CHAPTER 1
The Problem and its Scope
Several studies show that new students all over the world are
usually faced with a dilemma in making a career choice decision in their lives
(Bandura et al. 2001; Cherian 1991; Issa and Nwalo 2008; Macgregor 2007;
McMahon and Watson 2005; Watson et al. 2010). Career choice is one the
most critical and difficult thing being encountered of every students. It takes a
lot of time to render to identify what really career fits you by considering many
factors in it. Thus, students must know on what career 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. Because mistake of choosing a
career directs all individual efforts and resources into wrong direction and will
no longer be aligned on students' expectation of success.
Senior high school students have diverse dreams and goals wanted to
attain in the future. They love to explore many things one at a time. They don't
have permanent decisions. Similarly to the different factors influencing on it,
and that lead them in finding hard to choose career for themselves.
Each
individual undergoing the process of making a career choice is influenced by
such factors as the context in which they live, their personal aptitudes, and
educational attainment (Bandura et al. 2001; Watson et al. 2010). Due to need
for specialization at the work place, choosing a career is not an easy and
straight forward undertaking. It is a complicated and daunting task because
1
the decision is influenced by various factors extrinsic, intrinsic or a
combination of both (Hewitt, 2010). Senior high school students now a days
need a professional guidance in choosing their career as to assist them on how
they can come up with right career preference when entering college. K to 12
curriculum implement programs to help each individual student to explore
their interest, skills and abilities and to guide helps them in their difficulties in
choosing the right career for them. Every individual must, at one time or
another, be confronted by the problem of occupational choice and many
encounter this problem when as students they are required to choose study
programs leading to their future careers, as parents helping their children
select careers, as teachers, career officers or psychologists, who as part of their
daily work, offer career guidance to students (Ferreira, Santos, Fonseca, &
Haase, 2006).s
The researchers aim to study and examine thoroughly the factors
influencing career choice from Career guidance and work immersion Program
of senior high school students. Since CGP program has this very vital role in
senior high school students in terms of career choice pathways. Through CGP
program it entrants in making informed decisions regarding their choice of
track and promote awareness in the importance of choosing a track or career
that suits their skills and interests that matches the available resources and
needs of the society. Another factor is from work immersion Program which
consists of 80 hrs of on hands experience that will expose to actual work of
grade 12 students that will be assigns into the career institutions they seek for.
2
The objective of this study is to know what are the factors influencing
career choice and identify how can different factors affect career choices with
the empirical evidences from Career Guidance Program and Work immersion
experiences. Then, to determine the evaluation of the students toward the
Career Guidance Program and Work immersion programs together with its
implications in career choice. To identify if there is neither significant
relationship nor difference between career choice, and CGP and Work
immersion Programs.
The reason of the researchers in choosing this topic is because they
are one of these senior high school students who are currently experiencing
this kind of dilemma. They wanted to dig and explore more about this topic
since it has been the problem of every student and they wanted to know the
implications of the programs implemented for senior high school in guiding and
helping them in their career preference. Through this research they will be able
to grasp some ideas and knowledge that will help them in choosing career.
Conceptual Framework
This study aims to examine the effect of CGP and Work Immersion to
the career choice of students of Grade 12 Senior high school here in Iligan City
National High School
3
Independent Variable
Dependent Variable
CAREER GUIDANCE PROGRAM
AND
CAREER CHOICE
WORK IMMERSION
Figure 1. Research paradigm
Figure 1 shows the relationship between the dependent variable which
is the Career Guidance and Work Immersion, and the independent variable
which is the career choice.
Theoretical Framework
This chapter is anchored with Developmental Career theory to support
the study of the researchers.
Self-concept theory
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.
Super (1990) proposed a life stage developmental framework with the following
stages: growth, exploration, establishment, maintenance (or management), and
4
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 fulfil 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 replace career maturity with the concept of adaptability (e.g.,
Herr, 1997; Savickas, 1997, 2002, 2005). Self-concept is not a static entity and
it would continue to evolve as the person encounters new experience and
progresses through the developmental first ages. Life and work satisfaction is a
continual process of implementing the evolving self-concept through work and
other life roles.
Thus, the connection of this theory to this study is that it help student
clarify self-concept because any task that enhances self-knowledge will
5
increase vocational maturity. Then help them relate their self-knowledge to
occupational information. Expose students to a wider range of careers because
occupational options narrow over time. Consider lifestyle implications and
consider the vocational and avocational relevance of subjects studied in school.
So career choice of a student is affected through the exposure of different factor
surrounds a person just like the Grade 12 student who were able to explore
and experience real life work. Then crystallization in self-concept theory is
understanding the skills, interest, and values, and that’s what CGP trying to
provide to really identify the aim goals of student
Statement of the Problem
The researchers aim to know the factors influencing career choice:
Empirical evidence from the CGP and work immersion program of Grade 12
students in Iligan City National High School. These are the following questions:
1. How does CGP program affect career choice of Grade 12 students?
2. How does Work immersion affect career choice of Grade 12 students?
3. What are the implications of the CGP and work immersion program to
career choice of Grade 12 students?
Significance of the study
This study will give benefit to the following:
6
Library. This study will benefit the library by providing a copy of this research,
and also can help the next students who will conduct a research about career
choice in finding related studies for the feasibility of their research.
Students. With this study, students will be able to know, what and how does
different factors affect career choices especially with the presence of CGP and
work immersion experiences and will be able to evaluate their future career
choices.
