FACTORS AFFECTING CAREER PREFERENCES AMONG SENIOR HIGH

SCHOOL STUDENTS IN TACLOBAN CITY

___________________________

An Undergraduate
Thesis Presented to
the Faculty of the College of Arts and Sciences
Eastern Visayas State University
Tacloban City

___________________________

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Statistics

___________________________

JAYSON S. PENEDILLA
LILIBETH B. ROSALDO

OCTOBER 2017
1

CHAPTER I

INTRODUCTION

Young students have diverse dreams and interests in life. There is an old

adage which inspires people to succeed: “if there is a will, there is a way.” In

choosing a career, suitability to the interest of the students is given importance.

Students must know on what degree to pursue in college, one that interest them

and must also fit their abilities so that it will not be hard for them to choose the

right career path.

Being adolescent can be extremely lonely. It is not unusual to have a

feeling that there is no one turn to when problems come arise. This is the stage

where major decisions and deep concerns affect the courses of their lives. Most

adolescents are pressured to perform and succeed, which experience severe

stress in meeting these expectations (Psychology.com, 2017).

Senior high school students need a lot of professional advice especially

when it comes in choosing their careers. It is in this period, where students are

advised to prepare for their future worthwhile occupations. Choosing the perfect

career that will fit is one of the most important and crucial decision that every

person has to make. This can be one of the measures whether an individual will

be successful in the future or not. At this stage, self-realization, role try-outs,

occupational explorations in schools, and finding the first job is the tentative

step.
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It is this stage when teenager needs guidance in the proper selection of

their desired career. Where, they will arrive at the right decision considering their

innate capacities, educational privilege offered to the students and other

resources that society makes available for them to be more efficient and

effective (DepEd, 2017).

The researchers, enquired the Grade 12 students of Tacloban City to know

the factors affecting their decisions in choosing a career.

Background of the Study

“If there is a will there is a way.” In choosing a career, suitability to the

interest of the students is given importance. Students must know on what

degree to pursue in college, one that interest them and must also fit their

abilities so that it will not be hard for them to choose the right career path.

The kind of career a person has an affect his or her life in a great number

of ways. The career also affects the way other people act toward you. By making

a wise career decision can help one’s self build the life they want.

Senior high school students may not be able to identify their own

deficiency as far as their choices are concerned because of the interrelationship

of these factors, such as age, gender, the socio – economic status of the family.

Stated, that the greatest barrier among students pursuing their own career and

having command over their life is the lack of in – depth knowledge of the said
3

career. In addition, knowledge is required to make valid career preferences.

(Philips, 1986)

Then, it is the responsibility of guidance counsellors to supply these senior

high school students with enough and pertinent information and proper

interpretations concerning their abilities, aptitudes, interest, needs, temperament

and personal characteristics to help them make crucial decisions. What most

likely could lead the students to their maximum development and ultimate

success is likewise the concern of educational guidance. Through these

programs, the students are given assistance in attaining a high level of efficiency

and satisfying results in the activities in which they will engage in. As a whole,

they will be helpful in formulating systematic goals and plans for their future.

Educational leaders and programmers have agreed that instructions in

schools be made to suit the students’ needs and prepare for a life work where

they could utilize their abilities, talents, and interest so they could find

satisfaction and self – fulfilment.

Bautista (as cited in Bulaong, 1986) stated that elementary education

provides a foundation for formal education. It is when high school where

students starts to feel tangibly about career preferences. He cited, Castillo

(1963), who stressed that the redirection and guidance of the high school youth

because; it is in that stage where skills, capacities and decisions are developed.

The youth should get a through picture of their aspirations and expectations.
4

According to Supeer (2005), the students should first become aware of

the need for a career. So every graduating student needs a wise choice in

decision making. Bautista (1997) stated that at this stage, a student must take

important and vital decision in the selection of a career which will determine

his/her future success.

“If there is a will, there is a way.” However, the question is: “who provides

the way for the willed students?”

According to Gramsci (1999), the ones who need the ends, need the

means. Are the means provided are scientific and supportive to the wanted ends

of the students? Or they are captives or prisoners of tyranny of educational

system that steal their freedom to choose their own path?

The need to find out the factors affecting the career preferences among

senior high school students gave the impetus to this study.

5
6

Theoretical and Conceptual Framework

There are various factors that affect career preferences of senior high

school students such as personal attributes, academic background, and socio –

economic factors. These factors can directly or indirectly affects career

preferences of the respondents.

