Chapter IV

FACTORS INFLUENCING CAREER READINESS AMONG THE SENIOR COLLEGE

STUDENTS ALONG LIFE SKILLS DOMAIN

The purpose of the study is to determine the factors influencing the career

readiness along life skills domain of the senior college students of Bicol University

College of Industrial Technology.

This chapter presents the results, analysis and interpretation of data

obtained after the online data gathering to a sample of 200 senior college students from

various programs on the Factors Influencing Career Readiness Among the Senior

College Students along Life Skills Domain. The level of career readiness, the level of

career readiness in terms of Life Skills using IYF’s Life Skills Framework, and their

significant relationship is presented.

LEVEL OF INFLUENCE OF THE FOLLOWING FACTORS ALONG CAREER

READINESS OF THE SENIOR STUDENTS OF THE COLLEGE OF INDUSTRIAL
TECHNOLOGY

The first problem of the study is the level of career readiness of the senior

college students of College of Industrial Technology in terms of the following

factors. The researchers used weighted means to interpret the data.

1.1. Internal Factors

The senior college students' career readiness in terms of internal factors was

evaluated based on the following parameters: Self-Concept, Self-Interest, Learning

Motivation, and Planning for the Future.

The table 4 below presents the level of career readiness in terms of

self-concept. The average weighted mean is 3.41. Based on the scale, this means

Strongly Agree. This shows that the Senior College students strongly agree that the
factor of Self-Concept has an influence on their level of career readiness. It can be seen

in the table that there are three parameters that have the same weighted mean of 3.41.

These parameters indicate that the students have a high level of confidence in their

abilities, which is a crucial aspect of career readiness. It also suggests that aside from

having a high level of confidence in their abilities, they also have a strong sense of

self-worth. However, the lowest weighted mean of 3.39 indicates that the students have

some level of uncertainty regarding their career direction. This may be due to a lack of

exposure to various career options, inadequate guidance, or personal indecision.

In a study conducted by Siti Nadhirah Mohd Zaini et al. (2021), entitled

“Relationship of Academic Performance and Academic Self-Concept with Career

Decision-Making among UPM Undergraduate Students”, it found out that Academic

Self-Concept is an essential factors in Career Decision Making. Students who cultivate

a positive self-concept tend to proactively prepare for their careers even before

graduation, leading to more informed choices. Students' development of self-concept

throughout their studies including involvement in career-related courses, career

counseling and skills development programs, will significantly lower the chance of

experiencing career mismatch, either being overqualified or underqualified (Siti Nadhirah

Mohd Zaini et al.,2021)

 TABLE 4

Level Of Career Readiness in terms of Self-Concept

Indicators WM Interpretation

I am confident in my ability to perform the tasks required in my

3.41 SA
chosen field of profession.

I have a clear understanding of my career path. 3.39 SA

I am confident in my ability to find a job that aligns with my skills

3.41 SA
and interests.

I possess a strong sense of self-worth and confidence in my

abilities, regardless of external judgments or societal 3.41 SA
expectations.

Average Mean 3.41 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 5 shows the level of career readiness in terms of self-interest. The average

weighted mean is 3.50, which means they are Strongly agree that self-interest affects

their readiness. As viewed on the table, the highest weighted mean is 3.53, suggesting

that the respondents feel most motivated and engaged in a career that aligns with their

personal interests and skills. Additionally, it underscores that the students are likely to be

more enthusiastic and dedicated to their careers when they find personal relevance and

satisfaction in their work. This is closely followed by a weighted mean of 3.52, indicating

that respondents believe their career choices will personally benefit them. They perceive

choosing a career aligned with their interests and skills will lead to tangible benefits in

their lives, reinforcing their commitment and motivation to pursue such paths. The

weighted mean of 3.52 highlights the importance respondents place on aligning career

options with their interests, while the lowest mean of 3.44 still reflects a strong

agreement that personal satisfaction and fulfillment drive their career decisions. Overall,
the data emphasizes the significant role of self-interest in shaping career readiness of

senior college students.

In the study conducted by Theodora et al. (2019), entitled “Internal Factor that

Influence Career Readiness”, the results show that self interest is the most influential

factor in student career readiness. Students with self-concept or self-interest tend to be

more motivated to learn the possible careers for themselves. According to the study,

individual abilities and talents are not the only factors to be considered in the student’s

career readiness, but it must also align with the student’s needs, values, and interests.

TABLE 5

Level Of Career Readiness in terms of Self-Interest

Indicators WM Interpretation

I find my career choices will benefit me personally 3.52 SA

I prioritize those that align with my interests while considering

3.52 SA
different career options.

I am more motivated and engaged in a career that aligns with my

3.53 SA
personal interests and skills..

I am driven by personal satisfaction and fulfillment when making

decisions about my career. 3.44 SA

Average Mean 3.50 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 6 presents the level of career readiness in terms of learning motivation.

The average weighted mean is 3.63, indicating that respondents Strongly agree that

learning motivation significantly impacts their career readiness. The highest weighted

mean is 3.66, demonstrating that respondents are highly motivated to pursue learning

because it enhances their ability to adapt to new challenges and opportunities. They are
driven by the belief that investing in education and skill development equips them with

the resilience and versatility needed to thrive in their careers. Following this, a weighted

mean of 3.66 reveals that respondents are driven to invest time and effort in education,

recognizing that quality education leads to better career opportunities. They highly value

investing their time and effort in education because they understand that by doing so can

lead to improving their career prospects. The weighted mean of 3.62 reflects that

respondents find a sense of accomplishment and satisfaction in learning new things.

