Research Manuscript - District 10-Saravia NHS - Career GPS

Republic of the Philippines
Department of Education
REGION XII SOCCSKSARGEN
SCHOOLS DIVISION OF KORONADAL CITY
EXPLORING THE IMPLEMENTATION OF GRADE 10 CAREER

GUIDANCE MODULES: BASIS FOR A SCHOOL-BASED CAREER
GUIDANCE PROGRAM SPOTLIGHT (CAREER GPS) FOR THE
INCOMING SENIOR HIGH SCHOOL STUDENTS
______________________________________________________
An Action Research
Presented to the City Schools Division of Koronadal
Department of Education - Region XII
City of Koronadal, South Cotabato
SARAVIA NATIONAL HIGH SCHOOL
ROGELLO F. ESTIBAN, JR.

LIPS F. HISO
GERALD P. SIOQUIM
June 2022
Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.
Jaycee Avenue, Corner Rizal Street, Barangay Zone IV, City of Koronadal
(083) 228-9706 koronadal.city@deped.gov.ph
ABSTRACT
The occurrence of the coronavirus disease (COVID-19) since 2019 has struck the
country and the entire world. This global pandemic crisis has drastically impaired almost
all fields such as the phase of the educational system in the Philippines. Due to
restrictions and the cancellation of face-to-face classes, several essential programs of
the Department of Education were not materialized and had to cease. One of which is
the implementation of the DepEd Order No. 41, s. 2015, requiring all secondary schools
nationwide to conduct a Career Guidance for Grade 10 Students using the Grade 10
Career Guidance Modules as part of the Senior High School Program.
This qualitative case study explored the implementation of the Grade 10 Career
Guidance Modules as experienced by our participants. Purposive homogeneous
sampling with the set inclusion criteria was applied in choosing the participants of this
study. They were those who completed their Grade 10 schooling at Saravia NHS- Junior
High School in School Year 2019-2020, before that pandemic crisis has risen. Further,
they were the last batch of Grade 10 students who personally underwent the actual
conduct of Career Guidance Modules administered by the class advisers. At present, the
participants are enrolled in Grade 12 for this School Year 2021-2022.
By utilizing a semi-structured interview guide to gather data, the responses of the
participants were transcribed and analyzed by using thematic analysis. Results revealed
significant themes in the participants' responses to different research questions.
Based on the findings, in terms of the participants' responses on “What do the
participants feel about the implementation of the Grade 10 Career Guidance
Modules”, the following themes emerged suchlike: alignment, interest, relatedness,
decision-making, expression of self, capability, effective utilization, creativity, personal
preference, right choice, and the like. Thus, the study implies that the used modules
served as a CATALYST in enlightening the Grade 10 students on what particular track
and stand to be taken or enrolled in Senior High School that is aligned in their desired
future career or profession.
Additionally, concerning their view on “How do the participants describe their

experiences and the influence of using the Grade 10 Career Guidance Modules”,
the following themes emerged: realization, enhancement, cognition, awareness, vitally

important, well-guided, idea, essential, realization, understand, not difficult, readiness,
trouble-free, alignment, not be wasted, and effective. On this note, the study implies that
the Grade 10 learners had SIGNIFICANT EXPERIENCES in the implementation of these
modules, and they had GREATLY INFLUENCED them in what Senior High School track
and strand to choose from.
Since the findings of this study cannot be generalized due to having only fourteen
participants at a single institution, future studies may be conducted in different settings to
explore broader the experiences of the students in the implementation of the Grade 10
Career Guidance Modules for further insights and aid the students in their career pathing
and life’s decision-making.
With the abovementioned findings and implications, the researchers, therefore,
highly recommend to the School Administration and Senior High School faculty of
Saravia National High School, in coordination with the Grade 10 advisers and school
guidance advocates, to reconsider the revitalization of the DepEd Order No. 41, s. 2015
implementation also known as the “Implementation of the Career Guidance Modules for
Grade 10 Students” effective this end of the school year June 2022, and onwards.
As an immediate and concrete response on this matter, the researchers
developed an Action Plan for the intensive re-implementation of the said advocacy by
crafting a school-based program entitled, “Career Guidance Program Spotlight
(Career GPS) for the Incoming Senior High School Students” with its tagline:
“CAREER GPS: Your Pathway toward Right Destinations”
Keywords: catalyst, influence, experiences, implementation, Career Guidance Program

Spotlight, Grade 10 Career Guidance Modules, Senior High School track and
strand
Exploring the Implementation of Grade 10 Career Guidance Modules: Basis for a

School-based Career Guidance Program Spotlight (Career GPS) for the Incoming
Senior High School Students
I. CONTEXT AND RATIONALE
The occurrence of the coronavirus disease or COVID-19 since 2019 has struck
the country and the entire world. This global pandemic crisis has drastically impaired
almost all fields like the phase of the educational system in the Philippines. Due to
restrictions and the cancellation of face-to-face classes, several essential programs of
the Department of Education were not materialized and had to cease. One of which is
the implementation of the DepEd Order No. 41, s. 2015, requiring all secondary schools
nationwide to conduct a Career Guidance for Grade 10 Students using the Grade 10
Career Guidance Modules as part of the Senior High School Program.
Choosing a career is a significant and challenging decision in the life of
adolescents. They often feel overwhelmed by the various information they need to
absorb when considering the numerous career paths they prospect to follow. Career
decision-making is undoubtedly one of the most complex and challenging in students'
lives. As students progress through senior high school and then college, they must be
informed that career decisions remarkably impact their future career life. Unfortunately,
in some instances, changing courses could cause the wrong decision in choosing a
career that could waste time, resources, and career frustration (Dangoy & Madrigal,
2020; Manapsal, 2018; Moneva & Malbas, 2019).
The start of the K-12 curriculum in the Philippines is also crucial and challenging
in which students will decide on the right tracks and strands in senior high school that
matches their skills, interest, and values. The educators and career guidance advocates
believed that with the new curriculum trends, students must be guided in their career
decision-making through the career guidance advocacy program because many students
are confused and misguided. Indeed, the problem with the career decision-making of
students and the need for career guidance is not only shown in foreign and national
studies
but also, it is accurate and observed in our local areas that many students were having
difficulty choosing their career in senior high school.
With that, the Department of Education (DepEd) and the government have
recognized the importance of a career guidance program, especially in selecting what
specific tracks and strands to take up by the students when they enroll in Senior High
School. Therefore, the implementation of senior high school career guidance programs is
announced nationwide to assist the first old high school entrants in their chosen track, as
stated in DepEd Order No. 41, s. 2015. There are a series of career activities. The
highlights are the Grade 10 Career Guidance Modules conducted for all Grade 10 pupils
at public and private secondary schools.
The implementation of the Grade 10 Career Guidance Modules among the Grade
10 students started in September 2015. It was conducted to fully implement the Senior
High School Program last school year 2016- 2017. As stated in the guidelines of DepEd
Order No. 41, s. 2015, all secondary schools nationwide are required to conduct the said
program to assist the Grade 10 students in choosing a career that suits their skills and
interests and matches the community's existing resources. Consequently, it is expected
that all secondary schools, both public and private, will implement the conduct of the said
activity.
The above notions served as bases and essential points why the researchers
conducted this qualitative case study to explore the experiences of the students in terms
of using the Grade 10 Career Guidance Modules relevance to choosing their particular
tracks and strands in Senior High School. Furthermore, the findings and implications of
the study were considered in crafting an action plan for the proposed school-based
career guidance program spotlight to be implemented.
II. ACTION RESEARCH QUESTIONS
This research study aimed to explore the implementation of the Grade 10 Career
Guidance Modules at Saravia National High School based on the personal experiences
of identified participants as a basis for the development of the school-based Career
Guidance Program Spotlight (Career GPS) for the incoming Senior High School
students.
Specifically, this qualitative case study sought to answer the following two (2)
grand tour- questions and two (2) stand-in research questions:
1. What are the experiences of the learners in using the Grade 10 Career Guidance
Modules upon choosing the Senior High School track and strand?
1.1. What do the participants feel about the implementation of the Grade 10
Career
Guidance Modules?
1.2. How do the participants describe their experiences and the influence of using
the Grade 10 Career Guidance Modules?
2. What school-based program on career guidance for the incoming Senior High School
students can be developed and implemented from the results of the study?
III. THEORETICAL LENS AND CONCEPTUAL FRAMEWORK OF THE STUDY