Parents. This will give benefit to the parents, by the given information they will
consider and support the own decision of their children, and help and motivate
them instead forcing them to pursue other career.
Teachers. This will be beneficial to the teachers through effectively guiding the
students in their career preferences aligned to the students' interests, skills
and competences, and considering different factors in it.
Future researchers. This study will be beneficial to the future researcher by
the presented information they can have some ideas and this can be their basis
in discovering new findings.
Scope and Limitation
This study focuses on the influence of CGP and work immersion
programs to Grade 12 students’ career choice. The researchers will administer
survey questionnaires in gathering the data needed
7
This study limits its coverage on the Grade 12 senior high school
students only. The respondents will be chosen randomly. Each of the
respondents will be given the same questionnaires to be answered honestly and
seriously which is located in Iligan City National High School.
Definition of Terms
The terms that are found here are the terms that are use to help in
strengthening the study and to ensure that the research is better and clearly
understand. These terms will be defined operationally.
Career choice. Process of choosing a career path which can involve choices
regarding
education
and
training
for
given
career.
(https:/www.igi-
global.com/dictionary/career-choice/3355)
CGP (Career Guidance Program. It is a comprehensive, developmental
program designed to assist individuals in making and implementing informed
educational and occupational choices.
(https://www2.ed.gov/about/offices/list/ovae/pi/cte/cgcp.html)
Work Immersion. ). It is a work simulation, or how other students in their
comfort called “OJT” that consists of 80 hours maximum time for grade 11 and
12 students.(https://www.scribd.com/document/368599425/work-Immersion
8
CHAPTER II
Review of related literature and Studies
This chapter deals with the related Literatures and Studies relevant to
this study. Various related works were reviewed by the researcher to be able to
gain insights and overview about this study and use to achieve the data
analysis of the study.
Related Literature
Choices that people make related to their career can be categorized to
be influenced by two factors that are psychological and social. Social factors
are part of an individual’s social bonds, their parents, family, history and other
characteristics
of
their
environment.
Psychological
factors
can
be
an
individual’s perception, cognitive and effective intentions, beliefs, ideas,
personality and assessments related to forthcoming business environment
(Ozen, 2011). Different inquiries on the life of the students have come up with
different findings. The results of a quantitative study conducted in central
Pennsylvania by taking rural young adults and adolescents as respondents
indicated that influence exerted by an individual’s family, society, state of
economy, their interpretation of better job and financial constraints were major
reasons that can impact their career selection (Ferry; 2006). A systematic
review of 600 articles published in 2003-2013 of low-income countries
conducted by Puerto’s EB (2013) determined intrinsic factors amongst medical
students
(age,
sex,
rural
background)
9
and
extrinsic
factors
(salaries,
governmental institutions, medical institutes reputation, training techniques)
influence a medical student’s decision to choose a career in primary care; and
to establish that some factors were different among students in high-, middleand low-income countries.
It is that in January 2013, the Philippines 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 . Misfit graduates are one of the
considered
reasons
why
the
country
has
high
unemployment
and
underemployment rate. 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 courses. This is seen
through reports that mentioned that high percentage of unemployment and
underemployment in the country is attributed to the inadequacy of skills of
some of the graduates and not meeting the competencies needed by companies.
To be able to find ways to lessen misfit qualification of graduates to the needed
workforce of companies and institutions, the government, particularly the
Department of Education finds ways to elevate the quality of graduates before
even reaching the collegiate level.
This is one of the reasons why the government implemented the K-12
program in the educational system. One of the objectives of the Department of
10
Education’s K-12 program is to produce graduates who are equipped with
knowledge and skills to be productive citizens and an additional work force to
promote economic development in the even after high school. There are many
factors considered by school administrators aside from the school curriculum
or the academics to promote student educational success. Other perspective
which is characterized by a differentiated view of schooling that promotes
students’ success aside from student learning and academic engagement is the
students’ social engagement. Students’ social engagement may require different
resources such as the counselors. One of the roles of guidance and counseling
is to make it possible for an individual to see and explore his or her unlimited
endowed options.
Vocational guidance counseling, one of the major services of guidance
and counseling is to come up with career development program which enables
guidance counselors to assist individuals to identify and learn the skills by
which they can be more effective in planning for and in choosing jobs, in
making effective transitions and adjustments to work and in managing their
own careers and career transitions effectively. Given that the Philippines
cannot provide enough jobs to sustain an educated workforce, there are several
challenges for career counseling in the Philippines today. First, the matter of
choosing a career in the Philippines is a family affair. Filipino families firmly
believe that an education is the “great equalizer.” Approaching education as the
“great equalizer” presumes that the education system is based on a meritocracy
in which ability, hard work, and “rugged individualism” can lead to success;
11
this, without underscoring the proper career path that will lead them to
succeed.
The school-to-work transition (STW) requires that high school
graduates make personal and career choices within the framework of changing
social and economic conditions (Bezanson & Hiebert, 1997; Finnie, 2004;
Human Re-sources Development Canada, 1998; Lowe, Krahn, & Bowlby,
1997). The career counselling literature documents a 21st century that is a
post-industrial society (Alberta Advanced Education and Career Development,
1995; Blustein, 1997b; Lee & Johnston, 2001; Lent, 2001; Peavy, 1996;
Savickas,
1993;
Watts,
1996).Post-industrial
society
is
defined
by
transformations in labour markets, the nature of work, the emergence of
knowledge-based industries (Finnie; Gilbert, 2007), the newly dominant forces
of information technology, massive immigration, and global economies
(Savickas; Watts, 1996). The changing STW parameters are clearly outlined by
economists who study labour markets.
