Jecelyn's Research

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
DIVISION OF LEYTE
-oOo-
PAGSULHUGON NATIONAL HIGH SCHOOL

Babatngon Leyte
FACTORS AFFECTING THE CAREER PREFERENCES OF
THE GRADE 10 STUDENTS OF PAGSULHUGON
NATIONAL HIGH SCHOOL
S.Y: 2017 - 2018
JECELYN R. QUIJANO
REAN FAJARDO
RICA DIVINO
ERICA PARADO
MICHAEL ANTHONY PADEL
JEOMAR RONDINA
SAMMY DARANTINAO
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FEBRUARY 2018
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Misfit graduates are one of the considered reasons why the Philippine country has high
unemployment and underemployment rate. It is that in January 2013, the country has 7.1%
unemployment rate, the highest in the countries from the Southeast Asian nations and from
which, 16.9% of which are college graduates. The reasons could be either that the produced
course of graduates misfit the demand of the present economy or the graduates do not poses
the characteristics required by the industries in need. This could be due to the wrong choice of
course taken by most of the college students brought about by unguided decision making in
choosing course.
To be able to find ways to lesson misfit qualification of graduates to the needed workforce
of companies and institutions, the government particularly the Department of Education find
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ways to elevate the quality of students before reaching the collegiate level. This is one of the
reasons why the government implemented the K to 12 program in the educational system.
The K to 12 is an educational system under the Department of Education that aims to
enhance learners basic skills, learning and employment. Through this new basic educational
system, secondary students will have an enough time to choose career that will most fit to their
personalities.
A right choose of career is fundamental importance. On it does depend one's success
or failure in life. A correct choice may lead to happy, prosperous and satisfying career and life.
On the other hand, a wrong selection may result in failure disappointment and sadness in life. It
is the turning point. So it cannot be left intuition preconceived notions or wild imaginations. It
really needs a lot of time to contemplate and choose wisely.
It was a great opportunities for the Grade 10 students of Pagsulhugon national high
school. Since they are not prepared yet on what career they will choose the K to 12 curriculum
will help them to explore more and know themselves better and be ready for college life.
This recent study will also help them to be assisted in choosing a right professions that
most fitted to their personalities and give them a better understanding that career decision-
making should consider some factors.