They mostly feel happy and satisfied when they learn something new. Finally, a mean of

3.59 shows that commitment to accomplishing career goals helps respondents stay

motivated and focused on their studies despite challenges and setbacks. Additionally,

this means they have a strong determination to reach their desired outcomes, which

drives them to overcome the obstacles in their academic pursuits. Overall, the data

underscores the critical role of learning motivation in preparing individuals for their

careers.

Based on the study of Riyanto et al. (2020), students with high learning

motivation tend to achieve their goals. Learning motivation strengthens the student’s

work readiness. The encouragement the students get makes them more active to meet

the standards needed in the field of work. According to the study, students who have

high learning motivation will have good work readiness. This indicates that fostering a

strong desire to learn and grow can significantly enhance students' ability to adapt to

professional demands, ultimately leading to greater success in their chosen careers.

Moreover, educational programs that focus on boosting learning motivation can play a

crucial role in preparing students for the challenges of the modern workforce.
 TABLE 6

Level Of Career Readiness in terms of Learning Motivation

Indicators WM Interpretation

I find learning new things gives me a sense of accomplishment

3.62 SA
and satisfaction.

I am motivated to invest time and effort in education because

3.66 SA
quality education will lead to better career opportunities.

I am committed to accomplishing my set career goals allows me

to stay motivated and focused on my studies amid challenges and 3.59 SA
setbacks.

I am motivated to pursue learning as it improves my ability to

adapt to new challenges and opportunities. 3.66 SA

Average Mean 3.63 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 7 illustrates the level of career readiness in terms of planning for the future.

The average weighted mean is 3.42, indicating that respondents Strongly agree that

planning for the future is a crucial aspect of their career readiness. The highest weighted

mean is 3.49, suggesting that respondents actively and effectively plan for their future.

They regularly take steps to set goals, make decisions, and organize their activities in a

way that prepares them for what lies ahead. This is followed by a mean of 3.41, which

shows that respondents prioritize setting specific, measurable goals to guide their future

endeavors. The weighted mean of 3.39 indicates that respondents actively evaluate and

plan for potential challenges in their future activities. They frequently consider and

prepare for any issues that may arise in their activities and plans in order to anticipate

and develop solutions to deal with them. Finally, a mean of 3.37 reflects that

respondents regularly set and work towards specific goals for their future. Overall, the

data highlights the importance of future planning in enhancing career readiness,

although the level of agreement is slightly lower compared to other factors such as

self-interest and learning motivation.

The result of the study of Zhang Jingwen, Abu Talib, M., Wang Jiajian, Jia

Cuiping, & Sheng Xia. (2023) on the “Effects of Career Planning Education On Career

Readiness Among Undergraduates Based On Social Learning Theory” confirmed that

career planning education enables students to understand their abilities in exploring

various professions. Planning aids the students in determining their future career path.

Overall, the findings of this study underscore the importance of integrating career

planning education into undergraduate curricula to enhance students' career readiness.

By providing students with the knowledge, skills, and confidence to explore and pursue

their career goals, career planning education plays a crucial role in preparing

undergraduates for the challenges and opportunities they will encounter in the

workforce.

TABLE 7

Level Of Career Readiness in terms of Planning for the Future

Indicators WM Interpretation

I find myself actively and effectively planning for my future. 3.49 SA

I regularly set and work towards specific goals for my future 3.37 SA

I actively evaluate and plan for any potential challenges that may
3.39 SA
come in my future activities.

I prioritize setting specific, measurable goals to guide my future

3.41 SA
endeavors.

Average Mean 3.42 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree
 Table 8 shows the summary of the average weighted mean of these four

identified sub-factors of internal factors. As viewed on the table, the data indicates that

Learning Motivation has the highest weighted mean of 3.63, suggesting that it is the

most significant internal factor influencing career readiness. This high score reflects that

respondents see continuous learning and education as essential for adapting to

changes, overcoming challenges, and seizing opportunities in their professional lives.

Followed by Self-Interest with a weighted mean of 3.50, indicating a strong agreement

on its impact. It shows that they believe their personal interests and benefits are

important in shaping their readiness for their careers. Planning for the Future has a

weighted mean of 3.42, showing that while it is important, it is slightly less emphasized

than the other factors. It is considered important by the respondents, but it is not given

as much emphasis as self-interest or learning motivation. Self-Concept, with a weighted

mean of 3.41, has the lowest but still substantial influence on career readiness. Overall,

these findings highlight the critical importance of internal factors, especially learning

motivation and self-interest, in shaping career readiness, while also recognizing the

significant yet slightly lesser roles of planning for the future and self-concept.

TABLE 8

Summary of the Level of Career Readiness in terms of Internal Factors

No. Parameter WM Interpretation

1 Self-Concept 3.41 SA

2 Self-Interest 3.50 SA

3 Learning Motivation 3.63 SA

4 Planning for the Future 3.42 SA

Average Mean 3.49 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree
 1.2. External Factors

The senior college students' career readiness in terms of internal factors was

evaluated based on the following parameters: Social Experience, Environmental

Influences, Economic Status.

Table 9 evaluates how social experiences influence career readiness, revealing

an overall positive impact with an average mean score of 3.35, indicating strong

agreement. The highest score of 3.44 reflects that respondents consistently enjoy

positive and meaningful social interactions, suggesting these interactions are crucial for

their career readiness. The respondents more likely enjoy having social interactions

because it enhances their communication skills, builds strong professional networks and

provides emotional support. The perception of socializing as beneficial, with a score of

3.42, underscores its recognized importance in their lives. Emotional well-being

supported by social interactions scored 3.31, indicating a moderate positive effect. They

agree that social interactions can provide emotional support, reduce stress, and

enhance overall happiness, contributing positively to one's mental health. However, the

feeling of belonging and connection during social interactions received the lowest score

of 3.21, implying that while important, it is less emphasized compared to other aspects of

social experiences. Overall, the data underscores the significant role of positive social

interactions in enhancing career readiness, although the sense of belonging is relatively

less prominent.

