The Perception of Career Readiness of in

The Perception of Career Readiness of Incoming Senior High Graduates in the
International Philippine School in Jeddah
A Research Presented to
the Faculty of Senior High School Department of
In Partial Fulfillment
of the Requirements for Research Project
Panaga, Thom Beracah Ed G.
Lopito, Al-Raiyan A.
March 2020
APPROVAL SHEET
ACKNOWLEDGEMENT
First and foremost, we’d like to thank God for all His glory and the strength He had
given us to accomplish this work.
Special thanks to our families and loved ones for the unconditional love and support.
We would also like to thank our Research Project advisers Ma’am Edna Naños for the
endless guidance and encouragement to push us to work harder than ever.
We would like to thank for the people the we have been for the last two (2) years
namely; Jermaine Ayeras, Latifa Ahmed, Ralph Dacua, Joanna Dychitan, Rayan Kazi, Kai
Krauss Marcaida, and Khalid Sakili, who have experienced hardships and trials of Senior High
school together, and despite of obstacles, we still supported each other.
We would also thank Valve, Bandai, and other video game companies for keeping us
entertained in stressful times.
One of the researchers, Thom Beracah Ed Panaga, wishes to thank the following
students, Jessica Jade Fernandez, Hanaleyah Arobinto, David Yeoh Garcia, Alecxis Bianca
Libang, and Preetee Nataly Bhoonderowa, for their endless inquiry about the world of research
despite his busy schedule and responsibilities as an incoming graduate.
He would like to extend his congratulations to Ryan Naif M. Yasser, who has recently
finished his academic responsibilities as an incoming graduate and has passed the ACET,
DCAT, UPCAT, and USTET with flying colors.
Al-Raiyan A. Lopito
Thom Beracah Ed G. Panaga

ABSTRACT
There are many Senior High school students who are graduating this year, meaning that
many of them will return to the Philippines either to further their education or become part of
the labor force. In this study, the researchers focus on the Perception of Career Readiness of
Incoming Senior High Graduates in the International Philippine School in Jeddah.
The research design of this study is a mixed method. Questionnaires and Surveys are
used to collect data from the participants. Purposive sampling is the method used for sampling
in this study. This means that participants are purposely chosen to answer the questionnaires
provided by the researchers of the study. The range of participants for this study are graduating
Senior High students who are planning to enter the workforce, this was done through a pre-test
which will ask if the participant will work immediately after graduating senior high. The
questionnaires with five questions will be provided to the participant of the study who will
enter the workforce after graduating. They were also given an assessment of employability
skills.
The conclusion of the study is that the graduating senior high students of IPSJ are fairly
equipped with skills and knowledge related to their strands, more than half of the graduating
senior high batch are ready to enter the workforce immediately and that the K-12 Basic
Education Program needs improvement in terms of creating career-ready individuals.

TABLE OF CONTENTS
Title Page
Approval Page
Acknowledgement
Abstract
Table of Contents
Chapter 1 - INTRODUCTION
Introduction 1
Review of Related Literature 4
Statement of the Problem 5
Conceptual Framework 6
Scope and Limitations of the Study 7
Significance of the Study 8
Definition of Terms 9
Chapter 2 - METHODOLOGY
Research Design 10
Participants of the Study 10
Sampling Procedure 11
Research Instruments 11
Data Gathering Instrument 12
Treatment & Analysis of Data 13
Chapter 3 - RESULTS AND DISCUSSION
Results 15
Discussion 15
Chapter 4 - SUMMARY, CONCLUSION, & RECOMMENTDATIONS
Summary 24
Conclusion 27
Recommendation 27
BIBLIOGRAPHY 29
APPENDICES 31
The Perception of Career Readiness of Incoming Senior High Graduates in IPSJ 1
CHAPTER I
INTRODUCTION
Introduction
One of the most important modern aspects of a person’s life is creating or having a
career. Career is defined as the profession or job that a person does for a long period of time
(Collins, n.d.). This means that careers can be from a person’s hobby which turned into a
profession as a form of income or also it can be the specialized skills and abilities that a person
learns throughout high school or college that has been used to perform jobs during his person’s
lifetime. It makes one thing sure that careers are part of what makes a modern person within
today’s society. Thus, having a career is not the only necessary important in the modern era
but choosing the right career for the individual. This is where career planning and development
comes into play. Defined by Chand (2014), Career Planning allows individuals to be
exploratory and informational which gives them the ability to increase their expertise, to take
decisions and actions, and to set and create goals. With career planning, individuals are able to
make wise and deliberate choices on their careers as it allows them to be knowledgeable about
the different industries and fields of work, what skills are required in it, and what goals could
be set in a given field which transitions into career development. As cited in Gyansah & Guanti
(2018), as according to the Canadian Standards and Guidelines for Career Development
Practitioners describe career development as “the lifelong process of managing learning, work,
leisure and transitions in order to move toward a personally determined and evolving preferred
future”. Career development is the development of professional skills and personal character
within careers which allow the individual to take steps in elevating their statuses within their
career.
Education has a significant part in career planning and development. As cited in
Gyansah & Guanti (2018), according to Braer, Flexer, Luft, and Simmons (2008), formal
education plays a role in the career development of an individual. Formal education is
“Education that is institutionalized, intentional and planned through public organizations and
recognized private bodies” (UNESCO Institute for Statistics, 2012, p.80). This means that
formal education has a planned system of learning that allows the individual to acquire
knowledge and skills especially career-related knowledge and skills. This planned system of
learning is called the education system. The education system that is currently present in the
Philippines is the K-12 or the Kindergarten to Twelve program. The Philippine K-12 Basic
Education program is composed of 2 parts which are Kindergarten and Basic Education; Six
(6) years of Primary or Elementary Education, four (4) years of Junior High School, and two
(2) years of Senior High School (The K to 12 Basic Education Program: GOVPH, n.d.).
Figure 1: Philippine K-12 Program
As stated in the Official Gazette of the Philippine Government, the Senior High School, which
was implemented since 2016, is the new part to secondary education which tries to nurture
young Filipinos who are equipped with 21st Century Skills and College and Livelihood
Readiness (The K to 12 Basic Education Program: GOVPH, n.d.). This makes the Senior High
School become the educational tool of the Philippine government to help in career planning
and career development of young people. Thus, Senior High School is under scrutiny as it is
being assessed on the effectiveness of preparing career-ready young Filipinos into the labour
force after basic education.
Career readiness, as defined by the National Association of Colleges and Employers
(n.d.), is “the attainment and demonstration of requisite competencies that broadly prepare
college graduates for a successful transition into the workplace”. Such career readiness
competencies include; Critical Thinking/Problem Solving, Oral/Written Communication,
Teamwork/Collaboration, Digital Technology, Leadership, Professionalism/Work Ethic,
Career Management, Global/Intercultural Fluency (National Association of Colleges and
Employers, n.d.). Another way to measure career readiness is through employability skills.
According to Rothwell and Arnold (2007) as cited in Palafox, Lorenzo, & Palafox (2018), is
the capability to persist in a job or work as this is required in all jobs in the field. As stated by
Kearns (2001) as cited in Palafox, Lorenzo, & Palafox (2018), they listed employability skills
like “i) the availability of work and individual work capacity, ii) knowledge in
entrepreneurship, iii) the creative and innovative, interpersonal skills and iv) thinking and
willingness to learn. With these skills and competencies in preparing career-ready individuals,
education plays a great role in imparting such proficiencies. Presently, one of the features of
Senior High School is to equip graduates with skills which allow them to either enter the labour
force, pursue higher education, or become an entrepreneur (The K to 12 Basic Education
Program: GOVPH, n.d.). Thus, Senior High School, by its function defined by the curriculum,
should equip the students with competencies and skills that transform individuals to be career-
ready professionals.
Review of Related Literature
A study done by Palafox, Lorenzo, & Palafox (2018), where it determined the different
perceptions of the employability skills of Senior High School students. They sampled Grade
12 students of the Humanities and Social Science (HUMSS), & Accountancy and Business
Management (ABM) strands in Malacampa National High School to ask about their
perspective on their employability skills. They found that Grade 12 ABM students perceived
that they are proficient with Entrepreneurial skills while being inept with Numeracy skills,
which is one of the common knowledges taught in the academic track. On the other hand, Grade
12 HUMSS students perceived to be adept at Creative/Innovation skills while on the contrary,
they perceived to be inept at Problem-Solving skills.
Another study by Orji (2013) “Assessment of employability skills development
opportunities for senior secondary school chemistry students''. The study assessed the
employability skills of 400 students together with perspectives from 40 teachers. It used 3
questionnaires which are Student Employability Skills Questionnaire, Employability
Opportunity Questionnaire, and Employability Efficacy Questionnaire. The study found that
numeracy, independent study, and teamwork were the highest ranked by the students while
problem-solving, ICT, and time management skills were ranked the lowest.
According to the Asian Development Bank (2019), while education and training may
not create a guarantee of employability, policy initiatives for educational access are still
important due to studies showing that the number of years in education has a positive
correlation with wages and has a negative correlation with poverty.
On the other hand, a research named “The employability and opportunities of the
graduates of the Modeling Program of the Opol National Technical High School, Mindanao,
Philippines, 9000” by Naelga, Rayon, & Mila (2019), it measured the employability and skill
of their graduates of Senior High School Modeling Program which composed of Cookery NC
II and Electrical Installation and Maintenance NCII. The author found that their graduates are
adept and equipped with the competencies and skills that some of their graduates landed job
opportunities after graduation.
As cited by the study of Pajares et al. (2018), (Bringula, Balcoba, & Basa, May 2016)
“studied the employability of the graduates of Information Technology (IT). They found out
that only a small portion of the graduates are considered employable. They also found out that
very few studies have been conducted in the Philippines to determine if the curriculum
sufficiently addresses the needs of the industry.”
Statement of the Problem
This study intends to understand the research problem which is to determine the
perception of career readiness of incoming senior high graduates in International Philippine
School in Jeddah. There are mixed perceptions on the readiness of the graduating senior high
students in entering the labor force. The study determines to clarify wavering perceptions by
answering the following questions:
1. What are the perceptions of Career Readiness of incoming Senior High graduates in
IPSJ?
2. What are the factors that affect the career readiness of incoming Senior High
graduates?
3. What are the advantages and disadvantages of the Senior High component?
4. Is the Senior High component reliable enough in preparing students for their future
careers?
Conceptual Framework
Figure 2: Conceptual Framework
The main focus of this study is to identify the perception of career readiness of incoming
senior high graduates in the international Philippine school in Jeddah. One of the questions this
study attempts to answer is what are the factors that affect career readiness of incoming Senior
High.
With the graduation of the current batch drawing near, there will be a portion of the
incoming senior high graduates that will choose to immediately go to the labor force, these
senior high graduates will be equipped with specialized knowledge and developed career
related/employability skills. According to Suny Empire State College (n.d), “Specialized
knowledge includes a range of factual, theoretical and practical knowledge, as well as
competencies and skills in a particular discipline or profession.” The development of

