Republic of the Philippines

WORLD CITI COLLEGES-GUIMBA CAMPUS

Provincial Road, Saranay District, Guimba, Nueva Ecija,
Philippines

IMPACT OF CAREER GUIDANCE IN COLLEGE COURSE SELECTION: A

COMPARATIVE ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS AT
WORLD CITI COLLEGES GUIMBA

A Research Paper

Presented and Submitted to

Faculty of Basic Education

World Citi Colleges Guimba Campus

In Partial Fulfillment

of the Requirements in Practical Research II

By:

Cabralda, Ishirra Micca.

De Leon, Teejay D.

Delos Reyes, Mark Jay D.

Ferrer, Christian Kyle J.

Formentera, Cindy Rose V.

Francisco, Andrea Mae D.

Galapon, Peter Niel D.

Researchers

December, 2024
 TABLE OF CONTENTS

CHAPTER I: THE PROBLEM AND ITS SETTING 2

Background of the Study 3

Statement of the Problem 6

Significance of the Study: 7

Scope and Delimitation 8

Theoretical Framework 9

Research Paradigm 12

Definition of Terms 12

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 14

Review of Related International Literature 14

Review of Related Local Literature 21

Review of Related Local Studies 33

CHAPTER III: RESEARCH METHODOLOGY 40

Methodology 40

Research Design 40

Locale 41

Ethics 42

Sampling Procedure 43

Data Gathering Procedure: 44

REFERENCES: 46
 CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Career Guidance is a seminar where people will learn

about choosing careers or jobs that suit your interests,

attitude, and abilities. It can enable students to be

more confident and empowered to make decisions. This

research wants to know the impact of career guidance to

the college selection process among senior high school

students (Pauline Musset, 2018). It aims to identify the

what shapes students' preferences and decisions regarding

their choice of college.

In another article done by Mentoria (2022) titled

“Confused about Career Options? Here’s Why You NEED

Career Guidance” Career guidance helps students make

informed decisions about their college courses, prevents

them from pursuing courses that do not align with their

interests or skills, and generally increases their

motivation and engagement in their studies. It helps

students understand their strengths, interests, and

career options, giving them a clearer sense of direction

and insights into various fields and industries, the

results might reveal that senior students who go through

a detailed program on career development have better

prospects of the college of their choice, more so in a

field of study, careers that suits their abilities and

interests as opposed to those who never undergo a program

on career development

Republic Act 11206 of 2019 titled “An Act

Establishing a Career Guidance and Counseling Program”

states that career guidance and counseling programs are

institutionalized to provide proper direction in pursuing

subsequent college education. Also, career guidance could

provide confidence among the students on what they want

in their future (Mhlanga 2011). Young people tend to

respond to questions about their dream profession by

symbolizing their vision and extraordinary aspirations

for adulthood (Howard & Walsh, 2011).

Arvin Flores (2023), determined in his study titled

“Effect of Senior High School Career Guidance Program on

the Preferences of the Students” that there is a

significant difference in the career preference of the

learners after the Career Guidance Program (CGP). Factors

affecting the preferences of the students were also

determined. Results showed that there is a significant

effect on the career preference of the learners in terms

of choice of school and track. The main contributing

factor in the preference of the student is their parents’

choice.

In addition, a study done by Michael William V. Puna

Iii, EdD (2024) titled “Choosing the right College

Courses Through Guidance Program” (CGP) “Modules and Work

Immersion” (WI) in 2023. The Career Guidance Program

(CGP) Modules and Work Immersion (WI) were found to

provide help in choosing college courses for Grade 12

STEM students. This is reflected in the significant

learnings of the respondents. It is also visible in the

identified help or assistance that they rendered to the

respondents.

These findings are important to investigate the

effects of career guidance on choosing preferred college

courses among senior high school students at World Citi

Colleges Guimba. As career guidance has a great impact on

choosing a college course, implementing this would help

the students to have deeper knowledge about their

preferred college course. However, the given study

mentioned primarily focuses on students who have

undergone career guidance, without offering a comparison

to those who have not received such support. This lack of

comparison presents a gap, as it is unclear how the

absence of career guidance impacts decision-making for

college courses. Investigating this contrast could yield

valuable insights into the overall effectiveness of

career guidance programs.

