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THE PERCEPTIONS OF GRADE 12 ABM STUDENTS
ON TAKING NON-RELATED COURSES
A Qualitative Research Proposal
Presented to
The Faculty of Callang National High School
In Partial Fulfillment
of the Course Requirements in
Practical Research 1
by
Bailon, Mark
Camangeg, Lance
Galope, Menchie
Gamino, Kaycee
Martin, Mikyllah
Mendoza, Angel
Vino, Marjorie Shane
June 2023
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The design of the K12 program in the Philippine Curriculum opens opportunities for
Filipino students by enabling them not only with knowledge but also with essential life skills
to remain globally competitive (Mohammad, 2016 as cited by Dizon et al., 2019).
Specifically, the birth of the S.H.S. strands prepares students for their future as workforce
members. When pursuing higher education, students must pick a senior high school strand
that matches their course to better cope with high demands and expectations, especially when
studying in the medical field (Malaga & Oducado, 2021). Furthermore, a quantitative study
by Alipio (2020) revealed that although a student’s S.H.S. strand does not automatically
dictate their academic performance, students with a strand that does not align with their
course adjusted significantly worse than those without strand mismatch.
The usual path a student takes is to select a strand that is closest to the degree they
want to pursue in college in the future, although that's not always the case (Mendoza, 2020).
Likewise, to the article of Mylene Mendoza (2020) Alexandra Guzman a former
Accountancy, Business and Management student chose medical course when she came to
college. Science, Technology, Engineering and Mathematics strand was her first choice since
she seemed it is related to medical track; however, she still chose ABM because she was
inspired by her grandmother who's successful in life. When she came into college and chose a
medical course, her prior knowledge she learned in ABM helped her in their math-related
subjects, and enhanced her management, organization, analysis skills and more.
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Some students were unexpectedly choosing their career that is non-related to their
strand taken in their high school journey. Although many studies have determined the factors
why students are choosing non-related courses. There is a lack of research on the reasons why
students are not consistent on their career choice, and how can career choices will affect the
succeeding future of the Grade 12 ABM (Accountancy Business and Management) students.
For that reason, this study aims to seek and explore how Grade 12 students will determine the
right decision for their promising future.
Statement of the Problem
This study will explore the factors that influence the career choices of Grade 12 ABM
students on taking non-related courses. Specifically, the study seeks to understand the various
factors that students consider when choosing their career paths.
Specifically, the study will seek to answer following questions:
1. What are the perceptions of ABM Students towards career choice?
2. What motivates the Grade 12 ABM Students to pursue their courses not related to
their track?
3. What challenges do the Grade 12 ABM Students face when making career
decisions, and how do they overcome these challenges?
4. How do the ABM Students envision their future in their chosen career?
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Purpose of the Study
This study aims to identify the career choices of students by looking at contextual
aspects, opportunity elements, and personality traits. It will also examine the personality traits
that influence job decisions.
Significance of Study
This study provides valuable information on how Grade 12 ABM students are
influenced by different factors in choosing their careers. The following would be the
beneficiaries of the study:
Students. This study helps them to be enlightened with the importance of choosing a
career and for them to figure out the different career paths to follow before deciding to
choose their careers.
Parents. This study helps them understand the factors that influence their child's
career choices, gain insight into their child's interests, values, and preferences. This also helps
them to give better advice and support when making decisions about their child's future
career.
School Administrator. School administrators are responsible for providing
instructional leadership, developing, implementing, and evaluating school systems and
policies; thus, this study encourages them to improve the performance of the school in
educating students especially on choosing a career path.
Future Researchers. This study serves as a reference for those who will be
conducting research related to this topic.
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Scope and Delimitation
The scope of this research is to examine the various factors that influence students’
career choices such as personal interests, academic background, family, social and economic
factors, and the study does not address the factors impeding students’ decision-making.