A. THEORETICAL LENS OF THE STUDY
This case study is anchored on John Holland’s “Theory of Career

Orientations”. In this theory, Holland advises people to select careers that are
congruent with their personalities. They are happier and most productive when their
career choice matches their personality (Sheldon et al., 2019; Whitteberry, 2016;
Sharma, 2016; Jena & Nayak, 2020).
Moreover, it is reflected in Parson’s “Trait Theory of Career Development”.
There are three main elements of this career development theory that helps in career
selection: first, a thorough awareness of yourself, your skills, abilities, passions,
resources, limitations, and other qualities; second, knowledge of success requirements
and conditions, benefits and drawbacks, and compensation; and third, knowledge of
success requirements and needs, advantages and disadvantages, and balance (Indeed
Editorial Team, 2019; Sharma, 2016; Atli, 2016; Agunzi et al., 2020, Johnson, 2021).
B. CONCEPTUAL FRAMEWORK OF THE STUDY
Exploring the Implementation

INPUT of the Grade 10 Career
Guidance Modules
- Conducted an Interview
with the Participants
PROCESS - Analyzed the gathered
data using Thematic
Approach
Developed a School-based
Career Guidance Program
Spotlight (Career-GPS) for
OUTPUT the Incoming Senior High
School Students
C. SUMMARY OF SEMI- STRUCTURED INTERVIEW GUIDE

Exploring the Effectiveness of Grade 10 Career Guidance Modules
IV. INNOVATION, INTERVENTION, AND STRATEGY

Findings obtained from this qualitative case study; as well as the insights and
implications formulated by the researchers from the participants’ responses during the
interview served as empirical factors and primary basis in coming up with a plan or
program recommending the revitalization and reimplementation of the DepEd Order No.
41, s. 2015, also known as the “Conduct of Career Guidance Modules for Grade 10
Students” at Saravia National High School, given its rate of effectiveness.
As a response, the researchers developed an Action Plan of the school-based
program entitled, “Career GPS” or “Career Guidance Program Spotlight for the
Incoming Senior High School Students” which offers varied strategies relevant to its
goal of shedding enlightenment to the Grade 10 students in terms of decision-making
and choosing ones’ future career by selecting the most appropriate track and strand to
enroll or take in Senior High School, depicting the kind of college course they plan to
take and the occupational career they wish to attain.
To enumerate, such activities/ strategies are as follows:
a) Career GPS for Grade 10: ”Wise Decision-Making: A Guide to Choosing the
Right Senior High School Track and Strand;
b) Parent’s Involvement: A Key to Student’s Career Decision Making;
c) Career GPS for Senior HS - Grade 11;
d) Conference with Parents and Students; and
e) Career Spotlight FESTIVAL.
V. ACTION RESEARCH METHODOLOGY
A. ACTION RESEARCH METHOD/ DESIGN

This study utilized a qualitative research design, particularly a single case study
method or approach.
The Qualitative Research Design entails an investigation that seeks answers to a

question and collects data. It involves an interpretative approach to its subject matter and
a multimethod in focus (Aspers & Corte, 2019; Boru, 2018; Busetto et al., 2020).
This exploration employs the Case Study method. A case study is a qualitative
approach in which the investigator explores a real-life, contemporary bounded system (a
case). The multiple fixed systems are through the detailed, in-depth gathering of data
involving varied sources of information such as observations, interviews, audio-visual
material, and documents; then report a case description and case themes (Creswell &
Poth, 2018; Mohajan, 2018 Thomas, 2016; Tomaszewski et al., 2020).
This study aimed to explore the experiences of the students in the
implementation of Grade 10 Career Guidance Modules as a basis for the school-based
Career Guidance Program Spotlight (Career GPS) for the incoming Senior High School
Students.
B. LOCALE OF THE STUDY

This action research was conducted at Saravia National High School- Senior
High School located at Purok Maharlika, Brgy. Saravia, City of Koronadal, South
Cotabato.
The Senior High School of Saravia National High School offers the following
tracks and strands:
Under the Academic track are Accountancy, Business, and Management
(ABM), Humanities and Social Sciences (HUMSS), and Science, Technology,
Engineering, and Mathematics (STEM), while under Technical Vocational and
Livelihood (TVL) are Home Economics (HE), Information-Communication Technology
(ICT), and Organic Agriculture Production (OAP).
C. PARTICIPANTS OF THE STUDY AND SAMPLING METHOD

The participants in this study who voluntarily underwent individual interviews
were selected Grade 12 students of Saravia National High School currently enrolled this
school year 2021-2022 based on the inclusive criteria set by the researchers.
Purposive homogeneous sampling based on the crafted inclusive criteria was
used in choosing the participants who completed their Grade 10 level at Saravia NHS-
Junior High School last School Year 2019-2020 since they were the last batch/recipients
of Grade 10 students who personally underwent or experienced the conduct of Career

Guidance Modules among Grade 10.
Purposive sampling is the process of selecting a small homogeneous group of
subjects or units for examination and analysis. It is also used when the research aims to
understand and describe a particular group in depth (Elmusharaf, 2016; Etikan, 2016;
Crossman, 2020).
There were fourteen (14) participants in this study. These participants were
purposively selected by the researchers based on their chosen track and strand: four (4)
of them, both male and female, belonged to the STEM strand, another four (4) male and
female participants were from the ABM strand, and, six (6) of them, three males and
three females were from the HUMSS strand.
D. DATA GATHERING METHODS

Initially, the researchers asked permission from the school principal to conduct
the study. Upon approval, the researchers developed a semi-structured interview guide
containing essential research questions to explore the effectiveness of the Grade 10
Career Guidance Modules. A request letter to validate the content of the interview guide
was given to the three (3) identified validators who are considered knowledgeable of the
matter or subject at hand.
The data collection for this study started from February to May 2022. Before
conducting the interview, the researchers secured the following forms to the participants:
Informed Consent Form, Participants’ Verification Form, and Interview Consent.
Using the validated interview guide, an individual interview was administered to
our purposively selected fourteen (14) Grade 12 participants. In conducting the interview,
an open-ended questionnaire was applied. Open-ended questions are used in qualitative
research methods and exploratory studies, allowing the participants to respond in their
own words. They permit the participants to provide more options and opinions, giving
the data more diversity (Allen, 2017; Kabir, 2016; Wasil et al., 2020).
The researchers conducted an orientation to the participants on the procedures
of the interviews and discussion assuring that all the data would be kept confidential. In
addition, the participants were informed that the interview would be recorded through
audio to understand and to clarify the discussions. At the same time, all the key ideas
were noted and then transcribed as the main conversations for review and confirmation
of the participants.
The researchers systematically followed the process required for the analysis of
data using thematic approach by identifying the coding structures, patterns and themes.
E. DATA PROCESSING AND ANALYSIS TECHNIQUES

The researchers processed the gathered data by transcribing the recorded audio
taken during the one-on-one interview with the fourteen (14) participants. Each
participant was assigned a pseudonym during the actual interview to maintain
confidentiality. Their pseudonyms were coded as follows: S1, S2, S3, S4, S5, S6, S7,
S8, S9, S10, S11, S12, S13, and S14.
The actual textual responses in Hiligaynon dialect by the participants were
precisely transcribed, and then translated in the English language for academic
purposes.
Having the textual data, the researchers then applied thematic analysis in
interpreting the data by interpreting the coding structures or patterns, and themes
(cluster, emergent, and central).
As cited by Braun & Clarke (2006), thematic analysis identifies patterns or
themes within qualitative data. It is the first qualitative method one must bear in mind,
because it gives essential skills that will be useful for conducting other kinds of analysis.
VI. RESULTS AND DISCUSSIONS

This section presents the findings or results of the study, the discussion of the
data gathered during the interview, and the analysis on the underlying patterns and
themes.
Analyses of the Themes

