PERCEPTION OF THE GRADE 10 STUDENTS, ON THE BILIRAN

PROVINCE STATE UNIVERSITY LABORATORY HIGH SCHOOL CAREER

DEVELOPMENT PROGRAM, S.Y.2021-2022
________________________________

A Qualitative Research
Presented to the
School of Teacher Education
Biliran Province State University
Naval, Biliran

_________________________

Requirement for Practical

Research 1

_________________________

VERA BRIELS ESPUERTA

PRINCESS ANN O. LIGOYLIGOY
KESHA MARIE P. CONSOLACION
WENDIE JEAN R. ROLDAN
JAPHET A. CASAS

May,2023
 CHAPTER I

INTRODUCTION

Nature and Importance of the Study

The study is all about the Perception of the Grade 10 students, on the

Biliran Province State University Laboratory High School Career Development

Program, S.Y.2021-2022. This research uses the comprehensive career

needs interview to assess the career counselling needs of 15 junior high

students in Biliran Province State University Laboratory High School. This

study examines junior high school student’s responses regarding their

perceptions of (a) the relevance of career planning, (b) how they would

approach for help with career planning process.

Since, results indicate career planning is important to junior high

students; they are most likely to rely on parents and friends rather than

teachers or counsellors for help with career planning; and they would like to

help with career decision-making, obtaining relevant information and supports,

and choosing appropriate courses. Implications for teachers, school

counsellors, parents, and community services are discussed. Career planning

generally becomes important during adolescence, when individuals typically

begin to explore their abilities, values, interests, and opportunities for career

exploration.

The objectives of this article is to examine the factors that affects the

career development program of high school students, with a particular

emphasis on Grade 10 students. One of the tasks of high school students is to

explore and plan for their senior high school career options.

According to Super’s (1990) developmental theory of career

development, high school students are at the exploration stage of career

development, which involves crystallizing and specifying their occupational

preferences, while also making preliminary decisions about their career

choice.

To assist student’s career development, the national standards of the

American School Counsellor Association (ASCA, 1997) thus requires that

students have competence in career decision-making. School counsellors

play a vital role in facilitating student’s career development in K-12 settings,

particularly at the high school level, because high school students are more

actively engaged in planning and implementing their postsecondary career

options. To better accomplish the mission of helping students achieve their

educational and career goals in today’s social, economic, and cultural context,

school counsellors need to be adequately informed about what factors

influence high school student’s career choices and what approaches would

best facilitate their career decision-making process. One comprehensive and

dynamic career theory that incorporates many aspects of career development

is the Social Cognitive Theory (SCCT; Lent, Brown, & Hackett, 1994). The

SCCT was derived from Bandura’s (1997, 1986, 1997) Social Cognitive

Theory, which stressed the importance of self-efficacy in one’s choice of

behavior.
 According to Bandura (1986), individuals choose to engage in or avoid

a specific task based on their self-judgment of their competency in

accomplishing the task. Therefore, self-efficacy is a task or domain-specific

confidence. Bandura also stated the four factors influence one’s self-efficacy:

verbal persuasion, vicarious learning, task performance, and physiological

arousal. Among the four, task performance actual trial of the task is the most

powerful influencing factor. The SCCT (Lent et al., 1994) proposes that career

choice behavior is shaped by outcome expectancies, career interests, and

career self-efficacy, and that career self-efficacy plays a meditating role

between one’s background and interests and one’s outcome expectancies.

The gap of this study is ’’Knowledge void’’, since an existing literature is

mute about specific issue, that becomes a knowledge void that needs to be

covered. Lack of understanding among Grade 10 students about career

development programs. This study aimed to investigate high school student’s

career development processes by applying SCCT model to examine the

relationship among learning experience, gender career self-efficacy, outcome

expectation, vocational interests, and career aspirations.

The study found that the career development program had a positive

effect on students career decision-making self-efficacy, career explorations,

and career planning.

This research paper will help in determining the perception of career

choice in Grade 10 students on the Biliran Province State University

Laboratory High School of Biliran Province State University in Naval. The

results of the study served as the basis in the construction of Career

Development Program for Laboratory High School Students.