In the study about “College and Career Readiness through High School

Experiential Learning in the United States” of Richard Carroll and Jody Sue Piro (2020),

the participants perceived that the exposure to the career fieldwork that they

experienced gave them familiarity, confidence and a sense of purpose. According to

them, the experiences they encountered gave them ideas about the real world and
helped them confirm what they actually want to do. This exposure and experiences

enhances their level of readiness.

TABLE 9

Level Of Career Readiness in terms of Social Experience

Indicators WM Interpretation

I consistently enjoy positive and meaningful social interactions. 3.44 SA

I experience an overwhelming feeling of belonging and

3.21 SA
connection during social interactions.

My emotional well-being is continuously enhanced by my social

3.31 SA
interactions.

I consider socializing to be a beneficial and useful aspect of my

3.42 SA
life.

Average Mean 3.35 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 10 shows the average weighted mean of 3.30 indicates that, overall,

respondents Strongly agree that environmental influences play a role in their career

readiness, though the strength of this influence varies across different aspects. Among

the indicators, the belief that exposure to environmental issues enhances

problem-solving skills received the highest score of 3.50, suggesting this is a key factor

for many respondents that highly agree on being exposed to environmental issues helps

improve their problem-solving skills, which they consider crucial for career readiness.

The impact of surroundings on lifestyle choices is also recognized, with a score of 3.46,

reflecting its perceived importance. A strong environmental ethic, believed to equip

respondents better for leadership roles, scored 3.17, indicating a moderate positive

effect. Growing up in an environmentally conscious household scored the lowest at 3.05,

suggesting that while it has some influence, it is less emphasized compared to other

environmental factors. Overall, these findings emphasize that while environmental

influences are important, their impact is somewhat less significant compared to other

factors like learning motivation and self-interest.

The study entitled “A Comparative Study of Environmental Awareness Among

Students Pursuing Bachelor's Studies in Selected Academic Fields at the University of

Warsaw, Poland” by Anna Kalinowska et al. (2016) reveals the different levels of

environmental awareness among students across fields of study, with some fields

demonstrating a greater commitment towards environmental concerns compared to

others. According to them, the importance of integrating environmental education across

academic fields to develop a comprehensive awareness of environmental challenges

and promote sustainable practices among future professionals. The study provides

valuable insights for educational institutions and policymakers seeking to enhance

environmental literacy and engagement among undergraduate students, thereby

contributing to broader sustainability initiatives.

TABLE 10

Level Of Career Readiness in terms of Environmental Influences

Indicators WM Interpretation

I believe that my surroundings have a significant impact on the

3.46 SA
way I choose to live.

I grew up in an environmentally conscious household influenced

3.05 SA
my career choice.

I think that I have a strong environmental ethic, which means I am

3.17 SA
better equipped for leadership roles.

I believe that exposure to environmental issues enhances

3.50 SA
problem-solving skills, which is a vital aspect of career readiness.

Average Mean 3.30 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree
 Table 11 examines the impact of economic status on career readiness, revealing

an average weighted mean of 3.24, which indicates that respondents strongly agree that

financial factors significantly influence their career plans. The highest score, 3.50,

reflects a strong confidence among respondents in achieving career goals despite

financial challenges, showcasing their resilience. This suggests that they possess strong

resilience, meaning they can stay determined and optimistic about their career

aspirations despite any financial obstacles they might encounter. A score of 3.32

suggests that many feel their family's financial situation greatly impacts their career

pursuits, while a score of 3.14 indicates that financial status influences the career paths

they consider. However, a lower score of 3.00 suggests that while respondents generally

agree they have access to necessary financial resources, this agreement is less strong.

Overall, these findings highlight that economic factors are important for career readiness,

but respondents remain determined to succeed despite financial hurdles.

According to Putri (2023) the study entitled "Economic Hardship and Its

Implications for Student Motivation and Achievement" emphasizes the need for

comprehensive support strategies that address both the financial and psychological

aspects of economic hardship. By providing targeted financial aid, academic support

programs, and mental health services, educational institutions can help economically

disadvantaged students overcome these barriers and achieve their academic and career

goals.
 TABLE 11

Level Of Career Readiness in terms of Economic Status

Indicators WM Interpretation

My family’s financial situation has a huge influence on my ability

3.32 SA
to pursue my desired career path.

I have access to financial resources necessary to cover the cost

associated with pursuing my chosen career such as allowance 3 SA
and other expenses.

The different career paths I consider pursuing have been

3.14 SA
influenced by my financial status.

I am confident in my ability to achieve my career goals despite my

3.50 SA
current financial situation.

Average Mean 3.24 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 12 shows the average weighted mean of the three identified

sub-factors of external factors: Social Experience, Environmental Influences, Economic

Status. The table provides a summary of the level of career readiness in terms of

external factors, with an overall average weighted mean of 3.30, indicating that

respondents strongly agree that these factors significantly influence their career

readiness. The highest weighted mean of 3.35 for social experience suggests that

positive and meaningful social interactions are seen as crucial for career preparedness.

Environmental influences, with a weighted mean of 3.30, indicate that exposure to

environmental issues and the impact of surroundings are also considered important.

Economic status, with a weighted mean of 3.24, shows that financial factors, while

slightly less influential than social and environmental factors, still play a significant role in

shaping career paths. Overall, these findings underscore the importance of external
factors such as social experiences, environmental influences, and economic status in

determining career readiness.