The analysis of themes is presented based on the study's research questions,
and it is introduced in tables to ensure unity and coherence and for systematic data
reduction.
Stand-in Question 1: What do the participants feel about the implementation of the
Grade
10 Career Guidance Modules?
Central Theme: The Grade 10 Career Guidance Modules served as a catalyst in

enlightening the students on what track and stand to be taken in Senior
High School that is aligned in their desired future career or profession.
Table 1
Thematic Analysis on what track and strand in Senior High School
did the respondents enroll in
Probing/Elucidating Textual Coding Cluster Emergent
Questions Data Structure Theme/s Theme/s
(Short
Form)
1.1. May I know what S1: … Four (S1,2,4 & 5)
track and strand in STEM… of the participants The choice of ALIGNMENT
Senior High School chose STEM, six the
did you enroll in? (S3, 10, 11, 12, participants’
13, & 14) HUMMS, Track and
and four (S6, 7, 8, Strand were
& 9) ABM. aligned to their
ambition.
Based on the responses of the participants about what track and strand in Senior
High School they enrolled in, the researcher found out that four of them (S1,2,4 & 5)
chose STEM, six (S3, 10, 11, 12, 13, & 14) chose HUMMS, and four (S6, 7, 8, & 9)
chose ABM. Thus, it was found out that their chosen tracks and strands were aligned to
their aspiration and desired dream careers. It is supported by the study of Rafanan et al.
(2020), Santos et al. (2019), Alipio (2020), that choosing a strand in senior high school
must be aligned to your desired course in college.
Table 2
Thematic Analysis on why the respondents chose this track and strand
Probing/ Textual Data Coding Cluster Emergent
Elucidating (Short Form) Structure Theme/s Theme/s
Questions
1.2. Why did you “Because that is the based on their The choice
choose this track track and strand, sir, that interest was based INTEREST
and strand? Tell suits my, Uhm, on their

me more about it. preference.” interest
(S1, S4, S6, S8, S9,
S11, S12)
“That’s what I took, sir, related in their The choice
because… it’s relatable. course in college was RELATED
it’s where my college described in
course preference is their course
related.” (S2, S3, S5, in college
S7, S10)
“Ah, my first choice, sir, based on his The choice
is TVL. But, ah, none second choice was based DECISION-
because our school on his MAKING
does not offer TVL, so I second
landed with my second choice
choice, which is
HUMSS.”
(S13)
“I chose this, sir because expression of self The choice
I know that I can express and capability was based EXPRESSION
myself here, and it is on his OF SELF AND
here where my capability expression of CAPABILITY
will become better.” self and his
(S14) capability
The researchers also found out that some participants chose their track and
strand because it was their interest; others said it was related to their course when they
pursued college. However, one of the participants decided to choose his second choice
because the school did not offer his first choice. Also, one of the participants chose his
track and strand because it was based on his capability and could be able to express
himself.
These findings were related to Santos et al. (2019), Albert and Martinez Jr.
(2019), Rafanan et al. (2020), a study that the strand of the SHS students was related to
the course. They wanted to take the course in college, and it is also relevant to their
interest in their future profession and future financial status and employment. They
added that SHS students chose their strand based on their interests, strengths, and
skills, whether from public or private schools.
Table 3
Thematic Analysis on how the respondents describe the implementation
of the Grade 10 Career Guidance Modules
Questions
1.3. How would you “I can say, sir, that very good, well- The
describe the they implement it organized, and implementation SUCCESSFUL
implementation of well… it was delivered. was perfect, well-
the Grade 10 implemented well, organized, and
Career Guidance organized, and they delivered.
Modules in this assured that each
school? Tell me in student could
detail. understand what they
say and what they
would like us to
know.”
(S1, S2, S3, S4, S5,
S6, S7, S8, S9, S10,
S11, S12, S13, S14)
Upon implementing the Grade 10 Career Guidance Modules in their school, the
participants described that the implementation was perfect, well-organized, and was
delivered well. Therefore, it means that the performance was successful.
It is noticeable in the work of Kapur (2018), Buraga and Caballero (2018),
Upoalkpajor (2020) that career counseling and student guidance, when implemented
appropriately, do proved to be productive. It is beneficial to the students, job seekers,
and graduates. Hence, it is an imperative concept at all levels of education and on
completion of education. They added that having an exemplary implementation of career
guidance may result in a fair and reliable predictor of getting the right jobs after
graduation in college.
Table 4
Thematic Analysis on how the respondents describe the materials for the
activities utilized during the conduct of the Career Guidance Modules
Probing/Elucidating Textual Data Coding Cluster Emergent
Questions (Short Form) Structure Theme/s Theme/s
1.4. How do you “We used the… utilized the The materials
describe the materials paper bag, sir, and materials for were used UTILIZATION and
for the activities utilized on that, we… placed the activities and kept for PRESERVATION
during the conduct of our output.” given and future
the Career Guidance (S1, S2, S4, S10, preserved for references
Modules? Can you S13, S14) future
give me details about references
it? “Ahm… the materials making artistic The materials
that were given to us thing were used in CREATIVITY
is ah… we used it making
through… doing… creative thing
artistic thing sir,
because we are
asked to do by if
what is what we want
when we grow old
through the materials
provided to us.”
(S5, S8, S9)
Regarding how the materials for the activities were utilized during the Grade 10
Career Guidance Modules conduct, some of the participants revealed that they utilized
the materials for the exercises given and preserved the output for future references.
Some of the participants also used the materials by making artistic things.
These findings are observed in the report of Solomon (2017). She reported that
through this, careers could be introduced to students and could awaken their interest in
other jobs. Students can do this in the paper or take it to the computer lab to complete a
questionnaire or survey online. They will input information about what they like and do
not like and their strengths and weaknesses. Another interactive way to introduce
careers to students is to select a job of interest from a list. They could also pick a career
that is not in the list to add more variety.
Table 5
Thematic Analysis on how respondents describe the contents and objectives
of the manual as explained by their adviser
1.5. How do you “Sir, because the
describe the contents presentation sir is Absorbed and were absorbed ABSORBED
and objectives of the English… so they… explained and well and WELL-
modules as explained translate it into clearly as these understood UNDERSTOOD
to you by your adviser? Ilonggo or Tagalog were translated
Can you give me so we could into the
details about it? understand it well.” participants’
(S1) vernacular.
“All that I could say,

sir, is that they
delivered it well
without pressuring
us, and before they
proceed, they make
sure that we have
already understood
it.”
(S2, S3, S4, S5,
S7, S8, S9, S10,
S11, S13, S12,
S14)
The participants were asked about how their adviser described the contents and
objectives of the modules. The participants revealed that the content was explained in
translated vernaculars (Ilonggo or Tagalog), the reason why the contents and objectives
were well-understood and absorbed by the participants.
These findings are relevant to Albert and Martinez Jr. (2019), Varquez (2016),
Suryadi et al. (2018), who provided the career guidance information. The guidance
counselors and guidance advocates should use simple languages that can be easily
understood and absorbed by the students and their families.
Table 6
Thematic Analysis on how the respondents describe the things they had learned
from the implementation of the Career Guidance Modules
Questions
1.6. Describe the “What I learned, sir, is follow what follow what your
things you had that you have to follow your heart heart wants in PERSONAL
learned from the what your heart wants.” wants choosing a PREFERENCE
implementation of (S1, S4, S12) career
the Career
Guidance “What I learned, sir, ah, if good decision good decision
Modules. Tell me what is, what I learned is making making in DECISION-
more about it. on how to decide choosing the MAKING
conscientiously in strand
choosing the strand so
that we will not have any
difficulty in, will not have
hard times in the course
to be taken in college.”
(S2, S3)
“I learned, if… ah… what good track and The participants
are the good, the track strand learned what the RIGHT CHOICE
and strand that the senior excellent track
high school offer and if and strand they
what is appropriate to be would choose are
taken up in my years in
senior high school.”
(S5, S8, S9)
“That, what I learned, sir, related in The choice must

is, if I ever choose what yourself, and be described in RELATEDNESS
you want, be sure and you are yourself, and you AND
rest assured that it was capable of it. are capable of it CAPABILITY
already in you, you can
and… you won’t cease…
that’s all sir.”
(S6, S10, S11, S13, S14)
With the things learned from the Grade 10 Career Guidance Modules
implementation, some participants mentioned that choosing the track and strand in
Senior High School must be your personal preference. Other participants noted that
good decision-making is also necessary. Moreover, some of the participants revealed
that it must work in the right choice. Furthermore, other participants mentioned that it
must be related to yourself, and you are capable of it.
These findings are relevant to the claim of Delgado (2020); Umurerwa (2021);
Owusu et al. (2018) that one of the most valuable things to consider in choosing the right
career is your personal preferences or related to your personality and the level of
satisfaction that you would like to achieve from your work. They added that deciding on a
career is very significant because having an idea of what you want in life is the only way
to create a bright or meaningful career path. Also, students’ interest in a career, barriers
associated with pursuing that career, and beliefs about their ability to perform effectively
in that career are vital in determining their career choice, especially across varied
disciplines.
Table 7
Thematic Analysis on how the learning helps them as a student who has been
planning to enroll in Senior High School