Statement of the Problem

This study focuses on examining the impact of career

guidance in college course selection

Specifically, this study aims to answer the

following questions:

1. What is the demographic profile of the respondents

in terms of;

1.1 sex;

1.2 age; and

1.3 grade level?

2. Have they undergone career guidance?

3. Are there differences in the decision-making

process between students who have received career

guidance and those who have not?

4. What are the external factors that shape their

preference?
Significance of the Study:

This research would be beneficial to the student in

choosing their college courses and to know if career

guidance has a great on choosing a college course.

Additionally, the following can also benefit:

DepEd: This study aligns with the Department of

Education's (DepEd) vision of providing students with

quality education and relevant career guidance.

Career Counselors: The implications will guide how the

career guidance programs ought to be transformed with

sensitive attention to each student and individual based

on his or her needs.

For Future Curriculum: It may help people to adjust and

keep up with the pace of different lessons as they move

to college.

Future Researchers: This study will benefit those

researchers who want to study the career guidance topic.

Parents and Guardians: They will better understand how

well different careers affect the options of choices

their children make and will be able to offer the

appropriate support.

Students: This study will benefit them in having an idea

about how career guidance affects their chosen career.

Scope and Delimitation

The study will be at World Citi Colleges Guimba,

Branch. The study focuses on the impact of the of Career

Guidance on choosing preferred College Courses among

Senior High School students in both 11th and 12th grade to

determine if students who have undergone career guidance

make their decision easier than those who have not.

In line with this is Sustainable Development Goal

(SDG) number 4: Quality Education. The study focuses on

ensuring quality education and promoting learning

opportunities. Career guidance programs, as discussed in

the research, can help students make informed decisions

about their academic and career paths, which directly

supports the goal of providing quality education that

would align with students' interests, skills, and

aspirations.
Theoretical Framework

This provides a structure for understanding key

concepts and their relationships, guiding the development

on the research questions.

Narrative Career Counselling Theory

Narrative career counseling emphasizes subjectivity

and meaning. It aims to facilitate self-reflection and

elaboration of self-concepts toward an enhanced self-

understanding that is subjectively and contextually

truthful (Peter McIlveen & Wendy Patton, 2007). Narrative

Career Counselling entails a collaborative process in

which the client is supported in creating an open-ended

personal story that holistically accounts for the

participants life and career, and enables the person to

make meaningfully informed career decisions and actions.

The conversation is prefaced by the counselor suggesting

that discovering a career direction or making a career

decision is so important that a lot of personal aspects

need to be taken into account; as opposed to making a

decision based upon interests alone. For example, having

strong mathematical ability does not necessarily indicate

taking a major in physics or accounting at university.

 In summary, Narrative Career Counseling is vital to

this research because the researchers can effectively

examine how the personal stories and reflections of

students influence their college course preferences,

particularly in the context of career guidance.

Holland’s Theory of Vocational Types

The theory was developed to understand and predict

the individual's choice including fields of study,

occupations, or jobs (Holland, 1997). The theoretical

foundation of this study was grounded within Holland's

theory of vocational personalities and environment. It is

one of the most widely researched and applied theories of

career development revealed personalities and

occupational environments can be classified into six

different categories, including: Realistic(R),

Investigative (I), Artistic (A), Social (S), Enterprising

(E), and Conventional (C). As such, individuals often

search for an environment in which to express their

interest, abilities, and values (Holland, 1985), and the

work environments can be classified by their “resemblance

to a combination of the RIASEC types” (Nauta, 2010, p.

11). The theoretical foundation of this study was

grounded within Holland’s theory of Vocational Types.

John Holland’s theory of vocational personalities and

environments are considered as one of the most effective

career development models to date (Gottfredson &

Johnston, 2009)

Holland’s Theory is utilized in this research

because it has been proposed that people tend to look for

jobs that align with their personality and hobbies thus

showcasing the need to be informed to make a decision in

life.

Research Paradigm

Figure 1: Research Paradigm

The research paradigm shows the flow of information.

In input, the impact of career guidance is questioned

along with the statement of the problem. Moreover, in

the process, the assessment of career guidance and

comparative analysis of student’s preferences will be

carried out the to allow an exploration of students'

experiences in understanding how career guidance

influences their choices.

Definition of Terms

The following terminologies refer to the detailed

explanation of a key or important term used in this

study.