TABLE 12

Summary of Level of Career Readiness in terms of External Factors

No. Parameter WM Interpretation

1 Social Experience 3.35 SA

2 Environmental Influences 3.30 SA

3 Economic Status 3.24 SA

Average Mean 3.30 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

Table 13 provides a summary of the extent of influence of internal and

external factors on the level of career readiness, with an overall average weighted mean

of 3.40, indicating that respondents strongly agree that both types of factors significantly

impact their career readiness. Internal factors have a higher weighted mean of 3.49,

suggesting that personal attributes like self-concept, self-interest, learning motivation,

and planning for the future are seen as slightly more critical for career readiness. On the

other hand, external factors, with a weighted mean of 3.30, also play an important role,

though slightly less influential than internal factors. These external factors include social

experiences, environmental influences, and economic status. Overall, the findings

highlight that while both internal and external factors are essential for career readiness,

respondents place a slightly greater emphasis on internal factors in shaping their career

preparedness.
 TABLE 13

Summary of the extent of influence of the Internal and External Factors in the

Level of Career Readiness

NO. Parameter WM Interpretation

1 Internal Factors 3.49 SA

2 External Factors 3.30 SA

Average Mean 3.40 SA

*Legend: (SA)- Strongly Agree, (A)- Agree, (D)- Disagree, (SD)- Strongly Disagree

LEVEL OF CAREER READINESS OF THE SENIOR COLLEGE STUDENTS OF

BICOL UNIVERSITY COLLEGE OF INDUSTRIAL TECHNOLOGY IN TERMS OF THE
FOLLOWING LIFE SKILL DOMAINS

Presented are the results of the Level of Career Readiness of the Senior

College Students of Bicol University College of Industrial Technology in terms of Life Skill

Domains using the IYF’s Life Skills Framework. Distributions of weighted mean were

shown together with the interpretation. The students' readiness was evaluated based on

the following parameters: Positive Mindset, Interpersonal Skills, Higher Order Thinking

Skills, and Community Mindset.

Table 14 shows the students level of career readiness along life skill domains in

terms of Positive Mindset. The average weighted mean is 3.42 interpreted as “Highly

Influential.” This suggests that the Senior College Student possesses a positive mindset

towards their level of career readiness along life skill domains. As presented in Table 14

the highest weighted mean is 3.52 and 3.51 indicates that the Senior College students

have strong self-awareness and goal-setting skills. The responses also show they have

the ability to recognize stress and emotional impact on performance indicating

respondents value feedback and understand the influence of emotions on their work.
The lowest weighted mean of 3.10 corresponds to the students’ expressing their

opinions despite disagreements.

According to “”Positive Mindset: How to Develop a Positive Mental Attitude” by

Courtney E. Ackerman, MA (2018) having a positive mindset means making positive

thinking a habit, by focusing on the good aspects of life. ”Positive Thinking is a mental

and emotional attitude that focuses on the bright side of life and expects positive results”

a definition from Remez Sasson, this concept aligns closely with our study on Positive

Thinking. It suggests that respondents deliberately redirecting your thoughts and goals

with positivity maintain a positive mental attitude that is not a natural state but a

cultivated habit crucial to their future long-term career goals that involves developing a

positive attitude through various attitudes such as self-reflection and affirmations.

TABLE 14

Level Of Career Readiness in terms of Positive Mindset

Indicators WM Interpretation

I think through the steps it will take to reach my goal. 3.52 HI

I know what my strengths are. 3.51 HI

I recognized how my feelings affect my performance. 3.50 HI

I set my goals. 3.50 HI

I react positively to suggestions from others on how I might

3.46 HI
improve myself.

I recognized when I was feeling stressed. 3.39 HI

I can overcome setbacks to take on an important challenge. 3.34 HI

I express my opinions, even if others disagree with me. 3.10 HI

Average Mean 3.42 HI

*Legend: (HI)- Highly Influential, (I)- Influential, (SH)- Slightly Influential, (NH)- Not Influential
 Table 15 illustrates the level of career readiness along life skill domains in terms

of interpersonal skills. The average weighted mean is 3.49 interpreted as “Highly

Influential.” This suggests that the Senior College Student possess interpersonal skills

towards their level of career readiness along life skill domains. As presented in Table 15

below, the highest weighted mean is 3.65 and 3.63 indicates that the senior college

students feel confident in their ability to listen and respect different views, which is crucial

for effective communication and collaboration. The responses also show strong conflict

resolution skills and strong responsibility within a team for effective collaboration. The

lowest rating among the indicators is 3.14, though still interpreted as “highly influential," it

indicates that senior college students feel less confident in their ability to articulate their

ideas compared to other interpersonal skills. The data suggests strong interpersonal

skills highly influence their career readiness.

According to “Reviews of Literature regarding Interpersonal Skills and the

Workplace over the years 2011-2021” by Efrat, Alon (2022), highlights the influence of

strong interpersonal skill in a workplace. Every position requires strong interpersonal

skills, as they focus on the relationship of their surroundings. Interpersonal skills have

become an important part of the success and development of the technology industry

sector globally in the past few years (Fadhil et al, 2021). Performance and interpersonal

skills are linked together wherein valued by the employers set as essential criteria for

hiring across professional fields, they consider that interpersonal skills are increasingly

important to employee mobility and success within a workforce.