Questions
1.7. How does “First sir is, it helped me in help in decision- The learning
this information terms of decision-making making helps the DECISION-
(learning) help because when I was in participants in MAKING
you as a student grade 7, I do have the idea making the right
who has been what I want for my future if decision
planning to enroll I'm going to follow… if I'm
in Senior High going to follow myself what
School? Can you my mother dictates me for
give me more my future.”
details about it? (S1, S2, S3, S4, S5, S8,
S9, S10, S12, S13, S14)
“Ahm, the grade 10 career well-understand The learning UNDERS-

guidance modules sir the content of helps the TAND
helped me, as it gave the track and strand participants
deeper meaning of every that I took understands well
track and strand that I took, the range of way

and ah, it was made me and strand that I
understand fully the content took
of the track and strand that
I took, which is the
Academic track and
HUMSS strand.”
(S11)
Regarding how this learning helped them as a student who has been planning to
enroll in senior high school, it was found out that this learning helps the participants in
decision-making as to taking the right track and strand that fits their capability, interest,
and personality. It also helps one of the participants understand the content of the way
and stand she took.
These findings are relevant to the study of Uleanya et al. (2019), Keshf and
Khanum (2021), Crisan and Turda (2020), that career awareness and guidance
programs are of high significance. They assist the students in their decision-making and
encourage them to examine other career alternatives before making a choice. Thus,
career guidance is a meaningful activity aimed at helping students make decisions that
inform their career choice in life. It is given to students to help them understand and
develop their abilities. Furthermore, they added that career guidance and counseling
programs would allow students to understand themselves better. Thus, it supports their
career decisions and their development plan as (cited in Crişan, Albulescu, & Oltean,
2017, p. 89-104).
Table 8
Thematic Analysis on how the Career Guidance 10 Modules changed the
respondents chosen career path
Questions
1.8. Describe how the “When this career enlightened The Career
Career Guidance 10 guidance module Guidance 10 ENLIGHTEN-
Modules changed arrived, sir, it helped Modules MENT
your chosen career me a lot as it enlightened
path? Please tell me enlightened me, and I the
in detail. was able to gain participants
knowledge and
information on how it
is, so I should take up
this strand as it fits
what I like, sir.”
(S1, S2, S4, S5, S6,
S7, S8, S9, S10, S12
“Ah… for me, sir, it help in It helps the

helped me because good participants DECISION-
ah, I learned to decide decision in making a MAKING
well.” good
(S3) decision
Considering how the Grade 10 Career Guidance Modules changed the chosen
career path of the participants, I found out that the modules enlightened the participants
in selecting the right track and strand in senior high school. It also helps in making a
good decision, as mentioned by one of the participants.
These findings are related to the claim of Kennedy and Chi-Kin Lee (2018), Oats
and Rukewe (2020), Zafar (2019), who said that career guidance should not only assist
with the choice of majors and finding jobs, but it should also develop those individual
dispositions and abilities to make suitable career choices. Thus, this finding is relevant to
the article "Why career guidance should be mandatory (2016), that career guidance
enables students to decide the education path to take towards achieving their desired
career, and it goes a long way to widen their horizons and gives them knowledge of
relevant courses in their field of interest.
Stand-in Question 2: How do the participants describe their experiences and the
influence of using the Grade 10 Career Guidance Modules?
Central Theme: The Grade 10 Career Guidance Modules had an influence among
students in choosing the Senior High School track and strand.
Table 9
Thematic Analysis on how the Career Guidance 10 modules helped

the respondents in discovering their skills, values, and interest
Questions
2.1. How did the “Just like earlier, sir, the helped the The activities
Career Guidance activities that I participants in helped the REALIZATION
10 Modules help remembered were when realizing their participants in
you discover your we were asked to draw skills, values, realizing their
skills, values, and the things that… that… and interests. skills, values,
interests? Tell me symbolize our and interests.
in detail. personality, and that
was the way for us to
know ourselves, we
could identify our skills
and talents, that’s it sir.”
(S2, S3, S4, S5, S6, S8,
S9, S10, S11, S12, S13,
S14)
Regarding how the Career Guidance Modules help discover their skills, values,
and interests, they responded that the activities administered in the Career Guidance
Modules really helped them.
These findings are relevant to the work of Suryadi et al. (2018), Dodd et al.
(2021), Care and Scoular (2016) on career orientation. The activities explicitly foster
students' awareness of tasks to face and decisions to make. The learning is significant
not only for students to develop the basic skills in employability required for the school-
to-work transition, but also for the development of work habits, beliefs, interests, and
values.
Table 10
Thematic Analysis on how the respondents' decision-making skills
being affected by the Career Guidance Modules
2.2. How did your “I can say, sir, that Enhanced Enhanced
decision-making skills just like earlier, if not decision- the ENHANCEMENT
being affected by the because of this career making skills participants'
Career Guidance guidance, sir, decision-
Modules? Tell me students could not making skills
more about it. enhance what is right were in
and what is the selecting the
appropriate track and right track
strand for ourselves.” and strand
(S1, S2, S3, S4, S6,
S7, S8, S9, S11, S12,
S13)
Regarding how their decision-making skills are affected by the Career Guidance
Modules, they found out that they enhanced the participants' decision-making skills in
choosing the right track and strand in senior high school.
These findings are relevant to the work of Argyropoulou and Kaliris (2018),
Houghton et al. (2020), Crisan and Turda (2020), Gati et al. (2019), who stated that to
help students to make better career decisions, some career counselors try to guide their
clients to the right decision and help them overcome the difficulties or problems that
interrupt their career decision-making. Thus, many counselors teach their clients how to
create career decisions by giving insights into which career guidance strategies are
suited for career decision-making. They added that excellent and meaningful career
guidance would enable young people to make informed career-related decisions.
Table 11
Thematic Analysis on how the respondent’s knowledge about Senior High School
programs are being affected by the Career Guidance Modules
Questions
2.3. How was your “The effect of this for affected the
knowledge about me, sir, it was also participants' The modules COGNITION
Senior High School huge, just like with me knowledge about affected the AND
programs being in the past of senior the Senior High participant AWARENESS
affected by the high school. Of course, School programs. knowledge
Career Guidance what comes to my mind regarding the
Modules? Tell me is like only to study, to Senior High
more about it. enroll whichever School
strand, but for now, programs

those were not all as I
learned more from
career guidance
modules, one of those
were the programs and
activities in senior high
school.”
(S1, S2, S3, S4, S5,
S7, S8, S10, S11, S12)
The participants' knowledge about the Senior High School programs were
affected by the Career Guidance Modules. It was revealed that their understanding was
affected by the modules. Thus, they became knowledgeable and aware about the senior
high school programs.
These findings are consistent with the work of Canezo and Naval (2016),
Upoalkpajor (2020), Villena (2017), who said that the leading schools' implementers
revealed that their students have adequate knowledge of the senior high school
program's rationale and background through a series of career advocacy gatherings,
consultation, and activities.
Table 12
Thematic Analysis on the important of the Grade 10 Career Guidance Modules
in choosing a Senior High School track and strand
Questions
2.4. Describe “It was too important, sir, vitally important The Modules
how important just like what I said earlier and guide the was vitally VITALLY
are the Grade in this absence, what will participants in important and IMPORTANT
10 Career happen to the student's sir? choosing the guided the
Guidance They might tactlessly right career path participants in
Modules in choose the track and choosing the
choosing a strand that are not related right career WELL-

