Arising Misconception: Career Guidance Program and Its Influence on the Track

Preference of Incoming Senior High School Students

A Quantitative Research

presented to the Senior High School Faculty

BASILAN NATIONAL HIGH SCHOOL

Eastside Barangay, Isabela City

In partial fulfillment of the requirements in

INQUIRIES, INVESTIGATION AND IMMERSION

Laja, Abdel Manik Sajiran, Rhadzmina

Francisco, Marrielle Daphne Santillan, Gina

Marcos, Jemarie Tandi, Dinaryza

Pioquinto, Avrille Caryll Vecino, Liezel Ferianne

Ramos, Jemalyn

Grade 12 - ABM Accountant

Fherizya Quiliban, PNT

Research Adviser
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TABLE OF CONTENTS

CHAPTER I - INTRODUCTION

Background of the Study -------------------------------------------------------------- 1

Statement of the Problem ------------------------------------------------------------- 3

Significance of the Study -------------------------------------------------------------- 4

Scope and Delimitation ---------------------------------------------------------------- 5

CHAPTER II - REVIEW OF RELATED LITERATURE

Review of Related Literature --------------------------------------------------------- 7

Conceptual Framework ---------------------------------------------------------------- 15

Research Hypothesis ------------------------------------------------------------------- 16

Definition of Terms ---------------------------------------------------------------------- 16

CHAPTER III - METHODOLOGY

Research Design ------------------------------------------------------------------------ 18

The Sample ------------------------------------------------------------------------------- 18

The Instruments ------------------------------------------------------------------------- 19

Data Collection Procedure ------------------------------------------------------------ 21

Plan for Data Analysis ----------------------------------------------------------------- 21

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Chapter 1

INTRODUCTION

Background of the Study

The implementation of K-12 Program had caused different feedbacks from every

Filipinos regarding of its different tracks. In entering Senior High School (SHS),

students will have to choose a strand that best suits their skills, abilities and

interest. Some students are still not sure on what strand they should take and as a

result, the strand that they took is not aligned with their passion. Because of this,

schools in Philippines had implemented the Career Guidance Program to ensure that

students will have a greater understanding on the different academic and non academic

tracks when they reach Senior High School. The Career Guidance Program will serve

as a platform for students to guide them and provide direction, provision, and ability of

students to have career readiness, able to plan, and make career decisions. Basilan

National High School is known for its good quality education and comprises of students

who are competitive in different learning areas, as a consequence, many students that

graduated on this school are now professionals in their chosen field. As a reason to this,

it attracts high numbers of enrollees per grade level every academic year.

Career development became more widespread and has become the focus of

every school here in Philippines. Individuals are challenged by the increasingly more

advanced quality of education in the 21 st century. Finding the areas where students are

experiencing difficulties in this process is important for helping them and facilitating their
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career decision making. A study by Mubashir Zafar (2017) revealed that those who take

orientation for career choosing have reduced the difficulty for career decision making

process. Information regarding career guidance has prime importance for career

decision making process. Another study by (Gati, 1986, 1996; Gati and Tal, 2008;

Phillips and Jome, 2005) stated that helping individuals overcome indecision and make

better career decisions is at the core of career counseling.

Although the implementation of Career Guidance Program have already

implemented in some schools, there are still students who’s struggling in decision

making prior to the path they’re going to take. Taveira, et al. also said that the process

of career exploration can be particularly stressful in adolescents’ life. In reaction to this

stress, adolescent may attempt to place the responsibility for making a career decision

onto others and can even result on delaying or avoiding to make a choice, which could

ultimately lead to a less than optimal decision, Gati & Saka (2001). Another study by

Larson and Majors (1998) suggested that effective distress associated with career

decision among adolescents may be adaptive because it increases their motivation to

seek help, thus decreasing the chances for uninformed decisions.

Unfortunately, the students in Basilan National High School is filled with various

misconceptions to the point that many incoming senior high school students are

indecisive in choosing what strand suits them. For this reason, this study is conducted

to clear out students from any misconceptions arising and help them in choosing the

right track that suits their skills. Furthermore, students will have a greater understanding

of educational and career opportunities, options, and to assist them in making

meaningful and informed career choices.

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Statement of the Problem

This study generally aims to determine the influence of career guidance

orientation on the track preference of incoming Senior High School (SHS) students at

Basilan National High School (BNHS) during the Academic Year 2022-2023.

Specifically, this study seeks to answer to the following questions:

1. What are the misconceptions among incoming senior high school students of Basilan

National High School with regards to the different strands:

A. STEM

B. ABM

C. GAS

D. TVL

2. Which among the services of Career Guidance Program influence the choice of

incoming Senior High School students:

A. Career Guidance Caravan

B. Homeroom Guidance

3. Is there a significant relationship between the Career Guidance Program to the track

chosen of incoming Senior High School students?

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Significance of the Study

This study will be able to contribute research-based data and knowledge that can

help the incoming Senior High School students to disengage from any misconceptions

about their track preferences. Furthermore, the results of this study may serve as a

guide and may also gain insights about the influence of having Career Guidance

Program, which could give students more knowledge on selecting the right track for

Senior High School.