This study is restricted to Grade 12 Accountancy, Business and Management (ABM)
students enrolled in Callang National High School and the research findings may not apply to
other grade levels or academic streams. The sample size is limited to a certain number of
respondents and the research process will be conducted for a limited period. Moreover, the
research does not guarantee that the above factors are the only ones influencing the career
choices of Grade 12 ABM students.
Definition of Terms
To better understand the study, the following terms are operationally and conceptually
defined:
Career. It is a chosen occupation or profession that a person wishes to pursue as their
primary source of income and personal growth.
Accountancy, Business and Management (ABM). It is a strand in senior high
school majoring in Accounting, Economics, and Management.
Influence. It is the power or ability to influence a person’s behavior, thoughts, or
decision.
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Personal Factors. These are factors that influence the career choice of the students
which include individual traits, characteristics, beliefs, values, and experiences that may
influence an individual’s career choice.
Environmental Factors. These are external factors that influence the career choice of
the students, which include social, cultural, economic, and political condition.
Non-Related Course. These are courses that are not related to the taken strand in the
Senior High School curriculum.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study is designed to the perceptions of Grade 12 ABM students on taking non-
related courses. To facilitate the more comprehensive details of this grounded theory
approach, below are the related literature and studies.
The Perceptions of grade 12 ABM students on taking non-related courses
In the conducted qualitative interview of Ma et al (2021) resulted reasons why
students chose their course is classified as personal interest; most of their participants chose
their course which is aligned to their interest. Similarly to the three participants on the
interview of Bernal (2021), Andrea Andres a former Accountancy, Business and
Management student chose Bachelor of Science in Holistic Nutrition with Culinary Arts
program because it is related to her interest, photography; Chrystel Darbin a former ABM
student as well, chose Bachelor of Arts in Communication Arts because her passion of
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literature ignited more; and Sophia Eslabon a former Humanities and Social Sciences student
who chose Bachelor of Science in Business Administration - Marketing Management because
of her dream to have a business.
Cost Avoidance is also included as one of the reasons why students chose their career
(Ma et al, 2021). One of the reason pointed out, that some students preferred to complete the
course with as little time and effort as attainable; Even though courses are fascinating, other
students do not prefer heavy homeworks and rigorous instructors; and other student answered
they favored courses they were good at, so that she/he can give her/his full efforts and
potentials.
Family and parental influences, teachers and mentors’ guidance, and media’s
influences were classified as influences of social and culture on career choices (Chron, 2022,
2021, 2020). Parents are the most influential people in a child's life, shaping their ideas about
work ethics, values and money. Teachers also shape world views, as they counsel students on
how to think and form the construct for what the young person comes to believe as "correct"
in the world. The most important details are that mentors guide the way, the media's influence
can shape how young people perceive the world, and the media can help expose people to
global political and social events, people with different incomes, and personal resources. All
of these factors can lead to successful careers in law, teaching English, and nonprofit work.
According to Mandal (2016), Career Development is the lifelong process of managing
learning, work, leisure, and transitions in order to move toward a personally determined and
evolving preferred future. career development is the lifelong process of managing progression
in learning and work (Watts, 2016, p.1). It is clear that some people build their careers in a
systematic way, carefully considering their options and making an informed choice. Equally,
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many people build their careers their own way – seizing opportunities, taking chances and
profiting from ‘chance’ and serendipity.
Here are three well-known career development theories. First is the Social Cognitive
Career Theory. According to Lent, R. W., Brown, S. D., & Hackett, G. (2013), Social
Cognitive Career Theory emphasizes the role of self-efficacy beliefs, outcome expectations,
and personal goals in career development. It posits that individuals' career choices and actions
are influenced by their self-perceptions, social interactions, and contextual factors. This
theory identifies the factors that interplay when a student chooses a certain track and
progresses on the chosen career path. Moreover, it provides a framework on using social
cognitive processes to explain success and failure, academic outcomes, and career outcomes.
Second, Planned Happenstance Theory by Mitchell, K. E., Levin, A. S., & Krumboltz, J. D.