Objectives

The study aims to know about the perspectives of Grade 10 students at

Biliran Province State University Laboratory High School on the career

development program, S.Y.2021-2022, for them to be able to choose the track

to apply for in Senior High School.

Specifically, it aims to:

1. Investigate career development programs’ impact on job readiness.

2. Career development programs provide students with career readiness

opportunities.

Theoretical Framework

It is John Holland’s view that career choice and career adjustment

represent an extension of a person’s personality. People express themselves,
their interests and values, through their work choices and experience. In his
theory, Holland assumes that people’s impressions and generalizations about
work, which he refers to as stereotypes, are generally accurate. By studying
and refining these stereotypes, Holland assigns both people and work
environments to specific categories. John Holland (1966, 1973, 1992, 1997)
has published five books that explain his typological theory. Each book
represents an update and a further-refined version of earlier work in the
development of his theory. The -August 1999 issue of the book – The Journal
of Vocational Behavior – contains 12 articles which describe John Holland’s
40-year contribution to career development theory. Two psychological
inventories were important in the development of his theory: the Vocational
Preference Inventory (Holland, 1985) and the Self-Directed Search (Holland,
1994). These instruments, in different ways, measure self-perceived
competencies and interests, which are an assessment of an individual’s
personality. Holland recognizes that his theory can account for only a portion of
the variables that underlie career selection. He is clear in stating that, his
theoretical model can be affected by age, gender, social class, intelligence,
and education. With that understood, he goes on to specify how the individual
and the environment interact with each other through the development of six
personality types namely; Realistic, Investigative, Artistic, Social, Enterprising,
and Conventional. Both individuals and environments consist of a combination
of types.

According to Holland, people fall into either one of the six categories
where they can fit best with their environment to best use their abilities, values,
attitudes and skills. He explained his theory by using a hexagon model to help
define these categories. A person would be more inclined towards any three
sections which can help when making career choices. Holland (1992, 1997)
describes the concept of social, environmental and biological factors affecting
people’s preferences for particular activities. These preferred activities soon
become interests which develop into competencies. Holland himself has
revised his theory and there have been many psychometric assessment tools
developed on the basis of Holland’s theory. One example of such tools is the
Self-Directed Search (SDS) which evaluates the six personality types defined
by Holland. These types in the hexagonal model are then matched with
suitable professions considering the possible relationships between and within
the individual and the environment. Types that are next to each other on the
model have more in common than the ones that are opposite. People whose
profile suggests their types are opposite would find difficulty finding
jobs/professions that cover all aspects of their personality. The focal point of
Holland’s findings is that people who have similar personalities would avail
similar employment opportunities.

According to RIASEC theory, if a person and an environment have the

same or similar codes, e.g., Investigative person in an Investigative
environment, then the person will likely be satisfied and persist in that
environment. This satisfaction will result from individuals being able to express
their personality in an environment that is supportive and includes other
persons who have the same or similar personality traits. It should be noted that
neither people nor environments are exclusively one type but rather
combinations of all six types. Their dominant type is an approximation of an
ideal, modal type. The profile of the six types can be described in terms of the
degree of differentiation (flat or uneven profile), consistency (level of similarity
of interests or characteristics on the RIASEC hexagon for the first two letters of
a three-letter Holland code), or identity (stability characteristics of the type).
Each of these factors moderates predictions about the behavior related to the
congruence level between a person and an environment. Persons and
environments are typically described proportionally in terms of the most highly
weighted three of the six Holland types, e.g., Lawyer, ESI; Accounting, CEI.
 CHAPTER II

METHODOLOGY

This research will utilize a qualitative phenomenology study approach to

investigate the experiences and perspectives on the career planning needs of

Grade 10 students in choosing a career choice for senior high school strand of

their preference course. The research study will be conducted among the

students at Biliran Province State University with the use of purposive sampling

method since it will only be focusing on currently Grade 10 students that attend

the Career Development Program. Meanwhile, Narrative Data Analysis will be

utilized to examine the gathered data from the sample population.