Senior High to our liking. So, through path GUIDED
School track and this, sir, we are guided, we
strand? were enlightened that, ok,
this would be the strand I’m
going to choose as this fits
me.”
(S1, S2, S3. S4, S5, S6,
S7, S8, S9, S10, S11, S12,
S13, S14)
The participants were asked the important of the Career Guidance Modules in
choosing a Senior High School track and strand. They revealed that the modules have
been vitally important to them in choosing their right career path; thus, they were guided
in choosing the right Senior High School track and strand.
These findings are consistent with Roy (2020), Abera (2018), Getachew (2016),
who claim that career guidance is critical in secondary students, because they cannot
choose their right career and education without it. Also, it is specially created for students
to select vocational education pathways. They added that career guidance in schools is
essential because it provides students with a sense of direction. They also added that
career development is critical for understanding students’ values, clarifying their goals,
career choice directions, and job-searching skills.
Table 13
Thematic Analysis on how important the modules to parents is
Questions
2.5. Describe “… it is better that they know gave their Gave their
how vital are the about this so that they will parents an idea parents ideas IDEA
modules to your also have the idea into where about their about their
parents? Tell me there would go… the future of children’s future. children’s future.
more about it. their child.”
(S1, S5)
“…without these modules … essential to their The modules ESSENTIAL

our parents would expense parents were essential
more, as we needed to take to the parents of

another course to cope the the participants
knowledge that we supposed
to have from senior high.”
(S4)
“…that’s why if they would Realized that help the parents Realization
know about these modules, choosing the to realize
so, they could think on what track must be on that choosing
to be chosen was… was, they the child the track must
would give to their children preference be on the child
what their children wanted, preference
not what they wanted for their
children.”
(S6)
“It was important sir. So they understand if help the parents

could understand if.. if.. if their child was understand if UNDER-
their child suits this course or suit with this their child was STAND
what, or not.” career suit with this
(S8) career
“It was important sir, so that not hard for help the parents
my parents will not have a parents in by choosing the NOT
hard time in choosing my choosing a career easily for DIFFICULT
course”) career for their their children
(S9, S11, S13, S14) children
Concerning how vital are the modules to their parents, I found out that it gave
their parents an idea about their children's future. One of the participants (S4) mentioned
that it was essential to their parents. Also, one of the participants (S6) told that they
realize that choosing the track must be on the child's preference. Another participant (S8)
said that it helps the parents understand if their child's career choice matched himself.
Moreover, some of the participants told that the modules help the parents choose the
career easily for their children.
These findings are supported by the claim of Barnes et al. (2020); Editorial Team
(2020); Oomen (2016); Tran and Dang (2020), that parents’ experience in career
activities can help in the career selection process of their children, because they know
their children’s interest and potentials. Thus, engaging parents in such career education
and guidance activities can better support the career decision-making skills of their
children.
Table 14
Thematic Analysis on the advantages of choosing the right Senior High School
track and strand using the Career Guidance Modules
2.6. Describe the “We are already ready to enter Participants
advantages of choosing prepared. We already college were ready to READINESS
the right Senior High knew in ourselves enter college
School track and strand what to take up in
using the Career college, sir.”
Guidance 10 modules? (S1, S4, S9, S10)
Why do you say so?
“…once you chose no longer It is not
the track and strand difficult for the difficult for the TROUBLE-
that is right on your participants participants FREE
course or related to when they when they
the course you will pursue their enter college
take up in college, college
you won’t seemingly
have a hard time
because some of the
topics in college were
taught in senior high
school it was like you
are being prepared for
college.”
(S2, S3, S6, S7)
“…we were able to Please choose The

choose the right track the right track participants ALIGNMENT
and strand that fits in and strand that were able to
with our self.” align with her. align their
(S11, S13) track and
strand with
herself
“your time won’t be time and money time and NOT BE
wasted. The money wouldn’t be money WASTED
won’t be wasted if you wasted wouldn’t be
choose correctly.” wasted if you
(S14) chose the right
career
About the advantages of choosing the right Senior High School track and strand
using the Career Guidance Modules, I found out that some participants were ready to
enter college. According to some of the participants, choosing the right track and strand
would result in trouble-free making choices. Moreover, other participants said that they
could choose the right way and strand that are aligned with their skills through the
modules. Furthermore, one of the participants said that she wouldn't waste her time and
money if she chose the right career.
These findings are relevant to Nyamwange (2016); JAO. T (2021); Dowd (2018),
who claims that choosing the right career is significant in assuring that individuals take
satisfying lives, are motivated at their work, and reach remarkable results, thus setting
the stage for organizational sustainability and success.
Table 15
Thematic Analysis on the effectiveness of Grade 10 Career Guidance Modules in
choosing the Senior High School track and strand
Questions
1.2.7 In your “Yes, sir. It was effective, sir,
opinion, are the because now, I’m in grade 11. So effective The Grade EFFECTIVE
Grade 10 Career that, it was effective as now I am 10 Career
Guidance Modules enjoying my studies, sir, that I could Guidance
effective in apply to myself what I learned. So I Modules is
choosing your could say that it was effective effective in
Senior High because the strand that I chose was choosing the
School track and right. Thank you for this in career Senior High
strand? Could you guidance modules, sir.” School track
please further (S1, S2, S3, S4, S5, S6, S7, S8, S9, and strand
elaborate on your S10, S11, S12, S14)
response?
“Ah, if we put it in a percentage, sir, eighty The Grade
for me, the career guidance modules percent 10 Career
were eighty percent effective. Ah, effective Guidance EIGHTY
that was it, sir, eighty percent Modules is PERCENT
because I wanted it to be detailed in eighty EFFECTIVE
each student. That is why I wanted it percent
to be. The career guidance modules effective in
are done in two days so that it will choosing the
be, will enter to the that could we Senior High
could think well, we could think of to School track
we could realize that it should be and strand
this, this should be, I was not meant
that through your liking, but, it should
be aligned to your skills and faith, I
mean, values and interests.”
(S13)
When they were asked about their experiences in using the Grade 10 Career
Guidance Modules relevance to choosing their Senior High School track and strand, the
participants revealed that they have effectively chosen their Senior High School track
and strand. However, one of the participants (S13) mentioned that the modules were
eighty percent effective in selecting the Senior High School tracks and strands.
These findings are relevant to work of Buraga and Caballero (2018), Crisan and
Turda (2020), Mtemeri; (2017), who said that the implementation of Career Guidance
Services was highly effective and had a substantial impact on the vocational decision-
making ability of the students. Moreover, they added that career guidance, especially
school career days, positively affects students’ choice of careers.
VII. INSIGHTS AND IMPLICATIONS