employability skills is important as it ensures that the individual has a high chance of being
hired.
Assessment is done to ensure that the student is ready to be in the workforce. This is
done by evaluating Workplace experience, Career readiness competencies and Employability
skills. According to the National Association of Colleges and Employers (n.d.), there are seven
core competencies of career readiness: Critical Thinking, Oral and Written Communication,
Teamwork/Collaboration, IT Application, Leadership, Professionalism/Work Ethic and Career
Management. According to Robinson (2000) Employability skills are fundamental
competencies that are essential for acquiring, maintaining and performing well on the job.
Once the students have graduated from senior high school and said students have been
assessed thoroughly, that is when they can then be identified as career ready senior high
graduates.
Scope, Limitations, and Delimitations
The scope of the study is found within the domain of the campus area of the
International Philippine School in Jeddah during the academic year 2019 – 2020. The
researchers intend to gain understanding and organize the different opinions and views on the
career readiness of the incoming senior high graduates from the students. It allows the
researchers to be knowledgeable on the different findings of this study, whether negative or
positive. Therefore, samples from the students of the Senior High School department will be
subject to the research.
The researchers will choose samples from the following sections of the Grade Twelve
(12) namely; Archimedes, Kepler, and Malthus. Section Socrates will not be selected as this is
the home section of the researchers and will not be selecting samples from here to avoid bias
during the study.

Significance of the Study
The study aims to identify the perception of the career readiness of incoming senior
high graduates in the International Philippine School of Jeddah. The researchers are concerned
with the senior high graduates as these students have the ability to enter the labour force and
there are mixed perceptions on the readiness of senior graduates to have a job after they
graduate.
Students. This research will benefit the students for they will know and will be able to take
action towards preparing for their chosen career path once they have graduated from Senior
High school.
Teachers. This research will help the teachers to play an active role in teaching career related
skills with integration of academic knowledge gathered from core, applied, and specialized
subjects.
School. This study will give the school a profound understanding and steps in enhancing skills
related career readiness.
Parents. This study will ensure parents have a basis of understanding about career readiness
and employability for their children going through Senior High school.
Future Researchers. This research will serve as an early foundational study on this
phenomenon regarding this aspect of Senior High school on equipping students with career
related skills.
Definition of Terms
Career Readiness Competencies Assessment. This is the measure of an individual’s
competency towards their chosen career path.
Career Readiness Competencies. These are the skills related towards the individuals chosen
career path.
Career Readiness. This is an individual’s competence to their chosen career path.
Employability Skills. These are the basic competencies’ skills that increase when being
employed in a profession.
Employability. The quality of an individual that is desirable to be employed in a profession.
K-12 Education System. This is the education system that IPSJ is under. It covers
Kindergarten and 12 years of Basic Education.
Qualitative Data. Observable data that is not measurable and is subjective.
Quantitative Data. Observable data that can be measured through statistical means and is
objective.
Senior High School. This is composed of the Grade levels Eleven (11) and Twelve (12) that
focuses on teaching specialized skills of the student’s choosing.

CHAPTER II
METHODOLOGY
Research Design
Mixed Method will be the research design applied throughout this study. This will guide
the researchers to measure and assess the career readiness of the incoming senior high
graduates. According to Onwuegbuzie & Collins, Mixed Method is where both qualitative and
quantitative are collected and analyzed to answer an underlying question or phenomenon
(2007). This research design will allow for an in-depth explanation of the level of career
readiness of incoming graduates despite requiring more effort during the collection, encoding,
and analysis phases. The type of mixed method design that will be specifically used will be the
Sequential Exploratory Design. According to FoodRisc Resource center, it starts with the
collection and analysis of Qualitative data followed by the collection and analysis of
Quantitative data (n.d.). This design allows common subjective themes found during the
qualitative phase to be comprehensively and exhaustively supported and explained by
quantitative data observed in the study.
Participants of the Study
Bona fide students of International Philippine School in Jeddah are the participants of
this research. This research will have the students as the participants of the study
The researchers will select the senior high students based the on the following criteria
which is the student must be an incoming graduate from Senior High this school year 2019-
2020 and secondly, the students’ Participant Evaluation pretest answer should fall in the
following two categories, ‘Yes, I will’ & ‘Maybe/Not yet decided’ . The researchers will select
ten (10) students from section Malthus of the Accountancy, and Business Management strand,
& fifteen (15) students from section Kepler and fifteen (15) students from section Archimedes
of the Science, Technology, Engineering, and Mathematics strand, which makes the total of
forty (40) students who will be the participants of the study.
Sampling Procedure
Sample participants are selected to grasp more about the stated research topic and
problem and be able to proficiently answer the research questions (Sargeant, 2012). Non-
probability sampling is used in this study. According to Showkat & Parveen (2017), non-
probability sampling uses judgement to select participants rather than selecting participants
with randomized methods. Purposive sampling is a type of non-probability sampling which is
used in the selection of participants. Purposive sampling, also known as judgmental sampling,
is a method that purposely chooses specific participants who can provide information and data
that cannot be found with other methods (Taherdoost, 2016).
Research Instruments
There will be three (3) research instruments that are used in this study – Participant
Evaluation Pretest, Questionnaire, and Survey. The research instruments used are approved by
the principal through a letter of permission that requested to let the researchers begin their data
gathering state.
Participant Evaluation Pretest - The Participant Evaluation Pretest is a multiple-choice
survey which questions the current status of a potential participant by asking if they will be
entering the labor force after Senior High. The potential participant had to select one from the
three choices available which are; ‘Yes, I will’, ‘Maybe/Not yet decided’, and ‘No, I will not’.
The choices in the pretest help the researchers categorize and evaluate each individual potential
participant.
Questionnaire – The Questionnaire are a set of questions that require the subjectivity of the
participants in order to answer the research questions of this study. The questions are made by
the researchers, who based it off the research questions relating to Career Readiness.
Survey – The Survey is a set of statements of the different employability skills. The
participants are required to indicate the option that best describes their competence in the
different skills. The survey is called the Student Employability Skills Questionnaire (SESQ),
which is made by Nna Sunday Orji, which was used in his study, ‘Assessment of employability
skills development opportunities for senior secondary school chemistry students’.
Data Gathering Instrument
Before the start of the data gathering procedure, the researchers prepared a permission
letter that is directed to the principal, requesting to let the researchers conduct the data gathering
for this study. Accompanying this, the researchers prepared a letter of notification to the Grade
12 advisers, except for Socrates, informing them of the two (2) day data gathering procedure.
Pretest Administration
Evaluation of Participants
Questionnaire and Survey Adminstration
Encoding and Analysis of Qualitative