Research Design and Sampling

The primary methodology utilized in this study is qualitative

phenomenology study research, which allows the researcher to dig deeper

into a particular context while also allowing the researcher to choose a

specific geographic area or a small group of individuals as study subjects.

Case study methodology, according to Stake (1995), is a method of

inquiry in which the researcher studies a program, event, activity, process, or

one or more individuals in depth. Researchers gather accurate information

using a number of data collection methods over a significant period of time,

and cases are bounded by time and operation. The phenomenon under
investigation in this study is senior citizens' perceptions of Covid-19 and their

decisions to get vaccinated. Adults aged 60 and over from a small locale in

the municipality of Almeria, Biliran, were the subjects of the current research.

Over a significant period of time, case study researchers gather accurate

information using a range of data collection procedures. The data for this

study will be gathered through in-depth interviews. Face-to-face interviews will

be conducted in accordance with the health guidelines.

Research Design is the framework of research methods and techniques chosen

by a researcher to conduct a study.

The most common designs for Qualitative Research are Phenomenological,

Ethnographic, Case Study, Historical Studies, Grounded Research, Action
Research, and Narrative Design. BUT do not limit yourself if you find a
qualitative design that would best fit your study.

SAMPLING
When you conduct research about a group of people, it’s rarely possible to
collect data from every person in that group. Instead, you select a sample. The
sample is the group of individuals who will actually participate in the research.

To draw valid conclusions from your results, you have to carefully decide how
you will select a sample that is representative of the group as a whole. This is
called a sampling method. There are two primary types of sampling methods
that you can use in your research:

Probability sampling involves random selection, allowing you to make strong

statistical inferences about the whole group.

Non-probability sampling involves non-random selection based on convenience

or other criteria, allowing you to easily collect data.

You should clearly explain how you selected your sample in the methodology
section of your paper or thesis, as well as how you approached minimizing
research bias in your work.
In qualitative research, there are various sampling techniques that you can use
when recruiting participants. The two most popular sampling techniques are
purposeful and convenience sampling because they align the best across
nearly all qualitative research designs.

Purposeful Sampling: Also known as purposive and selective sampling,

purposeful sampling is a sampling technique that qualitative researchers use
to recruit participants who can provide in-depth and detailed information about
the phenomenon under investigation. It is highly subjective and determined by
the qualitative researcher generating the qualifying criteria each participant
must meet to be considered for the research study. An example of this would
be a student who seeks to look at current nurses’ perceptions of leadership
styles within a specific hospital setting. This one sentence description alone
can already generate two selection criteria: (a) must be an active nurse and (b)
must work at a specific hospital setting. Additional criteria such as number of
years in the field or level of nursing education will ensure participants have a
similar foundation.

Convenience Sampling: This is a sampling technique that qualitative

researchers use to recruit participants who are easily accessible and
convenient to the researchers. Oftentimes this may include utilizing
geographic location and resources that make participant recruitment
convenient. An example of this would be a teacher who wanted to examine the
perceptions of teachers about a policy change and decided to utilize a school
within the district he or she worked in to recruit participants. Another example
would be a professional who is a member of a professional organization and
wanted to recruit participants through contact information available to
members of that organization. Both examples would be convenient to each
researcher but would also require obtaining permissions to recruit participants
(from the district and professional organization respectively).

Snowball sampling is a recruitment technique in which research participants are

asked to assist researchers in identifying other potential subjects.

Quota sampling is defined as a non-probability sampling method in which

researchers create a sample involving individuals that represent a population.
Researchers choose these individuals according to specific traits or qualities.
They decide and create quotas so that the market research samples can be
useful in collecting data. These samples can be generalized to the entire
population. The final subset will be decided only according to the interviewer’s
or researcher’s knowledge of the population.

For example, a cigarette company wants to find out what age group prefers
what brand of cigarettes in a particular city. They apply survey quota on the
age groups of 21-30, 31-40, 41-50, and 51+. From this information, the
researcher gauges the smoking trend among the population of the city.
How to know the number of Particpants?
It’s often a good idea (for qualitative research methods like interviews and
usability tests) to start with 5 participants and then scale up by a further 5
based on how complicated the subject matter is. You may also find it helpful to
add additional participants if you’re new to user research or you’re working in
a new area.