Future workers must have specific c skills training beyond high school to
fully participate in the new realities of the knowledge-based economy (Alberta
Human Resources and Employment & Alberta Learning, 1999; Gilbert; Lee &
Johnston; Pelsma & Arnett, 2002; Sanchez, 2003; Watts, 1996). Furthermore,
Cox and Espinoza (2005) have argued that in rural areas the need for
resources to address such changes in the labor market are just as salient, if
not more so, compared with more urban centres. This echoes the research of
12
Borgen, Amundson, and McVicar (2002), who have noted that on top of the
changes facing all workers in the post-industrial era, rural residents frequently
have the added strain of relocation for work and the separation from primary
support groups. High schools are challenged to provide graduates with the
knowledge and skills to pursue individual career goals within this rapidly
changing and demanding context (Alberta Human Resources and Employment
& Alberta Learning, 1999; Dickson, 1995; Human Resources Development
Canada, 1998). The transition from secondary education to post-secondary
education and the world of work is described as “a process through which a
student travels; a concept or set of relationships which can be defined and
delineated; a set of programs, resources and services” (Minister of Public Works
and Government Services Canada, 1998, p. 7,
Also, the work experience program provides experiential learning
activities for students in an off-campus setting where students can discover
their career interests and aptitudes, while developing their career planning and
employability skills (Alberta Learning, 1995). In addition, several authors (e.g.,
Dickson; Hiebert & Bezanson, 1995; Powlette & Young, 1996) describe how
Canadian public policy initiatives have given prominence to high school career
development practice and an agenda of improved career resources for youth.
These trends appear to have persisted, although much work is still required
toward implementing public policy initiatives and developing comprehensive,
research-oriented best practice approaches (Organisation for Economic Cooperation and Development, 2004).
13
Ireh (1999) reports that counselors experience difficulties in assisting
students in career planning due to their lack of understanding of these models
and theories. For instance a study by Mitterdnorff et al (2011) on the students’
perceptions of career conversations with their teachers revealed four different
teacher guidance profiles. The most remarkable was that teachers spoke little
about career issues while academic issues were mostly on the agenda. The
results indicate that teachers struggle with the transition towards becoming a
career guide, thus the need to investigate the aspects influencing the
transition. Rajinder (2010) in a study on post-secondary education in the
Dominican Republic of California found out that schools in rural counties have
only one counselor who must also attend to both educational and disciplinary
counseling. Hence much of the basic information about colleges and careers is
not fully conveyed or understood by students. Plant (2001) and Rajinder (2010)
describe what career guidance entails.
It is much more than a face-to face interview and that it should involve;
informing, advising, assessing, teaching, enabling, advocating, networking,
feeding back, managing, innovation/systems change, signposting, mentoring,
sampling work experiences or learning tasters, and following up. He says that
in most cases only some of the above 15 activities are carried out in the OECD
countries. The same case applies to Kenyan schools (Ministry of Education,
2007). Ngumi (2000) quoting Makinde (1984) says that pre-occupational career
guidance and counseling which is provided in educational institutions has the
following components: awareness of work, which aims at developing an
14
individual’s sensitivity to work and create an understanding of the dignity and
value of work; orientation, which entails availing information about available
careers; exploration, which deals with enabling hands on experiences of
occupations available (also known as job shadowing); and, preparation and
placement, which involves the actual entry into an occupation. As important as
this process is, its implementation is still fraught with problems in secondary
schools (Mukwana, 2005). Wotuku (2002) said that designated career
teachers/counselors perform the duties of a regular teacher in addition to
teaching, therefore slighting the functions of career counseling.
Ojenge (2007) carried out a research among professionals in Kenya on
their level of job satisfaction. He found out that 66% were dissatisfied, a factor
he attributed to lack of career guidance leading to job and personality
mismatch. He recommended the use of Personality Analysis Expert System for
college admissions. The question on when career counseling should start and
the time span also needs to be addressed. Kiran (2006) focused on guidance as
a process that starts from the birth of a child while Rajinder (2010) says it
should start as soon as a student enters an institution and an electronic
portfolio record of the student’s evolution from entry to exit kept. In Kenya, this
may not be happening as reported by Wanjira (2007). Career guidance the
world over is guided by theories. These include what Leung (2002) refers to as
“The Big Five Theories”. These are: Theory of Work-Adjustment (TWA);
Holland’s Theory of Vocational Personalities in Work Environment; The Selfconcept Theory of Career Development formulated by Super and more recently
15
by Savickas; Gottfredson’s Theory of Circumscription and Compromise, and
Social Cognitive Career Theory (SCCT).
DepEd sets out career guidance campaign and early registration
guidelines for incoming SHS students 21 September 2015 at 12:07 The
Department of Education (DepEd) has rolled out a Career Guidance Program
(CGP) for incoming Senior High School (SHS) students to guide them on their
career path in time for the National Early Registration for Grade 10 completers
in October. Education Secretary Br. Armin A. Luistro FSC said the CGP will
assist Grade 10 students make informed choices regarding their preferred SHS
track. “We want our students to be aware of the importance of choosing a track
that suits their interest while at the same time matches the available resources
as well as job opportunities that await them,” he added. The four major tracks
in the SHS Program are Academic, Technical-Vocational Livelihood, Sports,
and Arts and Design.