Motivation is basically the determinant of anyone’s decision. It can be

intrinsic, extrinsic motivation or both.

Maslow’s hierarchy of needs is the fundamental theory of one’s behaviour

including the motivation of doing something. The students’ choice of career may

be attributed to their physiological needs, good and decent meals, shelter for

safety, recognitions and belongingness to the family, intrinsic motivation of self-

discover and actualisation.

There could be some reasons for some as what Skinner’s Operant

Conditioning described. People behave or do (refrain from doing) things because

of rewards and punishments. Some students could have been forced to take the

career they planned because of fear (negative stimulant).

Piaget's (1936) theory of cognitive development explains how a child

constructs a mental model of the world. He disagreed with the idea that

intelligence was a fixed trait, and regarded cognitive development as a process

which occurs due to biological maturation and interaction with the environment.
7

The cognitive development was a progressive reorganization of mental processes

as a result of biological maturation and environmental experience (Leod, 2017).

Executive function and self-regulation skills are the mental processes

that enable us to plan, focus attention, remember instructions, and juggle

multiple tasks successfully. Just as an air traffic control system at a busy airport

safely manages the arrivals and departures of many aircraft on multiple runways,

the brain needs this skill set to filter distractions, prioritize tasks, set and achieve

goals, and control impulses.

When children have opportunities to develop executive function and self-

regulation skills, individuals and society experience lifelong benefits, these skills

are crucial for learning and development. They also enable positive behaviour

and allow us to make healthy choices for ourselves and our families.

Executive function and self-regulation skills depend on three types of brain

function: working memory, mental flexibility, and self-control. These functions

are highly interrelated, and the successful application of executive function skills

requires them to operate in coordination with each other.

Each type of executive function skill draws on elements of the others.

 Working memory governs our ability to retain and manipulate distinct

pieces of information over short periods of time.

 Mental flexibility helps us to sustain or shift attention in response to

different demands or to apply different rules in different settings.

8

 Self-control enables us to set priorities and resist impulsive actions or

responses.

Children aren’t born with these skills—they are born with the potential to develop

them. If children do not get what they need from their relationships with adults

and the conditions in their environments—or (worse) if those influences are

sources of toxic stress—their skill development can be seriously delayed or

impaired. Adverse environments resulting from neglect, abuse, and/or violence

may expose children to toxic stress, which disrupts brain architecture and impairs

the development of executive function.

Providing the support that children need to build these skills at home, in early

care and education programs, and in other settings they experience regularly is

one of society’s most important responsibilities. Growth-promoting environments

provide children with “scaffolding” that helps them practice necessary skills

before they must perform them alone. Adults can facilitate the development of a

child’s executive function skills by establishing routines, modeling social behavior,

and creating and maintaining supportive, reliable relationships. It is also

important for children to exercise their developing skills through activities that

foster creative play and social connection, teach them how to cope with stress,

involve vigorous exercise, and over time, provide opportunities for directing their

own actions with decreasing adult supervision (harvard.edu, 2017).

9
10

CHAPTER III

METHODS OF THE STUDY AND SOURCES OF DATA

This chapter explains the methods and procedures of gathering and

analysing of data in this study.

Research Design

The study used a descriptive-causality research design. The research

findings are described based on data gathered and analysed. The findings are

tested to determine the factorial variables affecting the career preferences of

senior high school students in Tacloban City.

Research Locale

The study was conducted during the school year 2017 – 2018 within

Tacloban City.

Respondents of the Study

The respondents of the study were the senior high school students who

were officially enrolled in the school year 2017-2018 in Leyte National High

School, San Jose National high School, Northern, and TNAS, all of Tacloban City.

There were 50 student-respondents for each school.

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Sampling Method

The researchers will use nonprobability sampling method. The

respondents will be chosen based on judgment sampling which is a common

nonprobability method. The researchers are confident that the chosen sample is

truly representative of the entire population of students from San Jose National

High School, Leyte National High School, Northern School and TNAS. Student

representatives are selected to be sampled based on their official registration of

present academic year and credible judgment.

Instrumentation and Validation

A 5-point Likert-type questionnaire was employed. Likert-type or frequency

scales to be used is opted to measure someone’s attitudes or behaviours, a

Likert scale is one of the most popular (and reliable) ways to do so. A Likert scale

measures attitudes and behaviours using answer choices that range from one

extreme to another (survymonkey.com, 2016). In this study, it is ranging from

strongly agree to totally disagree to allow the researcher to uncover degrees of

opinion.