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1.2 Research Problem and Objectives
Statement of the Problem
The study determined the factors affecting the career preferences of the Grade 10 students
of Pagsulhugon national high school in the school year 2017-2018.
Specifically, this study aims to answer the following questions:
1. What are the career preferences of the Grade 10 students of Pagsulhugon national high
school?
2. What are the factors that affect the Grade 10 students’ career preferences?
3. Is there a significant relationship between the factors affecting career choice and the
preferred career track/cluster of the Grade 10 students of Pagsulhugon national high school?
Null Hypothesis
The following formulated null hypothesis was advanced for this study:
1. There is no significant relationship between the factors affecting career choice and the
preferred career track/cluster of the Grade 10 students of Pagsulhugon national high school.
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1.3 Study Framework
1.3.1 Theoretical Framework
As basis for the study, several theories of career decision making were reviewed. Parsons
(1909) presented the first conceptual framework for career decision-making. He developed a
technique to identify the person’s interests, abilities and resources to match them to different
industrial demands. Parsons identified the importance of choosing a vocation rather than just
working in a job and tied worker.
In the past few decades, the theory by Holland (1985, 1997) has guided career interest
assessment both in the USA and internationally. The theory by Holland offers a simple and easy-
to-understand typology framework on career interest and environments that could be used in
career counselling and guidance. Holland postulated that vocational interest is an expression of
one’s personality, and that vocational interests could be conceptualized into six typologies,
which are Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional
(C). If a person’s degree of resemblance to the six vocational personality and interest types
could be assessed, then it is possible to generate a three-letter code (e.g., SIA, RIA) to denote
and summarize one’s career interest. The first letter of the code is a person’s primary interest
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type, which would likely play a major role in career choice and satisfaction. The second and
third letters are secondary interest themes, and they would likely play a lesser but still
significant role in the career choice process.
The study revolves around Donald Super’s Theory of Career Development. Among the
many theories of career choice and development, the theory by Super has received much
attention in the USA as well as in other parts of the world. Super (1969, 1980, 1990) suggested
that career choice and development is essentially a process of developing and implementing a
person’s self-concept. According to Super (1990), self-concept is a product of complex
interactions among a number of factors, including physical and mental growth, personal
experiences, and environmental characteristics and stimulation. Whereas Super presumed that
there is an organic mechanism acting behind the process of development and maturation,
recent articulations (e.g., Herr, 1997; Savickas, 2002) of Super’s theory have called for a stronger
emphasis on the effects of social context and the reciprocal influence between the person and
the environment. Building on Super’s notion that self-concept theory was essentially a personal
construct theory, Savickas (2002) took a constructivist perspective and postulated that “the
process of career construction is essentially that of developing and implementing vocational
self-concepts in work roles” (p. 155). A relatively stable self-concept should emerge in late
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adolescence to serve as a guide to career choice and adjustment. However, self-concept is not a
static entity and it would continue to evolve as the person encounters new experience and
progresses through the developmental stages. Life and work satisfaction is a continual process
of implementing the evolving self-concept through work and other life roles. Super (1990)
proposed a life stage developmental framework with the following stages: growth, exploration,
establishment, maintenance (or management), and disengagement. In each stage one has to
successfully manage the vocational developmental tasks that are socially expected of persons in
the given chronological age range. For example, in the stage of exploration (ages around 15 to
24), an adolescent has to cope with the vocational developmental tasks of crystallization (a
cognitive process involving an understanding of one’s interests, skills, and values, and to pursue
career goals consistent with that understanding), specification (making tentative and specific
career choices), and implementation (taking steps to actualize career choices through engaging
in training and job positions). Examples of vocational developmental tasks in each of the
developmental life stages are described in Super (1990). Accordingly, the concept of “career
maturity” was used to denote the degree that a person was able to fulfill the vocational
developmental tasks required in each developmental stage. Partially due to the mixed results
obtained in empirical research studies on career maturity, there have been suggestions to
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replace career maturity with the concept of adaptability (e.g., Herr, 1997; Savickas, 1997, 2002,
2005).
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1.3.2 CONCEPTUAL FRAMEWORK
FACTORS
Environment
Opportunity
SOCIO-DEMOGRAPHIC Personal
PROFILE
Age
Sex
Section
Civil Status
Location
Family size
Parents’ Occupation (Career
Preferences)
Parents’ Monthly Income GRADE 10
STUDENTS OF
PNHS
CAREER
TRACK/CLUSTER
Figure 1. A Schematic Diagram of the Study

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1.4 Significance of the Study
Career selection is very essential for the students. It determines their success in the
future. So the generalization of this present study would be a great contribution to the people
below. Vital results of this study could be a highly significant and beneficial specifically to the
following:
Researchers Themselves: As the ones who conducted this study, they will find self-fulfillment
and inspire them more to be more innovative. Since they were still a students, the findings of
this research study will help them in choosing the right careers.
Future Researchers: this study will help them (who will conduct a research with the same topic)
facilatates their study. This will guide them in the research process or serves as their RRL.
Students: the findings of the study would benefit and inspire the students particularly the
Grade10 students of PNHS to formulate and act upon on their career plans in the future.
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Teachers: As the ones who have a huge part in the teaching-learning process, this study would
help them to subsequently cater a better learning experience for the students and assist them
in preparing their suitable future careers.
School Administrators: will help the teachers orient the students on different careers so that
students will have knowledge on various professions that will assist them in choosing career.
Parents: Since they play a vital role in their childrens' life, the findings of this study will give
them insight as to what assistance their offsprings needed in career selection.
1.5 Scope and Delimitation
The recent research study focuses only on gathering the factors that affect the Grade 10
students' career preferences. It is limited only on the Grade 10 students of Pagsulhugon national
high school who are officially enrolled in the school year 2017-2018.
1.6 Definition of Terms

