such as extraversion and
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introversion can also influence a student’s satisfaction. Personality Types are the best

predictors of human behavior and motivational influences on the individual’s academic

performance and career interest (Mallari & Pelayo, 2017). 

Carl Jung’s theory of psychological type assesses and defines personality (Han,

2014). Jung developed psychological types based on four functions, namely, Feeling (F),

Thinking (T), Intuition (N), and Sensing (S), and four attitudes, namely, Extraversion (E),

Introversion (I), Judging (J), and Perceiving (P). The Myers-Briggs Type Indicator

(MBTI), the most widely used professional personality test, is a measure of personality

traits. The MBTI identifies an individual’s preference in four planes. These are

Introversion versus Extroversion, Intuitive Perception versus Sensing Perception,

Thinking versus Feeling, and finally Perceiving versus Judging. 

However, according to Dodge (2014), Jungian cognitive functions is the theory

that there are eight primary mental processes the brain uses to learn new information and

evaluate that information, or make decisions. There are four learning functions called

“perceiving processes”, and four decision-making functions called “judging processes”.

Depending upon your Myers-Briggs type, you will have one of the learning processes and

one of the decision-making processes as your type. The learning processes are based on

the Sensor/Intuitive dichotomy, with each having an extraverted and an introverted

expression, or version of itself. So, the four processes are Introverted Sensing,

Extraverted Sensing, Introverted Intuition, and Extraverted Intuition. The decision-

making processes are based on the Thinker/Feeler dichotomy and have an introverted and

extroverted expression. They are Introverted Feelings, Extraverted Feelings, Introverted

Thinking, and Extraverted Thinking. 

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Appropriate career interests do not only impact a person’s life but society in

general. Several studies about K to 12 have been published in recent years. In the

Philippines, studies were mainly on the assessment of the program and its challenges.

Few studies have been published about factors affecting career interests. An investigation

of this aspect may be useful in facilitating the success of this educational reform. In this

study, the factors that might be associated with the career interests of NEHS Senior High

School students and the extent of influence of some elements in deciding which course to

pursue were thoroughly examined. Specifically, this study aimed to investigate the

relationship of the variables namely, socio-demographic characteristics, Myers-Briggs

Type Indicator (MBTI) personality type, academic performance, and career interests of

the students. Furthermore, this may serve as a guide for educational institutions in

assisting students in preparing for the greatest career option available based on their

interests.

Statement of the Problem 

The general objective of this study was to determine the personality type,

academic performance, and career interest of NEHS Senior High School students during

the school year 2022-2023.

Specifically, the study sought to answer the following questions:

1. How may the socio-demographic characteristics of the respondents in terms of

age, sex, grade level, track/strand, and parents' monthly income be described?

2. How may the personality types of the students be described?

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3. How may the respondents' academic performance in terms of core subjects’

grade point averages during the previous school year be described?

4. How may the career interest of the students be described? 

5. Is there a significant relationship between the respondents' socio-demographic

characteristics and their career interests?

6. Is there a significant relationship between the respondents' personality type and

their career interests?

7. Is there a significant relationship between the respondents' academic

performance and their career interests?

8. Is there a significant difference between male and female respondents'

personality types, academic performance, and career interests? 

Hypotheses of the Study 

This study was able to test the following hypotheses: 

1. There is no significant relationship between the respondents' socio-

demographic characteristics and career interests. 

2. There is no significant relationship between the respondents' personality type

and career interests. 

3. There is no significant relationship between the respondents' academic

performance and career interests.

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4. There is no significant difference between male and female respondents'

personality types, academic performance, and career interests.

Significance of the Study 

The study focused on determining the relationship between personality type,

academic performance, and career interest. Furthermore, the study's findings may prove

beneficial to the following:

Department of Labor and Employment. As a result of this study, the

Department of Labor and Employment will be able to learn more about the relationship

between personality and professional interests. The significant findings and relevant

information from the study can be shared and incorporated within the department's

Career Guidance Advocacy Program (CGAP) to help improve and reinforce its services

and operations. 

Department of Education. As the study provides information on students'

personalities and academic performances, this research study may help DepEd to enhance

its policies, strategies, programs, and projects. The findings could serve as an insightful

point of view while also aiding them in developing an efficient plan for refining the

career guidance or counseling services that are integrated into the curriculum.

Higher Education Administrators. The findings of this study can help them

understand the relationship between students' personalities and the likelihood of one‘s

preferred course or career path being linked to their personality traits, which will allow
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them to improve college or university departments, instructors, staff, study programs, and

school advertising in accordance with students' personalities, needs, or preferences. 

Parents. By having the respondents complete the MBTI personality test, this

study will help parents get to know and understand their children better. It will also give

families ideas on how to properly support their children's interests in various career fields

or encourage them to try and explore a different path.

Respondents. The respondents in this study may be able to get insight from the

findings about the relationship between their personality, academic performance, and

career interests. Additionally, this will assist them in selecting the appropriate career

path.

Students Undecided About Career Choices. This study may help students make

the right decision about their career interests. In order to be certain about their career

choice, this study may also assist students in determining their personality type and

connecting it to the appropriate field of interest.

Future researchers. The findings of the study may be used as a secondary source

of information or reference, as well as a helpful guide for future researchers interested in

conducting related studies involving Myers-Briggs Type Indicator (MBTI) personality

type, academic performance, and career interest.

Operational Definition of Terms 

The following terms were operationally defined: 

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Socio-Demographic Characteristics. This refers to the respondents’ age, sex, grade

level, track/strand, and their parents’ monthly income.

Myers-Briggs Type Indicator (MBTI). It refers to a personality inventory. The result of

this test shows that the individual's personality is made up of their preferences or the way

they choose to do certain things and handle situations. The four dichotomies are further

defined according to the MBTI manual as follows:

Extroversion or Introversion. The E–I dichotomy is designed to reflect whether

a person prefers Extraversion or Introversion in the sense intended by Jung (1921/1971).

Extraverts are primarily focused on the outside world; therefore, they tend to focus their

energy on things and individuals. Introverts are inclined to spend their energy on

concepts, ideas, and internal experiences due to their predisposition

Sensing or Intuition. The S-N dichotomy is intended to show a person's

preference for two opposing modes of perception. A person may rely largely on Sensing

(S), which attends to observable facts or occurrences via one or more of the five senses,

or on the less obvious process of Intuition (N), which attends to meanings, relationships,

and/or possibilities that have been worked out beyond the conscious mind's scope.

Thinking or Feeling. The T-F dichotomy is designed to demonstrate a person's

preference for two opposing approaches to reaching a conclusion. The terms Thinking

and Feeling are not interchangeable in Jung's and Myers' approaches. Psychological

typology has no bearing on intelligence or emotional output.

Judging or Perceiving. The J-P dichotomy is intended to identify a person's

approach to dealing with the outside world or the extraverted aspect of life. When dealing
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with the outside world, a person who prefers the Judging (J) process typically employs

either Thinking or Feeling (the Judging process). When dealing with the outside world, a

person who chooses a Perceiving (P) process tends to use either Sensing or Intuition (the

Perceiving process).

Personality Type. It refers to the psychological classification of different types of

individuals sometimes distinguished by personality traits, with the latter embodying a

smaller grouping of behavioral tendencies.

Jungian Function. The "cognitive functions," according to Jung, are the two scales of

Sensing-Intuition and Thinking-Feeling. These are the different ways of how people

digest information and think about the world. Each function can then be expressed in

either an extraverted and an introverted manner. Defined below are the four cognitive

functions based on Jung’s Theory:

Sensing. The term “sensation” refers to the function that passively absorbs raw

information and simply experiences it.

Intuiting. The type “intuition” implies a completely active, collaborative

approach in which one seek out, engage with, and interpret information.

Thinking. Thinking is the process of making decisions based on objective logic

and factual data.

Feeling. Feeling is judgment based on "soft" subjective physical or emotional

aspects. 
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Academic Performance. It refers to the evaluation or assessment of a student's aptitude

or ability in a wide range of educational fields.

Career Interest. It refers to personal preferences regarding their work activities and

environments. 

Realistic. Individuals with this type are often good at mechanical or athletic jobs,

active, stable, and often people who enjoy hands-on or manual activities. People who fall

into this category prefer to work with things rather than ideas and people and generally

like to “learn by doing” in a practical, task-oriented setting.

Investigative. The preferred work environment of the investigative type

encourages scientific competencies, allows independent work, and focuses on solving

abstract, complex problems in original ways. Investigative individuals like to watch,

learn, analyze and solve problems and are analytical, intellectual, and observant and

enjoy research, mathematical or scientific activities.

Artistic. Artistic individuals are original, intuitive, and imaginative and enjoy

creative activities. They are generally impulsive and emotional and tend to communicate

in a very expressive and open manner. People who fall into this category like to work in

unstructured situations where they can use their creativity.

Social. These individuals view themselves as understanding, helpful, cheerful,

and skilled in teaching but lacking in mechanical ability. The preferred work environment

of the social type encourages teamwork and allows for significant interaction with others.

Social people like to work with other people, rather than things.
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Enterprising. These people like to work with others and enjoy persuading and

performing. Enterprising individuals are energetic, ambitious, adventurous, sociable, and

self-confident. The preferred work environment of the enterprising type encourages them

to engage in activities, such as leadership, management, and selling and rewards them

through the attainment of money, power, and status.

Conventional. People who fall under this category prefer to be organized, have

systematic activities, and have an aversion to ambiguity. Conventional individuals are

efficient, careful, conforming, and conscientious. These people are very detail-oriented

and like to work with data. Conventional types view themselves as responsible, orderly,

and efficient, possessing clerical, organizational, and numerical abilities, and may also

see themselves as unimaginative or lacking in creativity.

Scope and Limitation of the Study 

The scope and delimitation of a research study are two components that let the

readers know what data are included in the study and why those data were chosen by the

researchers. Despite the fact that scope and delimitation describe how a study is

restricted, this information lends credibility to the research (Kassahun, 2018).