This study explored the students’ experiences using the Grade 10 Career
Guidance Modules. The following were some of the insights and implications:
Based on the findings, in terms of the participants' responses on “What do the
participants feel about the implementation of the Grade 10 Career Guidance
Modules”, the following themes emerged suchlike: alignment, interest, relatedness,
decision-making, expression of self, capability, effective utilization, creativity, personal
preference, right choice, and the like. Thus, the study implies that the used modules
served as a CATALYST in enlightening the Grade 10 students on what particular track
and stand to be taken or enrolled in Senior High School that is aligned in their desired
future career or profession.
Additionally, concerning their view on “How do the participants describe their

experiences and the influence of using the Grade 10 Career Guidance Modules”,
the following themes emerged: realization, enhancement, cognition, awareness, vitally
important, well-guided, idea, essential, realization, understand, not difficult, readiness,
trouble-free, alignment, not be wasted, and effective. On this note, the study implies that
the Grade 10 learners had SIGNIFICANT EXPERIENCES in the implementation of these
modules, and they had GREATLY INFLUENCED them in what Senior High School track
and strand to choose from.
This qualitative case study would greatly help the school administrators,
teachers, parents, students, and guidance advocates to better understand students'
experiences in the conduct of the Grade 10 Career Guidance Modules and its effect in
choosing the senior high school tracks and strands. Moreover, this study can help the
guidance counselors and guidance advocates with their career guidance approaches. It
would help them make the Career Guidance Program effective in guiding students to
their career decisions.
With the abovementioned findings and implications, the researchers, therefore,
highly recommend to the School Administration and Senior High School faculty of
Saravia National High School, in coordination with the Grade 10 advisers and school
guidance advocates, to reconsider the revitalization of the DepEd Order No. 41, s. 2015
implementation also known as the “Implementation of the Career Guidance Modules for
Grade 10 Students” effective this end of the school year June 2022, and onwards.
As an immediate and concrete response on this matter, the researchers

developed an Action Plan for the intensive re-implementation of the said advocacy by
crafting a school-based program entitled, “Career Guidance Program Spotlight
(Career GPS) for the Incoming Senior High School Students” with its tagline:
“CAREER GPS: Your Pathway toward Right Destinations”
VIII. ACTION PLAN/ PROPOSED PROGRAM

To answer the grand-tour question #2, “What school-based program on career
guidance for the incoming Senior High School students can be developed and
implemented from the results of the study?”, the researchers developed an Action
Plan entitled, “Career Guidance Program Spotlight (Career GPS) for the Incoming
Senior High School Students” with its tagline: “CAREER GPS: Your Pathway toward
Right Destinations”.
This school-based program which offers varied strategies relevant to its goal of
shedding enlightenment to the Grade 10 and Grade 11 students in terms of decision-
making and choosing ones’ future career by selecting the most appropriate track and
strand to enroll or take in Senior High School, depicting the kind of college course they
plan to take and the occupational career they wish to attain.
PLEASE SEE THE ATTACHED COPY OF THE ACTION PLAN

(in landscape format/paper orientation)
REFERENCES
Abera, M. (2018, December 11). The importance of career guidance in schools. The
New Times. https://www.proquest.com/newspapers/importance-career-guidance-
schools/docview/2154328764/se-2?accountid=31259
Agunzi, M., Momoh, G., & Mallum, Y. (2020). Trait-Factor Counselling Approach on
Senior Secondary Student’s Career Choice in Kogi State, Nigeria. KIU Journal of
Social Sciences, 6(3). https://ijhumas.com/ojs/index.php/kiujoss/article/view/984
Albert, J., & Martinez, A. Jr. (2019). Development Asia.

https://development.asia/insight/lessons-education-choices-and-career-
expectations-youth
Alipio, M. (2020). Academic adjustment and performance among Filipino freshmen

college students in the health sciences: Does senior high school Strand matter?
https://doi.org/10.35542/osf.io/xq4pk
Allen, M. (2017). Survey: Open-Ended Questions. In The SAGE Encyclopedia of

Communication Research Methods (Vols. 1-4). SAGE Research Methods.
https://dx.doi.org/10.4135/9781483381411.n608
Argyropoulou, K., & Kaliris, A. (2018). From career decision-making to career decision-
management: New trends and prospects for career counseling. Advances in
Social Sciences Research Journal, 5(10). https://doi.org/10.14738/assrj.510.5406
Arifin, S. R. (2018). Ethical Considerations in Qualitative Study. NTERNATIONAL

JOURNAL OF CARE SCHOLARS, 1(2), 30.
https://journals.iium.edu.my/ijcs/index.php/ijcs/article/view/82
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative
Sociology, 42(2), 139-160. https://doi.org/10.1007/s11133-019-9413-7
Atli, A. (2016). The effects of trait-factor theory based career counseling sessions on the
levels of career maturity and indecision of high school students. Universal
Journal of Educational Research, 4(8), 1837-1847.
https://doi.org/10.13189/ujer.2016.040813
Barnes, S., Bimrose, J., Brown, A., Gough, J., & Wright, S. (2020, March). The role of
parents and carers in providing careers guidance and how they can be better
supported. Career Industry Council of Australia (CICA) | The national peak body
for the career industry.
https://cica.org.au/wp-content/uploads/IER_Gatsby_JPM_parents_carers_practic
e_report_final.pdf
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking.
Qualitative Health Research, 26(13), 1802-1811.
https://doi.org/10.1177/1049732316654870
Boru, T. (2018). CHAPTER FIVE RESEARCH DESIGN AND METHODOLOGY 5.1.

Introduction Citation: Lelissa TB (2018); Research Methodology; University of
South Africa, PHD Thesis [Doctoral dissertation].
https://www.researchgate.net/publication/329715052_CHAPTER_FIVE_RESEAR
CH_DESIGN_AND_METHODOLOGY_51_Introduction_Citation_Lelissa_TB_201
8_Research_Methodology_University_of_South_Africa_PHD_Thesis
Buraga, J. G., & Caballero, R. T. (2018). Effectiveness of the career guidance program
and the employability of the graduates of Isabela State University during the
school year 2010-2015. Researchers World:Journal of Arts, Science and
Commerce, 9(1), 127. https://doi.org/10.18843/rwjasc/v9i1/16
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative
research methods. Neurological Research and Practice, 2(1).
https://doi.org/10.1186/s42466-020-00059-z
Candela, A. (2019). Exploring the function of member checking. The Qualitative Report.
doi:10.46743/2160-3715/2019.3726
Canezo, V., & Naval, B. (2016). Awareness, Preparedness and Needs of the K to 12
Senior High School Modeling Implementation. International Journal of Education
and Research, 4(7), 331. http://www.ijern.com/journal/2016/July-2016/26.pdf
CARE, E., & Scoular, C. (2016). Careers guidance directions. Assessment Curriculum
and Technology Research Centre.
https://minerva-access.unimelb.edu.au/bitstream/handle/11343/129788/2016+Ca
re+Scoular+
+Careers+guidance+directions.pdf;jsessionid=A8D896294970FE37CD
95CEF7BCE19E16?sequence=1
Coffelt, T. (2017). Confidentiality and anonymity of participants. The SAGE Encyclopedia

of Communication Research Methods. doi:10.4135/9781483381411.n86
Collins, J. (2020, June 23). Managing confidentiality and anonymity in the research
process. Impactio - America's #1 Impact Analytics and Reputation Management
Platform for PhDs. https://www.impactio.com/blog/managing-confidentiality-and-
anonymity-in-the-research
Cresswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design:
Choosing among five approaches (4th ed.). SAGE Publications, Inc.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method

Approaches. USA: Sage Publications.
Crisan, C., & Turda, E. (2020). THE IMPACT OF EUROPEAN UNION FUNDED
CAREER GUIDANCE AND CAREER COUNSELING PROGRAMS ON
VOCATIONAL DECISION-MAKING CAPACITY AMONG STUDENTS.
International Journal of Education and Psychology in the Community, 10(1), 89-
104. https://www.proquest.com/scholarly-journals/impact-european-union-funded-
career-guidance/docview/2472333854/se-2?accountid=31259
Crossman, A. (2020). Understanding Purposive Sampling. ThoughtCo.

https://www.thoughtco.com/purposive-sampling-3026727
Dangoy, J. E., & Madrigal, D. V. (2020). Career preferences and factors influencing the
career choice of senior high students of a Catholic school. Philippine Social
Science Journal, 3(2), 95-96. https://doi.org/10.52006/main.v3i2.235
Dayao, R., & Almario., O. (2017). Career and school preferences of senior high school
students academic year 2017-2018. International Journal of Advanced Research,
5(11), 1219-1222. https://doi.org/10.21474/ijar01/5887
Delgado, M. (2020, May 4). 4 factors to consider when choosing your career path. The
Official Blog of CSU Global. https://csuglobal.edu/blog/4-factors-to-consider-
when-choosing-your-career-path
Denzin, N.K., Lincoln, Y.S., (2011). The SAGE Handbook of Qualitative Research. (4 th
Edition). SAGE Publications Limited, Thousand Oaks, California.
Dodd, V., Hanson, J., & Hooley, T. (2021). Increasing students’ career readiness through
career guidance: Measuring the impact with a validated measure. British Journal
of Guidance & Counselling, 1-13.
https://doi.org/10.1080/03069885.2021.1937515
Dowd, M. (2018, June 30). The importance of choosing a career path. Retrieved from
https://work.chron.com/importance-choosing-career-path-11645.html
Editorial Team. (2020, April 6). Role of parents in career selection: Importance and key
factors. Retrieved from https://idreamcareer.com/blog/role-of-parents-in-career-
planning/
Elmusharaf, K. (2016, September 23). Qualitative sampling techniques [PDF document].

https://www.gfmer.ch/SRH-Course-2016/research-methodology/pdf/Qualitative-
sampling-techniques-Elmusharaf-2016.pdf
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling.