(2013), his theory suggests that unplanned events and chance opportunities play a significant
role in career development. It encourages individuals to be open to new experiences, build
networks, and take advantage of unexpected opportunities. Lastly, Integrative Life Planning
z(ILP) Model, this theory focuses on holistic career development and life planning. It
considers various life domains, including work, relationships, leisure, and personal
development, and encourages individuals to align their career choices with their values,
interests, and life goals (Savickas, M. L. 2019).
The influence of family in career choice
Family can influence students in career choice in various ways: (a) Values and
Beliefs, families often instill values and beliefs in their children that shape their career
aspirations. For example, parents who value higher education may encourage their children to
pursue careers that require a college degree; (b) Exposure to Career Fields, exposure to
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certain career fields through family members who work in those fields can positively
influence career choices. These experiences can enable students to acquire knowledge of
different careers, understand what the job entails, and the skills needed to flourish in that
field; (c) Financial Security, the financial stability of a family plays an essential role in career
choices. Students may choose a career based on the family’s financial needs and
expectations, e.g., choosing a well-paying job to support the family; (d) Parental Influence,
parents can influence their children's career choices by offering insight, guidance, and
support. Parents may steer their children towards professions they deem ideal or suitable for
their child; and lastly (e) Expectations, some families have expectations for their children to
assume a certain career as part of a family tradition or legacy. For instance, a family of
doctors may nudge their child to pursue medicine as a career.
Among the 262 Senior High School students in La- Consolacion College, Santorce
(2019) concluded that family influence plays a significant role in shaping students' career
choices, factors such as parental education, careers, encouragement, and advice are crucial in
the decision-making process. With the 413 Senior High School students of Cebu City
Division, the study of Chopitea (2022) added that mothers also have a stronger influence on
their children's career choices. The important role of mothers in assisting their children in
making life-changing decisions is highlighted. Chopitea (2022) also added that Filipinos and
Cebuanos tend to prioritize their parents' opinions over their friends. Uleanya et al (2021)
suggests that inclusive of parents should be informed on the need to guide students in making
informed career choices.
The influence of personality, ability and intellectual capability in career choice
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Personality may heavily influence career choice as individuals with certain traits may
be more inclined towards certain careers that align with their values, interests, and abilities.
For instance, extroverted individuals may gravitate towards jobs that involve interaction with
people, while introverted individuals may prefer careers that allow them to work
independently. In terms of ability and intellectual capacity, individuals may choose careers
that align with their strengths and competencies.
Among the 262 Senior High School students of Lipa City Colleges, Bautista et al
(2018) found that senior high school students from Lipa City Colleges during the academic
year 2017-2018 can achieve career success by selecting a course that matches their intellect,
personality, and abilities. Furthermore, Bautista et al (2018) emphasized that students must
understand the essential components to consider when choosing a course. Bautista et al
(2018) concluded on their study that: Students can achieve their career goals by selecting a
suitable course that matches their personality, ability, and intellectual capability. It is
essential to take into account the significant factors which play a crucial role in choosing a
course. Additionally, with the 231 Senior High School students of Philippine Investment
Management- Cagayan de Oro College (PHINMA- Cagayan de Oro College), Quino (2022)
the high demand for jobs makes students select careers that match their abilities and require
their labor, confident in the face of the country's rising unemployment rate.
Additionally, based on the responses of three participants in the article of Bernal
(2021) in her conducted interview, change in passion has also significance on influencing the
career decision making.
Among the 738 students from a total enrolment of 3,444 in the study of Mckenzie &
Bennett (2022) resulted that studying on Information Technology is driven by an intensive
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interest in the subject rather than external incentives like money or job stability.
The influence of job opportunities in career choice
Motivational factors like social circumstances, past knowledge, perceptions, and job
opportunities also influence Australia’s IT graduates’ decisions to major in IT. (Mckenzie &
Bennett, 2022.) However, many students choose their major without considering potential job
paths, resulting in a lack of support and a lack of career identity.