This study focused on the determination of one's personality according to the

Myers-Briggs Type Indicator (MBTI), academic performance, and respective career

interests. The researchers' prime objective was to acquire insights by finding out the

relationship between the respondents' personality types and their career choices. The

study is limited to the 186 student-respondents from both grade levels of the Technical-
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Vocational-Livelihood (TVL) track and Academic Tracks: Humanities and Social

Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), and

Accountancy, Business and Management (ABM) strands at Nueva Ecija High School -

Senior High School. 

The limitations of this study also include the inability to yield substantial findings

that can be applied to other schools or divisions due to varying socio-demographic

characteristics and sample size. The respondents may also not be completely willing to

answer the research instrument; hence, the overall desired participation of the students

may not be met. Furthermore, the statistical secondary information and references to be

gathered by the researchers may be insufficient because previous studies on the subject

are limited both local and international.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This section includes a number of selected literature and studies relevant to this

study and provides an overview of the materials that inform the research and bring

substantial knowledge.

Myers-Briggs Type Indicator (MBTI)

Myers-Briggs Type Indicator, or MBTI is another determinant for another

personality type.  It's a self-report assessment used to identify a person's personality type,

preferences, strengths, and weaknesses. From Carl Jung's theory of personality type,

Isabel Myers and her mother Katherine Briggs designed a questionnaire for this indicator.

One of the most popular psychological assessments in use today is the MBTI (Cherry,

2022). 

Extraverts (E) typically have a bigger network of friends, acquaintances, and

associates, according to (Schenck, 2010). Their verbal skills are their strongest suit, and

owing to those, they are able to articulate their desires and aspirations. Extraverts are

vocal and frequently experience trouble listening (Myers, 1995). Schenck (2010) assert

that extraverts are normally sociable and outgoing. On the other hand, Introverts handle

their tasks with great thoughtfulness, specifically the production of written

documentation and application materials. They may also come off as passive because

they spend more time thinking of an idea than acting on it. Introverts (I) are typically
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reserved and less inclined to interact with others in social settings than extroverts

(Schenck, 2010).

Individuals who utilize the sensing (S) preference process are methodical,

realistic, and attentive in their job search, yet they may be wary of trying something new

(Hirsch, 1991). Sensing people use their five senses, reflect on their experiences to

acquire information, and approach life less tightly (Roberts, Kuncel, Shiner, Caspi, &

Goldberg, 2007). When analyzing information, intuitive (I) people look for significant

patterns and enjoy consistency in their lives (Myers, 1995). These people also recognize

the possibilities and potential and they represent themselves well in interviews, but they

tend to procrastinate all the time. 

People who prefer process thinking (T) seek to make sense of the information

they presented before creating a conclusion. Before making important decisions, they

thoroughly research the information they have gathered. They do not recognize their

feelings, and those emotions have no significance in how they behave. These people

frequently analyze the bigger picture (Myers, 1995). While Feeling (F) people place great

importance on their values. They may not appear analytical when making decisions,

struggle to decide between options, and rely on emotions while making those choices

(Brownfield, 1993; McCaulley, 1990). 

Judging (J) persons will employ a methodical, step-by-step approach to their job

hunt and may restrict their possibilities in an effort to reach judgments quickly. They also

tend to be more organized and logical and desire things to be tidy, established, and in

order (Myers et al., 1998). For perceiving (P) people, they frequently delay making

decisions to explore alternative options. They frequently do things at the last minute and
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instead of preparing a plan in advance, people like them decide what to do as they go.

Perceiving (P) people are impulsive and flexible but may have trouble making decisions

(Owens, n.d).

RIASEC and MBTI on Career Interest

The code made by John Holland which is Holland Code is the most helpful career

interest tool for all people (Drenth, n.d). These codes include; Realistic (R), Investigative

(I), Artistic (A), Social (S), Enterprising (E), and Conventional (C); these domains are

also known as RIASEC. RIASEC and MBTI personality testing are often used as a

combination to determine how the person perfectly fits their career. 

Realistic (R) people would prefer manual work, especially when it involves

machines. The careers they typically pursue are those in technology, carpentry, and other

trades. They prefer working with "things" over people. Concrete is a term used to indicate

realistic art. Thinkers (T) concentrate their attention on moving objects. They show an

interest in balls, blocks, and tools. This claim supports the idea that Thinkers are realistic

people. The types that are most frequently aligned in this domain are the ISTP and ISTJ.

Investigative (I) types enjoy experimenting with concepts and hypotheses. Math is

typically where they excel. Investigative work needs a lot of deep thought and

concentration, which tends to favor introverts and intuitives at this time. This is not to

imply that extroverts cannot be scholars or scientists; it's simply that these professions are

uncommon for their personality type. Strong investigative skills are expressed by INTJ

and INTP personality types. These people would likely be interested in STEM-related

careers (Science, Technology, Engineering, and Mathematics).

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Artistic people (A) perform well, particularly in the verbal portion. They

experiment with fresh possibilities and ideas at work. Artistic-Social (AS) people

typically love employment in literature, music, teaching, and art therapy. INFP, INFJ,

ENFP, ENFJ, and ENTP are the most prevalent MBTI types for artists. Additionally, NF

and NP types overpopulated this domain.

Social (S) interest takes pleasure in interacting and supporting people. People with

social interests frequently pursue occupations as educators, therapists, healthcare

providers, clergy, and nurses. These interests are frequently linked to extraversion.

Helping others is at the heart of social interests, which are consistent with Feeling (F)

preferences. Careers in counseling, psychology, the ministry, and other social-artistic

(SA) fields may appeal to intuitives (N).

Extraverts (E) are more compatible with this passion since enterprising (E) people

are actively going out into the world to convey what they desire. People that have an

interest in entrepreneurship tend to be bold, gregarious, and self-assured. The promoter of

goods, concepts, and services are the usual work of this career interest. These interests

are all about business management, politics, entrepreneurship, and sales & marketing.

The typical personality types for Conventional Interests are ISTJ, ISFJ, and ESTJ.

These people prefer administrative, organizational, and clerical labor. Accounting, filing,

bookkeeping, banking, data entry, auditing, and payroll are the professions that interest

them the most. People who fall under this domain frequently have the Sensing, Thinking,

or Judging MBTI types. In this area of interest, the Extraverted Thinking (ET) and

Thinking Judging (TJ) types make the best pairing. This career interest also fits with

Sensing Judging (SJ) and Introverted Sensing (IS).

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Career Intervention / Career Guidance

The science and practice of counseling and other associated activities that support

career planning, occupational exploration, career decision-making, vocational choice, job

entry, work adjustment, and retirement are referred to as career intervention (Spokane,

1991, as cited in Hartung, Savickas, & Walsh, 2015). With this study, career intervention

is pertinent since it aids students in career planning, occupational exploration, career

decision-making, and vocational choice, all of which will assist them in selecting the best

career path. Two recent meta-analyses proved career interventions’ efficacy in improving

career maturity, career decidedness, vocational identity, and career decision-making self-

efficacy (Langher et al., 2018; Whiston et al., 2017). Specifically, among university

students, effect sizes seem to be higher at the career certainty level (Langher et al., 2018).

This is relevant once career-decided students get more involved in their studies (Yu et al.,

2018). As a result, they will be eager to continue their personal development at their

chosen higher education institution (Bargmann et al., 2021). Over history, to respond to

societal questions, vocational psychology sought to develop methods and models that fit

personal career goals with society's economic activities (Savickas, 2011). As a result,

different theories were emerging. The first theory of career intervention emerged in 1909

with Parson, to respond to immigration, urbanization, and industrialization questions

(Savickas, 2011). This framework tried to establish a perfect fit between people's

interests and environmental needs.

Synthesis
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A self-report test called the Myers-Briggs Type Indicator, or MBTI, is used to

determine a person's personality type. Extraversion and introversion, sensing and

intuition, thinking and feeling, and finally, judging and perceiving, are the four categories

of the MBTI. The first category dealt with how the person exerts their energy on other

people. The second category focuses entirely on how an individual evaluates knowledge,

whether it is theoretical or practical. The third category refers to the way a person uses

their feelings or their thoughts while making a decision. The fourth category deals with

how a person approaches their duties, including whether they are planned or require a

burst of energy.

The most useful career interest tool for everyone is Holland Code. These domains

are referred to as RIASEC and have the following codes: Realistic (R), Investigative (I),

Artistic (A), Social (S), Enterprising (E), and Conventional (C). People who are realistic

(R) would prefer physical labor. Investigative (I) types want work that demands intense

focus and profound thought. People that are artistic (A) excel in writing, music, teaching,

and art therapy. Social (S) interest enjoys assisting and communicating with others.

People who are entrepreneurial (E) are actively communicating their desires.

Entrepreneurs are often outgoing, confident, and brave. People with conventional

interests like clerical, organizational, and administrative work.

The most common MBTI types with this realistic interest are ISTP and ISTJ, both

of which have realistic sensory preferences.   People with investigative interests and

intuitive inclinations tend to be of the INTJ and INTP MBTI types. People who desire to

work with individuals often have the preference of feeling. Social and creative activities

are those that intuitive people participate in most frequently. Entrepreneurial careers are
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common among extraverts, which helps them improve their already outstanding

communication skills. The conventional interest group is made up of individuals that fall

into the MBTI personality types of ISTJ, ISFJ, and ESTJ. Judging people are good at this

because they want to be organized.

Career intervention helps students with career planning, occupational exploration,

career decision-making, and vocational choice—all of which will help them choose the

greatest career path. Once students who have chosen a job grow more immersed in their

education, this becomes important.

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CHAPTER 3

METHODOLOGY

Theoretical Framework 

The trait and factor theory of Parsons was used to support this study. This theory

contends that a person's ideal career is based on a mix of values, personality, and skills.

The individual's skills are the primary factor in their preferred career. The top five skills

that employers look for are critical thinking and problem solving, teamwork and

collaboration, professionalism and a strong work ethic, oral and written communication

skills, and leadership (Campbell, n.d.). However, these skills aren't just desired by

employers; everyone uses them while pursuing academic achievement. The second factor

in their interest is values, including what they believe, what they value, and how they

affect their desired profession. Their personality type is the third factor. Based on a study

by the American Psychological Association (APA) personality refers to the difference

between people in the way they think, feel, and behave. 