Absence: This refers to the lack of something.

Career Guidance: This refers to an orientation for

students to guide them on their chosen careers.

College course: Refers to a course taught in a college or

university.

Comparison: This refers to an assessment of the

similarities or differences between two objects or

individuals.

Education: This refers to the process of receiving

knowledge through instructions.

External Factors: This refers to the forces that come

from outside a system and may have an effect.

Option: Refers to a thing that requires decision-making

Seminar: This refers to an event where people gather

together to exchange information and ideas and to

exercise their communication skills.

 CHAPTER II

Review of Related Literature

This chapter presents a review of existing

literature and studies that are relevant to understanding

how career guidance impact the decision-making process of

senior high school students when selecting their

preferred college courses.

Review of Related International Literature

An article written by the Indeed Editorial Team

(2024) titled “What is career guidance?(And who can

benefit from it) states that career guidance is essential

for individuals seeking to improve their career

opportunities, job search strategies, and motivation. It

can be beneficial for mid-level career workers, job

seekers, those considering changing careers, people who

have lost jobs, and those who need motivation. Career

counselors can help identify skills that can be

transferred to other roles, review job descriptions, and

help identify necessary education, certification, or

skills. They can also assist those who have lost jobs in

managing their financial situation while searching for

new jobs. Career guidance programs can be found in

various locations, such as high schools, universities,

human services organizations, community centers, job

fairs, and correctional facilities. These programs can

help students identify career paths, identify internships

or entry-level positions, and advise on navigating life

after college.

In a journal article by Parul Gupta (2024) titled

"Career Counseling for Students: Guidance for Choosing

the Right College" published at Global Career Counselor

Certification states that career counseling helps

students make well-informed college decisions by ensuring

that their choices align with their academic and

professional objectives and addressing any doubts or

concerns they may have. With the provision of tools,

support services, and guidance in overcoming obstacles

and guaranteeing a seamless transition, career counseling

helps students adjust to college life.

Additionally, a article authored by Muh Farozin, et

al (2020) titled “The Role of Guidance and Counseling in

Character Education” published in Atlantis Press

Character education is now a necessity for students.

Student character education through guidance and

counseling services can be done through two strategies,

namely through basic services and responsive services.

Basic services are services provided to all students to

achieve an optimal self-development process through

activities that prepare for classically structured

experiences or groups that are systematically presented.

Basic services are designed to internalize and develop

character values in students and can help prevent

behaviors that deviate from character values. Guidance

and counseling teachers are required to be creative in

designing innovative and diverse basic services.

In a article written by Zehra Keshf, et al (2021)

titled “From Traditional Career Services to Intelligent

Systems for Career Guidance: A Study of Career Services

Diversity in Higher Education Institutions” This explored

several CGC needs identified by undergraduate students of

Pakistan, primarily a developing country. Students feel

the need to have self-awareness, a clear sense of

direction, the ability to make informed decisions,

appropriate awareness and information, better emotional

management, practical opportunities in addition to

theoretical education. Many CGC services can also be

found in universities to fulfill the needs. The current

study has important implications for the students and

CSPs of developing nations. They should be proactive and

committed to seeking and offering appropriate services,

respectively. Career needs should be understood while

crafting, planning, executing, and advancing their

services accordingly. Assessment of these needs,

provision of relevant services, and necessary utilization

can lead to positive outcomes for undergraduates and

service providers.

In an journal article done by Joshua-Luther Ndoye

Upoalkpajor (2020) titled “Career Guidance and Its

Implications for Students’ Career Choices: The Case of

Public Senior High Schools in Ghana” he stated that as As

an individual goes through Senior High School education,

s/he encounters situations which require them to take

appropriate educational, vocational and social decisions.

This highlights the need for guidance and counselling

services in learning institutions. Its importance cannot

be overstated. Research has shown that young people think

about careers within the context of life more than in

terms of qualifications and training. This study explored

the knowledge of senior high school students in the Agona

East district, about career counselling and how career

guidance has been of benefit to them. The qualitative

approach of descriptive survey using the purposive

sampling technique was adopted. The data gathered was

analysed using two main themes consisting of several sub-

themes. The findings also revealed that career

counselling helps students to link what they learn to

their interests, capacities, aspirations, and match these

with existing opportunities. Going forward, the study

recommends that schools assist students to identify their

interests and make them aware of the importance of

academic qualifications in making career choices.