Likert (1932) developed the principle of measuring attitudes by asking

people to respond to a series of statements about a topic, in terms of the extent

to which they agree with them, and so tapping into the cognitive and affective

components of attitudes. The researchers will use unipolar, odd (5) number with

midpoint (scale # 3) as neutral, not sure, maybe, continuous and logical, and

interrogative.
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A set of questionnaires was submitted to credible raters from the faculty

of EVSU for validation.

Data Gathering Procedure

Survey-interview guides administered by high school teachers were

employed to gather data for this study. The survey-interview guide includes data

on the personal attributes of the respondents in terms of socio – economic

factors, social, personal and academic factors.

The survey was conducted to gather pertinent data in research. A written

permission and communication letter was initially secured from the School

Division of Tacloban City and the Principals concerned.

The schedules of the interview were pre – arranged by the school

principals/ each respondent were asked several questions indicated in the

interview guide. Through this, the researcher had personally administered and

retrieved the necessary information.

Methods of Scoring

Table 1. Limit of index and verbal Description of weighted Mean Analysis

Limit of index Verbal Description

4.51 – 5.0 Strongly Agree
3.51 – 4.50 Agree
2.51 – 3.50 Not Sure
1.51 – 2.50 Disagree
1.00 – 1.50 Strongly Disagree
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Statistical Treatment of Data

All data are analysed and interpreted statistically using percentage,

Frequency, Mean and One-way ANOVA,

Formula for the Mean:

∑�
�̅ = xc
�

Where:

�̅= Weighted mean

∑�= Sum of all responses

N= number of respondents

C= inerval

Formula percentage:

�
�= x 100
�

Where:

P= percentage

f = frequency

n = number of respondents

Frequency is the number of count in appearance of certain responses.

One-Way Analysis of Variance (ANOVA)

The researcher will use One-way ANOVA to see the possible significant

effect and differences of the levels of knowledge and lesson planning skills.

�
F=
� �
14

Where,

F = Anova Coefficient

MST = Mean sum of squares due to treatment

MSE = Mean sum of squares due to error.

Formula for MST is given below:

� =
�−1

= ∑� � − ẋ ²

Where,

SST = Sum of squares due to treatment

p = Total number of populations

n = Total number of samples in a population.

Formula for MSE is given below:

SSE
MSE = N−p

�=∑ �=1 ²

Where,

SSE = Sum of squares due to error

S = Standard deviation of the samples

N = Total number of observations.

15

CHAPTER IV

DATA PRESENTATION, ANALYSIS & INTERPRETATION

This chapter presents the results of the data gathering based on the

questionnaires and instruments, and the discussion about the data which have

been analysed, evaluated and interpreted in order to answer the research

problem of this study. Presentation of results includes the profile of the

respondents, the respondents’ answer to each question and level of agreement

on how they are affected by the factorial variables.

Table 1 shows the socio-demographic profile of the students. There were

fifty (50) student respondents for each school. Majority of the respondents are

adult aging from 18-20 years old. SJNHS participants have thirty two (32)

students or 64 %; LNHS got twenty five (25) or 50%; Northern students have

thirty seven (37) or 74% while TNAS have posted forty one (41) students or

82%.

Male respondent are totalled to one hundred one (101) or 50.5% while

female respondents are ninety nine (99) or 49.5%.

Most of the respondents, totalling to one hundred fifteen (115) or 57.5 %

belong to poor families with lowest income of PhP 10,000 and below. Seventy

four (74) or 37% of the student-respondents belong to families with average

income of PhP10,000-29,000.00 while six (6) or 3% of the students belong to

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above average income earning families. Five (5) students did not indicate their

family income.

Table 1

Profile of the Senior high School Students

PROFILE SJNHS LNHS NORTHERN TNAS

F % F % F % F %
Age:
21- above 3 6.00 0 0.00 3 6.00 0 0.00
18-20 32 64.00 25 50.00 37 74.00 41 82.00
17-below 15 30.00 25 50.00 10 20.00 9 18.00
Sex:
Male 22 44.0 22 44.0 24 48.00 33 66.00
Female 28 56.0 28 56.0 26 52.00 17 34.00
GPA:
94-100 2 4.00 5 10.00 4 8.00 0 0.00
86-93 20 40.00 30 60.00 25 50.00 15 30.00
80-85 28 56.00 12 24.00 17 34.00 27 54.00
75-79 0 0.00 3 6.00 4 8.00 8 16.00
74- below 0 0.00 0 0.00 0 0.00 0 0.00
Family
Monthly
Income:
50,000-above 0 0.00 0 0.00 0 0.00 0 0.00
30,000-49,000 0 0.00 6 12.00 0 0.00 0 0.00
10,000-29,000 11 22.00 24 48.00 29 58.00 10 20.00
10,000-below 34 68.00 20 40.00 21 42.00 40 80.00