According to the theory, each person has a special mixture of characteristics made

up of their values, interests, skills, and personality traits. These attributes may be a good

indicator of a person's potential. It was also stated that an individual's qualities and

chosen career could fit or match depending on how they decide or tackle a simple

challenge. The more people are inclined to engage in their dream careers, the closer the

match. 

Conceptual Framework 
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Every student's career interests are influenced by a variety of factors, including

socio-demographic characteristics, personality type, and academic performance which

was the primary focus of this study. Students' career planning and actual career choices

can either lead to a prosperous life or the contrary.

This study aimed to identify the socio-demographic characteristics that impact the

respondents' career choices. In this defining stage of students' life, students must consider

several factors, one of the most important of which is their socio-demographic attributes,

which may be regarded as the principal determinant of their career choice. Another key

element that influences a student's career interest is personality type. Personality Types

are the best predictors of human behavior and motivational influences on the individual’s

work performance (Mallari & Pelayo, 2017). Academic performance is a crucial

component since it measures how well a student, teacher, or institution has accomplished

its short or long-term educational objectives. This accomplishment is determined by

continuous assessment or cumulative grade point average (CGPA) (Tadese, Yeshaneh, &

Mulu, 2022). 

    The conceptual framework of this study was made upon the assumption that the

student's career interests are related to their socio-demographic characteristics,

personality type, and academic performance. Figure 1 shows the paradigm of the study.  

The socio-demographic characteristics of the student-respondents were described

in terms of age, sex, grade level, track/strand, and parents’ monthly income. As for the

personality type, the researchers identified the students’ personality type in terms of the

four separate dichotomies namely: Extraversion (E) or Introversion (I), Sensing (S) or

Intuition (N), Thinking (T) or Feeling (F), and Judging (J) or Perceiving (P). While
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academic performance was determined according to the respondents’ grade point average

on core subjects during the school year 2021-2022 with a descriptive rating scale,

specifically: Outstanding (90-100), Very Satisfactory (85-89), Satisfactory (80-84), Fairly

Satisfactory (75-79), and Did Not Meet Expectation (<75).

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Socio-demographic Characteristics
Age
Sex
Grade Level
Strand
Parents’ Monthly Income

Personality Type
Extroversion vs. Introversion
Sensing vs. Intuition Career Interest
Thinking vs. Feeling
Judging vs. Perceiving

Academic Performance
90-100% = Outstanding
85-89% = Very Satisfactory
80-84% = Satisfactory
75-79% = Fairly Satisfactory
<75% = Did Not Meet Expectation

Figure 1. Conceptual Framework

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The conceptual framework of this study is represented in Figure 1. It consists of

four variables: socio-demographic characteristics, personality type, and academic

performance as independent variables; and career interest as the dependent variable.

The researchers believe that the IV-DV model is the best-suited model for this

study to determine the relationships between the variables. The independent variable (IV)

is a variable that stands alone and isn't changed by the other variables you are trying to

measure. The dependent variable (DV) is the variable that is being measured or tested in

an experiment (Cherry, 2022). 

In the above paradigm, personality type and academic performance were used as

independent variables. However, there have been studies that examined whether these

variables may be influenced by other variables in which both variables were used and

treated as dependent variables. This study was undertaken to find the relationship

between Career Interest (dependent variable) with the three independent variables: socio-

demographic characteristics, personality type, and academic performance. Hence,

personality type and academic performance served as the presumed cause of the

dependent variable. The researchers explored the relationships between the variables

under investigation to determine whether it has a substantial impact on career interest. 

Locale of the Study 

The respondents in this study are Grade 11-12 students enrolled at Nueva Ecija

Senior High School in the current Academic Year 2022-20223. The school is situated at
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the heart of Cabanatuan City. It is located along Llanera cor. General Tinio St.

Cabanatuan City.

With the implementation of RA 10533 or the Enhanced Basic Education Act of

2013, the Senior High School program became operational during the school year 2016-

2017 nationwide.

In its first year of operation, the NEHS Senior High School department occupied

the Annex building and other Grade 7 classrooms. Two of which became the

Administration office and Faculty Room. The SHS department was then under the

supervision of the school principal Dr. Monica B. Mallari since it was still integrated with

the Junior High School during that time.

Thirty-one (31) Senior High school teachers with various fields of specialization

were hired to provide the educational needs of 630 students who enrolled in the different

Tracks and Strands at NEHS Senior High school during its first year of operation.

Included in the hired personnel were the Assistant Principal, Mrs. Elsa V. Galiste who

became instrumental in SHS Department’s operation, an Administrative Officer, a

Registrar, and three (3) Administrative Assistants.

The following school year, (2017-2018) the required number of students to be

categorized as “Very Large Stand Alone Senior High School” has been met with 1325

enrollees for both grade levels. A secondary school principal in the person of Mr. Johnny

P. Bacani was assigned by the DepEd Nueva Ecija Division office as the new school head

of the Nueva Ecija Senior High School which is applying to be a “Very Large Stand

Alone Senior High School”. Mr. Leo C. Diao who was assigned as the new Assistant
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Principal for Academics was also deployed at NEHS Senior High School. Mrs. Elsa V.

Galiste was retained as the Assistant Principal for Operations. Additional fifteen (16) new

teachers were also hired to cater to the needs of the growing populace.

Nueva Ecija Senior High School is offering both Academic and TechVoc Tracks.

Under the academic track, students may enroll in ABM, HUMSS, GAS, and STEM

strands. In the TVL track, students have the following options:  ICT, Cookery, SMAW,

Beauty Care, etc.

Other school administrators, Mr. Sergio Gonzales and Dr. Rodrigo Directo had

their short but meaningful stints at Nueva Ecija High School. Under their management

and supervision, numerous school plans and programs have been implemented which are

all geared towards the achievement of Dep Ed’s mission and vision.

Currently, Nueva Ecija Senior High School is headed by Mrs. Maria Lourdes DC.

Ramirez. The onslaught of COVID-19 pandemic has brought continuous unprecedented

circumstances that have greatly affected the education sector. This phenomenon has

posed numerous challenges and problems in all educational institutions around the world

which includes NEHS Senior High School. However, with the able leadership and

guidance of the present school head, the Learning Continuity Plan (LCP) of NEHS Senior

High School has been implemented since the SY 2020-2021 to cater to the needs of the

students of NEHS Senior High School which has dramatically increased despite the

pandemic.

Today, NEHS Senior High School has over 2000 enrollees for the first semester

of the School year 2022-2023. The faculty and administrative staff, together with the two
 25

new assistant principals Dr. Patria P. Robles and Dr. Rogelio C. Drapiza are all geared up

toward the re-implementation of face-to-face learning in order to provide quality

education to the growing student population.

Figure 2. Locale of the Study

Legend:

- The participating secondary school

Respondents of the Study

The respondents of this study were composed of learners studying at the NEHS

Senior High School in Cabanatuan City, Nueva Ecija. The respondents came from both

Grades 11 and 12 sections. This study's responses were not limited to any specific strand.

This was done to make sure that the selection is composed of students who represent the

population and are all acceptable and suitable for the study.
 26

Research Design 

The researchers used the descriptive-correlational method as the quantitative

research design for this study. According to Gay (1992), descriptive-correlational

research combines both descriptive and correlational designs. Descriptive research

involves collecting data in order to test hypotheses or answer questions concerning the

personality type, academic performance, and career interest of the respondents in the

study. Descriptive research determines and reports the way things are. Correlational

research, on the other hand, attempts to determine whether and to what degree, a

relationship exists between two or more quantitative variables. The purpose of

correlational research is to establish relationships—or the lack of it—or to use

relationships in making predictions. Relationships investigations typically study a number

of variables believed to be related to major and complex variables (Gay, 1992).

The socio-demographic characteristics of the student respondents’ such as age,

sex, grade level, track/strand, parents’ monthly income as well as the personality type in

terms of the four specific dichotomies covering:  Extraversion (E) or Introversion (I),

Sensing (S) or Intuition (N), Thinking (T) or Feeling (F), and Judging (J) or Perceiving

(P) were described. Lastly, academic performance with a grading rate of Outstanding (90-

100), Very Satisfactory (85-89), Satisfactory (80-84), Fairly Satisfactory (75-79), and Did

Not Meet Expectation (<75), were described and served as the independent variables.

Furthermore, the career interests of respondents according to their personality-career

types such as Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E),

and Conventional (C), served as the dependent variable of the study.

 27

The researchers concentrated on discovering the relationship or correlation

between the independent and dependent variables. The respondents’ socio-demographic

characteristics were correlated to personality type, and career interest, while academic

performance was also correlated to career interest. The researchers also examined the

similarities and dissimilarities between the male and female respondents' personality

types, academic performance, and career interests.

Research Instrument 

To obtain the appropriate data, the research instruments employed in this study

were a survey and a questionnaire checklist consisting of four parts: the Socio-

Demographic Characteristics followed by the MBTI Personality Type, Academic

Performance, and lastly, the Career Interest.

Part I. of the instrument collected information about the respondent's socio-

demographic characteristics which are as follows: Age, Sex, Grade Level, Track/Strand,

and Monthly Income of Parents. The demographics indicated are the only characteristics

that the researchers deem to be relevant in the data analysis portion of this study.

Part II. contained the Cognitive Processes Assessment that aimed to determine the

respondents' personality types based on the Myers-Briggs Type Indicator (MBTI). This

research instrument comprises 48 statements that determined what cognitive processes

the respondents apply. It is an assessment that helps takers profile their development and

usage of eight cognitive processes or functions as described by Jung. These functions are;

Extraversion (E) or Introversion (I), Sensing (S) or Intuition (N), Thinking (T) or Feeling
 28

(F), and Judging (J) or Perceiving (P). This part of the research instrument is the creation

of award-winning UCLA professor and author Dario Nardi. Nardi (2021) explained that

"Unlike the MBTI® and most other type instruments, the CPA makes no assumptions

about opposites, energy, consciousness, or such." The 48-statement instrument uses a

particular design, an important factor that distinguishes it from other tests. In the

instrument, the user will rate each statement on its own merit along a Likert scale from

“Not me” to “Exactly me” (Nardi, 2021). Moreover, the researchers acquired formal

written permission directly from the original developer of the research instrument

through e-mail. 