As specified in Department Order 41 series of 2015, one of the activities
of the CGP is the discussion of the Career Guidance Manual containing three
modules to be conducted by the class adviser during their Homeroom
Guidance class. Module 1 “Embarking on a Journey of Self-Discovery” , Module
2 “Examining the Destinations” , Module 3 “Charting Your Own Course” . The
activities under CGP will culminate in the Career Guidance Week set on
October 12 to 16, 2015 during which schools are directed to intensify the
awareness campaign through career fairs and orientation seminars on the SHS
16
program. DepEd will also discuss with the parents the SHS program through
the Parent Teacher Conference scheduled on October 17, 2015
Guiding our senior high-school students on their career path By
BusinessMirror - February 2, 2017 By Wynxzylden Malabag Villena Getting our
senior high-school (SHS) students prepared to enter the work world or college
is now easier than it was in the past. Thanks to the Department of Education
(DepEd) for rolling out its K to 12 Program, which comes with a Career
Guidance Program (CGP) to help SHS students in making informed choices
regarding their future career path. What exactly is CGP, and how can it assist
our high-school students choose a career path? According to Education
Secretary Leonor M. Briones, the CGP will assist Grade 10 students make
unique choices regarding their preferred SHS track. Each SHS student must
choose one track to master, and base his or her choice on how he or she wants
to advance after completing high school, or Grade 12. Career-assessment and
aptitude tests and an occupational-interest inventory, on the other hand, will
show the student’s strengths and interests.
Career-advocacy programs will also help and guide students in choosing
the right track for themselves. The four major tracks in the SHS program are 1)
academic, 2) technical-vocational livelihood, 3) sports and 4) arts and design.
Since the contents of the subjects that the students will take in Grades 11 and
12 depend on their chosen career track, they must take extra care in making
their choice. Academic track—The academic track prepares students who plan
to pursue college education, and this comprises four strands. a) ABM—
17
Accountancy, business and management b) STEM—Science, technology,
engineering and mathematics c) HUMSS—Humanities and social science d)
General academic The next three tracks equip students with the skills needed
to secure jobs in the field they want: Arts and design—This track covers nine
subjects, eight of which require 80 hours each per semester. Sports—This
track has nine subjects, which include safety and first aid, human movement,
coaching, sports officiating and sports leadership. TVL—This track contains
nine subjects (known as the TVL track subjects) and Technical Education and
Skills Development Authority- specialized subjects. a) Home economics b) Agrifishery c) Industrial arts d) Information and communications technology, or ICT
Adding two more years to high school curriculum, more commonly
known as the K-12 Program was really an upset to some parents when the
former President Benigno Aquino III signed the Enhanced Basic Education Act
2013, May 15, 2013 because it adds two years to the basic education system
and additional expenses as well, as parents opposed. One of the practical
benefits of schooling under this education cycle is the readiness of the students
to join the workforce. The good thing is, SHS graduates will be equipped with
skills that will make them good in certain fields of their choice TRACK. From
the unpleasing reactions of parents to oblige their children sending them to
school for another two years, this year, the piloting of the Enhanced Basic
Education Act 2013, is almost over as to Batch 2018 is fast approaching to
gear towards the four exits envisioned for SHS graduates to choose from --employment, entrepreneurship, further skills training through TESDA and
18
college education. With that, Senior High School (SHS) students were given the
chance to enhance their skills in their respective TRACKS through the K to 12
Work Immersion Program as a means to develop competencies and work ethics
in preparation for the real world and its challenges.
This work immersion as an essential element caters 21stlearners of
Senior High School (SHS) students with opportunities to learn about the
workplace, as well as the authentic work environment as to what TRACK they
are engaged to. To further hone the acquired skills of the senior high school
students gained after adding two years to basic education through the K to 12
Curriculum, the Department of Education (DepEd) has released the guidelines
for the conduct of work immersion activities for SHS students in the country.
Contained in the enclosure of DepEd Order No. 30, series of 2017 released on
June 5, the guidelines specify that the said work immersion will enable
students to become familiar with the workplace, experience workplace
simulation and apply their competencies in areas of specialization. The
following are the guidelines for work immersion in the SHS Curriculum; Work
immersion activity can range from 80 to 320 hours.
The schools may partner with recognized institutions or organizations to
come up with agreements on work immersion for students and because the
students are still minors, work immersion requires parental consent. The
DepEd shall ensure that all schools and venues for learning are conducive to
the education and safety of the learners because the safety of learners is
19
primary to DepEd. This endeavor is in collaboration with its partners and
stakeholders found near where the schools are located. The guidelines further
provide that the maximum number of hours spent in the work immersion
venue is 40 hours per week and no more than eight hours per day as provided
by law. Under Department of Labor and Employment (DOLE) Labor Advisory
No. 9, students are allowed to immerse themselves in a workplace between
8:00 a.m. until 5:00 p.m. every day for a minimum of 80 hours or a maximum
of 240 hours per term. Students below 15 years old need to have parent’s
consent and shall be at the workplace for at most four hours a day. DepEd
stressed that work immersion should not be reduced as a mere recruitment
tool for a partner institution, saying that the students should also gain skills
that will enable them to qualify for other job options. DOLE advisory, this work
immersion shall not be considered as an employment arrangement.