The table 2 in the following page, the student-respondents from four (4)

schools have varied Track and Strands subjects which they are currently

enrolled.
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SJNHS students dominated the survey with Maritime Transportation and

Home Economics subjects with seventeen (17) and eighteen (18) students,

respectively. LNHS have eleven (11) students for STEM and nine (9) students for

Industrial Arts. Northern school have fifteen (17) for STEM and ten (10) students

opted for Home Economics. TNAS have seventeen (17) for STEM and ten (10)

for ICT.

LNHS have ten (10) students enrolled in Music and TNAS have thirteen

(12) students enrolled in Literary Arts.

Table 2

Career and Track Preferences of the Senior High School Students

Currently Enrolled TRACK Subjects

PREFERENCES SJNHS LNHS NORTHERN TNAS

Currently Enrolled F % F % F % F %
A. Academic Track:
ABM 0 0.00 0 0.00 0 0.00 0 0.0
HUMMS 1 2.00 0 0.00 0 0.00 0 0.0
STEM 0 0.00 11 22.00 15 30.00 17 34.0
Maritime Transpo 17 34.0 0 0.00 0 0.00 0 0.0
B. Technical-Vocational Livelihood
Track

Agri-Fishery Arts 0 0.00 0 0.00 0 0.00 0 0.0

Home Economics 18 36.00 0 0.00 10 20.00 10 20.0
Industrial Arts 7 100.00 9 18.00 9 18.00 0 0.0
ICT 3 6.00 7 14.00 4 8.00 10 20.0
TVL Maritime 0 0.00 0 0.00 0 0.00 0 0.0
C. Arts and Design Track
Music 0 0.00 10 20.00 0 0.00 0 0.0
Literary Arts 1 2.00 3 6.00 0 0.00 13 26.0
Theater 2 4.00 4 8.00 10 20.00 0 0.0
Dance 0 0.00 0 0.00 0 0.00 0 0.0
Media Arts & Visual Arts 1 2.00 6 12.00 5 10.00 0 0.0
18

The student-respondents were surveyed about their choice and planned

career through their choice of degree to take in college. SJNHS have nine (9)

students inclined for Agricultural Technology, highest number of students out of

50 respondents. LNHS topped by eleven (11) students up for Computer

Engineering, followed by ten (10) students who opted for Agricultural

Technology.

Northern school have ten (10) students upped for Agricultural Technology,

six (6) students for Electrical Engineering, five (5) students for Mechanical

Engineering.

TNAS is topped by students with dreams of becoming a teacher and civil

engineer with eleven (11) and nine (9) students, respectively.

Few students in all schools opted for Geodetic Engineering, Agribusiness,

Management, Medical and Radio Technology, Mass Communication and

Journalism, Psychology, Biology (prep for Doctor of Medicine).

BS Statistics, and BS Chemistry have one (1) student each.

BS Marine Transportation is aspired by seven senior high school students

(currently, out of 200 students, 17 are enrolled in Senior High Academic Track

Maritime Transportation).

BS Accountancy got seventeen (17) students who dream of becoming a

CPA (however, not a single student is currently enrolled in ABM Academic Track).

Nineteen (19) students are aspiring to become an agriculturist (no one is

enrolled in TVL Agriculture/Fishery in Senior High).