More specifically, this study shall be beneficial to the various groups of people.

Students. This research study can help the incoming Grade 11 students who are

the primary beneficiaries to understand their potential and increase their interest and

knowledge in the right track. This will also lessen and disengage from any

misconception about their track preference. The career guidance orientation will benefit

students from witnessing a variety of available academic and non academic options that

would help them through their preferred learning styles, and to find how they could

develop good decision making for better understanding of reaching educational and

occupational goals.

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

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

and skills. They play a vital role in lending a helping hand of encouraging students with
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their interest and identifying skills. They can provide suggestions, advices and

assistance that may well mean the difference between success and failure for a student.

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

found for having problems in career choice. This study is an eye opener for them to

know where and what their children’s strengths are. They may likely support them in

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

assistance. This will also support the parents to let their children choose their desired

strand freely based on their interests, abilities, qualifications and capability which shall

subsequently usher them to an appropriate and realistic life.

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

grounds for students’ development and learning. Through this study they can implement

this program that will serve as a preparatory for future career decisions.

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

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

and will be useful reference for the researcher that would plan to conduct related study.

Scope and Delimitation

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This study is a quantitative research focusing on the influence of Career

Guidance Program to the track preference of incoming senior high school students of

Basilan National High School under the academic and non-academic strands in the

school year 2022-2023.

Furthermore, this study delimits itself to the misconceptions of the incoming

Senior High School Students regarding to the subjects being taught in senior high

school in different strands and will not attempt to get other misconceptions about other

situation.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter presents the related literature and studies that would help clarify

the variables as well as establish ideas that would be beneficial to the study. The

materials reviewed include books, online articles, and internet sources.

Related Literature

According to Super’s Developmental Theory of Career Development (2010), 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. The review of the literature showed the

areas of a student’s life affect the plans, decisions, and career choice they make:

Gender, Parental Influence, and Peer Influence. The study attempted to identify and

differentiate to what extent these factors played varying roles in future career choice.

Career development in high school years is essential for students to develop career

maturity and self-concept. It allows them to prepare for adolescents which involve tasks

as establishing stable vocational preferences, narrowing one’s occupational choices,

developing career goals and engaging in long-term career planning (Skiorikov, 2007 as

cited by Lau, et.al. 2011).

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In the Philippines, particularly the City of San Fernando, Henry John Jalbuena, the

Director of the Department of Labor and Employment (DOLE) in Region I drafts

modules to systematically guide the graduating high school students on the career

choices. This department separates the modules for each level entitled “Career

Coaching Program for Secondary Students” and “Career and Employment Counseling

for Graduating College Students”. The “Career Coaching Program for Secondary

Students” is a proposed module for secondary students that will basically contain an

introduction stating the objectives and legal basis of the Career and Employment

Coaching (CEC); factors to consider in choosing a career course such as abilities,

interests, personality, family expectations, financial capability and health conditions;

labor market information from different data sources; and a conclusion containing

inspirational passages. The “Career and Employment Counseling” has topics but not

limited to stages of employment, productivity and the rights of workers. This module will

guide the graduating students from the taxing job seeking stage through employment

where they are expected to be productive and competent.

The American Counseling Association (ACA, 1998), stated that “high school

students need to be prepared for the world of work as they enter a period of transition

from secondary student to adult citizen”, and “that the mission of career guidance and

counseling in high schools is to prepare students for their future lives”. Career guidance

program focuses on 1) increasing the self-confidence and the social and independent

problem-solving skills of the students, 2) encouraging the active involvement of parents

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3) fostering greater school-community business collaborations through career-based

decision-making.

The availability of career guidance and counseling services will include other

resources to move and function the center appropriately. Collins, (2002) as lamented by

Dagbusan, (2009) in her study “Organization and Management Resources for Guidance

Program Development of Secondary Schools in Bongao, Tawi-Tawi”, that the Education

Act of 1998 (Sec. A) states that a school shall use its available resources to ensure that

students have access to appropriate guidance to assist them in their educational and

career choices and promote moral, spiritual, social and personal development in

consultation with their parents, having regard to the characteristic spent in school.

Based on the findings of Royo and Lamela (2021), most of the Grade 10 students

regardless of age, gender and family income would prefer to take academic track over

other tracks when they enroll the senior high school. Results implied that economic

factors such as work opportunity and family income significantly influence the track

preference of the students. Thus, it can be concluded that students would out much

consideration on the availability of work in the future as well as the kind of track which

their family can support rather than considering their innate abilities and interest.

Consequently, this will have an adverse effect in the future since interest and passion

are predictors of work productivity and job satisfaction. Students consider parents and

teachers as important individuals in career decision making, while peers do not

significantly contribute their career choice.