Data
Tabulation and Treatment of

Quantitative Data
Figure 1: Data Gathering Procedure

The data gathering procedures are all done through physical visits and follow-ups by
the researchers. First, the Participants Evaluation Pretest is administered to every student of
Grade 12 level, except for Socrates. It was collected then after. Secondly, all the pretest answers
are analyzed, categorized, and evaluated to select the official set of participants. Following
after, the researchers administered the final questionnaire and survey. It was collected on the
following day. Fourthly, the researchers encoded the qualitative data that was gathered, then
analyzed through thematic coding. Lastly, the quantitative data that was gathered by the
researchers was tabulated and treated with statistical approaches.
Treatment & Analysis of Data
Encoding of Data Gathered

- The reseachers encoded the
answers of each question, which is
now called raw data into a
spreadsheet software
Axial Coding Open Coding

- The researchers process and - The raw data are analyzed and
understand the categories from the undestood which enables the
Preliminary Coding to summarize researchers to group the related raw
the answers down into 5 or fewer data into different categories
categories
Preliminary Coding
- The different catergories from the
Open Coding stage are generalized
further into fewer categories
Figure 2: Data Analysis Procedure
The qualitative data obtained from the data gathering stage were encoded in order to
initiate the process of data analysis. The type of data analysis done in this study is called coding.
According to Charmaz (2006), Coding is the “categorizing segments of data with a label that
simultaneously categorizes, summarizes, and accounts for each piece of data” (p. 43). First, the
researchers did open coding, also known as initial coding, the data is understood and grouped
together with other related data with short labels or codes for each group. The label or name of
a group of related raw data is called preliminary code. In order to do this, it requires the
researchers to understand and analyze the data word by word, or line by line (Flick, 2013).
After open coding and preliminary coding, the next stage is to do axial coding. Axial coding is
the stage where the categories that can be related further are condensed into fewer generalized
categories (Strauss & Corbin, 2008).
The quantitative data collected from the participants was encoded and analyzed through
statistical treatment approaches. “Statistical treatment of data is essential in order to make use
of the data in the right form. Raw data collection is only one aspect of any experiment; the
organization of data is equally important so that appropriate conclusions can be drawn. This is
what statistical treatment of data is all about” (Kalla, 2009). One type of statistical treatment
will be the Measure of Central Tendency. Measure of Central Tendency is a single value that
describes a data set through finding the center value of the set (Laerd Statistics, n.d.). It uses
mean, median, mode to measure the central tendency. In order to interpret the data, it will use
the mean in order to find the range for the Likert scale with the following legends that will be
used;
CODE LEGEND RANGE/MEAN

5 EXCELLENT 4.20 – 5.00
4 VERY WELL 3.40 – 4.19
3 SOMEWHAT 2.60 – 3.39
2 JUST A LITTLE 1.80 – 2.59
1 NOT AT ALL 1.00 – 1.79
Table 1: Likert Scale
In addition, Frequency Distribution will be used for the subjective data gathered for
research question number one and number four. Frequency Distribution is a table data set that
summarizes the counts the number of times that a code or value got (Lavarkas, 2008).
CHAPTER III
RESULTS AND DISCUSSIONS
Based on the data collected, analyzed and treated through the processes stated in
Chapter 2, that data are used to answer the research questions listed in Chapter 1 and to
understand the perception of career-readiness of incoming Senior High graduates in the
International Philippine School in Jeddah (IPSJ). The results from the data gathering stage are
presented here with the research questions.
1) Perceptions of Career Readiness of incoming Senior High graduates in IPSJ
How equipped are you with skills and knowledge that make you career ready?
I. They are equipped well and career ready 21
II. They are not equipped well and not career ready 13
III. They are unsure 6
Total 40
Table 2: Perceptions of Career Readiness of incoming Senior High graduates in IPSJ
Observing from the results, twenty-one (21) of the participants perceived that
they are equipped with the skills and knowledge. They believe that they are prepared to enter
the labor force immediately after Senior High. A response from Participant #1 best describes
this category;
“I think I am equipped with enough with skills and knowledge that makes my career
ready because I have been taking subjects that are related to my career for years now.”
Following, thirteen (13) of the participants perceived that they are not career ready.
They say that they are not equipped enough to enter the labor force after graduate as Participant
#16 responded;
“I personally believe that I am ill-equipped with the needed skills and knowledge for
the career that I have chosen. I have not experienced the environment of a workspace
nor the technological and fundamental skills to do with my career.”
Finally, six (6) participants are unsure if they are career ready or not. The participants
in this category are unsure of their competency in the skills and knowledge in preparation of
their career.
In addition, the researchers conducted an assessment of employability skills to fully
understand the competencies in career readiness of the participants.
Mean/
S# Employability Skills Median Mode Interpretation Std. Dev.
Range
S1 Communication 3.88 4 4 Very Well 0.7479
S2 Problem-solving 3.78 4 3 Very Well 0.7579
S3 Team Work 3.98 4 4 Very Well 1.0604
S4 Planning & Organizing 3.40 3 3 Very Well 0.9165
S5 Creativity/Innovation 3.68 4 3 Very Well 1.0341
S6 Working with Others 3.90 4 4 Very Well 0.9950
S7 Independent Study 4.20 4 5 Excellent 0.8124
S8 Numeracy Skills 3.98 4 4 Very Well 0.7902
S9 ICT Skills 4.15 4 4 Very Well 0.7599
S10 Self-Management Skills 4.03 4 5 Very Well 0.8511
S11 Time Management 3.43 3 4 Very Well 0.9189
Table 3: Assessment of Employability Skills of Incoming Senior Graduates in IPSJ
Above are the results from the assessment of employability skills. Observing from the
results, most of the skills are in the ‘Very Well’ range, which is equivalent to an above average
result from the 5-point Likert Scale. Only the one employability skill, ‘Independent Study’ is
in the ‘Excellent’ range. This shows that the incoming Senior High graduates in IPSJ are fairly
prepared and equipped with the skill needed within the workplace after Senior High.
In observation of the results, the researchers found that half of the participants perceived
to be career-ready after Senior High. This is further expounded from the results from the
assessment as it shows that the participants are fairly equipped with the knowledge and skills
needed in the workplace. The researchers also found that almost half of the participants
perceived that they are not ready to enter the workforce, despite the assessment saying that the
participants are prepared by more than average. This suggests that there are other factors that
contribute to the career-readiness of the participants.
2) Factors that affect the Career Readiness of incoming Senior High graduates
How equipped are you with skills and knowledge that make you career ready?
I. Educational Factors
Education
Experience
Communication Skill
Problem Solving
Social Skills
Critical Thinking
ICT Skill
Writing Skill
II. Attitudinal Factors
Attitudinal
Adaptability
Time Management
Decision Making
Responsibility
III. External Factors
Finance
Parental Expectations
Societal Expectations
IV. Personal Factors
Personal Interests
Table 4: Factors that affect the Career Readiness of incoming Senior High graduates
The participants of the study were asked of the factors that can affect their career
readiness. All of the answers were analyzed and the researchers found four (4) categorial
themes and these are; Educational Factors; Attitudinal Factors; External factors &; Personal
Factors.
Majority of the participants responded that Educational Factors affect their career
readiness. Educational Factors are the following; Education, Experience, Communication
Skill, Problem Solving, Social Skills, Critical Thinking, ICT Skill, Writing Skill. They
perceived that education plays a big role in career readiness as the majority of the participants
have responded this way. They also say that workplace experience is an important factor as
Participant #7 responded;
“Exposure of becoming familiar with work-related environment to enhance skills and
confidence.”
Other participants also responded that skills like communication and ICT also contribute to the
career-readiness of the individual.
A large number of the participants perceived that Attitudinal Factors contribute to the
career readiness of the individual. Attitudinal, Adaptability, Time Management, Decision
Making &, Responsibility are part of Attitudinal Factors. The participants believe that
professional attitude and characteristics play an important role in making an individual career
ready.
Several participants perceived that External Factors come into play in their career
readiness. They responded that Finance, Parental Expectations &, Societal Expectations are the
External Factors. They perceive that finance determines the career readiness of the individual
as low-income families would not be able to afford the education needed to enter the labor
force. They also perceived that expectations from parents and society contribute to the career-
readiness of an individual.
Lastly, a handful of participants believe that Personal Interest is a contributing factor to
their career readiness. They perceive that a student's desired career affects the readiness of an
individual as students will be selective of what they want to learn, therefore disregarding the
other skills and knowledge that could be used in the workplace.
In observation of the results, the researchers found the participants perceived that
Educational Factors is an important contributing factor towards career readiness as the majority
of the participants have responded so. The other factors like Attitude and External Factors play
a role but not as much as Education.
3) Advantages and Disadvantages of the Senior High component
What are the advantages on the Senior High component on making career-ready
individuals?
I. Prepares students for the work force
Makes students career ready
Prepares students for college and career
II. Prepares students for further education
Prepares students for college and career
Provides basic knowledge
III. No Advantages
Table 5: Advantages of the Senior High Component
The researchers of the study asked the participants on what they perceived to be the
advantages of the Senior High component on creating career-ready individuals. Most of the
participants have answered that the advantage they have been able to observe with the Senior
High component is that it prepares students for the workforce, with 48% of the participants
stating that the senior high component makes students career-ready. According to Participant
#2;
“Since I am in the ABM strand, we are taught basic accounting and we're also taught
different managerial skills.”