What you’re actually looking for here is what’s known as saturation.

Saturation is when you’ve reached the point where adding further participants
doesn’t give you any further insights. It’s true that you may still pick up on the
occasional interesting detail, but all of your big revelations and learnings have
come and gone. A good measure is to sit down after each session with a
participant and analyze the number of new insights you’ve noted down.

Interestingly, in a paper titled How Many Interviews Are Enough?, authors Greg
Guest, Arwen Bunce and Laura Johnson noted that saturation usually occurs
with around 12 participants in homogeneous groups (meaning people in the
same role at an organization, for example). However, carrying out ethnographic
research on a larger domain with a diverse set of participants will almost
certainly require a larger sample.

Data Collection Procedures

Before conducting the interview with the research participants, the

researcher will initiate this study with a permit from the administrators of the

Biliran Province State University.

The researcher shall retrieve the letter of request and begin a thorough

interview with the participants in the study while following the health guidelines

upon acceptance of the request. In order to ensure reliable case studies,

interviews should be performed attentively.

Interviewing was chosen as the primary data source for this analysis.

For this study, ten people who are aged 60 and above will be interviewed.

Participants will be interviewed between the third week of June 2021 and first

week of July 2021 for this study. All of the interviews will be conducted in the
participants' homes for comfort and to stick to the health guidelines. All

interviews will be held face to face and are estimated to last between 2 to 5

minutes.

The researcher will audio record the interviews with the participant's

permission to ensure correct transcription (Merriam; 1998). During each

interview, the interviewer will also take handwritten notes, which will enable

him or her to keep track of key points to refer to later in the interview or to

highlight ideas of particular interest or significance.

After the first interview, the transcription process will begin in the third

week of June 2021 and will be finished by the first week of July 2021. The

researcher will study each transcript when listening to the audiotapes to

ensure accuracy. Additionally, each interview subject will be given a copy of

the transcripts to review for accuracy.

(In this portion, you will describe the processes on how you collected the data:

from the Approval Letter to the Interview Questions)

Here is an example of an Approval/Request Letter:

https://docs.google.com/document/d/1b1yVdXyh8NW0uJaEHj2EpmhHL0cxs

QA2/edit?usp=share_link&ouid=110272866700898497924&rtpof=true&sd=tru

Structures of Interview Questions

A structured interview is a data collection method that relies on asking
questions in a set order to collect data on a topic. It is one of four types of
interviews.

In research, structured interviews are often quantitative in nature. They can

also be used in qualitative research if the questions are open-ended, but this
is less common.

An unstructured interview is a data collection method that relies on asking

participants questions to collect data on a topic. Also known as non-directive
interviewing, unstructured interviews do not have a set pattern and questions
are not arranged in advance.

In research, unstructured interviews are usually qualitative in nature, and can

be very helpful for social science or humanities research focusing on personal
experiences.

A semi-structured interview is a data collection method that relies on asking

questions within a predetermined thematic framework. However, the
questions are not set in order or in phrasing.

In research, semi-structured interviews are often qualitative in nature. They

are generally used as an exploratory tool in marketing, social science, survey
methodology, and other research fields.

Examples of Guide Questions:

GUIDE QUESTIONS

1. What are your major thoughts and sentiments now that you know there

are vaccines available for the Covid-19 virus?

2. How important are vaccines to you as an individual in ensuring the

safety of everyone in your community, particularly elderly citizens?

3. Are you concerned about any risks with the vaccines? What kind of

risks?
 4. Do you consider other activities (going to market, work, etc.) more

important than getting a vaccine? Why? Why not?

When crafting guide questions, make sure that it is validated by experts. Here
is an example of a validation sheet:

Here is an example of an Informed Consent:

https://docs.google.com/document/d/1ENemYDN2qH-
XQFbAl6e9JcgARChAIKhw/edit?usp=share_link&ouid=110272866700898497924&rt
pof=true&sd=true

Data Analysis

Data collection and interpretation are constantly linked in qualitative

research studies (Strauss & Corbin, 1994). As a result, after the first interview,
the researcher will begin to analyse data to begin discovering patterns and to

make subsequent data collection easier (Strauss & Corbin, 1998). During the

data analysis process, this research study will follow Creswell's (2009) six

steps, which, although defined in a linear order, Creswell described as "an

interactive practice."