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This study focused on the track preference, factors that affect the choice of track of

incoming senior high school students and the extent to which these factors influence

their track preference. Descriptive quantitative survey was used to gather data from 269

randomly selected Grade 10 students enrolled in the seven public secondary schools in

Mandaon. Findings revealed that most of the students prefer Academic Track over other

tracks. It is recommended that DepEd may consider the availability of teachers, facilities

and the offering of all strands in the academic track to accommodate the needs of the

students. It is also important to strengthen guidance and counseling program to assist

students in making informed choices. Students should be made available to orient them

on the important roles they play in helping students come up with sound career decision

making.

Moneva and Malbas (2019) have noticed that students are affected by their socio-

economic status and peers influencing preference which make choosing a senior high

school track as one of the biggest challenges of a student in decision-making. Choice of

track may have long-lasting implications including on future earnings because there is

growing evidence that at least some portion of the connection between choosing a track

in senior high school and wages is casual. Integration of career plans in the curriculum

can help students in making sound decision in career selection. Unfortunately, although

students have expressed interest in career planning and sought support from parents

and friends, students have expressed dissatisfaction with the current system of career

counselling.
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The existing career development program had developed career Competencies of

the grade 10 students as a result of their participation in the extensive career

development program provided by the private institution. Through the career

development program, grade 10 students experimented, explored and investigated

careers, engaged in educational training and apprenticeships, and other work-related

experiences. Students who developed career competencies increased self and career

explorations skills, knowledge on career options and career. Findings of the study

affirms the theoretical assumption of Super (1957) that students undergo the stages of

growth and exploration where they explore and investigate career through the

opportunities provided by their environment which helped them to consider interests,

needs, capacities, and values in making career decisions. Further, in the development

of career readiness, other factors may intervene such as family income; where the

higher the students’ family income, the higher the level of their career readiness. (Jeric

Anthony S. Arnado, MA and Flordeliza C. Posadas, Ph.D, 2022)

Based on the findings of the study, the following recommendations were suggested:

The guidance counselor and career advocates of the private institution may implement

the proposed enhancement for the school career development program. The

enhancement proposed to the existing career program was anchored on the national

standards for career development in the Philippines. At the same time, school

counselors need to be proactive working with students in all family income brackets to

aid their career readiness.

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The Grade 10 students’ career development needs include career choice readiness

and career decision difficulties; hence, they still need to be assisted when it comes to

choosing a senior high school career track. The career development needs of the

students are better addressed through a comprehensive career development

intervention program. This includes awareness of oneself, education, and occupational

opportunities. When students are informed about various jobs, it will keep them

knowledgeable with their possible options. In addition, the program was found to be

effective particularly in addressing the students’ career choice readiness. Participants

were satisfied with the values clarification and reframing negative career thoughts to

positive career thoughts. Hence, being aware of one’s value is important for Grade 10

students because they must be mindful in carrying out any decision especially in

choosing a career. ( Henry M. Yap )

Furthermore, it was found out that career choice readiness levels improved after

implementing the Getting It Right Journey to Career Development Program for the

experimental group. However, no significant changes were found in their level of career

adaptability resources and career decision difficulties, indicating that those who have

low career maturity got the most benefit out of the program. Predominantly, Getting It

Right! was effective in improving career choice readiness among Grade 10 students,

but it was not effective in improving career adaptability resources and career decision

difficulty. Therefore, the researcher recommends that Getting It Right! Must be revisited

to help the students increase their level of career choice readiness.

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The factors affecting a student’s decision in choosing a career choice may greatly

affect their academic performance in the field. The students will always have their own

ways, and at the end of the day, it always boils down to their decisions. The students’

decisions aren’t really just because of one factor. A lot of students were influenced by

their parents, and by environmental factors affecting their self-efficacy. In the university,

the perception of the students to the facilities is only neutral. With this, the university

needs to provide the students the quality education, and quality services the university

had offered. It was also found out that the faculty members in the university are quite

enough, but their competency needs to be improved. The quality of education in

university’s senior high school needs to be improved, since the new educational system

was adopted by the university. A lot of students from the Science, Technology,

Engineering, and Mathematics area have greater opportunities when they graduate in

the degree they will be soon taking. There are lots of students enrolled in the strand, but

the readiness of the Philippine educational system is still questionable. Big universities

aren’t even ready, how much more those of the public schools. With this, the

researchers recommend to the future researchers that the scope of this study be a

bigger scope. This study will serve as a pioneering research to future researchers in

consonance to the status quo that the senior high school isn’t ready, and needs a lot of

new research for improving the Philippine educational system, making the Philippines’

educational system recognizable in the international setting. (Cabrera, V., Diabo, L.,

Orillo, G., Ymbong, R., 2019)

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The use of several counseling guidance services can improve career planning and

preparation for students. Both the techniques used and with these targets include group

counseling services, career media portfolios, career information services, self-

management techniques, collaborative career guidance, interactive multimedia career

information, self-efficacy techniques and career guidance models to enhance students'

career advancement. The researcher suggests that further research needs to

investigate other important factors that influence students' vocational readiness. (Hastin,

M., Naqiyah, N. ,Darminto, E., 2022)

It is expected that career guidance services to increase career maturity students

can ask teachers and actively seek career information, especially to increase career

maturity. By paying attention to methods that use several methods to improve their

research results.(Niati et al., 2021).