Bautista et al (2021) added that the perceptions of the SHS student-respondents on
factors that affect their career track had a significant difference concerning job opportunities.
The influence of peer in career choice
Peer influence can arise from various factors, such as shared interests, social norms,
self-esteem, and cultural background. Peers can influence an individual's perception of
different career options, and they can also provide valuable information about various career
paths. In some cases, peer influence can also lead to a shift in career goals or a change in
academic focus. Therefore, it is important for students to network with peers and seek
guidance from professionals to make informed decisions about their careers.
Santorce (2019) and Bernal (2021) found that peers can influence students' career
choices. Bernal (2021) added that people on their courses have helped them realizing their
passions and made them feel comfortable on the courses they took. Additionally, students
often share their dreams with their peers, which can affect their decisions. However, students
can also independently choose their SHS course, regardless of their peers' opinions. (Quino,
2022).
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However, Chopitea (2022) found peer influence was not significant. Filipinos and
Cebuanos tend to prioritize their parents' opinions over their friends'.
The influence of financial status in career choice
Financial stability of a family also plays an essential role in career choices. Students
may choose a career based on the family’s financial needs and expectations, e.g., choosing a
well-paying job to support the family.
Financial aid, educational quality, tuition affordability, and environment and culture
are important factors for students when deciding to enroll in college (Quino, 2022). Morever,
Quino (2022) suggests that young adults need to make their own career choices and strive for
self-sufficiency, although parents should supervise them. Financial difficulties can be
overcome through scholarships.
Synthesis
The students' individual interests, goals, values, and preferences, as well as external
factors like family background, societal influences, and available resources have influential
roles in the career decision- making. The study will help uncover insights into why students
choose specific career paths, giving educators and policymakers guidance on how to design
programs that match students' career aspirations.
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Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the method of research to be used, the selection and description of
respondents, the data gathering tools, the procedure of the researcher in the conduct of the
study, and the analysis of data.
Research Design
This study is a qualitative type of research. It will utilize grounded theory approach
which seeks to understand the career choice of grade 12 ABM students on taking non-related
course, then to develop theories or concepts based on the data that will be gathered.
Participants of the Study and Sampling Technique
The participants of this study will consist of 15 Grade 12 ABM students who will take
courses which are not related to their strand. This study will use purposive sampling because
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the participants are based on the criteria.
Instruments of Data Collection
1. Video and voice recorder. These instruments will be used to record the responses of
the participants in the interview which are very helpful in transcribing the data.
2. Interview guide. It acts as a list of the key questions to be asked to the participants.
3. Focus group discussion The instrument in data collection by gathering students with
similar background and conduct discussion. The researchers serve as a group
facilitator.
Data Gathering Procedure
1. The researchers' interview guide will be validated.
2. To determine whether the participants are available for the interview, the researchers
schedule a time and day.
3. Once the interview guide is validated and approved, the researchers will visit the
participants.
4. The smooth flow of the interview will be made possible through the researchers'
explanation of the details.
5. The researchers will record each participant’s responses to questions.
6. The researchers will transcribe the recording.
7. The researchers will also conduct focus group discussion to gather additional information
needed in the study.
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8. The researchers will return to the participants for approval of the transcripts.
9. The approved interview transcripts will be collated by the researchers ready for analysis.
Data Analysis
The collected data will be analyzed following the steps below.
1. Reading of the transcripts -Reading the transcript by replaying the audio and video
recordings from the participants
2. Open coding- analyzing the data by breaking it down.
3. Axial coding- finding the relationships between the codes, grouping them in categories
and sub-categories.
4. Selective coding- identifying the core category or the main theme.
5. Analyze segments- the work that goes into ultimately identifying specific segments of the
participants and developing the most effective ways to communicate and engage with
people within specific segments.