Furthermore in a journal article done by Radhika

Kapur (2018) titled “Career Guidance and Student

Counseling”. Career guidance and student counseling are

crucial aspects of any educational institution. They

involve a conversation between an expert in their field,

who has the necessary skills, knowledge, and information

about job opportunities and prospects. The counselor must

communicate effectively with the person seeking guidance,

while the student or job seeker must possess effective

communication skills, a pleasant personality, an

approachable nature, and an amiable attitude. The goal is

to alleviate their concerns, provide employment

opportunities, and help them achieve contentment in their

chosen career.

Moreover, a journal article done by Yuwono,et al

(2017) titled “The Effect of Guidance and Counseling

Programs on the Learning Processes of Visually Impaired

High School Students” Guidance and counseling programs

aim to lead and guide students by assisting them to

achieve developmental tasks. This study investigated the

role and effect of a guidance and counseling program on

the learning processes of visually impaired students in

an inclusive educational setting. The study also

investigated the implementation of the principles and

services of the program for such students In line with

the characteristics of the investigated challenges, this

study used both quantitative and qualitative approaches.

The results of this study showed various problems in the

learning processes of visually impaired students. To

solve these problems, both teachers and counselors

provided guidance and counseling to help students in

their learning process. The programs also encouraged

students to enter university by helping them develop

self-confidence.

Lastly, a article written by Robert W. Lent, et al

puslished on sciencedirect on 2017 titled “Sources of

self-efficacy and outcome expectations for career

exploration and decision-making: A test of the social

cognitive model of career self-management” The

researchers assessed the primary experiential sources of

self-efficacy and outcome expectations relative to career

exploration and decision-making activities. These sources

included personal mastery, verbal persuasion, vicarious

learning, and affect (both positive and negative)

experienced in relation to career exploration and

decision-making. As a set, the source variables accounted

for a larger portion of the variance in self-efficacy

than outcome expectations, with much of their relation to

outcome expectations being mediated by self-efficacy.

Good support was also found for a path model including

the source variables in the prediction of career

exploration goals and level of career decidedness. Though

the sources were generally linked to goals indirectly,

mastery and positive affect both produced significant

direct paths to level of decidedness. The findings are

interpreted in light of social cognitive career theory

and their implications for further research and practice

are discussed.

Review of Related Local Literature

In a journal Article done by Rosemarly D. Macario,

et al (2023). Titled “A Holistic Approach to Boosting the

Effectiveness of Guidance and Counseling in Philippine

Public Schools: Procedural Guidelines” in Excellencia:

International Multi-disciplinary Journal of Education in

volume 1, issue no.6. The study has offered a exploration

into the state of guidance and counseling in the

Philippines, with a specific focus on procedures

for vitalizing its function in public schools. The

multifaceted findings derived from historical

evolution, challenges, impact on student well-being,

and global perspectives collectively contribute to a

nuanced understanding of the current landscape of

counseling services within the Philippine The study's

exploration of the impact of guidance and

counseling on student well-being highlights the

transformative potential of counseling services.

Acknowledging the positive correlation between

effective counseling and student well-being emphasizes

the holistic nature of education, recognizing that

mental and emotional health are integral components

of academic success.educational context.

Additionally, a journal article done by Patrick

Raymund James M. Garcia, et al (2015). Titled “Career

optimism: The roles of contextual support and career

decision-making self-efficacy” published on Journal of

Vocational Behavior volume 88, pages 10-18. The study

stated that Drawing from the social cognitive theory, the

researchers examined the role of parental support,

teacher support, and career decision-making self-efficacy

as sources of career optimism. The researchers tested

their proposed model using 235 computer science majors

from a large university in the Philippines. Surveys were

conducted over two measurement periods (1 year apart).

Results revealed that Time 1 parental and teacher support

were positively associated with Time 2 career optimism.

Furthermore, we found that these direct relationships

were fully mediated by Time 1 career decision-making

self-efficacy. These results remained significant even

after controlling for neuroticism and past performance.

Theoretical and practical implications are discussed.

Thus showcasing that there is a positive relationship

between the variables.