According to the analysis of studies on the successful application of guidance and

counseling for career maturity and counseling services in the educational environment,

students' career maturity is very low and can be seen with doubt about the future career

path that suits them. In addition, by using group counseling services for students, it can

be seen that career maturity can be increased in terms of attitudes and abilities. On

average, the research results found that career guidance services were effective in

increasing the maturity of students' career exploration. (Hastin, M., Naqiyah,

N. ,Darminto, E., 2022)

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Generally, the above mentioned literatures and studies helped the researcher in

conceptualizing this study to disengage the incoming senior high school students from

the different misconceptions about the the track preferences through Career Guidance

Program. The cited literatures and studies herein all dealt on quality of work and

productivity which are similar variables with the present study. However, the locale, time

and respondents all differ, since the present investigation was conducted in Isabela

City, Basilan while the cited studies were conducted in other places in the Philippines.

Conceptual Framework

The figure showed the conceptual paradigm of the study indicating the independent

and the dependent variables.

Independent Variable Dependent Variable

Career Guidance Program Track Preference of Incoming

Senior High School Students

Figure 1. The Research Paradigm

This conceptual framework shows the independent and dependent variables of the

study. Career Guidance is a systematic program of counselor-coordinated information

and experiences designed by the involved teaching and non-teaching staff which can

help with the track preference of incoming senior high school students and clear out the
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misconceptions about the different strands in Senior High School. It can also help to

facilitate individual career development and, more especially, career management of

their students in their respective school. It is presumed that there is an influence of

Career Guidance Program in the Track Preference of Incoming Senior High School.

Research Hypothesis

Ha: There a significant relationship between the Career Guidance Program to the track

chosen of incoming Senior High School students.

Ho: There is no significant relationship between the Career Guidance Program to the

track chosen of incoming Senior High School students.

Definition of Terms

Career Guidance Program - a career development instructional guidance program

designed to prepare students in Basilan National High School by providing them a

greater understanding and knowledge of the different senior high school tracks

under K-12 program in order to help them with decision making in choosing which

track suits them the best.

Career Exploration - is the process of researching, evaluating, and determining the

different career options and work opportunities that best suits the interest and skills

of a student
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Optimal Decision - is a decision that you picked from all of the other alternatives

that will lead you to a good result or outcome

Guidance Counselors - are school professionals who can help students clear out

from any misconceptions regarding to their track preference and make better

decisions for students career development.

Career Caravan - refers to the drawing up and building up the interests, needs,

skills, knowledge, passion, determination, and awareness to grow and develop that

will bring the respondents to become successful in their choices of strands.

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Chapter 3

METHODOLOGY

This chapter presents the research design, the sample, the instruments, the

data collection procedure, and the plan for data analysis. The detailed discussion on the

research process was conducted to obtain the objectives of this research study.

Research Design

In this study, researchers used the Quantitative Descriptive Research. As cited by

William (2007), descriptive research can determine the situation in current phenomenon

which presents facts opening the nature and status of a situation, as it exist at the time

of the study and describe present conditions and events. It focuses on gathering

numerical and statistical data and generalizing such data thereafter across groups or

people or to explain a particular phenomenon. Thus, this appropriately cleared out the

different misconceptions of incoming Senior High School students in different strands

and how Career Guidance Program influenced their desired senior high school

academic and non-academic tracks. Since our respondents is quite big, this design is

suited because it is less expensive and less time consuming than other research

methods, making it more cost-effective way to gather informations.

The Sample

The target respondents of the study were the Grade 10 students from Basilan

National High School school year 2022-2023, with a target population of 1,403. The
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researcher used Slovin's Formula to get a acceptable sample size. Using this approach

increased the validity of the sampling procedure. Using this formula, we came up with

the result that the respondents of our study were 312 students which is 22 percent of

the total population of Grade 10 students in the concerned school.

The researchers used systematic sampling which we simply select samples every

nth of the chosen population until arriving at a desired total number of sample size.

Therefore the selection is based on the predetermined interval. Dividing the population

size by the sample size, we select samples every 5 th person on the list of individuals. All

the names of the Grade 10 students was in the list, and systematic sampling would be

to take every 5th student until we were able to collect the desired sample which is 312.

We chose this technique since this is a convenient way for the researchers to use in

selecting sample and it ensures that the samples are drawn without bias and accurately

represent the population.

Research Instrument

The instrument used to collect data was questionnaire checklist and online

questionnaire, specifically the Google Forms. It is an application in the form of a

template or worksheet that can be used independently or together for the purpose of

obtaining user information, Using Google Forms are convenient to researchers because

of the respondents are requested to answer the questionnaires by their own time

meanwhile it can distributed in bulk to the respondents and collected back at the same
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time. Therefore, researchers can collect accurate data with huge population with more

efficiency in a shorter time.

The researchers prepared their own questionnaires and the draft of the

questionnaires was drawn based on their findings, and reviewed published articles that

is relevant to their study. The researchers saw that they have enough items to collect

data to cover all the aspects of the problem and to answer all the specific questions

under the statement of the problem.