American Journal of Theoretical and Applied Statistics, 5(1), 1.
https://doi.org/10.11648/j.ajtas.20160501.11
Gati, I., Levin, N., & Landman-Tal, S. (2019). Decision-making models and career
guidance. International Handbook of Career Guidance, 115-145.
https://doi.org/10.1007/978-3-030-25153-6_6
Getachew, A. (2016). Career Development among Undergraduate Students of Madda

Walabu University. Journal of Student Affairs in Africa, 4(2), 25.
https://doi.org/10.18820/jsaa.v4i2.4
Gordon, R. (2019). ‘Why would I want to be Anonymous?’ questioning ethical principles

of anonymity in cross-cultural feminist research. Gender & Development, 27(3),
541-554. doi:10.1080/13552074.2019.1664044
Gray, D. E. (2019). Doing research in the business world. SAGE.
Hayashi, P., Abib, G., & Hoppen, N. (2019). Validity in qualitative research: A processual
approach. The Qualitative Report. doi:10.46743/2160-3715/2019.3443
Hosely, M. (2021, March 23). Informed consent: When, why, and how it’s obtained.
Retrieved from https://www.advarra.com/blog/informed-consent-when-why-and-
how-its-obtained/
Houghton, A., Armstrong, J., & Okeke, R. I. (2020). Delivering careers guidance in
English secondary schools: Policy versus practice. British Journal of Educational
Studies, 69(1), 47-63. https://doi.org/10.1080/00071005.2020.1734533
Indeed Editorial Team. (2019, October 7). Career development theory: Definition and
introduction. Indeed Career Guide. https://www.indeed.com/career-advice/career-
development/career-development-theory
JAO.T. (2021, October 13). The benefits of choosing a career you love. Retrieved from
https://www.inspireeducation.net.au/blog/benefits-of-choosing-a-career-you-love/
Jena, L., & Nayak, U. (2020). Theories of Career Development: An analysis. Indian
Journal of Natural Sciences, 10(60).
https://www.researchgate.net/publication/344414923_Theories_of_Career_Devel
opment_An_analysis
Johnson, C. (2021, April 7). Applying career development theory. Retrieved from
https://careerprocanada.ca/applying-career-development-theory-2/
Johnson, R. B., & Christensen, L. (2016). Educational research: Quantitative, qualitative,

and mixed approaches (6th ed.). SAGE Publications.
https://books.google.com.ph/books?
id=oAFHDQAAQBAJ&printsec=frontcover&dq=editions:OyOHRGI-
YM8C&hl=en&sa=X&redir_esc=y#v=onepage&q&f=false
Kabir, S. (2016, July 12). (PDF) Preparing questionnaire.

https://www.researchgate.net/publication/325846992_PREPARING_QUESTION
NAIRE
KANG, E., & HWANG, H J. (2021). Ethical Conducts in Qualitative Research

Methodology :Participant Observation and Interview Process. Journal of
Research and Publication Ethics, 2(2). Retrieved from
http://dx.doi.org/10.15722/jrpe.2.2.202109.5
Kapur, R. (2018). Career Guidance and Student Counselling. Research Gate.

https://www.researchgate.net/publication/323755665_Career_Guidance_and_Stu
dent_Counselling
Kennedy, K. J., & Chi-Kin Lee, J. (2018). Schools and schooling in Asia. Routledge
International Handbook of Schools and Schooling in Asia, 1-11.
https://doi.org/10.4324/9781315694382-1
Keshf, Z., & Khanum, S. (2021). Career guidance and counseling needs in a developing
country’s context: A qualitative study. SAGE Open, 11(3), 215824402110401.
https://doi.org/10.1177/21582440211040119
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE guide No.
131. Medical Teacher, 42(8), 846-854.
https://doi.org/10.1080/0142159x.2020.1755030
Kırdok, O., & Harman, E. (2018). High school students' career decision-making
difficulties according to locus of control. Universal Journal of Educational
Research, 6(2), 242-248. https://doi.org/10.13189/ujer.2018.060205
Maguire, M., & Delahunt, B. (2017, October 31). Doing a Thematic Analysis: A Practical,
Step-by-Step Guide for Learning and Teaching Scholars.
https://file:///C:/Users/User/Downloads/335-Article%20Text-1557-1-10-
20171031.pdf
Manapsal, J. P. (2018). Factors of Undecidability in career choices of grade 11 general

academic track students. Basis for career decision-making program.
Manti, S., & Licari, A. (2018). How to obtain informed consent for research. Breathe,
14(2), 145-152. doi:10.1183/20734735.001918
Marciniak, J., Johnston, C. S., Steiner, R. S., & Hirschi, A. (2020). Career preparedness
among adolescents: A review of key components and directions for future
research. Journal of Career Development, 089484532094395.
https://doi.org/10.1177/0894845320943951
Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related

subjects. Journal of Economic Development, Environment and People, 7(1), 23.
doi:10.26458/jedep.v7i1.571
Moneva, J. C., & Malbas, M. H. (2019). Preferences in senior high school tracks of the
grade 10 students. IRA International Journal of Education and Multidisciplinary
Studies, 15(5), 167. https://doi.org/10.21013/jems.v15.n5.p2
Mtemeri, J. (2017). FACTORS INFLUENCING THE CHOICE OF CAREER PATHWAYS

AMONG HIGH SCHOOL STUDENTS IN MIDLANDS PROVINCE, ZIMBABWE
[Doctoral dissertation].
https://uir.unisa.ac.za/bitstream/handle/10500/23174/thesis_mtemeri_j.pdf?
sequence=1
Mueller, R. A. (2019). Episodic narrative interview: Capturing stories of experience with a

methods fusion. International Journal of Qualitative Methods, 18,
160940691986604. https://doi.org/10.1177/1609406919866044
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis.
International Journal of Qualitative Methods, 16(1), 160940691773384.
https://doi.org/10.1177/1609406917733847
Nyamwange, J. (2016). Influence of Student’s Interest on Career Choice among First

Year University Students in Public and Private Universities in Kisii County,
Kenya. Journal of Education and Practice, 7(4), 96.

https://files.eric.ed.gov/fulltext/EJ1092415.pdf
Oats, R., & Rukewe, Y. (2020). An investigation into the impact of career guidance on
career choice of secondary students in Botswana. Advances in Social Sciences
Research Journal, 7(1), 384-398. https://doi.org/10.14738/assrj.71.6865
Oomen, A. (2016). Parental involvement in career education and guidance in secondary

education. Journal of the National Institute for Career Education and Counselling,
37(1), 39-46. Doi:10.20856/jnicec.3707
Owusu, G., Anderson, A., Kwakye, T., Bekoe, R., & Ofori, C. (2018). Factors influencing
career choice of tertiary students in Ghana. Education + Training, 60(9), 992-
1008. https://doi.org/10.1108/et-04-2017-0050
Rafanan, R. J., De Guzman, C. Y., & Rogayan, D. J. (2020). Pursuing STEM careers:
Perspectives of senior high school students. Participatory Educational Research,
7(3), 38-58. https://doi.org/10.17275/per.20.34.7.3
Rami, A. A. M., Zaini, S. N. M., & Aziz, M. F. A. (2021). Career decision making among
Malaysian University students. International Journal of Academic Research in
Progressive Education and Development, 10(2).
https://doi.org/10.6007/ijarped/v10-i2/10189
Ravitch, S. M., & Carl, N. M. (2019). Qualitative research: Bridging the conceptual,
theoretical, and methodological (2nd ed.). SAGE Publications.
Risnasari, Z., & Basuki, A. (2020). Urgency of career understanding of high school
students in making career decisions. Proceedings of the 2nd International
Seminar on Guidance and Counseling 2019 (ISGC 2019).
https://doi.org/10.2991/assehr.k.200814.027
Roy, P. (2020). Career guidance: A way of life. SSRN Electronic Journal.