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The following terms are defined to convey their actual meanings as they are used in the
textual presentation of this study
CAREER- refers to a job or occupation regarded as a long term or life long activity,the general
path or progress taken by somebody where he is trained in a particular occupation for his entire
working life.
PREFERENCE - is the selection of something rather than other choices. It’s the power to choose
on what you desire or what is desirable in your part.
UNEMPLOYMENT - the total number of people who do not have jobs in a particular place or
area.
UNDEREMPLOYMENT - the condition in which people in a labor force are employed at less than
full-time or regular jobs or at jobs inadequate with respect to their training or economic needs.
CAREER CHOICE - the broad opportunities that exist for lifelong vocations. These vocations
are set out in a framework of strategies moving toward personal goals.
ENVIRONMENT -the complex physical factors that make up our surroundings and in turn act
upon us. This include the forces of family, political, social and economic issues that both
typical and non- typical students may deal with on a day- to- day basis.
MOTIVATION - Forces acting on or within a person causing initiation of behavior or what it is

that moves us.
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OPPORTUNITY - those choices in one‟s life which are exposed either in a subtle or obvious
manner.
PERSONALITY: A characteristic way of thinking, feeling and behaving. The personality is the
collection of impression in the appearance of the student‟s body and the impressions believed
to have been made on others, good or bad. One‟s personality may embrace attitudes and
opinions that affect the way we deal with interactions of people and, in particular to this study,
the situations of choosing a career.
PEERS: Peers are adolescents who are about the same age of maturity level. QUALITY OF
LIFE: The depth in the content of richness and fullness in our day- to- day existence. This
includes observed and unobserved criteria that contribute to the fulfillment with our
expectations and aspirations.
RESEARCH: This is the study and investigation of inventors (to discover new facts) either
present, past and future.
SOCIO- ECONOMIC STATUS: This can be stated also as the family background of people.
VOCATION: The feeling of wanting to do special work to help others. The job which we do
because we think we have a special fitness or ability to give service to other people.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