In this research, the researcher uses 5 point of Likert Scale. It is a statements

offered for a real or hypothetical situation under study and in order to limit the ambiguity

and biases and to make the instruments valid and reliable. The statements were close-

ended, whereby the choice is limited to fixed response on specific points. The

respondents were ask to show their level of agreement from strongly disagree to

strongly agree with the given statements on a metric scale. In each of the statement

provided, the researcher asked the students to express their agreement toward the

statements on the following 5 point of Likert Scale. (1 - STRONGLY AGREE, 2 -

AGREE, 3 - NEITHER AGREE OR DISAGREE, 4 - DISAGREE and 5 - STRONGLY

DISAGREE).

In order to limit the ambiguity and biases and to make the instruments valid and

reliable, the Google Forms using the 5 point were submitted to the panel of validators to

look into the content and for suggestions. After incorporating all the suggestions made
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by the validators the dry run was conducted inside the 12 ABM ACCOUNTANT class

that was not part of the study sample. This was how to determine the strengths and

weaknesses of the instrument..

Data Collection Procedure

After the researcher-made questionnaire was validated, the letter of request and

consent to the principal of Basilan National High School and to the respective advisers

were prepared. When it was accepted, the researchers went to all sections of grade 10,

informed and explained them the details to help the respondents accomplish the

questionnaires; what is the research all about and the significance of it. We request and

ask their permission to get the Facebook accounts of the respondents to facilitate the

research instrument and send them the questionnaires through Google forms. Those

who didn’t have internet access, we handed them a copy of questionnaires for them to

answer. Since we used systematic sampling we already have the list of the

respondents. The questionnaires were retrieved two days after we gave the link of

google forms it since not all the students have strong internet connection.

The results of retrieved copies of the questionnaires were tabulated. Then, the data

were analyzed and interpreted through the use of the most appropriate statistical

procedures.

Plan for Data Analysis

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The researchers also used Descriptive Statistical Technique since it provide a

summary of the ordered or sequenced data from their research sample.

1. Weighted mean and Standard Deviation was used to determine the misconceptions

among incoming senior high school students of Basilan National High School with

regards to the different strands.

2. Pearsons r was used to determine the significant relationship between the Career

Guidance Program to the track chosen of incoming Senior High School students.
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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in tabular forms, analyzes and interprets the results.

The presentation, analysis and interpretation of the data, which are presented hereto,

are arranged in accordance with the order of the problems stated in the first chapter.

Problem No. 1. What are the misconceptions among incoming senior high school

students of Basilan National High School with regards to the different strands?

E. STEM;

F. ABM;

G. GAS;

H. TVL;

STEM

Table 1.1 shows the misconceptions among incoming senior high school students of

Basilan National High School with regards of the STEM strand. The results on the table

showed that most of the students agreed that the 4 items which were rated by the

students agreed to the misconceptions. It obtained an average weighted value of 3.56 -

3.70, which falls within the range of 3.41 to 4.20. This range is typically described as

“agree”, indicating that the students generally agreed with the statement. However,

some students were unsure about whether or not taking the STEM strand is an
 25

indication of intelligence. This obtained an average weighted value of 3.20 with the

range of 2.61 to 3.40 that described as “neither agree or disagree”. The table showed a

standard deviation 0.05 which was close to zero which indicates the data points are

close to the mean.

Many people believe that STEM is only important for students who wish to pursue

science/math heavy-careers like engineers, mathematics, and scientists but

unfortunately, being able to quickly master these two subjects is an integral part of

doing well in STEM. Science and math are particularly important in STEM because

technology and engineering are dependant on them. However, this doesn’t mean that

STEM is beyond reach if you’ve struggled with these subjects in the past. It just means

that STEM will likely be more difficult for you than others. (Dalton, 2019).

Table 1.1 Misconceptions among incoming senior high school students with
regards of the STEM strand.

DESCRIPTORS AWV I SD

1. STEM strand is only for students who excels in 3.61

Math and Science. A 1.11

2. STEM strand is more advanced than the others in 3.58

terms of the lessons being taught. A 1.05

3. STEM strand is the most advisable to take because 3.7

it is advanced for it requires students a strong A 1.07
background in Math and science.
4. Students who take the STEM strand are intelligent. 3.20
N 0.98

5. STEM subjects are too difficult to comprehend. 3.56

A 0.98
 26

MEAN 3.53 A 0.05

ABM

Table 1 shows the misconceptions among incoming senior high school students of

Basilan National High School with regards of the ABM strand. The table showed that 3

items which were rated by the students Agreed to the misconceptions however some of

the misconceptions were rated Undecided (neither agree or disagree). The average

weighted values was 3.70 - 3.82 within the range of 3.41 - 4.20 typically described as

“agree”, while the undecided were within the range of 2.61 - 3.40.