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Table 3

Preferred Career and College Degree to be pursued by the Senior High

School Students
CAREER/COLLEGE GOALS SJNHS LNHS NORTHERN TNAS
F % F % F % F %
A. Agriculture and Related Fields
Agro-Forestry 0 0.00 0 0.00 0 0.00 0 0.00
Fisheries 0 0.00 0 0.00 0 0.00 0 0.00
Agricultural Engineering 0 0.00 0 0.00 0 0.00 0 0.00
Agricultural Technology 9 18.00 10 20.00 10 20.00 0 0.00
Agribusiness/Management 1 2.00 5 10.00 0 0.00 0 0.00
B. Engineering
Mechanical 4 8.00 4 8.00 5 10.00 0 0.00
Electronics & 0 0.00 0 0.00 0 0.00 0 0.00
Communication
Computer 3 6.00 11 22.00 2 4.00 0 0.00
Chemical 0 0.00 0 0.00 0 0.00 0 0.00
Geodetic 1 2.00 2 4.00 0 0.00 0 0.00
Electrical 0 0.00 1 2.00 4 8.00 0 0.00
Civil Engineering 2 4.00 0 0.00 0 0.00 9 18.00
Industrial Engineering 4 8.00 9 18.00 0 0.00 0 0.00
Environmental 0 0.00 0 0.00 0 0.00 2 4.00
C. Science and Math
BS Mathematics 0 0.00 0 0.00 0 0.00 0 0.00
BS Physics 0 0.00 0 0.00 0 0.00 0 0.00
BS Biology 1 2.00 0 0.00 0 0.00 0 0.00
BS Chemistry 1 2.00 0 0.00 0 0.00 0 0.00
BS Statistics/Applied 1 2.00 0 0.00 0 0.00 0 0.00
Statistics
D. Information Technology
Information Technology 4 8.00 0 0.00 6 12.00 0 0.00
Multimedia 1 2.00 0 0.00 0 0.00 4 8.00
Animation 0 0.00 0 0.00 0 0.00 0 0.00
Computer Science 0 0.00 0 0.00 0 0.00 0 0.00
Programming 0 0.00 0 0.00 0 0.00 0 0.00
IMS 0 0.00 0 0.00 0 0.00 0 0.00
E. Teacher Education major 0.00
in:
Mathematics 0 0.00 0 0.00 4 8.00 0 0.00
Science 0 0.00 0 0.00 0 0.00 7 14.00
Physics 2 4.00 0 0.00 0 0.00 0 0.00
Chemistry 0 0.00 0 0.00 0 0.00 0 0.00
English 0 0.00 0 0.00 0 0.00 4 8.00
Human Kinetics 0 0.00 0 0.00 0 0.00 0 0.00
Early Childhood Education 0 0.00 0 0.00 0 0.00 0 0.00
Environmental Planning 0 0.00 0 0.00 0 0.00 0 0.00
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Table 2 continued

CAREER/COLLEGE GOALS SJNHS LNHS NORTHERN TNAS

F % F % F % F %
F. Health Sciences
Pharmacy 0 0.00 0 0.00 0 0.00 0 0.00
Radiology Technology 0 0.00 2 4.00 0 0.00 0 0.00
BS Nutrition 0 0.00 0 0.00 0 0.00 0 0.00
Medical Technology 0 0.00 0 0.00 0 0.00 4 8.00
Physical Therapy 0 0.00 0 0.00 0 0.00 0 0.00
G. Arts and Humanities
Creative and Performing Arts 9 18.00 0 0.00 0 0.00 0 0.00
BS Religious Education 0 0.00 0 0.00 0 0.00 0 0.00
Philosophy 2 4.00 0 0.00 0 0.00 0 0.00
BS Theology 0 0.00 0 0.00 0 0.00 4 8.00
H. Social and Behavioural Sciences
BS Psychology 0 0.00 0 0.00 0 0.00 3 6.00
BS Social Work 0 0.00 0 0.00 0 0.00 0 0.00
Human Development 0 0.00 0 0.00 0 0.00 0 0.00
Guidance and Counselling 0 0.00 0 0.00 0 0.00 0 0.00
I. Business Administration and Related
Courses
BS Accountancy 2 4.00 6 12.00 5 10.00 4 8.00
Tourism 0 0.00 0 0.00 0 0.00 9 18.00
Construction Management 0 0.00 0 0.00 0 0.00 0 0.00
J. Architecture
BS Architecture 0 0.00 0 0.00 0 0.00 0 0.00
Landscape Architecture 0 0.00 0 0.00 0 0.00 0 0.00
Fine Arts 0 0.00 0 0.00 0 0.00 0 0.00
Interior Design 0 0.00 0 0.00 0 0.00 0 0.00
Environmental Planning 0 0.00 0 0.00 0 0.00 0 0.00
Urban Planning 0 0.00 0 0.00 0 0.00 0 0.00
K. Maritime
BS Marine Transportation 0 0.00 0 0.00 7 14.00 0 0.00
L. Communication
BA Communication 0 0.00 0 0.00 5 10.00 0 0.00
BA Journalism 1 2.00 0 0.00 1 2.00 0 0.00
BS Development
Communication 2 4.00 0 0.00 1 2.00 0 0.00
Others,
50 100.00 50 100.00 50 100.00 50 100.00
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There are some inconsistencies in student-respondents’ response

regarding their dreams and aspirations in life as part of their career from their

enrolled senior high school academic tracks.