Step 1: Prepare the data for review by organizing and preparing it (p.

185). The researcher will check the audio tapes from interviews and convert

them into word document transcripts during this process.

Step 2: Look through the data (p. 185). This move also corresponds to

Esterberg's advice to "get to know your records." The researcher will consider

the overall context to get a sense of the information and ideas shared by the

participants.

Step 3: Begin the coding process with a thorough review (p. 186). By

taking the text data and segmenting sentences into categories, the researcher

will follow Creswell's method for organizing the content into categories. The

researcher would then assign terms to certain categories based on the

participants' actual language.

Step 4: Make a description of the environment or people, as well as

categories for them, using the coding method. (see p. 189). This method will

be used by the researcher to create codes for the descriptions, which will

contribute to the generalization of a few categories or themes. The researcher

will then examine the emerging patterns and compile the different cases into a

general overview for this bounded case.

 Step 5: Plan ahead of time how the topics will be defined in the

qualitative narrative (p. 189). The researcher will transform the emergent

themes into narrative passages in this step, ensuring that the results follow

logically from the participants' responses.

Step 6: Interpret the data and find out what it means (p. 189). The

researcher would concentrate on what the participants were thinking, the

conclusions they reached, and their plans for future practice in order to

accurately express their impressions of their experiences.

(In this portion, you are going to describe the method that is being used to
analyze the data for the study)

Types of Qualitative Data Analysis

1. Content analysis

Content analysis is a research method that examines and quantifies the

presence of certain words, subjects, and concepts in text, image, video, or
audio messages. The method transforms qualitative input into quantitative
data to help you make reliable conclusions about what customers think of
your brand, and how you can improve their experience and opinion.

You can conduct content analysis manually or by using tools like Lexalytics to
reveal patterns in communications, uncover differences in individual or group
communication trends, and make connections between concepts.

Content analysis benefits and challenges

Content analysis has some significant advantages for small teams:

You don’t need to directly interact with participants to collect data

The process is easily replicable once standardized

You can automate the process or perform it manually

It doesn’t require high investments or sophisticated solutions

On the downside, content analysis has certain limitations:

When conducted manually, it can be incredibly time-consuming

The results are usually affected by subjective interpretation

Manual content analysis can be subject to human error

The process isn’t effective for complex textual analysis

2. Thematic analysis

Thematic analysis helps to identify, analyze, and interpret patterns in

qualitative data, and can be done with tools like Dovetail and Thematic.

While content analysis and thematic analysis seem similar, they're different in
concept:

Content analysis can be applied to both qualitative and quantitative data, and
focuses on identifying frequencies and recurring words and subjects.

Thematic analysis can only be applied to qualitative data, and focuses on

identifying patterns and ‘themes’.

Thematic analysis benefits and challenges

Some benefits of thematic analysis:

It’s one of the most accessible analysis forms, meaning you don’t have to train
your teams on it

Teams can easily draw important information from raw data

It’s an effective way to process large amounts of

data into digestible summaries

And some drawbacks of thematic analysis:

In a complex narrative, thematic analysis can't capture the true meaning of a

text

Thematic analysis doesn’t consider the context of the data being analyzed

Similar to content analysis, the method is subjective and might drive results
that don't necessarily align with reality
3. Narrative analysis
Narrative analysis is a method used to interpret research participants’ stories
—things like testimonials, case studies, interviews, and other text or visual
data—with tools like Delve and AI-powered ATLAS.ti.

Some formats narrative analysis doesn't work for are heavily-structured

interviews and written surveys, which don’t give participants as much
opportunity to tell their stories in their own words.