 TABLE 15

Level Of Career Readiness in terms of Interpersonal Skills

Indicators WM Interpretation

I listen actively to understand and learn. 3.65 HI

I respect others' opinions during a disagreement. 3.63 HI

I do my share when working in a team. 3.55 HI

When resolving a conflict, I try to understand the needs of

3.55 HI
everyone involved.

I can work effectively with others in a team to accomplish a task. 3.43 HI

I can express my own ideas clearly. 3.14 HI

Average Mean 3.49 HI

*Legend: (HI)- Highly Influential, (I)- Influential, (SH)- Slightly Influential, (NH)- Not Influential

Table 16 below illustrates the level of career readiness along life skill domains in

terms of Higher Order Thinking Skills. The average weighted mean is 3.44 interpreted as

“Highly Influential” indicates that senior college students perceive Higher Order Thinking

Skills are significant on their level of career readiness. Among the indicators on Table 16

the highest weighted mean is 3.63 suggests that they are aware of the long-term

consequences of their decisions, which is crucial for their future careers. The data also

shows strong problem-solving and analytical skills important for overcoming obstacles,

making well-rounded decisions, reducing risks, and improving outcomes. The lowest

rating among the indicators is 3.31 implies senior college students are capable of

innovation and practical application of new concepts, encouraging more adaptability and

creativity.

The study of Arsyadani Hasan and Pardjono (2019) “The Correlation of Higher

Order Thinking Skills and Work Readiness of Vocational High School Students”
confirms that students with high thinking level reflects the level students’ work readiness.

HOTS demand qualifies students to compete on a global scale, equipping them with the

ability to think logically and critically to understand concepts and principles in society. It's

crucial and has psychological, physical, and experiential relationship with students' work

readiness which needs to be developed.

TABLE 16

Level Of Career Readiness in terms of Higher Order Thinking Skills

Indicators WM Interpretation

I think about how the decisions I make will affect me in the long
3.63 HI
run.

When making up my mind about something, I collect a lot of

3.46 HI
information.

I can identify problems that keep me from my goals. 3.45 HI

I know how to differentiate between fact and assumption. 3.4 HI

I practically apply new ideas to improve the way things are done. 3.4 HI

I create new ideas to take on everyday challenges. 3.31 HI

Average Mean 3.44 HI

*Legend: (HI)- Highly Influential, (I)- Influential, (SH)- Slightly Influential, (NH)- Not Influential

Table 19 shows the students level of career readiness along life skill domains in

terms of Community Mindset. The average weighted mean is 3.54 interpreted as “Highly

Influential.” This suggests that the Senior College Student considers community mindset

highly influential for their career readiness and personal development. As presented in

Table 19 the highest weighted mean is 3.71 indicates that respondents place respect on

diverse views crucial for creating an inclusive community. The data also shows a high

level of accountability, utilization of technology, and commitment to their principles and

values crucial in building a diverse environment. The lowest rating among the indicators

is 3.33 indicates that senior college students could empathize with others, crucial in

building a strong and supportive relationship.

As stated by D4 Nguyen (2018) “What is a Community-Oriented Mindset and

Tips to Find Your Community” success in the music industry is significantly enhanced by

adopting a community-oriented mindset. Nguyen emphasizes that building and nurturing

authentic relationships within a community can lead to more gigs, collaborations, and

professional growth. A community-oriented approach fosters mutual support and opens

access to valuable resources, emotional support, and new opportunities, thereby helping

artists thrive in a competitive environment nurturing the sense of belonging. Community

mindset simply emphasizes the importance of building relationships critical in navigating

various networks and opportunities serves as a foundation for college students to

demonstrate requisite core competencies that broadly prepare them for success in a

workplace and their life long careers as defined by National Association of Colleges and

Employers of Mizzou Career Tools.

 TABLE 19

Level Of Career Readiness in terms of Community Mindset

Indicators WM Interpretation

It is important to me to respect the values and beliefs of people

3.71 HI
who are of a different race or culture than I am.

I know how to show respect to people with different beliefs,

3.70 HI
opinions, cultures, and identities.

I accept responsibility for my actions when I make a mistake or

3.59 HI
get in trouble.

I use technology to broaden mutual understanding and learning

3.53 HI
with others.

I engage in positive behavior when using technology, including

3.50 HI
social interactions online.

I go out of my way to help others. 3.48 HI

I do what I believe is right, even if my friends make fun of me. 3.46 HI

I can easily put myself in someone else's place and understand HI

3.33
how they feel.

Average Mean 3.51 HI

*Legend: (HI)- Highly Influential, (I)- Influential, (SH)- Slightly Influential, (NH)- Not Influential

Table 20 shows a summary of the level of career readiness along life skill

domains; Positive Mindset, Interpersonal Skills, Higher-Order Thinking Skills and

Community Mindset with an overall average weighted mean of 3.47, indicating that the

respondents agree that the life skills domain highly influenced their level of career

readiness.Community Mindset domain have a higher weighted mean of 3.51, suggesting

that this domain highly influences the level of career readiness as it highlights the

importance of building relationships which is vital in seeking networks and opportunities.

Followed by Interpersonal Skills domain with a weighted mean of 3.49, which is also

considered important by the respondents as it is crucial for effective communication and

collaboration. Higher Order Thinking Skills domain with a weighted mean of 3.44, in

which it needs to be developed because according to the study of Arsyadani Hasan and

Pardjono (2019) “The Correlation of Higher Order Thinking Skills and Work Readiness of

Vocational High School Students'' approves that student with high thinking level reflects

the level students’ work readiness. Positive Mindset domain with a weighted mean of

3.42, has the lowest but still crucial to the student’s level of career readiness for it allows

you to face challenges resiliently, focus on solutions, and see the silver lining. Overall,

these findings highlight the importance of these life skills in the level of career readiness.