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Review of related literature and studies will be explored within this chapter that focuses on
the factors that influence career choice decision. The factors will be discussed in detail with the
help of previous research studies. These factors eventually all guide to the awareness that
career choice is not a lineal process but that it has factors that are influential in terms of making
future plans and those factors themselves are influenced by the surroundings, external
environment, country situation, family orientation and personal interest.
There are different factors that affect students’ choice of course in college. One of this is
family related factors. Study revealed that Filipino immigrants and non-immigrants rely heavily
on their family’s decision-making. Students cope by following their parents’ advice. They also
have to cope with an expectation of financially supporting the family upon completing their
education. Studies from other Asian countries also show parents’ impact in decision making of
students when it comes to students’ course preference. Another study highlighted that parental
involvement have positive impact on adolescents education and career choice. Furthermore, it
is reported that parents are deeply involved and influencial to their high-achieving children’s
college choices. The report also found open houses, dialogue with college friends, alumni, and
admitted-student programs are extremely influential to students. The report claimed these
sources are not well known, but very powerful to student’s decision making for their college.
The study also found 26% of sampled students paid a specialist or advisor during the college
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decision process. The studies presented are important to the present study since the studies
explain the importance of taking parents’ advice and permission in choosing a college course.
Respect for family is one of the most influential factors that impact Filipino students’
career decision. It is concurred that “Out of respect and loyalty, it may not be appropriate to
express personal desires; rather, one may alter one’s interests to maintain harmony.” As a sign
of respect, Filipino children want to do well for the sake of the family, follow parents’ advice
about choosing a job or major in college and lastly, make sacrifices for the famiy. For practicality
reasons, it is also reported that parents usually encourage careers that will not cost much
money, but at the same time, are stable sources of income. Careers in nursing, accounting, and
engineering are highly popular for Filipino families. These writings discuss that the family
decides in what college course students should take is also associated with the financial status
of the family.
Aside from family related factors, economic factors which includes the employability and
availability of job in the future is also considered by students. Employability, i.e., the realistic
feasibility of being employed in a stable job, then becomes an important factor in career
decision-making. Coming from a collective culture, immigrant parents and children seek careers
that will support the whole family. Moreover, it is found that Asian American men and women
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tend to be more interested in technical fields, the physical sciences, and non-enterprising
business positions over artistic, social, or socially interactive business career.
Aside from economic factors, exposure of students to career related technical and academic
subjects also known as elective subjects in the Philippines also helps in students’ decision
making in career choices in college. It was revealed that career technical Education (CTE) was
perceived positively by middle school and high school counselors in Tenessee, and the need for
career awareness should begin in a student’s early years before high school. However, there was
a difference in perceptions of CTE by middle school and high school counselors. Both middle
school and high school counselors felt that CTE teachers should have knowledge, skills and a
teaching license. School counselors felt that they did not have enough time to provide career
counseling to students. Being informed and ready to choose a career focus area in a student
freshmen year could help make the transition from middle school to high school easier thus
help prevent the student from dropping out of school before graduation. On the importance of
integrating the academic curriculum in students’ preparation for a college course choice, it is
explained that academics should be integrated with career-focused courses so students can see
practical application for the academic courses such as mathematics, science, reading and
writing. Personality and interest are not the only criteria for choosing a career. An individual’s
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aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for
success in an area after undergoing some training but a layman may define aptitude as a flair for
something. The context in which people live, their personal aptitudes, and educational
attainment are other things that do influence people’s career choice.
The importance of having effective career planning is emphasized by SREB. It was found that
students who receive help in exploring careers and planning programs of study related to their
career interest are more likely to see school as meaningful. High Schools That Work
recommended that students as early as the eighth grade develop a six-year plan for all four
years of high school and two years after graduation. These students should work with their
parents, teachers, and school counselors to develop high school courses and future goals.
Students who see a direct link between school and the future are more definite in their career
and postsecondary goals. Middle schools lay the foundation for career choices by getting
students to explore career fields which interest them, and then in high school, counselors help
students align the curriculum to the academic and industry standards of those careers. The
involvement of family, school administrators and guidance counselor to help students make
good career choice in the future is emphasized in the study who mentioned that parents,
teachers, and school counselors are all involved in students’ career decision-making proces. The
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researchers suggested that the “American education career development plan” is to prepare
students for the next formal learning experience with little opportunity in career development
activities, and students are simply encouraged to attend school until they can go no further.
Continuity of career development program should be continuous and progressive. In 2001 it
was mentioned that as early as the third grade, students are expected to acquire the skills to
investigate the world of work in relation to knowledge of self and to make informed career
decisions. In the middle school grades of six through eight, school counselors help students
identify interests and abilities through self-assessment activities, comparing middle school with
high school, and then use assessment results in academic and career planning. When students
enter ninth grade, the school counseling and career guidance standards state that students
should be able to assess the relationship between aptitudes and interests to develop a six-year
academic plan, formulate long term educational and career goals, and correlate courses of
study to long-term goals. Students are expected to research their future options and investigate
the world of work in relation to self-knowledge and use that information to make informed
career decisions. Then, in high school, students are expected to create strategies to achieve
future career success and satisfaction by modifying their educational plans to support their
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career goals, to evaluate and update their career-planning portfolios, and to apply academic and
employment readiness skills through programs such as work-based learning.
Furthermore, it was emphasized that a comprehensive and developmental view of
education and career planning, especially in middle schools. Middle school counselors are
instrumental in implementing effective education and career planning systems to help students
with their educational and career development. Research shows that the choices middle school
students make have a strong bearing on their educational and career development for decades
to come, particularly academic choices. Furthermore, it is mentioned that school counselors
and school counseling programs play key roles in preparing students to successfully transition to
the next level, whether it is some type of postsecondary education or joining the workforce. To
add with, it is emphasized that education and career planning from a life-career perspective,
with career development and planning encompassing education, work, and leisure. Therefore,
extracurricular activities, hobbies, civic participation, and cultural experiences should be part of
middle school students’ education and career planning.