Narrative analysis benefits and challenges

Businesses turn to narrative analysis for a number of reasons:

The method provides you with a deep understanding of your customers'

actions—and the motivations behind them

It allows you to personalize customer experiences

It keeps customer profiles as wholes, instead of fragmenting them into

components that can be interpreted differently

However, this data analysis method also has drawbacks:

Narrative analysis cannot be automated

It requires a lot of time and manual effort to make conclusions on an individual

participant’s story

It’s not scalable

4. Grounded theory analysis

Grounded theory analysis is a method of conducting qualitative research to

develop theories by examining real-world data. The technique involves the
creation of hypotheses and theories through the collection and evaluation of
qualitative data, and can be performed with tools like MAXQDA and Delve.

Unlike other qualitative data analysis methods, this technique develops

theories from data, not the other way round.
Grounded theory analysis benefits and challenges

Here’s why teams turn to grounded theory analysis:

It explains events that can’t be explained with existing theories

The findings are tightly connected to data

The results are data-informed, and therefore represent the proven state of
things

It’s a useful method for researchers that know very little information on the topic

Some drawbacks of grounded theory are:

The process requires a lot of objectivity, creativity, and critical thinking from
researchers

Because theories are developed based on data instead of the other way
around, it's considered to be overly theoretical, and may not provide concise
answers to qualitative research questions

5. Discourse analysis

Discourse analysis is the act of researching the underlying meaning of

qualitative data. It involves the observation of texts, audio, and videos to study
the relationships between the information and its context.

In contrast to content analysis, the method focuses on the contextual meaning

of language: discourse analysis sheds light on what audiences think of a topic,
and why they feel the way they do about it.

Discourse analysis benefits and challenges

Discourse analysis has the following benefits:

It uncovers the motivation behind your customers’ or employees’ words, written

or spoken

It helps teams discover the meaning of customer data, competitors’ strategies,

and employee feedback
But it also has drawbacks:

Similarto most qualitative data analysis methods, discourse

analysis is subjective

The process is time-consuming and labor-intensive

It’s very broad in its approach

Here is an Exercise for Coding and Thematic Data Analysis:

https://docs.google.com/document/d/1-
mLJ4gUHMB_jzTPoBecJgLrQqSkwnau8/edit?usp=share_link&ouid=1102728
66700898497924&rtpof=true&sd=true

Ethical Consideration
When conducting the interview, the researcher will remind participants

of the study's intention, research procedures, anticipated benefits, their right to

withdraw from the study at any time, and confidentiality security as the first

step in the interview process. Participants will also be asked if they have any

concerns about the research study or the research process by the researcher.

The researcher will also share personal information in order to interact

effectively and gain their trust (Patton, 1980).

(This is the portion where you describe the Ethical Considerations that the
researches followed during the conduct of the study)
 LITERATURE CITED

Abend, Gabriel (2008). "The Meaning of Theory." Sociological Theory:

173–199.

Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An

introduction to theories and methods (4th ed.). New York, NY: Pearson

Education Group.

Bubar, K., Reinholt, K., Kissler, S., Lipsitch, M., Cobey, S., Grad, Y.,

Larremore, D. (2021). Model-informed COVID-19 vaccine prioritization

strategies by age and serostatus. Science, 2021;

Creswell, J. W. (2005). Qualitative research design: An interactive approach

(2nd ed.). Thousand Oaks, CA: Sage.

Crotty, M. (1998). The foundations of social research; Meaning and

perspective in the research process. London: Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2003). The landscape of qualitative research:

Theories and issues (2nd ed.). Thousand Oaks, CA: Sage.

(This is the portion of the Study where you list all the reference you’ve used in
the study using APA Format)
APPENDIX

(Appendix is the portion of the research where you attach relevant

documents during the study. This may include the guide questions,
approval letters, informed consent, transciption of the interview
responces, etc.)
 VERY IMPORTANT!!!
Basically, these are the parts of the proposal that should be submitted:

1. Title Page /

2. Chapter 1 – Introduction /

- Nature and Importance of the Study /

- Objectives /

- Theoretical Framework /

3. Chapter 2 – Methodology /

- Research Design and Sampling

- Data Collection Procedures

- Data Analysis

- Ethical Consideration

4. Literature Cited

5. Appendix