TABLE 20

Level of Career Readiness in terms of Life Skill Domains

No. Parameter WM Interpretation

1 Positive Mindset 3.42 HI

2 Interpersonal Skills 3.49 HI

3 Higher Order Thinking Skills 3.44 HI

4 Community Mindset 3.51 HI

Average Mean 3.47 HI

*Legend: (HI)- Highly Influential, (I)- Influential, (SH)- Slightly Influential, (NH)- Not Influential

SIGNIFICANT RELATIONSHIP BETWEEN THE LEVEL OF INFLUENCE AND LEVEL

OF CAREER READINESS ALONG LIFE SKILLS DOMAINS.

A1. Internal Factors vs. Positive Mindset

The data in Table 21 illustrates the relationship between various internal factors

and the development of a positive mindset. The correlated data indicates that among the

internal factors, self concept shows a moderate relationship with positive mindset,

indicated by a r-value of 0.503 and a p-value of 0.203, suggesting that the connection is
not statistically significant. This implies that, while self-concept can have an impact on a

positive mindset, it is not the most important factor. In contrast, self-interest has a very

high and statistically significant relationship with a positive mindset, as indicated by an

r-value of 0.858 and a p-value of 0.006. This suggests that those with higher levels of

self-interest are more likely to adapt a positive mindset.

Similarly, learning motivation has significant correlation with a positive mindset,

with an r-value of 0.769 and a p-value of 0.026, showing its significance in promoting

positivity. Planning for the future, with an r-value of 0.451 and a p-value of 0.262, has a

moderate but not statistically significant relationship, suggesting that while future

planning promotes a positive mindset, its impact is less deep than self-interest and

learning motivation. Internal factors have a significant relationship with a positive

mindset, shown by a total r-value of 0.645, but the p-value of 0.124 suggests that this is

not statistically significant in general.

The findings align with the previous research of Schrine & Persad (1980) where

they investigated the relationship between various classroom factors (learning

environment) and self-concept. Their study found no significant relationship between

internal factors and positive mindset, which is consistent with our findings. Additionally,

Gita et al. (2020) specifically explored self-concept and its influence on career planning,

finding no direct correlation with a positive mindset. This broader perspective reinforces

the notion that internal factors, as we defined them, may not directly influence an

individual's positive mindset.

 Table 21. Internal Factors VS. Positive Mindset

Internal Factors vs
p-value Decision r -value Remarks
Positive Mindset

Self-Concept 0.203 Accept the H0 0.503 Moderate Relationship

Very Strong
Self-Interest 0.006 Reject the H0 0.858
Relationship

Learning Motivation 0.026 Reject the H0 0.769 Strong Relationship

Planning for the Future 0.262 Accept the H0 0.451 Moderate Relationship

TOTAL 0.124 Accept the H0 0.645 Strong Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

B1. External Factors vs. Positive Mindset

Table 22 presents the analysis of the relationship between the correlation of

external factors and positive mindset. The table indicates a weak relationship between

external factors and positive mindset, with a total r-value of 0.315. The total p-value of

0.123 suggests a marginal acceptance of the null hypothesis, implying that the combined

influence of external factors on a positive mindset is not statistically significant. Among

the external factors, only environmental influence shows a significant and very strong

relationship, highlighting its importance in fostering a positive mindset. This suggests

that while certain external factors can impact a positive mindset, their overall influence is

weaker compared to internal factors.

This finding aligns with research by Dr. Rakesh Pathak (2020) who explored the

link between positive thoughts and stress management. Pathak's study found that

external factors had a weak influence on maintaining a positive mindset in stressful

situations (Pathak, 2020). Similarly, our research suggests that external factors may not

significantly impact the development of a positive mindset regarding career readiness.In

other words, both studies emphasize the importance of internal factors such as personal
resilience and internal motivation, rather than external influences, in establishing and

maintaining a positive view in challenging circumstances.

Table 22. External Factors VS. Positive Mindset

Internal Factors vs
p-value Decision r -value Remarks
Positive Mindset

Social Experience 0.126 Accept the H0 0.588 Moderate Relationship

Very Strong
Environmental Influence 0.010 Reject the H0 0.833
Relationship

Economic Status 0.234 Accept the H0 -0.476 Moderate Relationship

TOTAL 0.123 Accept the H0 0.315 Weak Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

A2. Internal Factors vs Interpersonal Skills

The table presents the analysis of the correlation between internal factors and

interpersonal skills. The analysis reveals varying levels of influence from these factors on

interpersonal skills. Self-Interest and Learning Motivation exhibit very strong

relationships with interpersonal skills, evidenced by r-values of 0.792 and 0.813,

respectively, and statistically significant p-values of 0.019 and 0.014. This indicates that

higher levels of self-interest and learning motivation are strongly associated with

enhanced interpersonal skills because individuals who are motivated by self-interest and

a desire to learn are more likely to engage in behaviors that promote personal

development and effective social interactions. Planning for the Future also shows a

significant, though slightly weaker, strong relationship (r = 0.652, p = 0.080).

Self-Concept demonstrates a moderate relationship (r = 0.514, p = 0.192). Collectively,

these internal factors show a strong overall relationship with interpersonal skills (r =

0.693), though the total p-value of 0.076 suggests a marginal acceptance of the null
hypothesis. This indicates that while there is a significant association between internal

factors and interpersonal skills, the statistical significance is borderline. However, the

high r-value emphasizes the practical significance of internal factors in determining

interpersonal skills. Regardless of the statistical limitation, focusing on improving

self-concept, self-interest, learning motivation, and future planning might be effective

ways for building improved interpersonal skills.