Moreover, a article written by Juvy-May Pendon

(2023) titled “Transitional Challenges in the Senior High

School Program in Selected Public Secondary Schools in

Rizal” on Phillipine E-Journals. It assessed transitional

challenges in the senior high school program in selected

public secondary schools in Rizal, Philippines. The

respondents were mostly female teachers aged 31 and

above, with most pursuing graduate education and over 15

years of teaching experience. The study found no

significant difference in perceptions of these challenges

based on age, sex, educational attainment, or length of

service. The study concluded that maturity, experience,

and educational background contribute to teachers' views

on transitional challenges. It recommended continuous

support from school administrators and teachers,

professional training, and a proposed action plan for

implementation.
 In addition a book printed online made by Dr. Nancy

T. Pascual titled “Factors Affecting High School

Students’ Career Preference: A Basis for Career Planning

Program” on International Journal of Sciences: Basic and

Applied Research (IJSBAR) in 2014 Volume 16, No 1, pp 1-

14. It examines factors affecting fourth-year high school

students' career preferences at the University of Rizal

System' Laboratory School in Morong Rizal. Factors such

as availability of work after college, academic

achievement, and elective grades were considered. Results

showed that students' preferred course is primarily based

on work availability and scientific-related field

courses, with the least preferred being agricultural

courses. The study also found that students' preferred

course is related to their BOPI results and their

father's occupation. Other factors like mother's

occupation, monthly family income, sibling position, and

third-year general average grades were not related to

their preferred course. The study suggests that proper

guidance in choosing the right college course is crucial

for students' career success.

To add, a article done by Ferdinand Patinio (2024)

titled “Manila senior high school learners to undergo

career guidance” published in Philippine News Agency that

the city government of Manila has launched a career

guidance program for Grade 11 and 12 students. The

program will cover students from a total of 27 schools

and will be a whole-day affair. The project is being

conducted in coordination with the Department of Labor

and Employment, Division of City Schools of Manila. The

PESO head Fernan Bermejo said at least 500 students

already benefited during an initial career guidance

orientation held at the Raja Soliman Science and

Technology High School.

In another article done by Julie T. Maestrado, et

al(2024) titled “Career Guidance Advocacy Program and The

Grade 10 Completers’ Career Choice” published on a

website called “International Journal of

Multidisciplinary: Applied Business and Education

Research”. Their study was conducted in 60 public

secondary schools in Bohol they found that school

counselors/designates through career guidance advocacy

activities play a vital role in student readiness for

related career decisions. However, the extent of

implementation of the program and its relation to actual

career choice of Senior High School students was

determined through a descriptive correlational research

design. Educational qualification, job description, years

of experience, lack of training and resources, and time

constraints affected the conduct of career guidance

activities. The test of correlation revealed that the

program did not directly relate with student choices, and

areas for enhancement were put forward.

Additionaly, a article published by Richelle

Maravilla (2019) called “Mga Salik na Nakakaapekto sa

Pagpili ng Track/Strand sa Senior High School ng mga Mag-

aaral Mula sa Baitang 10 ng Mataas na Paaralang Pambansa

ng Paliparang Fernando” on Ascendens Asia Journal of

Multidisciplinary Research Abstracts they stated that In

terms of personal factors, affecting track selection is

having sufficient knowledge of the subjects that are

likely to be offered. On the other hand, the family

factor that affects the choice of track is the financial

aspect. On the other hand, the social factor that affects

track selection is the demand of the track. The

researchers suggested that the school intensify the

Career Guidance Program for pupils. To add to this, it

has also been suggested to invite other schools to offer

scholarships or free education.

Furthermore, a journal article by Gilbert S

Arrieta,et al (2022) titled “Counseling Challenges in the

New Normal : Inputs for Quality Guidance and Counseling

Program” published on e-journal.unipma stated that

education is a holistic approach, the mental and

emotional well-being of the students must also be given

significant attention. Counseling, a strong support in

the welfare of the students, is needed to address the

different concerns of the students. It found out that

mental health issues, feeling of isolation, voluminous

requirements and unstable internet connection were the

concerns of the students. In addressing them, they

provided individual and group counseling, communicated

with the parents, collaborated more closely with the

class advisers, teachers, and academic heads,

strengthened the homeroom and guidance period, and held

mental health activities. From the experiences, their

realizations and new gained insights will be used as

bases in enhancing the guidance and counseling program

for school year 2021-2022.