Most of the participants perceived that the Senior High component prepares them for further
education like college rather than entering the labor force. They see that Senior High provides
them the basic skills and knowledge that could be expanded and honed through tertiary
education than to enter the work force immediately. There are also a handful of participants
who think that Senior High provides no advantage to creating career-ready individuals.
Participant # 17 states that;
“In my opinion, nothing. Our immersion subject does not let us have immersion outside
of school. We only have/ study in classroom and not experience real-life immersion.”
What are the disadvantages on the Senior High component on making career-ready
individuals?
I. Inadequate amount of knowledge and experience
Lack of work immersion
Inadequate number of subjects
Not providing enough experience
II. Takes more time and resources
Adds more years towards education
Adds more expenses and years towards education
More expenses
III. Depends on other factors
Problem with institutional application
IV. No Disadvantages
Table 6: Disadvantages of the Senior High Component
The researchers of the study inquired about the perception of the participants on the
disadvantages of the senior high components on making career-ready individuals. Most of the
participants have answered there the disadvantage they have seen with the senior high
component is the inadequate amount of knowledge and experience, specifically the lack of
work immersion according to Participant # 28,
“They don't provide actual practices in work places which is why students could only
relay to their knowledge.”

Several participants perceived that Senior High takes more time and resources. They
believe that Senior High is more of an obstacle needed to go over to enter college rather than a
step in increasing educational productivity and knowledge. While on the other hand, there were
also many participants that stated there were no disadvantages. Participant # 25 stated that
“For me I don’t think that there are disadvantages it will only depend on the
individual.”
In observation of the results for research question number three (3), the researchers
found the participants perceived Senior High as another step in providing the skills and
knowledge related to their strands to enter into further education, while there are varying
degrees of success in entering the workforce immediately after Senior High.
4) Reliability of the Senior High component in preparing students for their future
careers
Do you think that Senior High component is equipped to provide sufficiency in preparing
students who are career ready? Why or Why not?
I. Yes, the Senior High component is sufficient enough 24
Yes, Senior High prepares us for work environment 18
Yes, Senior High provides adequate knowledge but not adequate experience 2
Yes, Senior High is equipped enough 2
Yes, but only for low-skill careers. 1
Yes, but somewhat prepared 1
II. No, the Senior High component is not sufficient enough 12
No, Senior High is not equipped enough to do so 3
No, Senior High does not provide adequate experience 3
No, Senior High provides basic general knowledge 3
No, Because of strand choice 1
No, Because of external forces 1
No, Senior High needs improvement 1
III. It depends on other factors 4
Depends on the educational institution 3
Depends on the individual/students 1
Total 40
Table 7: Reliability of the Senior High component

The researchers asked the participants about the reliability of the Senior High
component in preparing career-ready individuals. The researchers found three (3) categorial
themes within the responses of the participants and these are; Yes, the Senior High component
is sufficient enough; No, the Senior High component is not sufficient enough &; It depends on
other factors.
More than half of the participants perceived that Senior High is reliable enough in
creating career ready individuals. They believe Senior High is equipped enough and prepares
them for the work environment as Participant # 34 responded with;
“For me I would say Yes, why, because it helps the student to be prepared for the next
generation in their skills for training and it develops for the real-time job situation.”
Other participants perceived that Senior High provides adequate knowledge but not adequate
experience. They also believe that Senior High prepares them only for low-skill careers. As
Participant #19 responded;
“Yes, For small career. … . Minor careers can be acquire once you graduated from
SHS.”
One participant perceived that Senior High somewhat fairly prepares career ready individuals.
More than several students perceived that Senior high is not reliable enough to prepare
career ready individuals. They believe that Senior is not adequately equipped to do so and
provides the basic knowledge without sufficient experience or application. As Participant #32
responded;
“No. Because Senior high could provide more but they would only focus to the students
with general courses. For instance, when a student wanted to be a nurse, STEM would
only provide basic knowledge about biology and won't expose their students in the
medical field.”
Other participants perceived that external factors partially come to play like strand choice in
the reliability of Senior High. Some participants believe that Senior High requires improvement
in order to be reliable enough in creating career-ready individuals.
Handful of participants perceived that reliability of Senior High is purely dependent on
external factors like the educational institution and the students.
In observation of the results, the researchers that participants are split on the reliability
of Senior High. It is half and half on the reliability of Senior High in creating career ready
individuals. The researchers found that reliability of Senior High is partially or purely reliant
on other factors.
CHAPTER IV
SUMMARY, CONCLUSION, & RECOMENTDATIONS
This chapter outlines the summary of the results found in Chapter Three, together with
the conclusions of the researchers and recommendations towards the future research in this
field of study.
1. What are the perceptions of Career Readiness of incoming Senior High graduates in
IPSJ?
Unsure
15%
Well equipped
& ready
52%
Not equipped &
ready
33%
Figure 3: Career Readiness of Incoming Senior Graduates in IPSJ
In observation of the results, the researchers found that twenty-one (21) participants out
of forty (40) perceived themselves as individuals who are ready to enter the labor force after
Senior High. Thirteen (13) participants perceived that they are not equipped and ready to enter
their chosen career after Senior High. Only six (6) perceived uncertainty in their career
readiness.
4.50 4.20 4.15

