ON THE RIGHT TRACK: ADEQUACY OF CAREER GUIDANCE PROGRAM AND
CAREER CHOICE SATISFACTION OF GRADE 11 STUDENTS IN
JOSE D. AVELINO JR. NATIONAL HIGH SCHOOL
A Research Study
Submitted to
Mr. Nashrudin C. Roxas
In Partial Fulfillment of the Requirements in
Inquiries, Investigations and Immersion (III)
Ace V. Artisano
Hilary T. Dolfo
Andresito T. Besante Jr.
Joel G. Diestro
March 2018
TABLE OF CONTENTS
PRELIMINARIES
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
CHAPTER I - Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Null Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
CHAPTER II - Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Conceptual Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
CHAPTER III - Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Time and Place of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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Sample Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Sampling Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Data Analysis Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
CHAPTER IV - Presentation, Analyses and Interpretation of Data . . . . . . . . . . . . . . . . . . . . 27
Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Adequacy of Career Guidance Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Career Choice Satisfaction Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Mean Differences on the Adequacy of Career Guidance Program . . . . . . . . . . . . . . . 39
when Respondents are Grouped According to their Profile
Mean Differences on the Career Choice Satisfaction of Respondents . . . . . . . . . . . . . 45
when Grouped According to their Profile
Relationship between the Adequacy of Career Guidance . . . . . . . . . . . . . . . . . . . . . . 51
Program and Career Choice Satisfaction Level of the Respondents
Factors Affecting the Career Choice of the Respondents . . . . . . . . . . . . . . . . . . . . . . 52
Recommendations of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Revised Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
CHAPTER V - Summary, Findings, Conclusions and Recommendations . . . . . . . . . . . . . . . 56
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Areas for Further Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
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LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
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LIST OF TABLES
Table 1. Distribution of needed respondents from each group or stratum . . . . . . . . . . . . . . . . 23
Table 2. Distribution of Grade 11 students according to their profile . . . . . . . . . . . . . . . . . . . 29
Table 3. Perceived Adequacy of Career Guidance Program with regards . . . . . . . . . . . . . . . . 31
to information dissemination
Table 4. Perceived Adequacy of Career Guidance Program with regards . . . . . . . . . . . . . . . . 32
to parent’s orientation
Table 5. Perceived Adequacy of Career Guidance Program with regards . . . . . . . . . . . . . . . . 34
to providing awareness about the world of work
Table 6. Career Choice Satisfaction Level in terms of what the students . . . . . . . . . . . . . . . . 36
gained personally
Table 7. Career Choice Satisfaction Level in terms of social environment . . . . . . . . . . . . . . . 37
Table 8. Career Choice Satisfaction Level in terms of school facilities and . . . . . . . . . . . . . . 38
materials/equipment
Table 9. Differences on the perceived adequacy of career guidance program . . . . . . . . . . . . . 43
when the respondents are grouped according to profile variables
Table 10. Differences on the career choice satisfaction level of the Grade 11 . . . . . . . . . . . . 49
students when grouped according to profile variables
Table 11. Measure of relationship between the adequacy of career guidance . . . . . . . . . . . . . 52
program and the career choice satisfaction level of the Grade 11 students
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LIST OF FIGURES
Figure 1. Schematic Diagram of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Figure 2. Graph showing the adequacy of career guidance program on three . . . . . . . . . . . . . . 35
categories and the overall adequacy rating
Figure 3. Graph showing the career choice satisfaction on three categories . . . . . . . . . . . . . . . 39
and the overall career choice satisfaction of the Grade 11 students
Figure 4. The revised conceptual framework, which presents the findings . . . . . . . . . . . . . . . . 55
of the study
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ABSTRACT
Title: On the Right Track: Adequacy of Career Guidance Program and Career Choice
Satisfaction of Grade 11 Students in Jose D. Avelino Jr. National High School
Researchers: Ace V. Artisano, Hilary T. Dolfo, Andresito T. Besante, Joel G. Diestro
This descriptive-correlational study was conducted to assess the adequacy of career
guidance program and career choice satisfaction of Grade 11 students in Jose D. Avelino Jr.
National High School. A validated questionnaire was administered to randomly selected
respondents from each strand and specialization. T-test and ANOVA were used to test significant
differences among means, while Pearson’s r was used to test the relationship among variables. The
respondents perceived their career guidance program as fairly adequate, while they felt moderately
satisfied with their chosen Senior High School career. The level of adequacy career guidance
program significantly varied in terms of their academic performance and chosen SHS careers.
While the level of SHS career choice satisfaction significantly differed in terms of their sex,
academic performance and chosen Senior High School career. The level of adequacy of the career
guidance program has a positive influence on the level of SHS career choice. Focus group
discussion revealed that the respondents relied on their own decision-making in choosing a SHS
career, while speakers from the professional fields were recommended to improve the career
guidance program.