Following the assessment of personality type is Part II: Academic Performance.

This component of the questionnaire dealt with the grade point averages (GPA) of the

students in only four of the core subjects from the previous school year. These four core

subjects are English, Filipino, Math, and Science. This is due to the fact that these four

subjects are the foundational subjects compulsory all throughout the K to 12 curriculums.

Moreover, the researchers evaluated the relationship between the respondents' academic

performance only in the specified subjects and their career interests. 

Finally, Part IV mainly focused on the respondents' Career Interests. This section

of the research instrument incorporates the Holland Code Assessment, with 5 questions

for each letter of the abbreviation RIASEC. This instrument involved statements related

to the six types of Holland's theory of career choice, specifically, work activities that

describe the six personality-career types. According to Open Psychometrics (2019), the

Holland Occupational Themes is a theory of personality that focuses on career and

vocational choice. The six types yield the RIASEC acronym, by which the theory is also
 29

commonly known. It groups people on the basis of their suitability for six different

categories of occupations (Open Psychometrics, 2019). Part IV of the research instrument

was developed by the researchers to discover the respondents’ career interests, determine

the career field they are interested in, and find out if their personality matches the college

major they intend to pursue.

Data Gathering Procedure 

Prior to proceeding to the data gathering of the study, the researchers obtained

approval from the Practical Research II adviser, Mr. Jose A. Fabricante Jr. The

researchers provided a letter that was signed by Mrs. Maria Lourdes Ramirez, School

Principal II along with Dr. Patria P. Robles, Assistant School Principal II for Academics,

and Mr. Jose A. Fabricante Jr.  to request permission for conducting the study. The

researchers collected data and evaluated findings using survey questionnaires that were

distributed to the respondents face-to-face for those who did not have access to the

internet and online surveys for those who had the means to. The researchers scheduled

the distribution of the survey questionnaires based on the availability of the respondents,

which was immediately retrieved after the respondents finished answering the survey

questionnaires. 

The survey respondents received orientation regarding the process of the survey

questionnaires and the nature of the research upon which the results of the survey

questionnaires were used. The researchers asked for a copy of the respondents' grades in
 30

core subjects from the previous academic year in order to assess the academic

performance of NEHS Senior High School student-respondents. 

Our study’s questionnaires hold the key to determining the relationship between

personality type, academic performance, and career interest of NEHS Senior High School

students during the school year 2022–2023 and the researchers value the privacy of the

student’s responses. Hence, the participants were notified that all the data and responses

gathered stayed anonymous and confidential. Finally, the results of the survey

questionnaires were analyzed after undergoing the due process to determine the

relationship between personality type, academic performance, and career interest of

NEHS Senior High School students.

Statistical Analysis

The goal of descriptive-correlational research is to investigate the relationship

between the independent variables and the dependent variable. This study ran through a

correlational design with the perk of knowing if there is or there is no significant

relationship between the variables. In the form of questionnaires and surveys, the data

gathered were organized and tabulated. The way of measuring the variables helped the

researchers to be more precise and accurate for the acquired data.

The data that was gathered from the questionnaires and surveys were organized

and tabulated for analysis and interpretation. The number of respondents, percentage,

frequency, range, standard deviation, and mean were employed to quantify the data for

each variable. The mean was used to interpret the overall response per each variable.
 31

Likewise, correlations such as Pearson Product Moment of Correlations were also used to

find out the relationship between the independent and dependent variables. A T-test was

also used to determine the significant difference between the male and female responses.
 32

CHAPTER 4

RESULTS AND DISCUSSION

This section contains the data gathered for the study of NEHS Senior High School

students' personality types, academic performance, and career interests. It includes the

presentation of data and discussion of the findings, as well as the conclusion to the

study's hypotheses.

Profile of the Respondents

This part of the study presents the interpretation and analysis of the data gathered

from the first part of the survey questionnaire to attain the objective of describing the

socio-demographic characteristics of the respondents. The respondents were from the

randomly selected one hundred forty-five (145) Grade 11 and 12 students of NEHS

Senior High School under the TVL track and academic strands, STEM, ABM, and

HUMSS. The socio-demographic characteristics of the respondents considered in this

study were age, sex, and parents' monthly income which were correlated to personality

type, academic performance, and career interests. Shown in the table below are the

tabulated data of the respondents’ socio-demographic characteristics.

Table 1. Socio-Demographic Characteristics of the Respondents

PROFILE FREQUENCY PERCENT

Age
Below 18 89 61.38%
18 and above 56 38.62%

Range: 15 - 24 years
Mean: 17.45 years
Standard Deviation: 1.01 years
 33

Table 1 continued….
Sex
Male 62 42.76%
Female 83 57.24%

Parents’ Monthly Income

below 10,000 15 10.34%

10,000 - 29,999 73 50.34%
30,000 and above 57 39.31%

Range: php 1,500 - php 100,000

Mean: php 24,918.9
Standard Deviation: php 17,937.19

Age

The results show that the majority of the respondents with a percentage of 61.38%

were below 18 years old. Whereas, a smaller number of respondents polled with a

percentage of 38.62%, were 18 years old and above. The respondents' ages ranged from

15 to 24, with a mean age of 17.45, and a standard deviation of 1.01 years. This means

that the age of the respondents is not widely dispersed.

Sex

Based on the data gathered, 57.24% of the respondents were female and 42.76%

were male. Specifically, the study recorded a higher number of females with a frequency

of 83 compared to males who predominated with a frequency of 62. The results suggest

that during the conduct of the study, more females provided their input or gave their

assessments regarding their personality type, academic performance, and career interest.

Parents’ Monthly Income

 34

In terms of the monthly income of parents, the result obtained a mean of Php

24,918.9 with a standard deviation of Php 17,937.19. This suggests that there is a wide

gap of variation in terms of income levels among the parents of the respondents, with

some earning significantly more or less than the average.

Additionally, according to the study's findings, 50.34% of the sample, had a

monthly income of between Php 10,000 and Php 29,999 (middle income), whereas, a

somewhat smaller percentage of the respondents (39.31%) had a monthly income of Php

30,000 or more (high-income). Even smaller percentage (10.34%) of parents had a

monthly income below Php 10,000 which is classified as low–income families. The

parents of the respondents surveyed had monthly incomes ranging from Php 1,500 to Php

100,000. This means that the majority of the parents in the study had a monthly income

that fell within the middle range, with a relatively large spread of income overall.

Personality Type of the Respondents

The results show that the respondents' personality type in terms of Sensing,

Intuiting, Thinking, and Feeling, according to the Jungian Cognitive Function theory,

varied across Grade 11 and 12 students at NEHS Senior High School. Presented in the

table below are the respondents’ personality types in all four (4) cognitive function

namely Sensing, Intuiting, Thinking, and Feeling.

Table 2. Personality Type in terms of Jungian Functions

(Sensing, Intuiting, Thinking, Feeling)
STATEMENT MEAN VERBAL DESCRIPTION
SENSING
 35

Table 2 continued…
1. Freely follow your gut instincts 3.16 MA
and exciting physical impulses as they
come up.
2. Instantly read visible cues to see 3.23 MA
just how far you can go.
3. Enjoy the thrill of action and 3.40 A
physical experience in the present
moment.
4. Spur action and pull off results 3.03 MA
simply by making your presence felt.
5. Notice whether the details in front 3.29 MA
of you match what you are
accustomed to.
6. Review a lot of information over 3.50 A
time to confirm what is customary or
standard.
7. Compare an experience against a 3.46 A
storehouse of familiar experiences to
find what’s reliable.
8. Fulfill the same regular work or 3.46 A
activity every day at a comfortable
pace.
Pooled Mean 3.32 MA

STATEMENT MEAN VERBAL DESCRIPTION

INTUITUING
1. Offer various unrelated ideas and 3.01 MA
see what potential they might suggest.
2. Keep following tangents and new 3.31 MA
ideas without limiting yourself to one.
3. Enjoy playing with random 3.24 MA
interconnections and patterns.
4. Weave into the current dynamics 2.97 MA
of a situation aspects of other, random
contexts.
5. Experience a premonition or 3.25 MA
foresee the distant future.
6. Feel attracted to the symbolic, 3.20 MA
archetypal, or mysterious.
7. Achieve a metamorphosis, 3.15 MA
definitive insight, or powerful vision
of change.
8. Transform yourself by focusing 3.32 MA
inward on a specific way you foresee
you will need to be.
 36

Table 2 continued…
Pooled Mean 3.18 MA

STATEMENT MEAN VERBAL DESCRIPTION

THINKING
1. Determine success by 3.20 MA
measurement or other objective method
such as the time taken.
2. Follow a straight line of reasoning. 3.27 MA
3. Construct an argument to convince 3.46 A
someone using evidence clearly in
front of you both.
4. Lay out methods for others to 3.32 MA
complete tasks in time-and resource-
efficient ways.
5. Be guided by a definition, logical 3.44 A
deduction, or other nugget of
reasoning.
6. Analyze and critique what doesn’t 3.10 MA
fit with a well-defined principle.
7. Apply leverage to a situation to 3.12 MA
solve a problem impersonally using
minimal effort.
8. Fine-tune a definition or concept to 3.17 MA
support a theory, perspective or
framework.
Pooled Mean 3.26 MA

STATEMENT MEAN VERBAL DESCRIPTION

FEELING
1. Feel inclined to be responsible for, 3.56 A
and take care of, other’s feelings.
2. Help make people feel comfortable 3.55 A
by engaging in hosting and care-
taking.
3. Compassionately take on someone 3.24 MA
else’s needs as your own.
4. Readily communicate personally to 3.51 A
all members of a group to feel unity.
5. Feel strongly that something is 3.68 A
good or bad.
6. Always remain true to what you 3.69 A
want for yourself or others.
7. Remain in touch with what you 3.85 A
want for yourself, what motivates
you, and what is good.
 37

Table 2 continued…
8. Evaluate what is worth believing in 3.83 A
and most important to who you really
are inside.
Pooled Mean 3.61 A
Overall Mean 3.34 MA

The respondents’ personality type had an overall mean of 3.34, which is described

as "moderately agree." The feeling category obtained the highest pooled mean of 3.61,

with a verbal description of “agree”, followed by Sensing with a pooled mean of 3.32,

while Thinking got a pooled mean of 3.26, which are both described as “moderately

agree.” Lastly, Intuiting received the lowest mean of 3.18, which is also described as

“moderately agree”.