3.98 3.98 4.03
3.88 3.90
4.00 3.78 3.68
3.40 3.43
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Figure 4: Assessment of Employability Skills of Incoming Senior Graduates in IPSJ
In observation of the assessment data, the researchers found that the participants are
fairly equipped with employability skills needed in the workforce. All skills are in the “Very
Well’ ranges expect for the ‘Independent Study’ skill, which is in the ‘Excellent’ range.
2. What are the factors that affect the career readiness of incoming Senior High
graduates?
In observation of the results, the researchers found there are four (4) factors that the
participants perceived affect their career readiness. They perceived that Educational Factors
like Education, Experience, Communication Skill, Problem Solving, Social Skills, Critical
Thinking, ICT Skill, and Writing Skill, affect the career readiness of an individual the most.
Secondly, they perceived Attitudinal Factors like Attitude, Adaptability, Time Management,
Decision Making, and Responsibility affect career readiness less than the Educational Factors.
External Factors like Finance, Parental Expectations, and Societal Expectations affect career
readiness lesser than the first two (2) factors. While, Personal Factor like Personal Interest
affects career readiness the least.
3. What are the advantages and disadvantages of the Senior High component?
Advantages Disadvantages
Prepares students for the work force Inadequate amount of knowledge and experience
Prepares students for further education
Takes more time and resources
Depends on other factors
Figure 5: Advantages and Disadvantages of the Senior High component
In observation of the results, the participants perceived the following advantages and
disadvantages of the Senior High component. The perceived advantages of Senior High are;
Prepares students for the work force &; Prepares students for further education. They perceived
that Senior High does what it intended as what the Philippine government and Department of
Education promotes. While the disadvantages are; Inadequate amount of knowledge and
experience &; Takes more time and resources. They perceived Senior High as an unnecessary
step in their educational journey.
4. Is the Senior High component reliable enough in preparing students for their future
careers?
It depends on
other factors
10%
No, the Senior

High
component is
not sufficient Yes, the Senior
enough High
30% component is
sufficient
enough
60%
Figure 6: Reliability of the Senior High component

In observation of the results, the researchers found the sixty percent (60%) or twenty-
four (24) participants said that the Senior High is reliable enough to create career ready
individuals. Thirty percent (30%) or twelve (12) participants believe that Senior High is not
sufficient enough to create individuals who are ready to enter the workforce immediately after
Senior High. Only ten percent (10%) or four (4) participants believe the reliability of Senior
High depends on other factors like educational institutions and the individual learner or student.
Conclusions
Based on the summary of the qualitative and quantitative data gathered, the researchers
found the following conclusion that is discussed below;
1) All of the incoming Senior High graduates in IPSJ of the School Year 2019 – 2020 are
fairly equipped with the skill and knowledge related to their chosen strands. Despite
the strand related skills and knowledge, most of them are in need of workplace
experience and application.
2) More than half of the incoming Senior High graduates in IPSJ of the School Year 2019
– 2020 are ready to enter the workforce immediately, while the other half are not ready
and need further education before entering the workforce.
3) The Senior High component of the K-12 Basic Education Program is in need of
improvements in terms of preparing career-ready individuals.
Recommendations
The researchers recommend the following for the future researches in this field of study;
1) Case Study of individuals from the incoming Senior High graduating batch regarding
career readiness.
2) A solely Quantitative Study on career readiness.

3) Use more objective assessments regarding career readiness and employability of
incoming Senior High graduates.
4) Inclusion of the HUMSS strand in IPSJ in future studies.
5) Study on the career readiness of incoming Senior High graduates from the perspective
of the Human Resource department of different companies.

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APPENDICES
Research Agenda
INTERNATIONAL PHILIPPINE SCHOOL IN JEDDAH

Senior High Department
Academic Track - Humanities and Social Sciences Strand
PROPOSED THESIS
CONCEPT THESIS QUESTION THESIS STATEMENT
TITLE
Career development THE PERCEPTION Are the incoming The incoming Senior High
intervention is any activity that OF CAREER Senior High graduates graduates in IPSJ are not yet
empowers people to cope READINESS OF in IPSJ are skilled and skilled and equipped enough to
effectively with career INCOMING SENIOR equipped enough to be be part of the labor force after
development tasks. HIGH GRADUATES part of the labor force graduation.
career development has been IN INTERNATIONAL after graduation?
the fundamental purpose and a PHILIPPINE SCHOOL
primary focus for the IN JEDDAH
services that schools offer
(Niles & Harris-Bowlsbey,
2002).
Career readiness is the

proficiency of competencies
that help students be able to be
part of the workplace easily
(NACE).
DATA GATHERING PROCEDURES AND

SPECIFIC PROBLEMS RESEARCH DESIGN
TOOL TECHNIQUES
Specifically the research will Questionaire &; Thematic Coding Mixed Method (Qualitative and
answer the following questions: Survey Quantitive)
1) What are the perceptions of Frequency Distribution
Career Readiness of incoming
Senior High graduates in IPSJ? Measure of Central
2) What are the factors that Tendency
affects career readiness of
incoming Senior High
graduates?
3) What are the advantages
and disadvantages of the
Senior High component?
4) Is the Senior High
component reliable enough in
preparing students for their
future careers?
(Signed)
Sample Participant Evaluation Pretest

Research Project; 12 – Socrates (HUMSS)
Name:
Section:
Participant's Evaluation Pretest
Please put a checkmark to the answer that fits
you the most
Are you going to enter work/labor force after
graduating from Senior High?
_____ - Yes, I will

_____ - Maybe/Not yet decided
_____ - No, I will not
(Signed)
Al-Raiyan A. Lopito
(Signed)
Thom Beracah Ed G. Panaga
Researchers
(Signed)
Edna L. Naños
Research Project Adviser
Sample Questionnaire
Sample Survey
Communication Letter to the Principal

Communication Letter to the Senior High School Advisers

Participants’ Responses to the Participant Evaluation Pretest

Participant’s Responses to the Questionnaire

Participants’ Responses to the Survey

Decoded Responses to the Questionnaire
Question #1
I am satisfied with it because I can cope up or make

adjustment with everything and I think have not that
enough knowledege for my career
I think I am somewhat ready. I think that I could
learn other skills therefore, I can learn while also
working.
I am somewhat ready to have a career because I am
equipped with the basic and necessary skills in the
working environment of my desired job.
Quite equipped, The school I might end up on is
unsure but the location of where I haxe a chance to
achieve my plans is clear
I would say that I am somewhat ready but the
knowledge I would get from college would certainly
help.
Quite equipped, there's still no specific school but
the country location is clear. As long as I live there,
my career is pretty attainable.
I think I am equipped with enough skills and
knowledge that will make my career to brigth. I can't
say that I have all the skills and knowledge I still
lack some.
I think I am equipped with enough with skills and
knowledge that makes my career ready because I
have been taking subjects that are related to my
career for years now.
Equipped with good knowledge and skills in studys
help me in career ready also be confident while in
interview.
I honestly believe I can be responsible enough to
work in a working environment.
The
Participants
For me I think Im already equipped for the career
feel career
that Im about to take w/c is the civil engineering or
F.A in the future. ready
I am ready to be succesful by
I'm a diligent follower. I do what Im asked to with
understanding to the expectancy of the work they
want me lo do.
I am equippped because I already have the basic

knowledge and skills into it.
I have enough knowledge and experience.
I have enough skills and knowledge to work.