Review of Related International Studies

According to a study by Liridona Jemini Gashi done

(2023) titled “Effectiveness of career guidance workshops

on the career self-efficacy, outcome expectations, and

career goals of adolescents: an intervention study”

Studies consistently show the demand among adolescents

for structured career guidance support programmes. This

study assess the effectiveness of the career guidance

workshop intervention by examining changes in career

self-efficacy, outcome expectations, and career goals

with high school students (aged 16–18 years). Based on a

five-step model including self-awareness, career

exploration, school and career paths, real encounters,

and decision-making, the career guidance workshop

combined lectures, discussions, individual activities,

and pair and group work. Thus, career guidance

intervention is considered a valuable basis to improve

adolescents’ career decision-making skills. Published in

International Journal of Adolescence and Youth.

Additionally, a study done by Meng-Yin Chen (2021)

titled “The Structure of School Career Development

Interventions: A Review and Research Implication for

Taiwanese Comprehensive High School”. This paper

discusses the implementation and taxonomy structure of

career development interventions in Taiwan, a country

experiencing significant social change due to economic

and industrial growth. Career guidance activities aim to

help students explore careers, understand their fit into

diverse workforces, and develop decision-making and

transition skills. School counselors must provide

students with opportunities for career development and

cooperate with other professionals to help them. The

paper also has implications for Comprehensive High School

system reform movements, as Taiwan is in a time of

economic and political transition. Research in this area

can support educational reform, and more studies should

emphasize the structure of career development programs

for effective design and implementation.

In a study done by Arini Nur Ihsanil Kamalia (2023)

titled “The Effectiveness of Career Guidance

Approaches.”. It aims to develop career guidance teaching

panduanes for students, improving understanding and

increasing self-efficacy. The research method used is

research and development. Small group trials were

conducted on two people, and data was collected through

descriptive, qualitative, and quantitative (RnD)

analysis. The results show that the monitoring panduane

of learners' careers in the digital age is suitable for

guidance and counseling services. Validation assessments

from media experts Dr. Bakhrudin All Habsy and Wisnu

Kurniawan, respectively, gave the product a good/good

rating. A small group trial yielded a 95% rating,

indicating its good use. The study suggests continuing

the Borg & Gall development phase for a better product.

A doctoral thesis done by Bergmo-Prvulovic, Ingela

(2015) titled “Social representations of career and

career guidance in the changing world of working life”

The thesis explores the meaning of career as a phenomenon

and its implications for career guidance. The first study

explores the language of European policy documents on

career guidance, revealing that underlying perspectives

on career derive from economic, learning, and political

science perspectives, communicating career as

subordinated to market forces. The second study examines

the receiving side of the ideational message, focusing on

ethical declaration documents for the profession. The

results reveal an implicit shift of emphasis in the

career guidance mission, creating uncertainty regarding

on behalf of whom the guidance counsellor is working. The

third study explores common-sense knowledge of career

among a group influenced by changing working life

conditions, revealing stable social representations of

career that contrast with perspectives dominating on the

structural level. The fourth study explores guidance

counsellors' social representations of their mission and

career, revealing four social representations expressed

in argumentative pairs of opposites. The first pair is

concerned with their professional mission and identity,

while the second is concerned with career. Guidance

counsellors reject the general view of career among

others and regard career in the context of guidance as

something other than the common view.

 In a study done by Vanessa Doddout (2021) titled

"Increasing students’ career readiness through career

guidance: measuring the impact with a validated measure"

it outlines the development of the Career Guidance Rating

Scale (SCRI), a nine-item scale used to measure career

readiness. The scale was developed as part of a large-

scale career guidance intervention and could be useful

for UK schools. The study also emphasizes the importance

of career guidance participation in enhancing young

people's career readiness. The findings support the

effectiveness of career guidance and encourage

policymakers to focus on supporting schools to deliver on

the Gatsby Benchmarks.

In another study done by Juan Chen(2024) titled

“Construction of career planning and employment guidance

system for college Students” The paper examines college

students' career planning and employment guidance systems

using a questionnaire survey of 600 students from 10

provinces and 30 schools. The study found that

professional knowledge, responsibility, optimism, and

social skills are the main advantages for students.