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Unemployment rate in the country is commonly associated with the misfit graduates
produced by universities and colleges and the workforce needed by different companies. The
wrong choice of course taken by most of high school students adds to the unemployment and
underemployment rate of newly graduate students. With
this the study determined the factors affecting the fourth year high school students’ career
preference of University of Rizal System’ Laboratory School in Morong Rizal. The relationship of
the factors affecting students’ preference of course to their career preference, Brainard’s
Occupational Preference Inventory (BOPI) results, academic achievement and their elective
grades were considered. Frequency, percentage and chi-square were used as statistical
treatments. The findings revealed that the availability of work after college is the first
consideration of students in choosing a course in college. Most of the students prefer to take
scientific related field courses, or the “popular courses” for Filipinos. The least preferred course
are in the Agricultural field. The BOPI results showed that most of the student-respondents are
suited to take professional courses. Students’ preferred course is related to their BOPI result as
well as to their father’s occupation. Other factors such as mother’s occupation, monthly family
income, students’ sibling position and students’ third year general average grades are not
related to the students’ preferred course in college to their BOPI results. BOPI results are
significantly related to the students’ elective course grades.

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Students’ career success can be best attained if proper guidance is given in choosing the
right course in college, suited to students’ personality, ability and intellect.
Helping student choose the career that suits them can be done by integrating career plan
with the curriculum so that students can make good decisions in what course to take in college.
Collaborative effort of the school administrations, guidance counselor and parents should also
be made to come-up with better career plan for every individual students.
Chapter lll
METHODOLOGY
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This chapter presents a discussion on the methodology used in this study. It includes the
research design on method, respondents of the study research instrument, data gathering
procedure and statistical treatment of the data.
Research Method
The descriptive method or descriptive survey was used in gathering data and information
needed for this study. Since this study seeks to find the factors affecting the students' career
preferences and also collecting information of the respondents , this approach was then
appropriate for this present study.
Respondents of the Study
The respondents of this study were 90-Grade 10 students of Pagsulhugon national high
school. The respondents were selected through the use of purposive/judgemental sampling. It
is a kind of non-probability sampling where in repondents can response the questions in the
questionnaire.
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Research Instrument
The research instrument utilized in gathering data and information for this study was a self-
structured questionnaires. The content of this questionnaire was devided into three parts. Part l
gatherd socio-demographic profile of the students such as age, sex, section, civil status,
location, family size, parents occupation and monthly income. Part ll gathered the career choice
of the respondents. Part lll was all about gathering factors that affect the respondents' career
preferences.
The questions were structured using Likert format. In this survey type five choices are
provided for every question or statement. This Likert survey was the selected questionnaire
type as this enable the respondents to answer the survey questionnaire easily.
The questionnaires were constructed by the researchers with the help and suggestions of
their research adviser.
Research Locale
Since the respondents of the study were the Grade 10 students, the research study was
conducted in Pagsulhugon national high school which is located at zone 5 of Brgy. Pagsulhugon
Babatngon Leyte.
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Validation of Instrument
A dry run of the self-structured questionnaire was conducted to the Grade 10 students of
San Agustin National High School. The researchers used the test-retest method to determine
the reliability coefficient of the questionnaire.

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CAREER CHOICES SURVEY QUESTIONNAIRE
DIRECTION:
Read each statement and choose the answer that best describes you.
There are no “right” or “wrong” answers; just mark what is true for you. Please answer
truthfully.
Please answer correctly and properly. Put a check [/] inside the box for your
possible answer.
Part I. Demographic Profile
1 Name
______________________
1.2 Age [ ] 13-15 years old [19] years old above
[ ] 16-18 years old Others, please specify_______
1.3 Sex [ ] Male
[ ] Female
1.4 Section
[ ] Galileo
[ ] Einstein
1.5 Civil Status
[ ] Single [] Separated
[ ] Married [] Widow/Widower
1.6 Locality
[ ] Rural Area [ ] Urban Area
If yes, please specify If yes, please specify
____________________ ____________________
1.7 Parent’s Monthly Income:
[ ] 5,000- 10, 000 [ ] 20,001- 25, 000
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[ ] 10, 001- 15,000 [ ] 25,001- 30, 000