I have the basic knowledge but I don't have enough
knowledge for my desired career choice.
From what I could see, I have the skills and
knowledge because I has already experienced and
learned a lot and I had used those experience to
learn.
Lets say my course that I wanted to take is Computer
Engineering, even when I'm doing something it build
up my abilities and trying to be confident effectively.
I am fully equipped in terms of knowing all my
knowledge and skills strenghts and weaknesses.
I am ready because I honestly beliece that I can be
responsible enough to work and I am ready to be in a
working environment.
From what I researched, personally, I am bound to
have more things to learn, experience, and train to
properly be ready. I recognize this and am taking
proper steps to cover this as I am very incompetent
to my ideal self.
That depends on my vast knowledge and experience.
I lack experience the most since I barely ever
worked in an actual job.
I am still not mutch equipped I still have alot to
learn.
I personally believe that I am ill-eqquiped with the
needed skills and knowledge for the career that I
have chosen. I have not experienced the environment
of a workspace nor the technological and
fundamental skills to do with my career.
I believe that I am not that career-ready yet. I have
worked part-time once and I was shy to talk to the
customer. I still don’t have the communication skills.
The
Participants do
The school had provid us and madeuse read for oul
not feel career
careers by giving use similar things withour career
like RePro. ready
At this current stage, I am still not ready. I may
know some of the basics.
Not confident to call my career ready spitu academic

attainments.
I am not yet fully-equipped with the necessary skills
and knowledge need for my career. Specific skills
will be aquired along the way on the actual career
path. The only thing I've been equipped up until now
is the basic foundation such as concepts and theories.
I think I am still not equippad enough & need more
experience
Im not ready at all.
Not equipped enough for an engineer yet, well, I'm
still lacking in the necessary skills & knowledge.
I am not yet equipped. I still lack knowledge on what
I really want to do or become in life.
Average. There are some skills that quite ready and
some aren't because of the lack of experiences.
base on what I have skills and knowledge and if
helps develop my career.
The
Participants are
base on myself skills & Knowledge help me develop
myself on other things. unsure.
By learning more about your skills like what you are
really good at and focus more in your skills.
I know a lot of things to do but the problem is, I
don’t know what course do I really want to take for
my skills to be improved.
By what have been experience like part-time job
Question #2
Skills
basic accounting knowledge.
knowledge,
wisdom and
Skills.
Skills and Knowledge can affect my career readiness.
IF I lack my skills and information about my job it
will step back and hard to move on.
Academics,
proper and effective to teach/learn lessons, and my
lack of neccesary knowledge.
and my knowledge about my career.
Education
knowledege,
Factors that affect my career readiness are the
concepts being thought,
Factors are education and
My recognition at work, i accept that by keeping
yourself in the work field, will prepare you for the
future.
My skills and knowledge are not enough.
This can affect your academic excellence,
Different skills, Educational
Amount of knowledege; Factors
Education;
Experience and
experience
Exposure of becoming familiar with work-related
environment to enhance skills and confidence.
Being aware on what happening around me
new environment and place,
Experience with other real life situations
experience.
and the ever-changing environment for my chosen
career. Experience
experience
My perception of work schedule. I assume that by
keeping yourself in the work field will make you
career ready.
experience
Experience and
Experience and
Experience
Experience
Great communication skills and
Communicating customers and colleagues,

My personal experience with communicating with
other people.
communication, Communication
Skill
verbal skills and language,
language enhancement,
Communication;
I think the factor that could affect my career
readiness is problem solving skills. Problem
Solving
Problem Solving.
work ethic, and social attitude.
social inteaction skills are improved in the taking the Social Skills
SHS program.
Critical
your critical thinking,
Thinking
and also your skills in technology. ICT Skill
writing skills, and Writing Skill
maturity,
Confidence.
Attitudinal
Attitude,
Attitude;
adaptiveness,
This kind of factor does really affect my career &
that certain factor is adaptability & agility. Adaptability
Adaptability
Adaptiveness;
being shocked on too much tasks to sometimes too
Attitudinal
much work to do it too much time and can't focus on Factors
other things Time
Time and Management
The time management.
Factors, such as; decision making,
Decision
my constantly swayed decisions,
Making
not deciding on a career to fo through
responsibility,
Responsibility
Responsilibility;
money &
money and
Money and Finance
money
money External
The factors that affect me in my career readiness is Factors
the influenced of my family that they expected to be Parental
what they want me to be. Expectations
Parental expections,
society's like and dislikes, Society
personal Interest
personal interest Personal Personal
It affects your passion, desiry and love for a career. Interest Factors
Passion and determination.
Freedom.
and other unknown thing I have yet to discover.
Living on Campus,
One factor that affect my career readiness is to help Irrelevant
my parents earn money while I wait to go to the Irrelevant
Philippines because I won't be doing anything for 4 Factors
months.
location.
and Dating
Question #3
Since I am in
the ABM
strand, we
are taught
basic
accounting
and we're
also taught
different
manegerial
skills.
Students will
have more
experience
and hone
their skills
and talents
preparation
in our Future
career
develop our
selF value
Easier first- Prepares students for the
hand work force
experience,
possible new
knowledge of
different
kinds of job.
The
component
of senior
high is great
because it
will make the
student ready
as much as
possible it
will teach
different
skills and
given
different
knowledge
that will
make you
ready at any
time.
I guides
students in
preparing for
their career.
Being able to
understand
the situation
and use it
They give is
the subjects
that will help
and make use
ready.
They taught
us early
basics of
subjects that
will help us
if we take
jobs early.
One is
making
student ready
for working
by giving
them
experience. Makes students career ready
Senior High
offers
prerequisite
subjects that
are needed
for the
career. This
helps the
individuals to
have an idea
of the reality.
The
advantage is
that senior
high gives 2
more years to
students to be
more career-
ready.
The
advatages is
that in senior
high they can
help you like
guide you on
what or how
to be ready in
choosing a
career.
Career based
strands gives
and ovevire
of desired
course.
It includes
training for
the job
purposes and
improving
skills for a
better career.
Work
Immersion
They may
work already
if they want
to.
Experience
and money
One of the
advatages is
making them
ready to go
into a
working
environment
and gain a lot
of experience
in different
opportunities
.
The
advantages
are that we
take subject
in Senior
High that
makes us
reafy for
college and
career-ready.
It prepares
the
highschool
students to
the life they
will go
through at
college or
their work Prepare students for college and
area. career
It makes you
prepare a
little.
It gave us
some main
factors that
could give us
idea how
college is
going be
This
educational
institute, in
particular,
aids the
student to
prepare for
college but
not entirely
for the life
afterschool.
Not that this Prepares only for further education
applied to
every career
out there.
It helps them
through
having
introductory
subjects for
college.
Since
companies
are still
prioritizing
to employ
college
graduates, I
would still be
going to
college but
SHS prepares
me for
college.
Gives
students a
brief
summary of
the course
they will be
taking in Prepare students for
college. college
This can be
an early
preparation
on your
coming
college life
and develop
itself.
It helps us
get ready for
college
because of
the
introductory
subjects.
The
advantages is
the student
are now more
knowledgabl
e because
their
academic
studies are
now more
advanced.
It allows us
to have more
time to think
of the course
that we really
want to take
and be
mature
enough to
make
decision
Providing
enough
knowledge to
senior high
school
students.
Providing
basic
knowledge to
the students
Providing
knowledge to
the students
They provide
us enough Provides basic
knowledge knowledge
They provide
the basic
necessities
and enough
knowledge.
In Senior
High, as a
STEM
student, the
best
advantage I
could take
from STEM
strand is
learning
different
profession
like science,
technology,
engineering,
mathematics,
and
entreprenuers
hip.
In my
opinion,
nothing. Our
immersion
subject does
not let us No advantages
have
immersion
outside of
school. We
only have/
study in
classroom
and not
experience
real-life
immersion.
There are
none
actually. Provides nothing
To be honest,
there is really
none, We
have work
immerstion
but the
application
of it isn't
assigned
which makes
is useless as
a subject of
preparedness
of senior
high
students.
Question #4
not letting
the students
work/ have
immersion.
Not enough
hands-on
experience
with the
professional
s.
They don't
provide
actual
practices in
work places
which is
why
studentes
could only
relay to their
knowledge.
Not Inadequate amount
providing a
actual work
Lack of work immerssion of knowledge and
immersion experience
to be espose
in different
work fields.
Not
providing
enough
skills for
students
because
they don't
provide
enough
work
immersions.
They don't
provide or
let us
experience
what it is
like to be in
a workfield.
They don’t
let us have a
actual work
immersion
to learn
something
about
anything
related to
work
(atleast in
IPSJ.).
like they
didn’t want
to have a
better
training in
skills
especially
by not
improcing
their future
career.
It need to
add more
courses to
help
students
prepare.
Difficulties
in
understandi
ng has
career
readiness
works &
Inadequate number of subjects
adds more
subjects to
the person.
Difficulties
in
understandi
ng how
career
readiness
works and
adds more
subject to
the
individual's
schedule.
Nervousness
, uneasiness
of new work
area or job,
jobs no to
his/her
specification
.
There are
plenty but
application
isnt Not providing enough experience
Theres alot
of it.
Application
isn't
something
but in
priority for
students in
Senior High
unbelievable
regretful.
We got
delayed for
2 years. If
we didn't
have SHS
we are 2nd
year cohlege
now.
It obligates
career ready
individuals
to study for
Adds more years to education
Takes more time and
2 more year resources
s to study.
It addsn
more years
for
educational
experience
More years
of high
school.
It adds more
years to our
academic
years.
More years
at school
and the
subjects
kept on
repeating.
more
expensive
tuition fees
to pay, and a
longer time
before the
students in
academic
tracks
become a
part of the
labor force
Longer
duration of
time. More
money
spent.
Since senior
high has
added two
more years Adds more expenses and years towards
to the education
educational
journey of
studnets.
Therefore,
some
individuals
might
experience
financials
difficulties
before
establishing
a stable
situation.
Since senior
high has
added two
more years
to the
educational
journey of
studnets.
Therefore,
some
individuals
might
experience
financials
difficulties
before
establishing
a stable
situation.
Financial
difficulties
since most
families are
forced to
send their
children to
two more
years of
highschool,
which
would affect
their budget More expenses
The
disadvantag
es is that
they lack
equipments
&
sometimes
teachers.
The
disadvantag
e is the
schools that
Problem with institutional apoplication
Depends on other
are trying to factors
integrate
SHS but do
not do well
at it.
The delivery
or teaching
of the
subjects. It
depends in
the teacher
on how he
or she will
discuss the
lesson.
Some
teachers
might not
provide an
entertaining
way of
teaching
which will
make the
students no
logner
interested
on the
subject.
None.
Nothing
really,
maybe it
lack some
skills that
they are
nore
teachingf to
the students.
I think there
are no
disadvatages
on the
senior high
component
on making No disadvantages No disadvantages
career-ready
individuals.
Disadvatage
s, not that
much from
what i see
Thre is no
any
disadvantag
es.
For me I
don’t think
that there
are
disadvantag
es it will
only depend
on the
individual.
I don’t see
any
disadvantag
es because
its maing
goals is to
make us
ready for
our picked
programs.
The only
disadvantag
e is that it
lengthes the
year of
schooling.
None so far
For me,
there is
none.
the
disadvantag
es of SHS
students is
the grade 11
can be
consider
"collage
now if the Irrelevant
SHS don’t
exist
Shifting
courses.
Like fake
career
advisors.
Question #5
Yes, because being an SHS is could be considered as being a college