Sensing

In terms of Sensing, the computed pooled mean was 3.32, described as

“moderately agree.” The result means that the respondents generally have moderate

agreement with the statements related to sensing. This suggests that the majority of the

respondents were inclined towards the cognitive function “sensing”, but not to the point

of strong agreement. 33 of the respondents or 22.76% of the total sample were under the

category of sensing personality type which was counted with the second-highest

frequency compared to the other three (3) types.

The item, “Review a lot of information over time to confirm what is customary or

standard.” got the highest mean of 3.50, described as “agree.” It was followed by

“Compare an experience against a storehouse of familiar experiences to find what ’s

reliable.” and “Fulfill the same regular work or activity every day at a comfortable pace.”
 38

Both got the second-highest mean of 3.46 and are described as “agree.” These statements

indicate that the respondents value the experience of being in the moment and also have a

desire for consistency and reliability in their experiences. These findings suggest that the

respondents possess a heightened sense of awareness and are in tune with the present

moment, which is a key trait of individuals who possess a sensing preference. However,

the item, “Spur action and pull off results simply by making your presence felt.” got the

lowest mean of 3.03 and it was described as “moderately agree” This statement suggests

that the respondents do not place as much emphasis on assertiveness and the ability to

make an impact with their presence. This finding suggests that the respondents may not

be as assertive or proactive as individuals who possess a strong sensing preference.

Nardi (2018) explored the relationship between sensing and intuition preferences

and decision-making styles. The study found that individuals with a sensing preference

tend to rely on past experiences and observable information when making decisions,

while individuals with an intuition preference tend to rely on abstract concepts and future

possibilities. This is similar to the findings of this study, where the respondents valued

consistency and reliability in their experiences, indicating a preference for using past

experiences and observable information.

Moreover, individuals with a sensing preference tend to focus on the present and

observable information when solving problems, while individuals with an intuition

preference tend to focus on future possibilities and abstract concepts. This is also similar

to the findings of this study, where the respondents valued being in the moment and

possessing a heightened sense of awareness, indicating a preference for focusing on the

present and observable information (Myers, 1998).

 39

In terms of assertiveness, the study by McCrae and Costa (1987) found that

individuals with a sensing preference tend to be less assertive than individuals with an

intuition preference. This finding is consistent with the result of this study, where the

respondents did not place as much emphasis on assertiveness and the ability to make an

impact with their presence.

Intuiting

In terms of intuiting, the computed pooled mean was 3.18, described as

“moderately agree” This cognitive function got the least frequency of respondents under

this type (15.17%). The result means that the respondents possess a moderate inclination

towards intuitiveness. They value the ability to explore multiple ideas and concepts and

to connect different ideas together.

The statement, “Transform yourself by focusing inward on a specific way you

foresee you will need to be.” got the highest pooled mean of 3.32 and was described as

“moderately agree”. It was followed by “Keep following tangents and new ideas without

limiting yourself to one.” with a mean of 3.31 which is also described as “moderately

agree”. These statements indicate that the respondents value the ability to explore

multiple ideas and concepts and connect different ideas together. These findings suggest

that the respondents possess a strong ability to think abstractly and creatively, which are

key traits of individuals who possess an intuitive preference.

On the other hand, the statement, “Weave into the current dynamics of a situation

aspects of other, random contexts.” got the lowest mean of 2.97 with a verbal description

of “moderately agree”. This statement suggests that the respondents do not place as much
 40

emphasis on the ability to connect different ideas and contexts together. This implies that

the respondents may not be as good at connecting different ideas and contexts together as

individuals who possess a strong intuitiveness preference.

Similarly, Nardi (2018) explored the relationship between intuition and sensing

preferences and decision-making styles. The study found that individuals with an

intuition preference tend to rely on abstract concepts and future possibilities when

making decisions, while individuals with a sensing preference tend to rely on past

experiences and observable information. This is similar to the findings of this study,

where the respondents valued the ability to explore multiple ideas and concepts, and to

connect different ideas together, indicating a preference for using abstract concepts and

future possibilities.

Thinking

For the thinking category, the computed pooled mean was 3.26, described as

“moderately agree.” 26 out of 145 respondents (17.93%) were categorized under the

thinking personality type. The result implies that the respondents possess a moderate

inclination toward thinking. They value the ability to use logical reasoning and evidence

to make a convincing argument and to use definitions and logical deductions to guide

their thinking.

The item, “Construct an argument to convince someone using evidence clearly in

front of you both.” got the highest mean of 3.46, described as “agree.” It was followed

by “Be guided by a definition, logical deduction, or other nugget of reasoning.” with a

mean of 3.44, also described as “agree.” These statements indicate that the respondents
 41

value the ability to use logical reasoning and evidence to make a convincing argument

and to use definitions and logical deductions to guide their thinking. These findings

suggest that the respondents possess a strong ability to think critically and logically,

which are key traits of individuals who possess a thinking preference.

The next statement, “Analyze and critique what doesn’t fit with a well-defined

principle.” got the lowest mean of 3.10, described as “moderately agree” This result

implies that the respondents do not place as much emphasis on the ability to analyze and

critique ideas that do not align with a well-defined principle.

According to a study on education, those who prefer to think deeply are more

likely to engage in activities that require critical thought and problem-solving (Chua,

2017). Similarly, in psychology, research has shown that individuals with strong thinking

preferences are more likely to engage in analytical and logical thinking (Myers, 1962).

Feeling

In terms of Feeling, the computed pooled mean was 3.61, with a verbal

description of “agree.”. 44.14% of the total sample were classified under the feeling

category of cognitive function which equates to 64 respondents out of 145. The results

show that the respondents generally agree with statements relating to feelings of

responsibility and care for others' feelings, helping others feel at ease, compassionately

taking on others' needs, readily communicating to promote unity, and strong feelings

about what is good or bad, remaining true to oneself and others, staying in touch with

one's own motivations and beliefs and evaluating what is important to one's identity.
 42

According to Neff (2008), who explored the relationship between self-compassion

and empathy, individuals who are high in self-compassion tend to be more compassionate

towards themselves and others, and are less likely to take on others' problems as their

own. This is similar to the findings of this study, where the respondents may be less

inclined to fully adopt others' needs as their own, but still moderately agree with the

statement.

Furthermore, the researchers took note of not just the respondents’ personality

type according to Jungian Cognitive Function, but also their MBTI personality type or

Myers-Briggs Type Indicator which is also anchored on Carl Jung’s theory. The

respondents’ personality types, arranged in descending order, are as follows: ISFP

(16.55%), ISFJ (13.79%), INFP (9.66%), ESFP (8.26%), INFJ (6.90%), ESFJ and INTJ

(6.21%), ISTP and ENFP (4.83%), ESTJ and ISTJ (4.14%), ESTP (3.45%), and lastly,

ENTJ, ENFJ, ENTP, and INTP (2.76%). Majority of the respondents are found to be

ISFP while the least number of respondents had the personality types of ENTJ, ENFJ,

ENTP, and INTP. This means that the most common personality type among the selected

NEHS Senior High School student-respondents is ISFP which is the exact opposite of the

least common personality type ENTJ. Difference between the commonality of extravert

or introvert personality types were not observed in this study. There is also no significant

difference between the commonality of S or N (Sensing or Intuiting), T or F (Thinking or

Feeling), and J or P (Judging or Perceiving) personality types among the respondents.

However, the findings clearly show that the common ground between the four (4) least

common personality types is the second letter, N, intuition. Through this study, it is found

that N personality types are the least common founded personality type at NEHS Senior
 43

High School. This finding can introduce a new door of possible research topics related to

personality types, the high or low frequency of certain types, and its implication. This

may have also been already studied in previous related literatures but the researchers will

not dwell more in the broad field of MBTI personality types, as it is not included in the

objectives of this study.

Academic Performance of the Respondents

Table 3 presents the academic performance of the respondents in terms of their

grade point averages in all four (4) core subjects during the previous school year.

Table 3. Academic Performance of the Respondents

OVERALL FREQUENCY PERCENT

Below 75% 0 0%
75 - 79% 3 2.07%
80 - 84% 15 10.34%
85 - 89% 39 26.90%
90 - 100% 73 50.34%

Range: 75% - 97.25%

Mean: 89 - 40%
Standard Deviation: 4.62

SUBJECT MEAN VERBAL DESCRIPTION

English 89.91% Outstanding
Filipino 89.71% Outstanding
Math 88.12% Very Satisfactory
Science 89.86% Outstanding
Overall Mean 89.40% Very Satisfactory

The respondents’ overall mean in terms of their grade point average during the

previous school year in four (4) core subjects was 89.40%, with a standard deviation of
 44

4.62, and grade point averages ranging from 75% to 97.25%, indicating a wide

distribution of the respondents’ grades.

As shown in the table above, 50.34% of the respondents got outstanding grades

(90-100) while 26.90% were labeled as very satisfactory (85-89). 10.34% of the

respondents had a satisfactory grade point averages (80-84), and only a small number of

the respondents (2.07%) got fairly satisfactory (75-79). Overall, the respondents had 0%

computed grade point averages classified under the Did Not Meet Expectation category

(<79).

The table above also presents the respondents’ academic performance in four (4)

core subjects: English, Filipino, Math, and Science. The two highest mean results were in

English and Science. English had a score of 89.90%, while a mean of 89.86% was

computed in Science, with both a verbal description of Outstanding. This is followed by

the subject Filipino, with a mean grade point average 89.71% and a verbal description of

outstanding. Finally, the subject with the lowest mean was Math, with a score of 88.12%

described as Very Satisfactory.