They are enrolled in subjects which they can’t help them prepare to their

choice of college degree or career.

The analysis however is not sufficient. The researchers further enquired

through the survey questionnaire about the factors affecting their choices.

Table 4 summarizes the answers of the 200 student-respondents,

presented the MEANs and categorical interpretation of the Means.

Table 4
FACTORS AFFECTING THE SENIOR HIGH SCHOOL STUDENTS’
PREFERENCES

Factors Affects the Students

SJNHS LNHS NORTHERN TNAS
Personal F AI F AI F AI F AI
1. My choice of school affects my choice of course. 3.2 NS 3.66 A 3.44 NS 3.58 A
2. My preference of course is suited to my talent. 3.06 NS 3.42 NS 3.48 NS 3.25 NS
3. My preference of course is my personal choice. 2.6 NS 3.38 NS 3.54 A 3.7 A
4. My preferred course is y childhood drea . 3.22 NS 2.2 D 3.24 NS 3.44 NS
5. My preference course is connected to my favourite subject. 3.48 NS 4.08 A 3.98 A 3.3 NS
6. My preference course is an in demand course. 3.36 NS 3.58 A 3.68 A 3.76 A
Average Mean 3.15 NS 3.39 NS 3.56 A 3.51 A
Academic Qualification/Ability
1. I consider the academic program based on the internship opportunities
and hands-on experiences. 3.8 A 3.32 NS 3.76 A 3.64 A
2. I consider my present scholarship for it is an automatic qualification to
enroll in my choice of course. 3.5 NS 3.66 A 4 A 3.98 A
3. I consider my previous grades in choosing my preferred course. 3.5 NS 3.76 A 3.9 A 3.52 A
4. I consider my track in its grades in choosing a course. 3.58 A 3.86 A 3.88 A 3.94 A
5. I consider my preferred course based on my academic achievements. 3.24 NS 3.64 A 3.96 A 3.56 A
6. I consider my preferred course based on my skills. 3.34 NS 3.6 A 3.46 3.68 A
7. I consider my preferred course because of the scholarship and subsidies
is being offered. 3.54 A 3.58 A 3.68 A 3.76 A
Average Mean 3.50 NS 3.63 A 3.81 A 3.73 A
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Table 4 continued

Physical Environment
1. I consider the place of my future work in choosing my course. 3.78 A 3.9 A 3.8 A 3.9 A
2. Far residency and / or in accessibility to the desired school. 3.72 A 3.36 NS 3.36 NS 3.38 NS
3. I consider the conducive learning environment of the school. 3.44 NS 2.98 NS 3.48 NS 3.48 NS
4. I consider the school uniform of the school in choosing a course. 3.56 A 3.6 A 3.5 NS 3.64 A
5. I consider the quality of school, where the course is being offered. 3.06 NS 2.94 NS 3.16 NS 3.2 NS
Average Mean 3.51 A 3.36 NS 3.46 NS 3.52 A
Social Factor
1. My frie d’s prefere ce of career affects y career choice. 3.22 NS 3.74 A 3.64 A 3.74 A
2. My parents are the one who are choosing my career. 2.82 NS 2.68 NS 3.28 NS 3.58 A
3. I consider the dominant profession of my family in choosing my career
choice. 3.44 NS 3.62 A 3.56 A 3.4 NS
4. I consider the influence of my teacher in choosing my career. 3.16 NS 3.02 NS 3.48 NS 3.64 A
5. I consider the choice of my sponsor in choosing my career. 3.02 NS 3.52 A 3.36 NS 3.38 NS
6. My frie d’s choice of school affects y career choice. 3.8 A 3.3 NS 3.36 NS 3.58 A
Average Mean 3.24 NS 3.31 NS 3.45 NS 3.55 A
Economic Factor
1. I consider the financial status of my family. 3.86 A 3.32 NS 3.48 NS 3.5 NS
2. I consider my supposed future earnings. 4.14 A 3.26 NS 3.38 NS 3.34 NS
3. I consider my future employment in choosing my track. 3.6 A 3.44 NS 3.4 NS 3.56 A
4. I consider my preferred track for I could already earn an income while
studying. 3.56 A 3.44 NS 3.04 NS 3.24 NS
5. I consider the cost/expenses in choosing a course. 3.98 A 3.48 NS 3.62 A 3.12 NS
6. I consider the fees that the career entails. 2.8 NS 3.5 NS 3.28 NS 2.84 NS
Average Mean 3.66 A 3.41 NS 3.37 NS 3.27 NS
3.412 NS 3.42 NS 3.53 A 2.814
Overall Mean
NS

The students’ answers provided information about their choice of career

as a matter of Personal Choice, Academic Qualifications, Physical environment,

Social and Economic influences.