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References
Bautista, G. A. M., (2018) FACTORS AFFECTING CAREER TRACK PREFERENCES
SENIOR HIGH SCHOOL STUDENTS OF LIPA CITY COLLEGES (LCC)
ACADEMIC YEAR 2017-2018 Philippine EJournals| FACTORS AFFECTING
CAREER TRACK pPREFERENCES OF SENIOR HIGH SCHOOL STUDENTS OF
LIPA CITY COLLEGES (LCC) ACADEMIC YEAR 2017-2018
Bernal, M. J. (2021) College Students on Taking Up a Course Unrelated to Their SHS
Strand: ‘It felt like home’ College Students on Taking Up a Course Unrelated to their
SHS Strand: ‘It felt like home’ (candymag.com)
Birt, J. (2023). Career Development Theory; Definition and Introduction.
https://www.indeed.com/career-advice/career-development/career-development-
theory#:~:text=What%20is%20career%20development%20theory,to%20attain%20a
%20promising%20trajectory.
Chopitea, A. A. (2022). Determinants Influencing Career Choices of Senior High School
Students of Cebu City Division. International Journal of Recent Advances in
Multidisciplinary Topics, 3(7), 55–59. Retrieved from
https://journal.ijramt.com/index.php/ijramt/article/view/2265
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Lent, R. W., Brown, S. D., & Hackett, G. (2013). Social cognitive career theory. In S. D.
Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and
research to work (2nd ed., pp. 142-189). Wiley.
Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (2013). Planned happenstance: Constructing
unexpected career opportunities. Journal of Counseling & Development, 91(1), 47-55
Noemi F. Formaran, Ed.D, Bambalan, J., Barles, G., Caraig, A., Recel, R., Aporto, E., De
Ocampo, J., Lardizabal, E. and Racela, N., From Strand mismatch to academic patch:
a phenomenological study of filipino college students with strand mismatch.
International Journal of Current Research. https://www.journalcra.com/article/strand-
mismatch-academic-patch-phenomenological-study-filipino-college-students-strand
Quiño, J. B. (2022). Factors Influencing the Career Preference of Senior High School
Students during Pandemic International Journal of Arts and Social Science
https://www.ijassjournal.com/2022/V5I3/414665426.pdf
Santorce, M. J. (2019) Factors Affecting Career Choices Among ABM Senior High School
Students In A Catholic College
https://www.scribd.com/document/474389734/FACTORS-AFFECTING-CAREER-
CHOICES-AMONG-ABM-SENIOR-HIGH-SCHOOL-STUDENTS-IN-A-
CATHOLIC-COLLEGE?
fbclid=IwAR2g0BOVjIYpxpfX6oqZRsjnxOu3XCf0lF8vdvTgJzk_jKgruNxGi9sFSz
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Savickas, M. L. (2019). Integrative life planning. Journal of Vocational Behavior, 110, 371-
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Uleanya, C. (2021) Significance of Proficient Communication on Career Choice among First
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Watts, A.G. (2016) Why Career Development Matters . Available
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INTERVIEW GUIDE
Good day! I am a researcher at Callang National High School. We are conducting a
research study titled: Understanding the Career Choices of Grade 12 ABM Students
on Taking Non-Related Couse.
We are doing this study to find out the career choices of Grade 12 ABM
students on taking non-related course. For this interview, we will be asking you
questions about you career choice. We promise that all the information that will be
gathered in this study will be held confidential which means it will be kept safe.
Everything you will say will only be used for our research purposes. Furthermore, we
promise that we will not use your name in our research study and other identifying
information about you.
Personal Interview:
1. What course are you going to take in college?
2. Why did you choose this career choice?
(Possible answers, related to environment, opportunity, and personality)
3. What motivates you to pursue this career in college?
4. What are the hindrances or challenges in choosing your career path?
5. Do you see yourself successful at your chosen career?
Thank you for your cooperation and can we contact you again if we have further
questions or clarification? (Maraming salamat po sa inyong oras at kooperasyon, at
maari po ba naming kayong kontakin kapag may dagdag pa po kaming katanungan o
may gusto kaming linawin?
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