Career Interest of the Respondents

Table 4 shows how the students' career interests are described based on John

Holland’s Personality Theory of Career Choice in terms of RIASEC (realistic,

investigative, artistic, social, enterprising, and conventional).

Table 4. Career Interest of the Respondents in terms of RIASEC

(Realistic, Investigative, Artistic, Social, Enterprising, Conventional)
 45

STATEMENT MEAN VERBAL DESCRIPTION

REALISTIC
1. I like to build things. 2.99 A
2. I like to take care of animals. 3.06 A
Table 4 continued…
3. I like putting things together or 3.06 A
assembling things.
4. I like cooking. 2.98 A
5. I like to be physically active. 3.10 A
Pooled Mean 3.04 A

STATEMENT MEAN VERBAL DESCRIPTION

INVESIGATIVE
1. I enjoy trying to figure out how 3.12 A
things work.
2. I like to do experiments. 2.92 A
3. I enjoy science. 2.75 A
4. I like to analyze things. 3.03 A
5. I like working with numbers or 2.49 D
charts.
Pooled Mean 2.86 A

STATEMENT MEAN VERBAL DESCRIPTION

ARTISTIC
1. I like to read about art and music. 3.17 A
2. I enjoy creative writing. 2.90 A
3. I like to play instruments or sing. 2.78 A
4. I like acting in plays. 2.61 A
5. I like to draw. 2.68 A
Pooled Mean 2.83 A

STATEMENT MEAN VERBAL DESCRIPTION

SOCIAL
1. I like to work in teams. 3.16 A
2. I like helping people. 3.23 A
3. I like to teach or train people. 2.92 A
4. I like to get into discussions about 2.88 A
issues.
5. I enjoy learning about other 3.12 A
cultures.
Pooled Mean 3.06 A

STATEMENT MEAN VERBAL DESCRIPTION

ENTERPRISING
1. I like to give speeches or talks. 2.71 A
2. I like organizing and leading 2.74 A
 46

others.
3. I like selling things. 2.46 D
4. I would like to have a business. 3.03 A
5. I like to try to influence or 2.90 A
persuade people.
Table 4 continued…
Pooled Mean 2.77 A

STATEMENT MEAN VERBAL DESCRIPTION

CONVENTIONAL
1. I like to follow defined procedures. 3.08 A
2. I like to do filing or typing. 2.78 A
3. I would like to work in an office. 2.94 A
4. I like to carry out tasks in detail. 3.03 A
5. I like to work with data and records 2.88 A
in an orderly manner.
Pooled Mean 2.94 A
Overall Mean 2.92 A

The career interest of the students in terms of RIASEC (realistic, investigative,

artistic, social, entrepreneurial, and conventional) resulted in an overall mean of 2.92,

which can be described as "agree." The two (2) highest results were social and realistic.

The social category has a pooled mean of 3.06 with the verbal description of "agree," and

for the realistic category, the computed pooled mean was 3.04 described as also "agree."

The category that got the lowest score was enterprising, with a pooled mean of 2.77 and a

verbal description of "agree."

In the realistic category, the pooled mean result was 3.04 with the verbal

description of "agree." For Investigative, the pooled mean result was 2.86 described as

"agree." The Artistic category had a pooled mean of 2.83, whereas 3.06 for Social, 2.77

for Enterprising, and lastly 2.94 for Conventional, all with a verbal description of

“agree.”
 47

The results showed that the social category had the highest pooled mean of 3.06

with the verbal description of "agree," specifying that the social career field was preferred

by the majority of our respondents. This is followed by the realistic category with the

second-highest pooled mean of 3.04 (“agree”), indicating that some respondents prefer

the realistic career field. While, the enterprising category out of the six categories of

Holland’s Occupational Personality Type (RIASEC) had the lowest pooled mean of 2.77

with the verbal description of "agree," revealing that this category is the least preferred

field of career interest among the respondents.

Realistic

In terms of the realistic category, the computed pooled mean was 3.04, described

as "agree." 37.93% of the respondents were categorized under realistic career interest as

interpreted from their responses to the survey questionnaire.

Personality types differ according to the activities that are related to abilities and

competencies of an individual (Kemboi, Kindiki, & Misigo, 2016). The result means that

55 out of 145 respondents with a realistic career interest are the people who prefer a

realistic career field. Realistic personality types have practical, productive, and concrete

values; they are usually good at mechanical or athletic jobs, are active, and stable, and

often people who enjoy hands-on or manual activities. People who fall into this category

prefer to work with things rather than ideas and people and generally like to "learn by

doing" in a practical, task-oriented setting. These behaviors lead to competencies in the

use of machines, tools, and materials.

 48

The statement, "I like to be physically active," got the highest mean of 3.10,

followed by the statements, "I like to take care of animals," and "I like putting things

together or assembling things," which got the same score of 3.06. On the other hand, the

statement, "I like to build things," has a mean of 2.99 being the second to the last in terms

of the mean score; and finally, the statement in the realistic category, "I like cooking,"

has a pooled mean of 2.98 which was the lowest computed mean.

Investigative

In the investigative category career field, the pooled mean was 2.86, described as

"agree." The respondents labeled with investigative career interests had a frequency of 16

or 11.03% of the sample.

The result shows that only some of the respondents are analytical and have strong

mathematical or scientific abilities. Investigative personality types are associated with

analytical or intellectual activities aimed at the documentation of new knowledge and

understanding solutions of common problems (Kemboi, Kindiki, & Misigo, 2016). They

like to experiment, think, observe, and solve problems. The investigative work

environment appeals to people who are abstract thinkers who prefer to work with their

minds rather than their hands.

The statement identified with the highest pooled mean, "I enjoy trying to figure

out how things work," has a score of 3.12, followed by "I like to analyze things," which

has a mean of 3.03. The statement, "I like to do experiments," has a mean of 2.92, while

the statement, "I enjoy science," has a mean of 2.75. Lastly, the statement, "I like

working with numbers or charts," had the lowest mean of 2.49

 49

Artistic

In terms of the artistic category, the computed pooled mean was 2.83, described

as “agree.” The survey results revealed that 22 out of 145 respondents which equates to

15.17% in total prefer the artistic field of career interest. This personality type is

associated with the absorption and preference to the world of creativity and

innovativeness. Artistic individuals are original, intuitive, and imaginative and enjoy

creative activities. They are generally impulsive and emotional and tend to communicate

in a very expressive and open manner. The respondents who fall into this category may

enjoy working in unstructured situations where they can use their creativity for this trait

is one of the manifestations of artistic career type.

The highest mean of 3.17 is observed in the statement, "I like to read about art

and music," followed by the statement, "I enjoy creative writing," which has a mean of

2.90. The statement, "I like to play an instrument or sing" has a mean of 2.78 preceding

the statement, "I like to draw" with a mean of 2.68. Lastly, the statement, "I like acting in

plays" had the lowest mean of 2.61.

Social

In the category of social career interests, the computed pooled mean was 3.06,

described as “agree.” Based on the data gathered, 17.24% of the respondents were

classified as having "social” career interests. Social types have a preference for activities

involving working with people to train or help them (Kemboi, Kindiki, & Misigo, 2016).

They are the ones who like to be with other people; they like to teach, understand, and
 50

help others. These result in competencies in areas such as teaching and counselling.

Social types of career interests are often good communicators who are skilled with words.

The statement with the highest mean is the statement, "I like helping people,"

which has a score of 3.23, followed by the statement "I like to work in teams," which has

a mean of 3.16, and the statement "I enjoy learning about other cultures," with a score of

3.12. The statement "I like to teach or train people” had a mean of 2.92, and finally, the

last statement with the lowest mean of 2.88 is the statement, "I like to get into a

discussion about issues."

Enterprising

In terms of the entrepreneurial category, the computed pooled mean was 3.06,

described as “agree.” 5.52% of the respondents were categorized under "enterprising”

career interest after a thorough analysis of the survey responses.

Enterprising types are often attracted to pursuits that require influencing others.

These behaviors result in the development of competencies in leadership and

entrepreneurship (Kemboi, Kindiki, & Misigo, 2016). These are the people who like to

influence or lead other people. They also like to manage, persuade, and sell things and

enjoy competitive, money-making environments. Enterprising people are assertive and

outgoing, so they match up with entrepreneurial or business-like environments that tend

to be highly competitive and profit-oriented. Enterprising personalities like to be in

control and can often be found in leadership roles.

Enterprising had the lowest mean in all categories of RIASEC, but in this

category, the statement "I would like to have a business" got the highest mean of 3.03,
 51

followed by the statement "I like to try to influence or persuade people" with a mean of

2.90, and the statement "I like organizing and leading others" with a mean of 2.74.

Meanwhile, the statement with the second to the lowest mean, "I like to give speeches or

talks" has a score of 2.71, and lastly, the statement "I like selling things" had a mean of

2.46.

Conventional

Conventional is the last category in RIASEC. The computed pooled mean was

3.06, described as “agree.” and this field of career interest is preferred by only 19 out of

145 respondents or 13.10% of the total sample.

People who fall under this category prefer to be organized, have systematic

activities, and have an aversion to ambiguity. Conventional individuals are efficient,

careful, conforming, and conscientious. These people are very detail-oriented and like to

work with data. Conventional types view themselves as responsible, orderly, and

efficient, possessing clerical, organizational, and numerical abilities, and may also see

themselves as unimaginative or lacking in creativity.

The statement, "I like to follow defined procedures," has the highest mean of 3.08

as shown in the table, followed by the statement, "I like to carry out tasks in detail,"

which has a mean of 3.03. The statement, "I would like to work in an office," has a mean

of 2.94, while the statement, "I like to work with data and records in an orderly manner,"

has a mean of 2.88. Lastly, the statement, "I like to do filling or typing" had the lowest

mean of 2.78 in this category.

 52

Relationship Between the Respondents' Socio-Demographic Characteristics and

Career Interests

The respondents’ socio-demographic characteristics which included, age, sex, and

monthly income of parents, and their career interest were analyzed using the Pearson

Product Moment Coefficient of Correlation and Spearman Rank. The results of the

analysis are shown in Table 5.