[ ] 15, 001- 20,000
1.8 Family Size

[ ] 1-4 [ ] 5-8 [ ] 9-above
1.9 Parents' Occupation
Mother:
Father:
Part II. Career Preferences

() Education () Marine
() Engineering () Nurse
() Accountant () Doctor
Others, please specify__________________
Part III. Factors Affecting the Career Preferences of the Grade 10 Students of
Pagsulhugon national high school
(5) Strongly Agree
(4) Agree
(3)Neutral
(2) Disagree
(1) Strongly Disagree
ENVIRONMENTAL FACTORS
CAREER CHOICE DETERMINANTS Strongly Agree Neutral Disagree Strongly
Agree Disagree
11.My parents have great influence in my
career choice.
2 Teachers are/ have been the greatest
T2.
influence in my career choice
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33. My classmates can influence me in

choosing a career.
44. Counselors are/ have been the greatest

influence in my career choice.
55. Deviant behaviour of students in career
choice are influenced by the peer groups.
66. Money has been an issue in choosing a
career.
77. Studying and observing tertiary
institutions affect the students career choice.
88.Living in a low socio economic
environment can affect the choice of career
among secondary school students.
99. The dominant professions in our family
affect my career choice.
110. I have an inspiration to motivate me in
0choosing a career.
OPPORTUNITY FACTORS
Agree Disagree
11.My grades will determine my career choice.

2 Socio economic status of student always
S2.
aaffect his/her choice of career.
33. I have access to employment in a family
business.
44. I plan to work in a job for a while attending
a school or get a training.
55. I will have to work for the money needed to
attend any training after secondary school.
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66. I am fully aware of what technical colleges

have to offer.
77. I will consider the salary, incentives and
promotion of my chosen career.
88. I will consider in-demand job in choosing a
career.
99. Opportunities and privileges affect career
choice (Scholarships).
110. I will choose a career that takes a short
0time to study.
PERSONAL FACTORS
Agree Disagree
11.I have definitely make a career choice.

I 22. I have no career plans at present.
33. I did/ have done career choice on my own.
44. I made the decision choosing my secondary

school subjects.
55. I will choose my career choice based on my
interest in a particular occupation.
66. My skills and capabilities will determine my
career choice.
77. Thinking about career choice now is a waste
of time.
88. My academic ability will determine my
career choice.
99. Once I have my NCAE and interest results,
then I can make a decision on my career
choice.
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110. My characteristics influence me in

0choosing a career.
Thank you for participating. God bless!

Researchers
Data Gathering Procedures
After the necessary permission, the researchers administered the questionnaires among
respondents.
The questionnaires were immediately collected after the respondents answered them. The
researchers contributed all the questionnaires from the respondents and then their adviser gave
them a necessary instructions and classification on it.
Statistical Treatment of Data

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The data collected were carefully tabulated, tallied and were subjected to statistical tools
such as frequency counts, percentages and weighted means.
To determine the scores of the variables used ; frequency, percentage and weighted mean
were used:
Where:
p - the percentage
f - frequency
N - number of observation
The weighted mean was computed to determine the possible factors affecting the
respondents' career preferences.
The formula is :
x= hf
n
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Where :
X - weighted mean
h - weight
f - frequency
n - number of case
The ages of the respondents were categorized to:
AGE RANGE (YEARS) QUALITATIVE DESCRIPTION

13-15 VERY YOUNG
6-18 YOUNG
19 Above OLD
The Family Sizes of the respondent were categorized to :

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SIZE OF THE FAMILY QUALITATIVE DESCRIPTION

1-4 Small
5-8 Medium
9-Above Large
To determine the factors affecting the Grade 10 students' career preferences, the
respondents answer on the questionnaires will be qualitatively scaled.
The responses to questions in the giving variables were scaled using the "five-point-scale"
or Likert Scale system and given weight as follows:
Rate Verbel Interpretation Range