Table 4 shows the average means of 3.15 (Not Sure), 3.39 (Not Sure),

3.56 (Agree) and 3.51 (Agree) for SJNHS, LNHS, Northern and TNAS,

respectively. The means suggested that on level of certainties of making choices

about their career and future college courses. SJNHS and LNHS are generally,
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not sure while Northern and TNAS students “agreed” that they choices are really

their own.

The enquiry however further look into the factors affecting the “personal

choice” of the students. Are they influenced or motivated by any other factors

besides their own intrinsic motivation of dreams and aspirations?

Table 4 shows the Means of answers of the student-respondents about

the “Physical Environmental Factor.” SJNHS and TNAS got 3.51 (Agree) and 3.52

(Agree), respectively while LNHS with 3.36 (Not Sure) and Northern with 3.46

(Not Sure) are not affected by Physical Environment (e.g. school facilities,

accessibility or distance from home, attractiveness of future schoolmates).

TNAS’ students “agreed” (with a Mean of 3.55) that their personal choice

is influenced by peers, parents’ choice, and teachers. SJNHS, LNHS and Northern

schools are “not sure” (3.24, 3.31, and 3.45, respectively) about the social

influence but one specific question item, LNHS students are influenced their

choice by their sponsors.

All of the schools’ (3.41, 3.37, and 3.27, respectively) senior high students

but SJNHS (3.66, Agree) are “not sure” about Economic factor of their decisions.

Despite the dominant number of poor families of the respondent students, three

(3) schools are not affected. This may be due to voucher system and free college

education provided by DepEd and CHED.

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Table 5

One-way ANOVA Result of Senior High School Students’ Career and

Track Preferences to test the significant difference among them

Schools IV N Mean SD F
SJNH Personal 50 3.41
LNHS Academic 50 3.42
Physical
Northern Environment 50 3.53 0.3244 40.6027
Social
NAS Economics 50 2.81

The differences of Means among the 4 groups of Senior High School

Students are tested and measured using one-way ANOVA and the result of

coefficient F is 40.6027.

F result is higher than the significant value of ≥0.5. It suggests that

there is real effect of Personal, Academic, Physical, Social and Economic factors

in their preferences.
25

Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary
“If there is a will there is a way.” In choosing a career, suitability to the

interest of the students is given importance. Students must know on what

degree to pursue in college, one that interest them and must also fit their

abilities so that it will not be hard for them to choose the right career path.

“If there is a will, there is a way.” However, the question is: “who provides

the way for the willed students?”

According to Gramsci (1999), the ones who need the ends, need the

means. Are the means provided scientific and supportive to the wanted ends of

the students? Or they are captives or prisoners of tyranny of educational system

and undue influences of guardians that steal their freedom to choose their own

path?
26
27

The students’ career preferences are depending on the means available to

them and some are prisoners of tyranny of their parents and or schools which

offered and make means available according to their needs and not of the

students.

Are the answers of the students to survey questionnaires valid and

reliable?

Conclusion

The students’ provided information are valid and reliable based on the

categorized information, coded and processed by statistical formula.

The null hypothesis of the study, stated as “there is no significant effect

and differences among the factors and groups of respondents’ preferences” is

FALSE and rejected by the ANOVA coefficient F of 40.6027.

The senior high school students’ choice of career and college degree

although mostly are personal choice, is not free from any influence. Their

choices, personal or advised or coerced, are affected by multiple factors---from

Academic Qualifications to social and economic factors.

Therefore, students are motivated in making decision. As we have

discussed in Theoretical Framework of this study (p.6), motivation is basically the

determinant of anyone’s decision. It can be intrinsic, extrinsic motivation or both.

Maslow’s theory of one’s needs of good and decent meals, shelter for

safety, recognitions and belongingness to the family, intrinsic motivation of self-

28

discovery and actualization; Skinner’s Operant Conditioning that make one

behaves or does (or refrains from doing) things because of rewards and

punishments; and Piaget's theory of cognitive development as a process which

occurs due to biological maturation and interaction with the

environment.

One important factor of students’ decision-making process is the

neuropsycholgical framework about Executive function and self-

regulation skills which are the mental processes that enable the people to plan,

focus attention, remember instructions, and juggle multiple tasks

successfully…the brain needs this skill set to filter distractions, prioritize tasks,

set and achieve goals, and control impulses.