This means that ABM strand seeks to prepare the young business leaders of

tomorrow. It will provide students with the skill and knowledge they need to work in the

corporate world. Though, they are undecided if the students who take the ABM strand

are less academically inclined compared to students who take other strands and if the

students who take ABM strand are good in Math. The table showed a standard

deviation 0.10 which was close to zero which indicates the data points are close to the

mean.

According to Alexis (2019), ABM strand paves the way for business-related college

degrees. It teaches the basic concepts of finacial managemnet, accounting, and

corporate operations. This will aim to instill crucial skills that one needs to perform well
 27

in their future careers and business. It will hones their math skills for quick and

transparent computations that will allow them to make sound business decisions and

perform accounting duties with attention to detail and accuracy down the line when

entering their careers.

Additionally, according to Alexis (2018), ABM is a good choice for those who want to

learn more about money management. The subjects under this strand will teach you

how to properly manage your business and learn about investment and financial

planning.

Table 1.2 Misconceptions among incoming senior high school students with
regards of the ABM strand.

DESCRIPTORS AWV I SD

1. ABM strand is only for students who want to pursue

a career in business. 3.76 A 1.11

2. Students who take the ABM strand are less

academically inclined compared to students who 3.02 N 0.94
take other strands.
3. ABM strand is for students who are good in Math.
3.27 N 0.99

4. The ABM strand provides students with valuable

skills such as critical thinking, problem-solving, and 3.70 A 0.84
communication.
5. The ABM strand focuses more on handling of
money in business entity. 3.82 A 1.07

MEAN 3.51 A 0.10

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GAS

Shown in the 1.3 are the misconceptions among incoming senior high school

students of Basilan National High School with regards of the GAS strand. The results on

the table showed that most of the incoming SHS students are undecided on the 4 items

which were rated by the students neither agree or disagree to the misconceptions. It

obtained an average weighted value of 2.90 to 3.40, which falls within the range of 2.61-

3.40. This range is typically described as "neither agree or disagree," indicating that the

students generally undecided with the statements. However, out of the 5 statements

under this strand, they agreed on the last statement that has an average weighted value

of 3.41, which falls within the range of 3.41 to 4.20, and this range typically describes as

"agree", implying that the students agreed on this statement. The table showed a

standard deviation 0.11 which was close to zero which indicates the data points are

close to the mean.

Based on article by Isagani (2014), we all know that the general academic strand

was for the students who still undecided for their courses, this strand will help them in

their college life. Students in Grade 10 started to choose their stand, some students

choose directly to the stand they want because they already know what they want in

college. Some students don’t like GAS strand because it doesn’t focuses in one

particular subject. That was the one disadvantage of GAS strand, but you will not
 29

understand it if you don’t know the whole thing of it and its perfect for those students

that can’t verify their course yet.

Table 1.3 Misconceptions among incoming senior high school students with
regards of the GAS strand.

DESCRIPTORS AWV I SD

1. The GAS leads to less promising careers.

3.40 N 1.17

2. The GAS strand is an easy or less challenging

compared to other strands. 3.39 N 1.04

3. The GAS strand is only for students who are not

academically active and intelligent. 2.90 N 1.31

4. The GAS strand is not as relevant or useful as

other academic strands. 2.95 N 1.26

5. Students who take the GAS strand are

undecided. 3.41 A 1.33

MEAN 3.21 N 0.11

TVL

On the table 1.4, it shown here the misconceptions among incoming Senior High

School students of Basilan National High School with regards of the TVL strand. It is

showned on the table that most of the students are undecided on most of the items in

these statements, which were rated by the students, neither agree or disagree to the

misconceptions. It attained an average weighted value of 2.86, and this range is

described as "neither agree or disagree", implying that the students were generally
 30

undecided with the statements. However, the incoming SHS students disagreed on the

two items of the statements, wherein it obtained an average weighted value of 2.47 and

2.3. Hence, out of 5 items of the misconceptions under the TVL strand, they agreed on

one item, wherein it obtained an average weighted value of 3.59, which falls within the

range of 3.41-4.20, and this range is typically deacribed as "agree", indicating that the

students agreed on that statement. The table showed a standard deviation 0.05 which

was close to zero which indicates the data points are close to the mean.

According to Raymond A. Gayatin (2018), the TVL track is a viable option to get

jobs faster. It has become a more affordable option since it is offered in public schools.

TVL track teaches practical hands-on skills and comes with industry partnerships by its

immersion program that will give students on-the-job experience. Although not all can

go to college, there are still same who would prefer higher education. Having the skills

in college especially those related ones is a huge plus. It’s like having a good practice

before starting college and impress them during class. Even if your college course is

somehow different from your senior high, showing your cooking skills or dressmaking

techniques would come in handy someday.

Among the programs that the government laid out and seen to be the biggest and

most important is the K to 12 Program. The Technical-Vocational and Livelihood Track

(TVL) is one of the features of the K to 12 tracking schemes. DepEd coordinated with

TESDA to offer the vocational standards in basic education allowing students to get the

training needed to land a job right after graduation. The DepEd has partnered with
 31

different businesses and industries to cater to Grade 12 students who will undergo work

immersion which served as one of their requirements before graduation. Learners are

immersed in actual work environments such as workshops, offices, and laboratories in

which their prior training is made relevant (DepEd, 2017).