The respondents’ sex was found highly significant to the respondents’ career

interest in terms of the investigative category of Holland’s occupational personality type

with a value of r = -0.337. Moreover, respondents’ sex was also significantly related to

the respondents’ career interest in terms of realistic category (r = -0.174).

Table 5. Relationship Between the Respondents' Socio-Demographic Characteristics

and Career Interests
Realistic Investigative Artistic
r p-value r p-value r p-value
Age 0 0.998 0.143 0.087 0.101 0.226
Sex - 0.036 - < 0.001 -0.047 0.577
0.174* 0.337**
Parents’ Monthly Income 0.046 0.579 0.1 0.233 0.079 0.348

Social Enterprising Conventional

r p-value r p-value r p-value
Age 0.021 0.806 -0.035 0.678 -0.006 0.944
Sex -0.114 0.171 -0.092 0.271 -0.127 0.129
Parents’ Monthly Income 0.087 0.295 0.072 0.392 -0.064 0.445

Legend
** - Highly significant (p ≤ 0.01)
* - Significant (p < 0.05)
ns - Not Significant (p > 0.05)
 53

The results show that the socio-demographic characteristics were significantly

related to their career interest in terms of sex. It was shown that male respondents’ career

interests are more realistic and investigative than female respondents. This implies that

socio-demographic characteristics have something to do with the respondents' career

interests in terms of sex, and that males prefer more investigative and realistic career

interests than females.

The study of Martincin and Stead (2014) as cited in Akpochafo (2021) revealed

that age did not affect decision-making difficulties. This implies that age does not make

any difference in the difficulties encountered by students in career decision making

(Akpochafo, 2021). Moreover, according to Fernandez, et al. (2016) as cited in Gomez, et

al. (2021), gender is another standard variable used in the analysis of educational career

guidance. In general, men tend to opt for technological and experimental areas of

knowledge, whereas women are more likely to choose social and legal sciences, health

sciences, and humanities. In line with the study of Famolu (2020), revealing that there

were no significant differences in the influence of parents’ socio-economic status on

career choice of undergraduates based on parents’ educational background, parents’

occupation, and age, this study also attained the same finding. Ultimately, the socio-

demographic characteristics of the respondents does not entirely affect their career

interests proven by this and previous related studies. However, it doesn’t necessarily

mean that it would not have an influence at all such as the variable sex.

With regards to the hypothesis stating that there is no significant relationship

between the respondents’ socio-demographic characteristics and career interests, the

hypothesis was rejected in terms of sex.

 54

Relationship Between the Respondents' Personality Type and Career Interests

Table 6 shows the relationship between the respondents’ personality types and

career interests. This was tested using Pearson Product Moment coefficient of correlation.

Table 6. Relationship Between the Respondents' Personality Type and

Career Interests
Realistic Investigative Artistic
r p-value r p-value r p-value
Sensing -0.039 0.638 0.031 0.714 -0.145 0.082
Intuiting -0.057 0.493 -0.031 0.714 -0.056 0.5
Table 6 continued…
Thinking 0.068 0.418 0.128 0.125 0.025 0.767
Feeling 0.068 0.417 0.052 0.534 -0.103 0.218

Social Enterprising Conventional

r p-value r p-value r p-value
Sensing 0.06 0.47 -0.109 0.192 -0.054 0.518
Intuiting -0.034 0.681 -0.116 0.166 -0.105 0.21
Thinking 0.15 0.072 -0.01 0.901 0.082 0.328
Feeling 0.183* 0.027 0.102 0.224 0.111 0.182

Legend
** - Highly significant (p ≤ 0.01)
* - Significant (p < 0.05)
ns - Not Significant (p > 0.05)

The table shows that there is a significant relationship between the respondents’

personality types and career interests in terms of social category, with a Pearson-r value

of 0.183. This implies that the respondents with a feeling personality type are the types

most likely to prefer and choose the field of social career interest.
 55

Based on the study’s findings, there is a significant relationship between

personality types and career choices among undergraduate students (Kemboi et al., 2016).

Their study concluded that personality is related to career choice. The study of Kemboi et

al. (2016) analyzed five sample degree programs wherein two main career choices were

established, social and investigative. In comparison, this study also found a significant

relationship between personality type and career interest, but only in terms of the feeling

personality type and social career interest. The aforementioned study found a strong

association between students' personality types and career choice, which in itself is

consistent with the findings of this study.

Thus, the hypothesis stating that there is no significant relationship between the

respondents’ personality types and career interests is rejected only in terms of social

category of career interest.

Relationship Between the Respondents' Academic Performance and Career

Interests

Table 7 presents the tabulated data that shows the relationship between the

respondents’ academic performance and career interests, or the lack thereof. This part

also includes the discussion of the results to determine if there is a correlation between

the academic performance and career interests of NEHS Senior High School students.

Table 7. Relationship Between the Respondents' Academic Performance and

Career Interests
Realistic Investigative Artistic
r p-value r p-value r p-value
 56

Academic Performance -0.001 0.988 0.073 0.384 -0.059 0.477

Social Enterprising Conventional

r p-value r p-value r p-value
Academic Performance 0.085 0.307 0.016 0.849 -0.023 0.783

Legend
** - Highly significant (p ≤ 0.01)
* - Significant (p < 0.05)
ns - Not Significant (p > 0.05)

The results show that there is no significant relationship between the respondents’

academic performance and career interest. Thus, the academic performance of the

respondents has nothing to do with their preferences regarding work activities and

environments. This implies that the respondents' academic performance, whether great or

low, has no relation on their career interests.

According to Jones and Taylor (2016), there is a lack of consistent evidence for a

relationship between the two and that there may be other factors, such as personality and

self-concept, that play a larger role in academic performance. This was founded by the

authors in their literature review that looks at the relationship between career interest and

academic performance from a developmental perspective. Additionally, the study of

Zaini, Rami, Arsad, et al. (2021) also found that there is no direct relationship between

academic performance and career decision-making. Regardless of the respondents’ career

interest, whether it be realistic, investigative, artistic, social, enterprising, or

conventional, academic performance proved to have no bearing in the category of field

that the students prefer in this study.

 57

Therefore, the hypothesis stating that there is no significant relationship between

the respondents’ academic performance and career interest was failed to be rejected.

Gender Differences in Personality Types, Academic Performance, and Career

Interests

The table presented below shows the gender differences in terms of personality

types, academic performance, and career interests of the respondents.

Table 8. Gender Differences in Personality Types, Academic Performance, and

Career Interests
Personality Type Sex Mean stdev r p-value
Sensing Femal 3.30 0.71
e -0.033 0.689
Male 3.34 0.72
Intuituing Femal 3.14 0.78
e -0.055 0.508
Male 3.22 0.75
Thinking Femal 3.26 0.71
e 0.005 0.953
Male 3.26 0.82
Feeling Femal 3.66 0.87
e 0.051 0.546
Male 3.56 0.92

Academic Performance Sex Mean stdev r p-value

English Femal 3.54 0.79
e 0.092 0.269
Male 3.39 0.89
Filipino Femal 3.55 0.77
e 0.121 0.147
Male 3.35 0.87
Math Femal 3.27 0.88
e 0.08 0.342
Male 3.13 0.80
Science Femal 3.57 0.70
e 0.203* 0.014
Male 3.23 0.95
 58

Career Interests Sex Mean stdev r p-value

Realistic Femal 2.93 0.75
e -0.174* 0.036
Male 3.18 0.61
Investigative Femal 2.68 0.65
e -0.337** < 0.001
Male 3.11 0.55
Artistic Femal 2.80 0.65
e -0.047 0.577
Male 2.86 0.59
Social Femal 2.99 0.72
e -0.114 0.171
Male 3.15 0.64
Enterprising Femal 2.72 0.70
e -0.092 0.271
Male 2.84 0.60
Conventional Femal 2.87 0.71
e -0.127 0.129
Male 3.04 0.60

Legend
** - Highly significant (p ≤ 0.01)
* - Significant (p < 0.05)
ns - Not Significant (p > 0.05)

There is no significant difference between male and female respondents'

personality type in all four (4) categories of Jungian Cognitive Function namely sensing,

intuiting, thinking and feeling. Additionally, there are no significant differences observed

in male and female respondents' academic performance except in Science. For career

interest, there are significant differences, only in the category of realistic and

investigative.

According to Ehrtmann, Wolter, and Hannover (2019), when investigating

interests as a precursor of vocational decisions, gender differences have to be taken into

 59

account. Studies conducted across the world among the students studying in different

levels also found a significant gender difference in academic performance. Several

studies have reported that female students outperform their male counterparts (Orabi,

2007; Dayioglu & Turut, 2007; Khwaileh & Zaza, 2010). Ghazvini & Khajehpour (2011)

further argued that even gender differences exist at the level of cognitive functioning in

the academic environment. Gender differences in career interests are also strong, with

women often expressing greater interest in working with “people” (social and artistic)

and men often expressing greater interest in working with “things” (realistic and

investigative; Su, Rounds, & Armstrong, 2009).

Gender Differences in Personality Type

Furnham & Treglown (2021) stated that significant differences between genders

were noted for all six traits of HPTI or High Potential Trait Indicator, with males scoring

higher on Conscientiousness, Adjustment, Risk Approach, Ambiguity Acceptance, and

Competitiveness, whereas female participants scored higher on Curiosity. Whereas, the

study of Weisberg, DeYoung, & Hirsh (2011), gender differences were found in all of the

ten (10) aspects of the Big Five Personality Traits with the exception of Industriousness.

Women scored higher than men on Enthusiasm, Compassion, Politeness, Orderliness,

Volatility, Withdrawal, and Openness. Men scored higher than women on Assertiveness

and Intellect. This indicates that the two aspects of Extraversion (Enthusiasm and

Assertiveness) and the two aspects of Openness/Intellect display gender differences in

opposite directions. In contrast with both of these studies that used different assessments

to determine the respondents’ personality types, this study employing the Cognitive

Assessment as research instrument based on Carl Jung’s Theory, the findings revealed
 60

that there is no significant difference between male and female respondents’ personality

types.