https://doi.org/10.2139/ssrn.3640339
Safarmamad, F. (2019). FACTORS THAT INFLUENCE STUDENTS’ DECISIONS TO

ENROLL IN INITIAL VOCATIONAL EDUCATION AND TRAINING (IVET)
LYCEUMS IN TAJIKISTAN [Doctoral dissertation].
https://digitalcommons.odu.edu/cgi/viewcontent.cgi?
article=1044&context=stemps_etds
Santos, J., Blas, L. C., Panganiban, A. J., Reyes, K. M., & Sayo, J. C. (2019). Alignment
of senior high school Strand in college course. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3441109
Sharma, P. (2016). Theories of career development: Educational and counseling

implications. International Journal of Indian Psychology, 3(4).
https://doi.org/10.25215/0304.116
Sheldon, K. M., Holliday, G., Titova, L., & Benson, C. (2019). Comparing Holland and
self-determination theory measures of career preference as predictors of career
choice. Journal of Career Assessment, 28(1), 28-42.
https://doi.org/10.1177/1069072718823003
Solomon, R. (2017, January 1). Career Awareness Activities for High School.
https://study.com/academy/lesson/career-awareness-activities-for-high-
school.html
Steffen, E.M. (2016, January 1). (PDF) Ethical considerations in qualitative research.
Retrieved from
https://www.researchgate.net/publication/301293109_Ethical_considerations_in_
qualitative_research
Suryadi, B., Sawitri, D., Hamidah, & Hanifa. (2018). Career orientation of senior
secondary school students [Paper presentation]. SHS Web of Conferences,
Indonesia.
https://www.proquest.com/docview/2038293205/32D6A90182AA49B7PQ/8
Thi Hoa, T. (2018). Common issues in high school student’s career decision – Making
choice and supporting measurement in career consulting. American Journal of
Educational Research, 6(5), 370-376. https://doi.org/10.12691/education-6-5-1
Thomas, G. (2016). How to do your case study (2nd ed.). SAGE Publications, Inc.
Thomson, S.B. (2011, January 1). (PDF) Qualitative research: Validity. Retrieved from
https://www.researchgate.net/publication/266483160_Qualitative_Research_Vali
dity
Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research:
Design and decision making for new researchers. International Journal of
Qualitative Methods, 19, 160940692096717.
https://doi.org/10.1177/1609406920967174
Tran, L.T, & Dang, N.L. (2020). Parental Influence on Secondary School Students’
Career Choice: A Case Study from Dong Nai Province, Vietnam. Research Gate.
Retrieved from
https://www.researchgate.net/publication/343690041_Parental_Influence_on_Se
condary_School_Students'_Career_Choice_A_Case_Study_from_Dong_Nai_Pro
vince_Vietnam
Uleanya, M., Naidoo, G., Rugbeer, Y., & Rugbeer, H. (2019). The role of career
awareness and guidance programmes for first-year university students. Journal
of Gender, Information and Development in Africa, 8(2), 197-221.
https://doi.org/10.31920/2050-4284/2019/8n2a11
Umurerwa, I.R. (2021, August 8). Factors to consider when choosing a career path. The
New Times. https://www.proquest.com/newspapers/factors-consider-when-
choosing-career-path/docview/2562056686/se-2?accountid=31259
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in
qualitative content analysis and thematic analysis. Journal of Nursing Education
and Practice, 6(5). https://doi.org/10.5430/jnep.v6n5p100
Varquez, P. (2016). Career development activities of school counselors at predominantly

Latino high schools [Doctoral dissertation].
https://www.proquest.com/docview/1777341808/32D6A90182AA49B7PQ/9
Wasil, A. R., Franzen, R.E., Gillespie, S., Steinberg, J.S., Malhotra, T., & DeRubeis, R.J.
(2020). Commonly reported problems and coping strategies during the COVID-19
crisis: A survey of graduate and professional students.
https://doi.org/10.31234/osf.io/6wj85
Whitteberry, K. (2016, July 29). The 6 personality types and how they impact career
choices. Facility Management Software Designed for the Digital Workplace |
iOFFICE. https://www.iofficecorp.com/blog/six-personality-types
Wilding, C. & Whiteford, G. (2005). Phenomenological Research: An Exploration of

Conceptual, Theoretical, and Practical Issues. SAGE Journals, V 25, pp. 98-104
Xu, A., Baysari, M. T., Stocker, S. L., Leow, L. J., Day, R. O., & Carland, J. E. (2020).
Researchers’ views on, and experiences with, the requirement to obtain informed
consent in research involving human participants: A qualitative study. BMC
Medical Ethics, 21(1). doi:10.1186/s12910-020-00538-7
Zafar, M. (2019). Career guidance in career planning among secondary school students.
Asian Journal of Education and Social Studies, 1-8.
https://doi.org/10.9734/ajess/2019/v5i130133

Research Manuscript - District 10-Saravia NHS - Career GPS

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research Manuscript - District 10-Saravia NHS - Career GPS

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

EXPLORING THE IMPLEMENTATION OF GRADE 10 CAREER

SARAVIA NATIONAL HIGH SCHOOL

ROGELLO F. ESTIBAN, JR.

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

Additionally, concerning their view on “How do the participants describe their

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

the following themes emerged: realization, enhancement, cognition, awareness, vitally

Keywords: catalyst, influence, experiences, implementation, Career Guidance Program

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

Exploring the Implementation of Grade 10 Career Guidance Modules: Basis for a

I. CONTEXT AND RATIONALE

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

II. ACTION RESEARCH QUESTIONS

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

III. THEORETICAL LENS AND CONCEPTUAL FRAMEWORK OF THE STUDY

This case study is anchored on John Holland’s “Theory of Career

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

B. CONCEPTUAL FRAMEWORK OF THE STUDY

Exploring the Implementation

C. SUMMARY OF SEMI- STRUCTURED INTERVIEW GUIDE

Exploring the Effectiveness of Grade 10 Career Guidance Modules

IV. INNOVATION, INTERVENTION, AND STRATEGY

V. ACTION RESEARCH METHODOLOGY

A. ACTION RESEARCH METHOD/ DESIGN

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

The Qualitative Research Design entails an investigation that seeks answers to a

B. LOCALE OF THE STUDY

C. PARTICIPANTS OF THE STUDY AND SAMPLING METHOD

of Grade 10 students who personally underwent or experienced the conduct of Career

D. DATA GATHERING METHODS

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

E. DATA PROCESSING AND ANALYSIS TECHNIQUES

VI. RESULTS AND DISCUSSIONS

Analyses of the Themes

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

Central Theme: The Grade 10 Career Guidance Modules served as a catalyst in

and strand? Tell suits my, Uhm, on their

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

“All that I could say,

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

“That, what I learned, sir, related in The choice must

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

(S6, S10, S11, S13, S14)

Probing/ Textual Data Coding Cluster Emergent

“Ahm, the grade 10 career well-understand The learning UNDERS-

track and strand that I took, the range of way

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

“Ah… for me, sir, it help in It helps the

Thematic Analysis on how the Career Guidance 10 modules helped

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

strand, but for now, programs

choosing a strand that are not related right career WELL-

“…without these modules … essential to their The modules ESSENTIAL

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

more, as we needed to take to the parents of

“It was important sir. So they understand if help the parents

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

“…we were able to Please choose The

Sa Koronadal, bawat gradweyt angat sa KAKAYAHAN, KAALAMAN at KABUHAYAN.

VII. INSIGHTS AND IMPLICATIONS