This findings aligns with previous research conducted by Lely & Basri (2022),

who found that internal factors do not significantly influence students' interpersonal

abilities. They found no strong correlation between self-concept, self-interest, learning

environment, and interpersonal skills in business English students. This similarity

suggests that internal factors may play a less prominent role in developing interpersonal

skills than previously thought. However, it is important to acknowledge that research is

ongoing in this area. Future studies might explore the influence of specific internal

factors in different contexts or age groups. Our study contributes to this discussion by

providing further evidence that internal factors alone may not be sufficient predictors of

interpersonal skills development.

Table 23. Internal Factors VS Interpersonal Skills

Internal Factors vs
p-value Decision r -value Remarks
Interpersonal Skills

Self-Concept 0.192 Accept the H0 0.514 Moderate Relationship

Self-Interest 0.019 Reject the H0 0.792 Strong Relationship

Very Strong
Learning Motivation 0.014 Reject the H0 0.813
Relationship

Planning for the Future 0.080 Accept the H0 0.652 Strong Relationship

TOTAL 0.076 Accept the H0 0.693 Strong Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

B2. External Factors vs Interpersonal Skills

In contrast, the external factors analyzed include Social Experience,

Environmental Influence, and Economic Status. The findings indicate that Environmental

Influence has a strong relationship with interpersonal skills (r = 0.735, p = 0.018),

signifying that positive environmental factors significantly boost interpersonal skills.

Social Experience, however, shows only a weak relationship (r = 0.473, p = 0.236),

indicating a limited impact. Economic Status presents a very weak and negative

relationship (r = -0.240, p = 0.567), suggesting minimal to no positive influence on

interpersonal skills. Overall, the external factors combined show a weak positive

correlation with interpersonal skills (r = 0.390) and a non-significant total p-value of

0.455, failing to reject the null hypothesis. This implies that the observed relationship

may be due to random chance and is not strong.

Our finding aligns with the work of Briana Nieiderhiser and Jenae Neiderhiser

(2015) who investigated the complex interplay between genes and environment in

shaping interpersonal skills. Their research emphasizes that environmental factors play

a significant role throughout an individual's development, influencing how they interact

and build relationships with others. Since interpersonal skills are crucial for success in

the workplace, this highlights the importance of environmental influences in fostering

these skills and ultimately contributing to career readiness. This underscores the

potential for interventions and educational programs to foster positive interpersonal skill

development, even for individuals who may not have had the most optimal early-life

environments.
 Table 24. External Factors VS Interpersonal Skills

External Factors vs
p-value Decision r -value Remarks
Interpersonal Skills

Social Experience 0.236 Accept the H0 0.473 Weak Relationship

Environmental Influence 0.018 Reject the H0 0.735 Strong Relationship

Very Weak
Economic Status 0.567 Accept the H0 -0.240
Relationship

TOTAL 0.274 Accept the H0 0.725 Strong Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

A3. Internal Factors vs Higher Order Thinking Skills

In Table 25, the researchers examined the correlation between internal factors

and higher-order thinking skills. Self-interest and learning motivation have strong and

very strong relationships (r-value = 0.778 and 0.831), and both are statistically significant

(p-value = 0.023 and 0.011) that reject the null hypothesis. While self-concept and

planning for the future both have a strong relationship (r-value = 0.656 and 0.681), and

statistically significant (p-value = 0.077 and 0.063) but both fail to reject the null

hypothesis. The researcher’s analysis revealed a strong positive correlation between

Internal Factors and Higher Order Thinking Skills with a total r-value = 0.737. This

correlation is statistically significant with a total p-value = 0.044, which successfully

rejects the null hypothesis indicating that higher values of Internal Factors are likely

associated with increased Higher Order Thinking Skills.

The study by Nur et al. (2022) “The Relationship Between Learning Motivation

and Self-Concept with Higher Order Thinking Skills (Hots) on VIII Grade Science

Subjects” identified a positive correlation between learning motivation and self-concept

with Higher Order Thinking Skills, which is supported by our findings. This strengthens
the notion that internal factors play a significant role in developing critical thinking

abilities. Furthermore, our broader definition of Internal Factors, encompassing

self-interest and planning for the future alongside self-concept and motivation, aligns

with the concept that a student's overall internal drive contributes to the development of

HOTS. This is further reinforced by Thanyarath et al. (2017) who found that internal

factors like self-interest and future planning enhance thinking skills. Both studies, along

with ours, suggest a positive correlation between Internal Factors and Higher Order

Thinking.

Table 25. Internal Factors VS Higher Order Thinking Skills

Internal factors vs.

p-value Decision r -value Remarks
Higher Order Thinking Skills

Self-Concept 0.077 Accept the H0 0.656 Strong Relationship

Self-Interest 0.023 Reject the H0 0.778 Strong Relationship

Very Strong
Learning Motivation 0.011 Reject the H0 0.831
Relationship

Planning for the Future 0.063 Accept the H0 0.681 Strong Relationship

TOTAL 0.044 Reject the H0 0.737 Strong Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

B3. External Factors vs Higher Order Thinking Skills

Table 26 presents the correlation between external factors and higher-order

thinking skills. External Factors: social experience, environmental influence, and

economic status, showed varying degrees of strengths and influence. Although

Environmental Influence had a statistically significant p-value (0.013), the combined

impact of external factors on higher-order thinking skills was minimal. This is reflected in

the weak positive correlation observed (total r = 0.390) and the fact that the analysis fails
to reject the null hypothesis (total p-value = 0.455). This suggests that while there might

be a weak positive relationship between some external factors and higher-order thinking

skills, these individual effects don't translate into a strong or statistically significant

combined influence. Therefore, it is unlikely to be a true relationship due to random

chance.