Table 1.4 Misconceptions among incoming senior high school students with
regards of the TVL strand.

DESCRIPTORS AWV I SD

1. TVL is only for students who can’t afford

college. 2.53 D 1.28

2. TVL students are those who aspire to be a

chef in the future. 3.59 A 1.18

3. TVL is the “patapon” strand since students

who take this strand are those who cannot 2.47 D 1.29
perform well academically.
4. TVL strand requires a lower level of academic
ability than other academic strands. 2.76 N 1.23

5. TVL strand is the “last choice” for students

who can’t get into other academic strands. 2.98 N 1.17

MEAN 2.86 N 0.05

Problem No. 2. Which among the services of Career Guidance Program influence

the choice of incoming Senior High School students:

A. Career Guidance Caravan

 32

The Table 2.1 shows the services of career guidance program that can positively

influence the decision making of the incoming senior high school students. The result of

all the statements showed that almost all of the respondents agreed that the career

guidance has helped them in developing their interests, skills knowledge in the right

track and guided them in their decision making in choosing a right track. It obtained with

a standard deviation of 0.76 to 1.08 and a mean of 3.28 to 4.25. The mean typically

described as AGREE, indicating that the career guidance caravan has helped the

students effectively. However, on the last item, the students were undecided with the

statement, which it obtained a standard deviation of 0.99 and a mean of 3.28, and this

typically described as "neither agree or disagree" which this implies that the students

were undecided on the misconception. The table showed a standard deviation 0.10

which was close to zero which indicates the data points are close to the mean.

Participation in career guidance activities in school provides students with

necessary awareness, knowledge and skills required in the world of work. It is a

strategy for providing occupational orientation to students to become aware of what is

contained and required in the career of one’s choice that match interest and abilities.

Occupational orientation is viewed as an important aspect of the career development

process; adolescents must identify their Interests and abilities, balance them with labour

market opportunities and gradually develop an occupational preference (Super,

Savickas, & Super 1996). Career guidance participation will help students acquire the

knowledge, skills and awareness necessary for effective career development (Herr,

Cramer, & Niles, 2004)

 33

Table 2.1 Career Guidance Program that influence the choice of incoming Senior
High School students

DESCRIPTORS AWV I SD

1. Strengthened my interest or aspirations in 4.25 SA 0.95

choosing my strand.
2. Gave me an awareness of the current 4.05 A 0.81
trends in the labor market to match with my
choice of strand.
3. Enlightened me about new programs, 4.14 A 0.76
theories, and practices that match my skills
with my choice of strand.
4. Assisted me to learn what type of positions 3.75 A 1.08
or job titles are presently in demand in the
labor market.
5. Listening to lectures in career caravan gave 3.78 A 0.99
idea about my chosen strand.
6. It helped me feel confident about my future 3.93 A 1.02
career goals.
7. It helped me develop my skills and 3.58 A 1.04
knowledge related to career planning and
choosing my desired strand.
8. It helped me develop practical skills that 3.80 A 0.96
could work in whichever career I will
choose.
9. Informed me the possible career paths and 3.78 A 1.07
work-related issues and concerns.
10. It helped me demonstrate a positive 3.28 N 0.99
perspective towards learning wherein 21 st
century skills are developed.
MEAN 3.83 A 0.10

B. Homeroom Guidance
 34

On this table, the problem shows the influence of homeroom guidance in guiding the

incoming senior high students in choosing their desired track. The result of all the

statements showed that almost all of the respondents agreed that the homeroom

guidance has helped them in developing their interests, skills knowledge in the right

track and guided them in their decision making in choosing a right track. It obtained with

a standard deviation of 0.93 to 1.40 and a mean of 3.23 to 3.97. The mean typically

described as AGREE, indicating that the homeroom guidance has helped the students

effectively. However, on the item 1, 6 and, 10 the students were undecided with the

statement, which it obtained a standard deviation of 1.07, 1.31 and 0.99 and a mean of

3.49, 3.23 and 3.28 and this typically described as "neither agree or disagree" which

this implies that the students were undecided on the given information by the homeroom

guidance. The table showed a standard deviation 0.14 which was close to zero which

indicates the data points are close to the mean.

Homeroom Guidance is an educational subdivision of the school and a vital part of

awell-coordinated administrative pattern. Homeroom Guidance is similar to Guidance

Class, and is part of the Guidance and Counseling Office’s Information Services. This is

based on applicable literature and experiencein other countries (Villar, 2007; Mendoza,

2003). Homeroom Guidance, according to Aquino and Razon (1993), is “an integrated

segment of the school’s guidance services, provided to ahomeroom party, typically a

section or a class with a teacher-adviser as facilitator.” As a result,the most commonly

used terms are Guidance Class Curriculum and Guidance Class. Homeroom Guidance

is a flexible curriculum that gives students the skills they need todeal with topics that
 35

aren’t covered in the classroom but are critical to their success. As comparedto students

who did not participate in the School Counseling Program, learners who received

Homeroom Guidance showed substantially less inappropriate conduct and more

positiveattitudes toward school (Baker and Gerler, 2001).