When children have opportunities to develop executive function and self-

regulation skills, individuals and society experience lifelong benefits, these skills

are crucial for learning and development. They also enable positive behaviour

and allow us to make healthy choices for ourselves and our families.

Executive function and self-regulation skills are not inherent to children—

they are born with the potential to develop them. If children do not get what

they need from their relationships with adults and the conditions in

their environments—or (worse) if those influences are sources of toxic

stress—their skill development can be seriously delayed or impaired.

29

(child development, Harvard GSE, 2017). So as what Gramsci, a philosopher and

teacher, advocated about the importance of means in achieving ends.

Adverse environments resulting from neglect, … expose children to toxic

stress, which disrupts brain architecture and impairs the development of

executive function. Providing the support that [students] need to build these

skills at home, in early care and education programs, and in other settings they

experience regularly is one of society’s most important responsibilities. Growth-

promoting environments provide children with “scaffolding” that helps them

practice necessary skills before they must perform them alone (Harvard, 2017).

What are means provided to them? And how are they provided?

Recommendations

The researchers, based on the findings of this study, recommend the

following:

1. Students in Grade 7 to 10 should have regular counselling program to

explore and know themselves at early stage of adolescence;

2. Students should be informed, with the coordination and syndication of

high schools (instead of competing for higher turn outs or enrolees and

graduates for budget allocations), about the Academic Tracks and Strands

availability in schools, so they can transfer and or enrol with the

preparatory subjects vital to the success for college admission of their

course choice;
30

3. The Academic Tracks and Strands (written and support) curriculum should

be logical and learner-centred. Implementation of Indigenisation and

Localisation of Curriculum must be enforced consistently; and

4. Written and Support Curriculum are best with sufficient materials, facilities

and equipment. Financial Vouchers and Free College education are not

enough. Stop neglecting the students.

31

References
1. Agustin, R. in Riel. (2015). Levels of Disaster Preparedness: Functions of Socio-
Economic and Demographic Status of Barangays, and Level of Knowledge,
Attitudes, Motivations and Behaviors of Barangay Officias of Tacloban City.
Philippines: University of the Philippines Tacloban College.
2. Anonymous. (2017). USA: Psychology.com.
3. Center for Child Development. (2017). Harvard University. USA: Harvard.edu.
4. Gramsci, A. (1999). Prison Notebooks. London: Electric Book Company Ltd.
5. Milasi, M. & Melchionda, A., & Barbucci, E. (Director). (Release
Year). Gramsci44 [Motion Picture]. Italy: Ram Film.

“…the ones who need the ends, need the means.” Mentioned by researchers as Gramsci,
a teacher-philosopher, advocated about the importance of means in achieving ends.
During the economic situation of Italy of his time (and life experience when 90% of the
population are illiterates), training (educating) is about emancipating and empowering the poor
from slavery of mediocrity. Training in Organizational Culture (school, community, etc.) is
important. It is the link between the organization of work and the organization of culture, and
was rather envisaged by Gramsci as the new ‘professional culture’, the new technical and
vocational preparation needed by manpower (from the skilled worker to the manager) to control
and to lead development, as well as the society which this development inevitably generates
(Agustin in Riel, 2015).
The students (so as the workers) are the ones who experienced their daily life and they
know what they need to improve their knowledge and skills (in a given organizational culture).
Whatever means necessary for their advancement and excellence (becoming professionals) must
be expressed by themselves or detected by teachers (managers). Teachers (managers) must not
dictate but make the means accessible and make their environment conducive to them and help
them innovate things. It results to a culture under collective leadership. Professional culture
involves every member, not by the teachers (managers) alone. (Agustin, in personal
communication, 2017).

6. Leod, S. (2015). Jean Piaget. USA: simplypsychology.org

7. Inhelder, B. & Piaget, J. (1999). The early growth of logic in the child:
classification and seriation. London: Routledge.
8. Piaget, J. (1959). Judgment and reasoning in the child. London: Routledge & K.
Paul.
9. _______ (1978). The development of thought: equilibration of cognitive
structures. Oxford: B. Blackwell.
10. _______& Cook, M. (1989). The Origins of Intelligence in Children. Madison,
Conn.: International Universities Press.
11. Skinner, B. F. (1969). Contingencies of reinforcement: a theoretical analysis.
Englewood Cliffs, NJ: Prentice Hall