Keywords: Career Guidance, Senior High School, adequacy, satisfaction
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CHAPTER I
INTRODUCTION
This chapter presents the background and rationale of the study. Specifically, it includes
the introduction or background of the study, statement of the problem, null hypotheses, theoretical
and conceptual frameworks, significance of the study, scope and delimitation, and definition of
terms.
Background of the Study
Choosing a career to pursue is one of the most important decisions that all students have to
go through before they achieve a professional life. According to the Department of Labor (2010),
career choice is a personal issue because an individual has to live with the outcome of his/her
choices, which means that it could significantly contribute to his/her achievements in the future,
on one hand, while make him/her feel regretful or dissatisfied on the other. Therefore, there is a
need for students to determine the most suitable and satisfying career for them among the vast
number of careers being offered as of today.
Meanwhile, as the Philippines implemented a new education system, the K to 12 program,
Filipino students are being exposed to a new phase of choosing a career, in the form of Senior
High School tracks and strands with its corresponding specializations, which will hone and nurture
their skills in preparation for college life.
Although this new education system poses a great potential in helping students when they
enter tertiary education, its success still relies upon how well students understand the purpose and
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benefits of this program. Fortunately, career guidance programs exist nowadays to give students a
chance to gather information on their ideal careers before they come up with a final decision.
A career guidance program for Senior High School should aid students on making informed
decisions (Department of Education, 2015). Moreover, its existence for the current education
system gives the students a chance to select the most suitable Senior High School career for them
and make most out of their Senior High School life, in terms of developing and improving their
skills and capabilities.
Hence, enhancing some areas or activities included in these career guidance programs
would maximize its effectiveness as well as increase the satisfaction of students on the outcome
of their decision-making.
This idea instigated the researchers to conduct a study on the adequacy of career guidance
program and career choice satisfaction level of Grade 11 students in Jose Diva Avelino Jr. National
High School, where nearly 2,000 students have enrolled in the school year 2017 - 2018, and 270
of these students are currently in Grade 11. Furthermore, the findings of this study will serve as a
basis for developing a career intervention to enhance the career choice satisfaction of students,
which means that they should be able to come up with more informed decisions for Senior High
School after the implementation of the said intervention.
Statement of the Problem
This study aimed to assess the adequacy of career guidance program and career choice
satisfaction level of Grade 11 students in Jose D. Avelino Jr. National High School.
Specifically, it sought to answer the following questions:
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1. What profile can be drawn from the respondents in terms of age, sex, monthly family
income, academic performance, parents’ highest educational attainment, career to be
pursued in college, and chosen Senior High School strand?
2. What is the adequacy of career guidance program of Jose D. Avelino Jr. National High
School based on the perception of Grade 11 students?
3. What is the satisfaction level of Grade 11 students on their chosen Senior High School
career?
4. Is there a significant difference on the adequacy of career guidance program when the
respondents are grouped according to their profile variables?
5. Is there a significant difference on the career choice satisfaction level of Grade 11 students
when grouped according to their profile variables?
6. Is there a significant relationship between adequacy of career guidance program and career
choice satisfaction level of Grade 11 students?
7. What factors affect career choice as identified by the Grade 11 students?
8. What career guidance services and activities of Jose D. Avelino Jr. National High School
could be enhanced as recommended by the Grade 11 students?
Null Hypotheses
The following null hypotheses were formulated to guide the study:
1. There is no significant difference on the adequacy of career guidance program when the
respondents are grouped according to their profile variables.
2. There is no significant difference on the career choice satisfaction level of Grade 11
students when grouped according to their profile variables.
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3. There is no significant relationship between adequacy of career guidance program and
career choice satisfaction level of Grade 11 students.
Theoretical Framework
This study is anchored on the Social Cognitive Career Theory (SCCT) by Lent, Brown and
Hackett (2002), which is based on Albert Bandura’s Social Cognitive Theory.
The SCCT is a relatively new theory that aims to explain the three interconnected aspects
of career development: (1) the development of basic academic and career interests, (2) the process
of making educational and career choices, and (3) obtaining academic and career success (Lent,
Brown and Hackett, 2002). In this study, the researchers focused on the second aspect of the Social
Cognitive Career Theory.
This aspect seeks to explain how a person makes a career choice by considering the
correlation between personal/internal factors and environmental/external factors. The theory
suggests that learning experiences affect how a person develops the ability to make a career
decision or self-efficacy and perceived outcome expectations, while the interaction of self-efficacy
and outcome expectations affect a person’s career choices (Lent, Brown and Hackett, as cited by
Ghuangpeng, 2011). In this study, learning experiences are the factors that influenced the career
decision-making of students, which includes the career guidance program they went through,
whereas, self-efficacy and outcome expectations are their level of satisfaction on their chosen
career and the perceived adequacy of career guidance program.