Meanwhile, the Department of Social Welfare and Development (DSWD)
has emphasized the need for each institution to have their own child protection
policy that demonstrates a commitment to safeguard children from harm. In
relation to Republic Act (R.A.) 9231 or the “Special Protection of Children
Against Child Abuse, Exploitation, and Discrimination Act”, the DOLE has
implemented Department Order No. 149 which provides guidelines for
assessing hazardous work areas for working students under 18 years old. The
government believes that K-12 curriculum in the Philippines will put Filipino
students at par with the rest of the world. Moreover, The DepEd allowed
flexibility in the curriculum to adjust to the market. The design from knowing
20
the theory to the application in considering the child protection policy and
labor laws of the nation is provided primarily. To go further and have
meaningful learning, the industries are supportive to collaborate and offer the
necessary opportunities to the next generation learners.
Related Studies
To enable students make good career decisions and thus ease problem of
jobs & skills mismatch, the Department of Labour and Employment (DOLE) in
Region 6 recently conducted orientations for guidance counsellors on the new
Standard
Manuals
entitled, Career
Guide
for
High
School
Students and Employment Guide for College Students and Jobseekers aimed
at enhancing their capability on career and employment coaching. DOLE
Region 6 Regional Director Manuel Roldan had reported that 147 guidance
counsellors from tertiary and secondary schools and Public Employment
Service Office (PESO) Managers attended the orientations conducted in the
provinces of Aklan, Antique, Capiz, and Negros Occidental. Roldan said jobskills mismatch was identified as one of the sources of unemployment in the
region and in the country in the recent manpower summits and human
resource conferences participated by various stakeholders from recent
industry, government, non-government organizations, and the academe.
During the orientations, the guidance counsellors were given a copy of the
manual (in CD form) to help them in their mission to effectively provide career
counselling to students who are about to leave high schools. The Manuals are
part of the DOLE’s labor market information services and are important tools
21
on career planning. “The manuals, as LMI tools, will aid students in
understanding the world of work. It will “job-fit” or match their interests, skills,
and abilities to careers in which their strengths can be best utilized,” Roldan
said. “On the other hand, the manual on employment guide focuses on job
exploration, labor market information, and job search and aids graduating
college students, who are about to enter the world of work, on how to create
impressive resume or portfolio, start his job search and ace the interview,” he
added.
Labor and Employment Secretary Rosalinda Dimapilis-Baldoz cited the
importance of these orientation seminars as she had advised graduating high
school students to “decide on career choices on the basis of what the labor
market needs and not on what is popular, to enable you to land jobs after
graduation.” “Hundreds of thousands of Filipino students will enrol this year
and my advice to them is to decide on a course or study that will land those
jobs after graduation. They should go for careers that the labour market needs,
and not because a career is in vogue or popular, “she said Career and
employment counselling is widely accepted as a powerful and effective method
of assisting young people make appropriate and sensible career choices to gain
access to work opportunities that are compatible with their interests, values,
and abilities. Roldan said his office is intensifying its efforts to address the
problem of job mismatch to improve the region’s employment situation. DOLE
Region 6 will also conduct an orientation for Guidance Counsellors of Iloilo and
Guimaras on the Manual this coming school year 2011-2012. In a related
22
development, the DOLE officially launched two weeks ago its newest online
labor market information service for high school students and jobseekers, the
Career Guide, following the instruction of President Benigno S. Aquino III to
make the guide available and accessible in time for the college enrolment for SY
2011.“Today, we present to our people the DOLE Career Guide in compliance
with the instructions of the President to empower our young Filipinos in
making wise and excellent career decisions,” Baldoz said in a press conference.
“The Career Guide is a major component of the job search assistance function
of the DOLE to link careers to employment opportunities,” she said.
(http://www.gov.ph/2011/05/03/dole-focuses-on-career-employmentguidance-for-students-and-jobseekers/)
Education Secretary Jesli Lapus appeals for scholarship
support for
more than 20,000 graduating high school students from low-income families
who got ratings of 98 % and above in the recent National Career Assessment
Examinations (NCAE). "I am calling on all scholarship-giving organizations,
both public and private, to take cognizance of these results and help our young
achievers fulfil their promise," Lapus said. The exam was taken by 1.2 million
fourth year high school students or 97% of all those enrolled in both private
and public schools.
Some 20,307 examinees that scored 98 percent in general
scholastic aptitude (GSA) test are being recommended to CHED for priority
scholarship in baccalaureate degree courses. Meanwhile, 22,879 students are
recommended for scholarship in technical-vocational courses and 27,579
students for entrepreneurial studies based on their scores.
23
These students
belong to families with annual income of P150, 000 or less. Earlier, CHED and
TESDA agreed to give priority scholarship slots to superior but indigent high
school graduates based on the NCAE results. “The students show a lot of
potential and any scholarship support to enable them to pursue their career
choices is paramount," Lapus stressed. In the latest NCAE results, DepEd
noted that there are students who got 98 percent and above in two or more
domains. Many students who registered high in the general scholastic aptitude
test
also
got
high
scores
in
the
technical-vocational
aptitude
and
entrepreneurial skills components of the exam. NCAE for SY 2007-2008 was
taken by 1,223,465 fourth year high school students from private and public
schools nationwide last August 28, 2007.
DepEd began the distribution of individual test results this November.
Special examinations have also been conducted in November for those who
were not able to take NCAE last August. The domains of NCAE are general
scholastic aptitude, technical-vocational aptitude, entrepreneurial skills, and
interest inventory.
The exam is composed of scientific ability, mathematical
ability, reading comprehension, verbal ability, manipulative skills, clerical
ability, non-verbal ability and entrepreneurial skills. NCAE is currently on its
second year.