5 Strongly Agree 4.6-5.0
4 Agree 3.6-4.5
3 Moderately Agree 2.6-3.5
2 Disagree 1.6-2.5
1 Strongly Disagree 1.0-1.5
Region VIII
DIVISION OF LEYTE
-oOo-

Babatngon Leyte
To test the null hypothesis that states that their is no significant relationship between the
factors affecting career choice and the preferred career track/cluster of the Grade 10 students
of Pnhs.
The formula is :
X²=
Where:
X²= chi square
=summation notation
fo=observed frequency
fe=expected frequency
The level of significant was set at 0.05 for testing the null hypothesis.
Region VIII
DIVISION OF LEYTE
-oOo-

Babatngon Leyte
Region VIII
DIVISION OF LEYTE
-oOo-

Babatngon Leyte

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Republic of the Philippines

PAGSULHUGON NATIONAL HIGH SCHOOL

FACTORS AFFECTING THE CAREER PREFERENCES OF

THE GRADE 10 STUDENTS OF PAGSULHUGON

NATIONAL HIGH SCHOOL

S.Y: 2017 - 2018

PAGSULHUGON NATIONAL HIGH SCHOOL

MICHAEL ANTHONY PADEL

PAGSULHUGON NATIONAL HIGH SCHOOL

1.1 Background of the Study

PAGSULHUGON NATIONAL HIGH SCHOOL

The K to 12 is an educational system under the Department of Education that aims to

A right choose of career is fundamental importance. On it does depend one's success

really needs a lot of time to contemplate and choose wisely.

making should consider some factors.

PAGSULHUGON NATIONAL HIGH SCHOOL

1.2 Research Problem and Objectives

Statement of the Problem

of Pagsulhugon national high school in the school year 2017-2018.

Specifically, this study aims to answer the following questions:

PAGSULHUGON NATIONAL HIGH SCHOOL

1.3 Study Framework

1.3.1 Theoretical Framework

working in a job and tied worker.

PAGSULHUGON NATIONAL HIGH SCHOOL

significant role in the career choice process.

person’s self-concept. According to Super (1990), self-concept is a product of complex

process of career construction is essentially that of developing and implementing vocational

PAGSULHUGON NATIONAL HIGH SCHOOL

PAGSULHUGON NATIONAL HIGH SCHOOL

PAGSULHUGON NATIONAL HIGH SCHOOL

1.3.2 CONCEPTUAL FRAMEWORK

Figure 1. A Schematic Diagram of the Study

PAGSULHUGON NATIONAL HIGH SCHOOL

1.4 Significance of the Study

PAGSULHUGON NATIONAL HIGH SCHOOL

in preparing their suitable future careers.

them insight as to what assistance their offsprings needed in career selection.

1.5 Scope and Delimitation

1.6 Definition of Terms

PAGSULHUGON NATIONAL HIGH SCHOOL

textual presentation of this study

on what you desire or what is desirable in your part.

MOTIVATION - Forces acting on or within a person causing initiation of behavior or what it is

PAGSULHUGON NATIONAL HIGH SCHOOL

REVIEW OF RELATED LITERATURE AND STUDIES

PAGSULHUGON NATIONAL HIGH SCHOOL

environment, country situation, family orientation and personal interest.

PAGSULHUGON NATIONAL HIGH SCHOOL

PAGSULHUGON NATIONAL HIGH SCHOOL

business positions over artistic, social, or socially interactive business career.

PAGSULHUGON NATIONAL HIGH SCHOOL

attainment are other things that do influence people’s career choice.

PAGSULHUGON NATIONAL HIGH SCHOOL

Continuity of career development program should be continuous and progressive. In 2001 it

PAGSULHUGON NATIONAL HIGH SCHOOL

employment readiness skills through programs such as work-based learning.

Furthermore, it was emphasized that a comprehensive and developmental view of

to come, particularly academic choices. Furthermore, it is mentioned that school counselors

middle school students’ education and career planning.

PAGSULHUGON NATIONAL HIGH SCHOOL

underemployment rate of newly graduate students. With

significantly related to the students’ elective course grades.