student and provides sufficiency in preparing the students really
depends on the school.
Yes. Because it does not only teach the Senior High School students the
basic principles in the working environment, but also teach through
application in immersions
Yes because they already know what career they to pursue
Yes, because in Senior highj school is preparing your future career.
Yes, being SHS student is like practicing on your future collage life
Yes, because as I saide the component of one senior high is good and it
providing high academic for the students. And this information will the
student in there career.
Yes, because the senior high provides us with the subjects and the
requirements to be career redy.
Yeah it will make the more confident about their career and goin more Yes, Yes,
knowledge. Senior the
Yes, because of the experiences I face in school, I can most likely High
survive ahid as a citizen. prepare
Seni
Yes, because it can give students 2 more years to learn & be ready s us for or
Yes, because they guided us and they gave su knowledge about how to work Hig
be ready, in choosing a career. environ
ment
h
Yes, to be efficient at work, to gain also knowledge that will be given
when get better. com
Yes for specific work efficient employee. The knowl;edge that will be pon
given to us will be the death of our dreams and hope to better at ent
something else.
Yes. Because they have the knowledge on what it is like to be in a is
work. suffi
For me I would say Yes, why, because it helps the student to be cien
prepared for the next generation in their skills for training and it
develops for the real-time job situation. t
eno
Yes. Because it enhance the students. ugh
Yes, it is for the their own goods and benefits.
Yes, because from my experience from the school I would most likely
survive outside as an individual and as a citizen.
I think that senior high has partially helped students to be career-ready. Yes,
However, it can’t be assumed that Senior high has already assured a Senior
bright future. After all, work immersion and classroom scenarios would High
not be the same with the actual career evironment. provide
s
adequat
e
knowle
dge but
Yes. Because they already have the basic knowledge for it. They just not
need to know how to apply it in th eactual work field. adequat
e
experie
nce
The think the system of SHS is a good stepping stonde on choosing a Yes,
career. Senior
High is
equippe
Yes, the SHS is more equipped and should be equipped because this d
affects the career of the students that they are pursuing to. enough
Yes but
only for
low-
Yes, For small careers. Jobs like engineer, doctor, pilot, and nurse. skill
Minor careers can be acquire once you graducated from SHS. careers.
Yes,
but
somew
hat
Yes, somewhat, I feel career ready but that may just be an illusion of prepare
readiness sice I am equipped with the basic skills of accounting. d
I believe not, as tirelessly promoted by the management, holistic No,
development of the students. It is rather ill-equipped hypocritical and Senior
linient. High is
No, because career ready students would be more ready for college than not
those who aren't ready equippe No,
d
No, most in SH component is not much equipped when it comes to enough the
preparing students who're ready for career ready. to do so Seni
No, they do not provide immersion for students to experience real-like No, or
work ir what's its like to experience work. Senior
It will only be equipped if the students of the certain strands will be High Hig
given on immersion of the courses/programs that they are planning to does h
take. not com
provide
Not really. In my opinion, there must be more lession to be done adequat pon
practically, in order for the students to feel different types of e ent
knowledge. For example learning the hardware of the computer when it experie is
tores to the technology component. nce
No. Because students in Senior High only get enough knowledge and No,
not
not the excat knowledge they needed. Senior suffi
No because they don’t know what it's like to be in a work and doesn't High cien
have enough knowledge to it. provide
t
No. Because Senior high could provide more but they would only focus s basic
to the students with general courses. For instance, when a student general eno
wanted to be a nurse, STEM would only provide basic knowledge about knowle ugh
biology and won't expose their studens in the medical field. dge
No,
Becaus
No, not all students chose their strands. e of
strand
choice
No,
Becaus
e of
No. They said that I can acquire a job after SHS but the unemployment external
in the Philippines is high. forces
No,
Needs
Senior
High
needs
It will definitesly can improve, like more facilities, more activities improv
(Hands-on) than paperworks. ement
Depends on the school, there are schools that offers excellent quality of
education that really enhances students' skills and are not lacking of
equipments & facilities. Depend
IPSJ does not provide career readiness in the field of work is Saudi s on the
It
Arabia, although Philippines do provide career readiness to students in educati depe
senior high. onal nds
It helps in preparing the students to their future obstacles but only if the instituti
educational institutionsapplies it properly. Going through SHS does not on
on
give you the 100% possibility of success since the external factors may othe
vary. r
Depend
s on the
fact
individ ors
ual/stud
I think it depends on the student because we have different capabilities. ents
Decoded Responses to the Survey
No. S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11