On the third year of implementation in school year 2008-2009
the test results are envisioned to serve as prerequisite for enrolment in any
four or five year degrees in colleges and universities as well as two-year
vocational or technological courses.
An enabling law is needed to make the
test an admission prerequisite. DepEd statistics show that out of 100 children
24
who enter Grade 1, only 43 finish high school.
Of this number only 23 pursue
college or higher technical education while the others are forced to look for
jobs. Of the 23 who manage to get tertiary education, only 14 are able to
complete college.
DepEd is currently implementing an enhanced curriculum
in some 261 tech-voc secondary schools nationwide to give students a wider
employment or entrepreneurship berth in case they are unable to immediately
pursue a 4-year college degree. Given the introduction of ladderized education,
students will be able to bank on the skills they attain and select technical or
engineering courses in college. Some students may also decide to take postsecondary
courses
given
by
TESDA.
(http://www.deped.gov.ph/updates/updateslinks.asp?id=332)
DepEd Secretary Jesli Lapus said some 1.5 million fourth year high
school students from both public and private schools are set to take the
examinations which are aimed to determine the best-suited college course for
the examinees after graduation from high school. The annual test, which has
been conducted since 2006, seeks to minimize the mismatch in career choices
vis-a-vis skills and inclinations among high school students. “The annual
conduct of the NCAE gives the students and the parents an idea on the field of
endeavor most suited to the graduating students thus, allowing for better
decision on their choice of career," Lapus said, noting that a major part of the
NCAE consists of the general scholastic aptitude (GSA) test. Aside from the
GSA, the NCAE also measures a graduating student's potentials or inclination
in such areas as technical-vocational aptitude (TVA), entrepreneurial skills,
25
nonverbal ability and occupational interest. Lapus, however, admits that the
NCAE results are, at best, recommendatory and are not a requisite for
admission to college. DepEd noted that the number of examinees this year
increased by 20 percent to 1.5 million, from 1.2 million examinees in 2007. Of
the total number of this year's examinees, 1.2 million are public high school
students while only over 300,000 examinees are from private schools. This
year's NCAE will also include 1,200 out-of-school youths who are applying for
scholarship with the Commission on Higher Education (CHEd).DepEd said it
has set up an Action Center at its Central Officin
26
CHAPTER III
Methodology
This chapter presents the methodology to answer the problems posed
in chapter I. This chapter includes research design, locale of the study,
respondents, sampling procedure, data gathering and instrument used.
Research Design
This study uses both quantitative and qualitative descriptive research
design. Descriptive research design is used to describe data and characteristics
about the population, the nature phenomenon and the nature of questions that
need to be answered. This study focus on what and how CGP and Work
Immersion affect career choice of Grade 12 students. This study uses the type
of descriptive research design which is the survey method. Survey method of
correlational research design involves questionnaires and interviews. Using this
design, it is easy for the researchers to gather data needed in this study.
Locale of the Study
27
Figure 2. The Map of Iligan City National High School, where the study
will takes place.
This study will be conducted in Iligan City National High School. It
was located at Gen. Wood St. Mahayahay, Iligan City, 9200 Lanao Del Northern
Mindanao (Region X), Philippines. The school consists of 111 instructional
rooms. The school has 7, 625 students with the class size for each classroom
ranges from 50 - 60 plus students with and area of 3.5 hectares. Iligan City
National High School operates under four curriculums which are the Science
Curriculum, Special Program for Sports, Special Program for Arts and Basic
Education Curriculum. It has also a program under Alternative Learning
System, SPED and Senior High. The school was established in July 1, 1963
through the efforts of then Iligan City Mayor Camilo P. Cabili. In November
1983, Assemblyman Abdullah Dimaporo, with the support from Cabili and the
Sannguniang Panglungsod members, sponsored a bill that would nationalize
28
the high school. A year later, it was signed into law that would give the
institutions its current status.
Respondents of the study
The respondents of this study will be the Grade 12 Senior High School
students at Iligan City National High School in Mahayahay, Iligan City. The
following table shows the distribution of the respondents.
Track/ Strand
Number of
Number of
Students(POPULATION)
Respondents(SAMPLE SIZE)
STEM
98
14
ABM
111
14
HUMSS
218
35
TVL
301
42
728
105
Sampling procedure
The researchers will use simple random sampling. Simple random
sampling is a vital
part of ensuring the generalizability of the survey results.
Where, all members of population are equally likely to be chosen for the
sample. In every section we choose 7 respondents based on their availability
and willingness to take part of the study.
29
Data Gathering procedure
The mode of gathering data for this study is through survey
questionnaire. The respondents are encourage to response honestly and
sincerely. Questionnaires are personally distributed to senior high school
students. But before distributing it, the researchers ask permission of access to
conduct a survey from the School principal and the assistant principal thro
communication letter. The researchers also ask the permission of teachers in
charge in every section selected as respondents of this study if they can
conduct a survey. Researchers explain the purpose of conducting survey and
will distributed it randomly.
Instrument Used
The researchers use survey
questionnaire made by the researchers as
a main instrument in conducting and gathering the data needed. The survey
questionnaire consist of 15 question that will provide the data needed by the
researchers. It is very essential in this study because its purpose is to elicit the
answer to the problem of this study.
30
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter comprises the analysis, presentation and interpretation
of the result from this study relative to the influence of CGP and work
immersion to career choice. The analysis and interpretation of data is base on
the survey questionnaire. A total of 105 questionnaires were distributed and is
base for computing the results of this study and to carry out the aim of this
study.