Table 2.2 Homeroom Guidance that influence the choice of incoming Senior High
School students

DESCRIPTORS AWV I SD

1. Our Homeroon Guidance Teacher 3.49 N 1.07

discusses and give information about
different career paths and job
opportunities.
2. Homeroom Guidance is a valuable 3.80 A 0.93
subjects and is worth my time.
3. Homeroom Guidance has provided me 3.97 A 1.02
enough information I need for my future
career.
4. It helped me express an oath of 3.59 A 1.13
commitment in valuing myself and my
decisions in life.
5. It helped me reflect on ways to utilized in 3.58 A 1.07
achieving my desired profession and
choose the appropriate strand for it.
6. I displayed positive attitude or behaviour in 3.23 N 1.31
choosing what field I pursue after
answering the different activities our
Homeroom Teacher gave us.
7. Our Homeroom teacher help us to be 3.31 N 1.29
equipped with the necessary skills and
values for our future development and
opportunities.
8. Strengthen my knowledge that is required 3.72 A 1.22
to pursue my chosen career successfully.
9. Provided with essential opportunities for 3.04 N 1.40
self-understanding, self-direction, and self-
actualization.
10. It connect me with my peers and teachers, 3.73 A 1.14
participated in interactive activities, and
 36

support me for my academic and personal

needs.
TOTAL 3.54 A 0.14

PROBLEM NO. 3. Is there a significant relationship between the Career Guidance

Program to the track chosen of incoming Senior High School students?

The following analysis used the bivariate correlations using Pearson’s r to

hypothesize the relationship between the Career Guidance Program to the track chosen

of incoming Senior High School students.

Correlation between Career Guidance Program to the track chosen of incoming

Senior High School students

The coefficient of correlation (r) is 0.65. This study shows that there is Moderate

Positive correlation between Career Guidance Program to the track chosen of incoming

Senior High School students.

TABLE 3.1. Significant relationship between the Career Guidance Program to the

track chosen of incoming Senior High School students

PEARSON’S R p

Career 0.65 SIGNIFICANT AT P <

Misconceptions Guidance .05

Program
 37

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the findings of each problem,

the conclusions and the recommendations based on the data gathered and analyzed.

SUMMARY

This study generally aims to determine the influence of career guidance

orientation to the track preference of the incoming Senior High School (SHS) students

at Basilan National High School (BNHS) during the Academic Year 2022-2023.

Specifically, this study seeks to answer to the following questions:

1. What are the misconceptions among incoming senior high school students of

Basilan National High School with regards to the different strands?

I. STEM

J. ABM

K. GAS

L. TVL

2. Which among the services of Career Guidance Program influence the choice of

incoming Senior High School students:

C. Career Guidance Caravan

D. Homeroom Guidance
 38

3. Is there a significant relationship between the Career Guidance Program to the

track chosen of incoming Senior High School students?

The descriptive method of research was used in the study with the aid of a

questionnaire checklist and google forms. There were 312 incoming Senior High

Students who were utilized as respondents in the study. Weighted mean, Standard

Deviation and Pearson r were the main statistical tools used in the study to facilitate the

analysis and interpretation of the data.

FINDINGS

The following findings were revealed:

1. From the 312 respondents participated, on the STEM and ABM strand, the data

gathered elevates to obtained 50 percent of the students agreed on the arised

misconceptions while the remaining respondents were amounted to the same average

percentages which are: GAS and TVL students.

2. Based on the data gathered, the Career Guidance Program and Homeroom

Guidance Program are both effective and influential program to the upcoming

Senior High Students as it obtained an overall weighted average of 3.83, which

corresponds to the “agree” category on the scale.

3. The Homeroom Guidance that influence the choice of incoming Senior High

School students which committed to the coefficient of correlation (r) is 0.65. This
 39

study shows that there is Moderate Positive correlation between Career

Guidance Program to the track chosen of incoming Senior High School students.

CONCLUSION

Based on the findings of the study, the researcher hereby concludes that Career

Guidance Caravan Program and Homeroom Guidance Program are both influential on

the track preference of incoming Senior High School students despite of the

misconception that has been arised, this truly emphasized that these programs are the

factors in redirecting their the decision-making plays a vital role in pursuing desired

Senior High School academic and non-academic strands.

RECOMMENDATION

Based on the results and upon analyzing the data gathered from this study, the

following recommendations were drawn:

1. It is recommended that the guidance coordinators should come up with more

activities that will give exposure and engagement to incoming senior high school

students about career decisions for them to gain information and knowledge as

this have great influence on the track preference of the students.

2. School guidance counselors should provide a more functional Homeroom

Guidance to enlighten or enhance one's mind in career choices.

 40

3. The School guidance counselor and its Administration should provide

orientation to the students' parents who are prone to misconceptions about

career decisions. These could help their child to get rid of misconceptions in

terms of track preference, and career decisions.