Gender Differences in Academic Performance

The Pearson-r value obtained in the science subject is 0.203 indicating that there

is a significant difference between male and female respondents’ academic performance

in the said subject. Furthermore, the female respondents had a mean of 3.57 while the

male respondents had a score of 3.23. This implies that females are academically superior

among NEHS Senior High School students when it comes to the science subject, agreeing

to the cited study prior to this part. It can be said that females are a bit ahead in this

subject, outperforming males academically as suggested by the small gap in the

computed pooled mean.

Gender Differences in Career Interest

In terms of career interest, there is a highly significant and significant difference

in male and female respondents’ career interest in terms of investigative and realistic

categories respectively. The investigative category had a score of -0.337 Pearson-r value

suggesting that there is a highly significant difference, while the realistic category had -

0.174 which indicates a significant difference. Female respondents got 2.93 computed

pooled mean, whereas the male respondents got 3.18 in the realistic category. The male

respondents computed mean score is 3.11 while 2.68 for females in the investigative

category. Hence, this means that the male respondents prefer realistic and investigative

field career interest more than females.

 61

Moreover, the computed mean of the female respondents’ career interest was the

highest in social category and followed by realistic. This finding is consistent with the

study of Kuhn & Walter (2022), wherein they were able to document that female

apprentices tend to choose occupations that are oriented towards working with people,

while male apprentices tend to favor occupations that involve working with things.

Referring to the table above (Table 8), the female respondents had a higher mean in the

feeling personality type than male respondents which was found to have significant

relationship to social career interest in this study. In addition, it was also indicated in the

table that the male respondents had the highest mean score in the realistic career interest

category which is described as the type that prefers to work with things rather than ideas

and people and generally like to "learn by doing" in a practical, task-oriented setting.

Thus, there is indeed a significant gender differences with regard to personality type,

academic performance, and career interests, supported by various related literature and

studies and the findings of this study as well.

In conclusion, the hypothesis stating that there is no significant difference

between male and female respondents' personality types, academic performance, and

career interests is rejected in terms of academic performance and career interests,

whereas failed to be rejected in personality types.

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This section contains the summary, conclusions, and recommendations that were

formulated based on the findings of the study.

 62

Summary

This study determined the personality type and academic performance and their

relationship to their career interest among the students of Nueva Ecija Senior High

School during the school year 2022-2023.

The study was conducted in Nueva Ecija Senior High School during the first

semester of School Year 2022-2023. A total of 145 Grade 11 and Grade 12 students from

NEHS Senior High School served as the respondents of the study.

The independent variables in this study includes the respondents’ socio-

demographic characteristics such as age, sex, and monthly income of parents; personality

type in terms of Jungian Functions (Sensing, Intuitive, Thinking and Feeling); and the

respondents’ academic performance. The dependent variable was the career interest of

the respondents during the school year 2022-2023.

This study used a questionnaire-checklist as its main instrument. Part I dealt with

the respondents’ socio-demographic characteristics, such as age, sex, and monthly

income of parents. Part II of the instrument was the Cognitive Assessment of Dario Nardi

which was based on Carl Jung’s Theory of Cognitive Functions to determine the

personality type of the respondents. The respondents’ overall averages for English,

Filipino, Science and Math were covered in Part III of the survey. Their career interests

were assessed in Part IV of the questionnaire using the categories of Holland’s Theory of

Career Personality Type in terms of realistic, investigative, social, entrepreneurial, and

conventional (RIASEC).
 63

The data gathered from the 145 respondents were thoroughly analyzed and

interpreted with the use of descriptive and inferential statistics. Descriptive statistics such

as frequency counts, percentages, means, range, and standard deviation were employed to

determine the first four objectives of the study which are as follows: describe the socio-

demographic characteristics of the respondents, personality types, academic performance,

and finally career interests. On the other hand, for the remaining half of the objectives,

Pearson-Product Moment Correlation Coefficient and Spearman Ranking were utilized to

determine the relationship between the respondents’ socio-demographic characteristics,

personality types, academic performance, and career interests. A T-test was also used to

determine the significant difference between the male and female responses.

The following were the key findings of the study:

Socio-Demographic Characteristics of the Respondents

The respondent's age ranged from 15 to 24 with a mean age of 17.45 and a

standard deviation of 1.01. Female respondents made up 57.42% of the study, while male

respondents composed the 42.76%. The results showed an average monthly income of

Php 24, 918.9 with a standard deviation of Php 17,937.19, ranging from Php 1,500 to Php

100,000.

Personality Type of the Respondents

The overall mean for the respondents' personality types was 3.34, which was

labeled as "moderately agree." With a pooled mean of 3.61, feeling had the highest mean

and was described as “agree”. Sensing came next, with a pooled mean of 3.32. Intuiting

received the lowest pooled mean of 3.18, which is also described as "moderately agree.”
 64

Academic Performance of the Respondents

The respondents' overall mean grades during the previous school year in four (4)

core subjects was 89.40%, with a standard deviation of 4.62, ranging between 75% and

97.25%. English had a mean score of 89.90% which makes it the highest computed

result, and then followed by science with a mean of 89.86%. Lastly, with a mean score of

88.12%, Math was the lowest academic performance of the respondents.

Career Interest of the Respondents

The respondents' overall mean for career interest in terms of RIASEC (realistic,

investigative, artistic, social, enterprising, and conventional) was 2.92, with "agree" being

the verbal description. The pooled mean for the social category is 3.06, which is

classified as "agree", that makes it as the highest results. Realistic category came in

second with a pooled mean of 3.04, which is also described as "agree." A pooled mean of

2.77 and a verbal description of "agree" gave enterprising the lowest score.

Relationship between Respondents’ Socio-Demographic Characteristics and

Career Interest
The respondents' sex was found highly significant to the respondents' career

interest in terms of the investigative category (r = -0.337) and the realistic category (r = -

0.174).

Relationship between the Respondents’ Personality Type and their Career Interest

Result revealed that personality type has a significant relationship with career

interest in terms of social category on feeling personality type, with a Pearson-r value of

0.183.
 65

Relationship between the Respondents’ Academic Performance and

Career Interest
The results show that the respondents' academic performance had no significant

relationship with their career interest.

Gender Differences in Personality Types, Academic Performance, and

Career Interests
The results showed that there is no significant difference in personality type

between male and female respondents. Additionally, academic performance does not

have a significant difference between genders except in Science. Results for career

interest indicate a significant difference, but only in the realistic and investigative

categories.

Conclusion

1. Majority of the respondents were below 18 years old. The study also recorded a

higher number of females compared to males. Majority of the respondents'

parents had a monthly income that fell within the middle range, with a relatively

large spread of income overall.

2. The respondents’ personality type based on Jungian function of psychological

type in terms of Sensing, Intuiting, Thinking, and Feeling had a verbal description

of "moderately agree."

3. The respondents’ overall mean in terms of their grade point average during the

previous school year in four (4) core subjects was classified as “very

satisfactory,” with a wide distribution of the respondents’ grades.

 66

4. The career interest of the respondents in terms of Holland’s personality theory of

career choice (RIASEC) resulted under the category “agree.”

5. The respondents’ socio-demographic characteristics were significantly related to

their career interest in terms of sex. The results revealed a negative correlation

between sex and career interest in the categories realistic and investigative,

suggesting that male respondents prefer more investigative and realistic career

interests than females.

6. The personality type was found to have a significant relationship with career

interest in terms of social category. The results show that there is a positive

correlation between the feeling personality type and social career interest, which

means, females with feeling personality type are more inclined to prefer social

career interest than males.

7. The respondents’ academic performance and career interest was found to have no

significant relationship.

8. There is no significant difference in the personality types of male and female

respondents. The only subject where there was a significant gender difference in

academic achievement is science. The career interests of the respondents were

found to have a significant difference in terms of realistic and social category.

Recommendations

The following recommendations were made in light of the findings and conclusions:
 67

1. The study revealed that the Intuiting personality type had the lowest frequency of

respondents among the other three; hence, the school must nurture students to be

more open to exploring a breadth of ideas, values, and possibilities rather than

restricting their minds to straight academics only, which is the key trait of an

intuitive personality.

2. Teachers must refine their strategies and try new practices that will help students

learn better, considering that math had the lowest mean average of the four core

subjects, although remaining in the "very satisfactory" category.

3. The study has found that the young generation has the least interest in the

entrepreneurial field; thus, inducing a recommendation to expose students to more

business-related learning opportunities, pique their interest in developing

entrepreneurial skills, and seek innovative approaches to enhance the students'

enterprising personality.

4. Students must be educated that their biological attributes should not be allowed to

define and dictate their planned professional route or perceived career path.

Teachers should support and encourage students to be comfortable with pursuing

any from a diverse range of career options rather than just one that the society has

shaped them to believe they are most suited for.

5. As per the survey responses, the majority of respondents typically selected the

middle option, which corresponds to uncertain or doubtful answers on both the

personality type and career interest questionnaire. This indicates that many

students, the majority of whom are expected to graduate this academic year, are

still unsure about themselves, especially their future occupations. With this,
 68

educators—including those outside of school, such as parents, relatives, trusted

individuals, and so forth—must help to guide students from a hazy to a clearer

path.

6. The Department of Education should work on improving the career guidance

program integrated into the curriculum and develop a more-efficient-than-the-

existing plan for refining the counseling services they provide to assist students in

choosing the best career path for them and reduce the rate of undecided students

graduating and eventually entering college, still with uncertain minds. This will

enable students to explore and plan for future professional endeavors, as well as

making informed decisions that may be based on their personality types, academic

performance, or career interest to improve career preparation and management. 

7. The government, particularly the labor and employment department, should draw

lessons from the study's findings and recognize the extreme importance and

relevance of students' personality types, academic performance, and career

interests to the nation's future economy, so they are able to devise a strategy,

programs, and projects that help the Filipino people steer away from being a third-

world country.

8. Related studies on this field, much rather with a larger sample size, should be

undertaken to validate the findings and help establish the reliability of the present

study.
 69

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