Table 1. What are the effects of CGP to your career preference
QUESTIONS
Answers
Frequency Percentage
1. It helps me to choose my YES
95
90%
preferred life and career NO
5
5%
chosen SOMETIMES
5
5%
Total
105
100%
2. I realized that I should YES
86
82%
choose that career that I NO
9
8%
based
on
my
curriculum exit.
31
have interest most.
SOMETIMES
10
10%
Total
105
100%
3. I realize that I should YES
88
84%
knowledge, NO
5
5%
SOMETIMES
12
11%
Total
105
100%
4. I have reflected on my YES
43
41%
interest NO
35
33%
SOMETIMES
27
26%
Total
105
100%
5. I identified the different YES
74
70.47%
lifelong skills and it fits NO
11
10.47%
SOMETIMES
20
19%
Total
105
100%
6. I realized my anticipation YES
77
73%
chosen NO
9
8.5%
SOMETIMES
19
18%
Total
105
100%
7. My parent’s choice is my YES
39
37%
based in choosing my NO
42
40%
24
22.8%
align
my
skills and attitudes to my
prefer career exit.
occupational
(based on NCAE) and it
doesn’t
match
to
my
career
preference
in
college.
my career preference in
college.
between
my
profession and the reality. I
should
be
practical
in
choosing career.
SOMETIMES
32
career choice.
105
100%
financial YES
59
56%
status is my based in NO
26
24.7%
SOMETIMES
20
19%
Total
105
100%
9. When I interviewed the YES
66
62.8%
I NO
19
18%
SOMETIMES
20
19%
Total
105
100%
8. My
parent’s
choosing
my
Total
career
choice.
person
with
career
chose, it helps me affirm
the career I’ll choose in
college.
Table 1 shows the frequency and percentage distribution of respondents
about the effect of CGP in the career preference of students. This table reveals
that majority of the respondents answer is YES. Question number 1 obtained
the highest frequency and percentage distribution of YES with a frequency of
95 respondents or 90% of the total percentage of the population. This indicates
that CGP helps most of the respondents in choosing their preferred life in the
future and career based on their chosen curriculum exit. The highest frequency
or percentage distribution of NO is number 7, with a frequency of 42
respondents or 40% of the total percentage of population. This means that
most of the grade 12 students chose their career without basing on their
parents’ choice. However, the number 7 also got the highest frequency or
percentage of SOMETIMES, garnered 24 or 23%. That indicates that there are
33
still grade 12 students who followed their parents’ choice sometimes, but not
all the time.
The number with the lowest frequency or percentage distribution of YES
is 7, with a frequency of 39 respondents or 37% of the total percentage of
population. On the other hand, the number with the lowest frequency or
percentage distribution of NO is number 1 and 3, with a frequency of 5
respondents or 5% of total percentage of distribution. This indicates most of
students aligned theirs and only least of the students don’t align their
knowledge, skills, and attitudes in their prefer career choice.
According to Dr John Bosco Mutenzintare, who works with Rwanda
Education Board (REB) and is the head of career guidance in schools, “The
programme will help students in secondary schools to see a variety of available
academic options that would help them through their preferred learning styles,
and be helped to find how to develop plans to reach their educational and
occupational goals,”
Research by Morris et al. (1999)15 examined the impact of careers
education and guidance provision on young people’s transition post-16. A key
finding was that young people with more highly developed career exploration
skills were more positive and confident about the choices they made post-16
and were more likely to make a successful transition. ‘The key factor that
seemed to underpin successful transition at 16 was the level of young people’s
career exploration skills. Those who demonstrated such skills by the end of
34
Year 11 were the least likely to have made significant changes to their courses,
post-16. They were also more likely than other young people to have made a
transition that indicated progression; that is, to be working towards a
qualification at a higher level than that which they attained at GCSE.’ (p.3).
In the past, some teenagers feel insecure about themselves and they
think that they are incapable of deciding their careers, since the parents of
these individuals care for their child’s future, they decide for them. But as time
pass by, and as modern day dawns teenagers become more rebellious. These
individuals think that they are capable of handling different situations on their
own; they tend to go against their parents ‘interference and guidance.
Sometimes these revolts cause the individual to be hurt. Maturity precedes
some of these individuals, they feel that they no longer need guidance in
decision making that’s why they tend to ignore school and parent’s guidance
and being affected by peer pressure. Advantages of deciding career on own: It
makes them more independent, they are responsible for their actions, they are
more aware of the pitfalls in a particular avocation, they are prepared to face
the consequences of a wrong choice in career matters rather than blame their
elders, they choose what they like the most. Disadvantages of deciding career
on own: teenagers are immature, they are impulsive, and indecision can make
them falter in their choice, rash decision, succumb to peer pressures, know in
all types. Teenagers some feel are too young to decide their own career matters.
Parents particularly are very concerned about their affairs. On the other
hand in this modern dayand age, teenagers are revolting against too much
35
parental
interference
and
guidance.(http://www.paggu.com/jobs-and-
career/can-a-teenager-decide-a-career-for-him-or-herself/)
Table 2. What are the effects of Work immersion in your career preference?
Question
Frequency
Percentage
Work YES
90
85.7%
immersion
experience NO
4
3.8%
develops
my
SOMETIMES
11
10%
Total
105
100%
the YES
86
82%
of NO
8
8%
SOMETIMES
11
10%
Total
105
100%
good YES
84
80%
attitudes NO
9
9%
SOMETIMES
12
11%
Total
105
100%
work YES
52
50%
experience NO
35
33%
SOMETIMES
18
17%
Total
105
100%
10.