#1 3 3 4 4 3 4 5 5 4 5 4
#2 3 3 3 3 3 4 3 3 4 4 3
#3 4 3 3 3 1 3 3 2 3 4 2
#4 4 5 4 3 4 4 4 5 4 5 3
#5 4 3 1 2 5 1 5 3 4 5 2
#6 5 5 5 4 3 4 4 5 5 4 3
#7 4 3 3 3 3 4 5 4 4 4 2
#8 3 3 3 3 3 3 3 4 3 3 3
#9 3 4 5 4 1 3 4 3 5 4 3
#10 3 4 1 2 5 1 5 3 4 2 2
#11 4 4 5 4 4 5 5 4 4 5 3
#12 5 4 5 4 5 5 5 5 5 5 4
#13 5 3 4 3 4 4 5 4 5 4 4
#14 4 4 4 3 4 4 4 4 5 5 4
#15 3 3 2 2 3 3 3 3 4 3 2
#16 4 5 4 5 3 4 3 4 4 5 5
#17 3 4 4 3 4 5 5 5 4 5 5
#18 3 3 4 3 3 4 4 4 4 4 4
#19 4 3 5 3 3 5 4 4 4 4 3
#20 3 4 4 4 4 4 4 4 3 4 4
#21 4 4 2 1 3 2 4 4 3 3 2
#22 5 4 5 4 3 4 4 4 4 4 4
#23 5 4 5 4 5 5 5 5 5 5 4
#24 4 3 4 3 4 4 3 4 3 3 3
#25 5 3 5 5 5 4 5 3 4 5 3
#26 3 4 5 5 4 4 5 4 5 3 3
#27 5 5 5 5 5 5 5 5 3 3 3
#28 3 4 4 3 4 5 4 3 3 3 4
#29 4 4 4 3 3 3 4 4 3 5 3
#30 5 3 4 3 4 4 4 4 3 4 3
#31 4 5 5 3 5 5 5 4 5 4 3
#32 3 3 4 3 2 4 4 4 4 3 4
#33 4 3 4 5 4 3 4 4 5 4 5
#34 3 3 4 3 3 4 2 3 5 3 4
#35 4 5 5 5 5 4 5 5 5 5 5
#36 3 4 4 3 3 5 5 5 5 3 4
#37 5 4 5 4 5 4 5 3 4 3 5
#38 4 5 3 3 5 3 5 5 5 5 2
#39 4 3 4 3 3 5 3 3 5 4 4
#40 4 5 5 3 4 5 4 5 5 5 4
Grand
Total S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11
Mean 3.88 3.78 3.98 3.40 3.68 3.90 4.20 3.98 4.15 4.03 3.43
Median 4 4 4 3 4 4 4 4 4 4 3
Mode 4 3 4 3 3 4 5 4 4 5 4
Rank 7 8 4 11 9 6 1 4 2 3 10
0.74 0.75 1.06 0.91 1.03 0.99 0.81 0.79 0.75 0.85 0.91
Std. Dev. 79 79 04 65 41 50 24 02 99 11 89
Curriculum Vitae
Name: Thom Beracah Ed G. Panaga

Email: toby25panaga@gmail.com
Date of Birth: 18 February, 2000
Nationality: Filipino
Marital Status: Single
Education
Philippine Sunrise International School
Jeddah, Saudi Arabia
Pre-Elementary Graduate
Bader International School

Al-Faisaliyah, Jeddah, Saudi Arabia
Elementary Graduate

Junior High School Completer

Mushrefah District, Jeddah, Saudi Arabia
Senior High School Graduate (Humanities and Social Sciences)
Experiences
Facilitator: BIS Sports Festival (2016-2017)
Facilitator: BIS Proud to be a Baderian Day (2016-2017)
Facilitator: BIS Family Day (2017-2018)
Master of Ceremony: BIS Turnover Ceremony (2017-2018)
Facilitator: “The Vanguard” Foundation Day Booth (2018-2019)
Facilitator: IPSJ English Festival 2019 (2018-2019
Affiliations/Membership
President: Green Club (2019-2020)
Associate Editor: Hiraya (2019-2020)
Entertainment Editor: The Vanguard (2018-2019)
Past Member: IPSJ Chorale/Singing Club (2018-2019)
Manager: BIS Men’s Volleyball Varsity (2017-2018)
Former Secretary: BIS Supreme Student Council (2017-2018)
Former Secretary: BIS Arts & Photography Club (2017-2018)
Former Asst. Secretary: BIS Supreme Student Council (2016-2017)
Co-Curricular Activities/Trainings/Seminars
▪ BIS Leadership Training (2016-2017)
▪ BIS Career Talk (2016-2017)
▪ JILGM Music Symposium – Advanced Keyboard (2016)
▪ JILGM GYG Coordinator Training (2017)
▪ JILGM Discipleship Training (2018-2019)
▪ JILGM Bible Teaching Made Easy (2019)
Skills
Knowledgeable in:
Productivity Software (Word, PowerPoint, & Excel)
Design Software (Photoshop and Illustrator)
Curriculum Vitae
Name: AL Raiyan A. Lopito

Email: alraiyanlopito@gmail.com
Date of Birth: 14 May, 2000
Nationality: Filipino
Marital Status: Single
Education
Philippine Sunrise International School
Jeddah, Saudi Arabia
Pre-Elementary Graduate

Elementary Graduate

Junior High School Completer

Mushrefah District, Jeddah, Saudi Arabia
Senior High School Graduate (Humanities and Social Sciences)
Experiences
Facilitator: BIS SSC Elections (2017-2018)
Affiliations/Membership
Auditor: Robotics Club (2019-2020)
Past Member: Drama Club (2018-2019)
Past Member: BIS Election Tribunal (2017-2018)
Co-Curricular Activities/Trainings/Seminars
• BIS: Career Talk (2016-2017)
• TESDA Training (2014-2015)
Interest/Activities
• Reading
• Playing Video Games
• Watching movies, anime, tv shows etc.
• Listening to Movies

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The Perception of Career Readiness of Incoming Senior High Graduates in the

International Philippine School in Jeddah

the Faculty of Senior High School Department of

International Philippine School in Jeddah

of the Requirements for Research Project

Panaga, Thom Beracah Ed G.

given us to accomplish this work.

endless guidance and encouragement to push us to work harder than ever.

school together, and despite of obstacles, we still supported each other.

entertained in stressful times.

despite his busy schedule and responsibilities as an incoming graduate.

DCAT, UPCAT, and USTET with flying colors.

Thom Beracah Ed G. Panaga

Incoming Senior High Graduates in the International Philippine School in Jeddah.

Education Program needs improvement in terms of creating career-ready individuals.

Education has a significant part in career planning and development. As cited in

education plays a role in the career development of an individual. Formal education is

Figure 1: Philippine K-12 Program

force after basic education.

Career readiness, as defined by the National Association of Colleges and Employers

competencies include; Critical Thinking/Problem Solving, Oral/Written Communication,

Teamwork/Collaboration, Digital Technology, Leadership, Professionalism/Work Ethic,

Career Management, Global/Intercultural Fluency (National Association of Colleges and

force, pursue higher education, or become an entrepreneur (The K to 12 Basic Education

Review of Related Literature

12 HUMSS students perceived to be adept at Creative/Innovation skills while on the contrary,

they perceived to be inept at Problem-Solving skills.

Another study by Orji (2013) “Assessment of employability skills development

questionnaires which are Student Employability Skills Questionnaire, Employability

correlation with wages and has a negative correlation with poverty.

opportunities after graduation.

sufficiently addresses the needs of the industry.”

Statement of the Problem

perception of career readiness of incoming senior high graduates in International Philippine

answering the following questions:

Figure 2: Conceptual Framework

related/employability skills. According to Suny Empire State College (n.d), “Specialized

knowledge includes a range of factual, theoretical and practical knowledge, as well as

competencies and skills in a particular discipline or profession.” The development of

done by evaluating Workplace experience, Career readiness competencies and Employability

Teamwork/Collaboration, IT Application, Leadership, Professionalism/Work Ethic and Career

Management. According to Robinson (2000) Employability skills are fundamental

Scope, Limitations, and Delimitations

researchers to be knowledgeable on the different findings of this study, whether negative or

subject to the research.

during the study.

Significance of the Study

related career readiness.

Career Readiness Competencies Assessment. This is the measure of an individual’s

competency towards their chosen career path.

Career Readiness. This is an individual’s competence to their chosen career path.

Employability. The quality of an individual that is desirable to be employed in a profession.

Kindergarten and 12 years of Basic Education.

Qualitative Data. Observable data that is not measurable and is subjective.

focuses on teaching specialized skills of the student’s choosing.

quantitative are collected and analyzed to answer an underlying question or phenomenon

qualitative phase to be comprehensively and exhaustively supported and explained by

quantitative data observed in the study.

Participants of the Study

forty (40) students who will be the participants of the study.

with randomized methods. Purposive sampling is a type of non-probability sampling which is

that cannot be found with other methods (Taherdoost, 2016).

Participant Evaluation Pretest - The Participant Evaluation Pretest is a multiple-choice