Furthermore, Lent Brown and Hackett hypothesized that background variables can
somehow affect the self-efficacy of a person. Hence, in this study, background variables are the
profile or background information that can be gathered from the Grade 11 students.
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Conceptual Framework
The diagram shows the relationship between the variables of the study. Particularly, it will
focus on three main variables namely: adequacy of career guidance program, the students’ level
of satisfaction on their chosen Senior High School career, and their profile variables. The
researchers will determine if the adequacy of career guidance program of Jose D. Avelino Jr.
National High School is correlated with the students’ level of satisfaction towards their chosen
Senior High School Career. Also, the researchers will try to determine if the adequacy of career
guidance program and the students’ career choice satisfaction will vary depending on their profile
variables.
Independent Variable
Dependent Variable
Adequacy of Career
Guidance Program
Career Choice
Satisfaction Level
Profile Variables
Figure 1. Schematic Diagram of the Study
Significance of the Study
The results of this study may provide deeper insights on how Jose D. Avelino Jr. National
High School could improve its career guidance program based on the responses of the Grade 11
students. Furthermore, it will be of great benefit to the following:
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To Students, the results may serve as a guide for them in making Senior High School
career choices or decisions that are more informed.
To Guidance Counselors, the results may serve as a basis for them in planning an
enhanced or improved career guidance program, which would be much more effective in helping
students choose a career for Senior High School.
To the Administrators, the results may help them in making appropriate measures in
terms of enhancing the career guidance program. Furthermore, it could also be an eye-opener for
them on the importance of a guidance counselor in a school.
To the Department of Education, the results could give them significant ideas on how to
improve the career guidance programs being implemented throughout the country and benefit
incoming Senior High School students.
Scope and Delimitation
This study will focus on the adequacy of career guidance program as well as career choice
satisfaction level of Grade 11 students in Jose D. Avelino Jr. National High School in school year
2017-2018.
In this study, career guidance program refers to a process that aims to provide students a
clearer understanding of themselves and assist their Senior High School career decision-making.
Meanwhile, career choice is described as the students’ chosen career for Senior High School.
Additionally, as Grade 11 students have the most recent experience of a career guidance program
of Jose D. Avelino Jr. National High School, their responses are perceived to be more suitable
among other grade levels. Aside from this, they are also expected to provide relevant suggestions
on improving the career guidance program of the said school.
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Specifically, this research study will focus on the adequacy of the school’s career guidance
program, the students’ level of satisfaction on their selected Senior High School career, and the
improvements they could suggest, which will be a basis for developing a career intervention for
the betterment of the whole school, especially to the incoming Senior High School students.
Definition of Terms
To provide further understanding on some of the important points of this study, the
following terms were defined both conceptually and operationally. The researchers first defined
the terms using conceptual definition followed by its operational definition.
Adequacy refers to the state of being sufficient or enough for the purpose it is intended
(Oxford dictionaries). In this study, it is defined as the sufficiency of the career guidance program
of Jose D. Avelino Jr. National High School.
Career traditionally refers to a “professional work of life” and has been associated with
the terms vocation, occupation, work and job (Patton and McMahon, as cited by Ghuangpeng,
2011). In this study, it refers to what the students will take and focus on for Senior High School.
Career Choice refers to the choice of an individual in which he/she chooses a course to
acquire a job in the future (Braza and Guillo, 2015). In this study, it refers to students’ chosen
Senior High School strand and specialization.
Career Guidance is a process that aims to give an individual a clearer picture of
themselves and their potential careers or occupation in the future (Mihaela and Cristina, 2015). In
this study, it is defined as the process where students are given the chance to gather information
about the Senior High School careers, which suits with their capabilities and skills.
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Career Intervention refers to any activity or effort developed to enhance students’ life
planning or enable them to make more effective career decisions or choices (Spokane, as cited by
Hughes et al., 2005). In this study, it refers to the action to be undertaken by the researchers after
assessing the career guidance perceptions of the Grade 11 students.
Counseling is defined as the process of helping students in solving or coping with their
problems in school, so that they could continue to learn and live a normal life (Salina, 2009). In
this study, it refers to the help that students receive from school guidance counselors or teachers
to handle their potential career problems.
Decision-making refers to the process of identifying and selecting a solution to solve a
problem (Al-Tarawneh, 2011). In this study, it refers to how students weigh their options in making
a choice after they have undergone a career guidance program.
Satisfaction or positive feeling refers to the degree which customer expectation of a
product or service is met or exceeded (Quinco, 2011). In this study, the researchers define this
term as the students’ feeling towards their selected Senior High School career.
Perception refers to how an individual views at the things or events that are happening
around his/her environment (Nyan, 2014). In this study, it is defined as the views or opinion of
students on the adequacy of career guidance program being implemented in their school.