Answers
My
competencies.
11.
I
appreciate
importance
credentials in real life
working.
12.
work
I
developed
habit,
and appreciation.
13.
My
immersion
made me realize that it
doesn’t fit my skills and
36
abilities.
14.
My
work YES
81
77%
immersion
experiences NO
5
5%
enrich
my
confidence
SOMETIMES
19
18%
and
communication
Total
105
100%
work YES
50
48%
NO
33
31%
SOMETIMES
22
21%
Total
105
100%
skills.
15.
My
immersion
experience
made
me
realized
shift
to
other
to
career
course in college.
Table 2 shows the frequency and percentage distribution of respondents about
the effect of work immersion in the career preference of students. Question
number 10 obtained the highest frequency and percentage distribution of YES
with a frequency of 90 respondents or 86% of the total percentage of the
population. This indicates that most of the grade 12 students have developed
their competencies in work immersion. On the other hand, the number 13 has
the highest frequency or percentage distribution of NO, with 35 or 33%. This
indicates that there are students whose skills and abilities really fit to their
chosen career during the work immersion period.
37
In contrary, number 15 garnered the lowest frequency or percentage
distribution of YES with 50 or 48%. This implies that most half of the students
realized that after trying the career they chose during work immersion made
them realized to shift to other course in college. While the number with the
lowest frequency of NO is, 10. This implies that there is only least number of
respondents who haven’t developed their competencies in work immersion.
Properly implemented, work immersion improves student competencies,
helps
them
make
informed
career
choices,
and
creates
employment
opportunities straight out of Senior High. The industries also benefit – huge
resources are spent on training newly-hired employees, whereas SHS
graduates already have the basic skills before they even apply for a job. The
definition of workplace competencies is the application of knowledge, skills,
attitudes and values, and behaviors (Ewell, 1984); these competencies are
directly measurable through actions or demonstrations of the existence of
those competencies in the individual. Thus, the opportunity to gain practice in
the application of competencies and focused reflection in a workplace connects
with experiential learning, which is defined as “the process whereby knowledge
is created through the transformation of experience and knowledge results
from the combination of grasping and transforming experience” (Kolb, 1984, p.
41). Recent studies have confirmed that the experiential workplace was one of
the settings most likely—and the traditional classroom the least likely—to
develop and demonstrate these competencies (Brumm, Hanneman, et al.,
2006). Competency models can be used to guide individual professional
38
development and to develop curricula that meet the needs of employers
(Rothwell & Wellins, 2004).
Campbell and Kuncel (2001) suggested that training is one of most
effective interventions in the field of HRD. Beyond the acquisition of knowledge
and skills, training
also helps employees and organizations to improve
performance, including produce higher quality products, successfully manage
conflicts, encourage greater job engagement, and organizational commitment
among other outcomes (Cheng & Ho, 2001; Karia & Asaari, 2006). As
presented in the annual Association for Talent Development (2015) State of the
Industry report released in 2015, delivering training in off-the-job settings,
such as in a corporate classroom, continues to be the most frequently used
training approach.
39
CHAPTER V
Summary, Conclusion and Recommendation
This chapter presented the summary of findings, conclusion, and
recommendation.
Overview
This study investigated the influence of CGP and work immersion in
career choice Grade 12 students. The respondents of this study were the
students in Iligan City National High School, Iligan City, Philippines. The
researchers utilized Descriptive design to examine or determine its effect on
career choice. The statistical instruments of the study were frequency and
percentage.
Summary
40
From the gathered data. The following were the findings of the study.
1. Career Guidance Program helps Grade 12 students to choose their prefer
career choice or curriculum exit.
2. Career Guidance Program made students realize to choose their career
preference that interest them most.
3. Career Guidance Program informed students that in choosing a career, it
should be align with the students’ knowledge, skills, and attitudes.
4. Majority of the respondents’ NCAE result didn’t matched to their career
preference.
5. Career
Guidance
Program
specifies
the
realization
about
their
anticipations between their chosen profession and reality, and majority
of the respondents chose to be practical in choosing their curriculum
exit.
6. Majority of the respondents did not base on their parents’ choice in
choosing their career.
7. Majority of the respondents based on their parents’ financial status.
8. Work
immersion
experiences
of
the
students
developed
their
competencies in work.
9. Students have learned and appreciated the importance of credentials in
real life working.
10. Work immersion experiences made students realized that their skills
and abilities didn’t fit to their chosen career.
41
11. Majority of the respondents changed their career choice for college after
the work immersion experiences.
Conclusion
CGP and work immersion greatly affect students’ career choice. CGP
assist students to their preferred curriculum exit by exploring their basis of
career choice, interest, knowledge and attitudes. Work immersion developed
the students’ competencies and made them to rethink if career choice fit to
their interest, skills and abilities.
Recommendation
Based on the findings that were revealed, the researchers came up with
the following recommendations:
To the Students
Students should be knowledgeable enough to identify and choose their
career path in accordance to their preferred career choice.
To the Parents
They can educate and guide their children on how to make a better
decision in regards to their chosen career.
To the Teachers
42
They should strengthen their way of teaching in CGP and Work
Immersion and be familiarize to its influences on their students career choice.
To the Future Researchers
They can use this study for further information about the CGP and Work
Immersion Experience as their basis if ever they have a plan to conduct a
further research about CGP and Work Immersion Experiences.
43