The findings align with the of the study conducted by Tri and Kurniawati (2019)

who investigated the impact of instructional methods on Higher Order Thinking Skills

development. Their study found that external factors were not significant in influencing

HOTS, aligning with our findings and analysis that found no significant relationship

between these variables. Their findings support our data by suggesting that external

factors may not be the primary driver of HOTS development.

Table 26. External Factors VS Higher Order Thinking Skills

External factors vs.

p-value Decision r -value Remarks
Higher Order Thinking Skills

Social Experience 0.377 Accept the H0 0.363 Weak Relationship

Very Strong
Environmental Influence 0.013 Reject the H0 0.820
Relationship

Very Weak
Economic Status 0.976 Accept the H0 -0.013
Relationship

TOTAL 0.455 Accept the H0 0.390 Weak Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

A4. Internal Factors vs Community Mindset

Table 27 exhibits the result of the significant relationship between internal and

external factors and community mindset skills. Among the internal factors, self-concept

has a p-value of 0.061 and an r-value of 0.684 implies a strong relationship with
community mindset but does not reach statistical significance, leading to the acceptance

of the null hypothesis. Self-Interest, on the other hand, shows a very strong relationship

(r = 0.879, p = 0.004) and rejects the null hypothesis, indicating that higher levels of

self-interest are strongly associated with a more developed community mindset.

Learning Motivation also demonstrates a strong relationship (r = 0.717, p = 0.046) and

rejects the null hypothesis, emphasizing the importance of motivation in fostering

community-oriented thinking. Planning for the Future, however, exhibits a very weak

relationship (r = 0.271, p = 0.517), leading to the acceptance of the null hypothesis and

suggesting that it has minimal impact on community mindset skills.

The study conducted by Sue (2015), who suggests that internal factors may not

directly influence the development of a community mindset, aligns with the findings of

our study. While Sue (2015) focused on psychologically informed and planned

environments, the lack of a significant relationship between internal factors and

community mindset observed in our study resonates with this broader perspective.

Overall, these findings highlight the complexity of the relationship between internal

factors and community mindset.

Table 27. Internal Factors VS Community Mindset

Internal Factors vs
p-value Decision r -value Remarks
Community Mindset

Self-Concept 0.061 Accept the H0 0.684 Strong Relationship

Very Strong
Self-Interest 0.004 Reject the H0 0.879
Relationship

Learning Motivation 0.046 Reject the H0 0.717 Strong Relationship

Very Weak
Planning for the Future 0.517 Accept the H0 0.271
Relationship
 TOTAL 0.157 Accept the H0 0.638 Strong Relationship
*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

B4. External Factors vs Community Mindset

Table 28 examines the relationship between external factors and community

mindset. Social experience and economic status show moderate correlation with

community mindset, with the r-value of 0.567 and 0.456, respectively, although these

relationships are not statistically significant, as seen by p-values of 0.143 and 0.246

Among the external factors, data reveals that environmental influence has a very strong

and statistically significant positive correlation of r-value of 0.827 and p-value of 0.011

under community mindset domain indicating that environment plays a crucial role in

shaping students’ attitude and readiness for their future careers. This shows that, while

social experience and economic status have a role, environmental factors have the most

influence in establishing a community attitude conducive to job preparedness. In overall

total result, external factors have a moderate relationship with community mindset

(r-value = 0.408), but not statistically significant (p-value = 0.133) which fails to reject the

null hypothesis.

The study conducted by Angelica (2022) proposed that external factors

may not be a primary drivers in fostering a community mindset. Angelica (2022) research

is focused on early education, while our study in a broader context resonates with this

perspective. It suggests that factors like instructional methods and implemented

practices, might hold greater influence in shaping a community mindset compared to

social experiences, environmental influences, or economic background of the

participants (Angelica, 2022).

 Table 28. External Factors VS Community Mindset

Internal Factors vs
p-value Decision r -value Remarks
Community Mindset

Social Experience 0.143 Accept the H0 0.567 Moderate Relationship

Very Strong
Environmental Influence 0.011 Reject the H0 0.827
Relationship

Economic Status 0.246 Accept the H0 0.465 Moderate Relationship

TOTAL 0.133 Accept the H0 0.408 Moderate Relationship

*Perfect Relationship (± 1.00), Very Strong Relationship (± .80 - ± .99), Strong Relationship (± .60 - ± .79),
Moderate Relationship (± .40 - ± .59), Weak Relationship (± .30 - ± .39), Very Weak Relationship (± .01 - ±
.29), No Relationship (0.00)

PROPOSED ACTION PLAN TO STRENGTHEN CAREER READINESS OF BICOL

UNIVERSITY COLLEGE OF INDUSTRIAL TECHNOLOGY STUDENTS

Based on the findings from our recent study factors influencing career readiness

among the senior college students of Bicol University College of Industrial Technology

along Life skills domains the proposed action plan aims to equip students with the

necessary skills and knowledge to successfully shift from the educational realm to the

professional world. Our research reveals that the career readiness of senior college

students at Bicol University is strong. This underscores the need for a comprehensive

action plan aimed to further strengthen their career readiness.

The significant relationship between the level of influence of factors between the

level of career readiness along with the life skill domains revealed an opportunity to

strengthen the students’ capabilities as they transition in their respective field of

professions. Our action plan aims to prepare learners by equipping them with necessary

skills and knowledge, designed to support, provide an opportunity and understanding of

the set of skills and competencies to succeed in the industry.

 Our action plan will conduct an interactive seminar program with hands-on

activities with alumni or professionals guest speakers from various industries designed to

engage senior college students and provide them with necessary knowledge and

insights into the latest industry trends. Through this seminar program and interactive and

hands-on activities, we will be able to…….