However, only 47% have clear career goals, and the

environment and personal preferences are the most

influential factors. After graduation, 63.72% chose

employment, while 17.14% started their own business and

10.34% went to graduate school. To improve career

planning, colleges should enhance student awareness,

establish a robust planning management system, and

enhance employment competitiveness.(ISHIRRA)

In Addition to a study done by Nargiza Sharapova, et

al (2023). titled “Efficacy of school-based career

guidance interventions: A review of recent research” the

paper aims to examine the impacts of career guidance

interventions on school students’ career-related skills,

knowledge and beliefs by combining relevant empirical

studies conducted in the last 10 years. A random-effects

meta-analytic technique was employed for this purpose.

After screening, electronic databases using pre-defined

eligibility criteria, nine studies involving a total of

1,433 participants were included in the final meta-

analysis. The analysis yielded a weighted mean effect

size of 0.42 (95% confidence interval = 0.19, 0.65; z =

3.61, p < 0.01) which may be construed as a moderate-to-

high effect size with a significant difference between

the treatment and control conditions at post-treatment.

As a result, post-test career-related outcomes in

students who received career guidance were significantly

higher than in non-guidance groups. The results suggest

that career interventions may provide some modest

developmental progression in school-age children and

adolescents particularly through improving learners’

career decidedness and attitudes such as future time

perspective. These findings might have strategic

implications for policy and practice. This paper extends

past research on career guidance effectiveness by

identifying the combined effect size of relevant career

interventions.

Morever in a study done by Roknuzzaman and

SiddikyShahanaz Akter (2022)titled “The students’ career

choice and job preparedness strategies: A social

environmental perspective” published on in Eric Ed Gov

reveals that the public sector is the preferred choice

for students to develop their careers due to its material

benefits such as job prestige, security, and pension

scope. Factors such as family preferences, teachers'

advice, job prestige, remuneration, trainings

significantly influence career decision-making. The study

proposes the SECT theory, which suggests that career

choice and preferences are determined by social,

cultural, and economic forces. However, personal

interests may be constrained by social and cultural

factors like family hardship, job conditions, and

cultural beliefs. The paper suggests that students of

NSTU should undertake career development courses or

trainings as a strategy for job preparedness.

Review of Related Local Studies

A study by Mark Jason Santorce, et al (2019) titled

“Factors affecting career choices among ABM senior high

school students in a catholic college”. The essence of

the study was to establish factors that influence the

choice of career among ABM senior high school students’

career choice. It Revealed that when the students are not

guided in their choice of careers, they do not know what

is good for them or even what they want. Hence, a lack of

career guidance may cause students to make a wrong choice

and enrol for studies they know little or nothing about.

In a study done by Kevin C. Barrera (2024) titled

“Factors Affecting Career Choice Decisions of Selected

Junior High School Students in Calamba City, Philippines:

Input to a Localized Career Guidance Program” The study

aims to identify the factors that influence junior high

school students' career choices, including social,

economic, environmental, personal, and academic factors.

The research found that over half of the respondents are

inclined towards STEM-related degree programs, with

engineering and technology being the top choice. Most

students also prefer state universities and colleges

(SUCs) for free tertiary education after graduation. The

findings provide valuable insights for policy

recommendations to guide junior high school students in

making informed career decisions. Economic factors have

the greatest impact on students' career decisions, so

policymakers should increase financial support for

students in need by providing scholarships, subsidies,

and stipends. Additionally, improving admission to SUCs

is crucial as many students view free tuition as a

stepping stone to access quality education.

In addition to a study done by Marianne Roxas-

Villanueva, et al (2022). titled "Factors Associated with

Career Track Choice of Senior High School Students"

reveals that various factors influence students' career

choices in secondary school (SHS). Sex, age, birth order,

and monthly income have moderate associations with career

track/strand choice. Career orientation activities may

promote undersubscribed SHS tracks, such as sports and

arts and design. School guidance counselors have a low

influence on career choice, so strengthening ties with

students and supporting students with high financial

resources is crucial. The findings may contribute to a

more evidence-based approach to student career choice.

A study done by Paulina P. De Torres (2021) titled

“Assessment of the Effectiveness of Career Counselling

and Extent of Parental Influence: A Basis for Development

Program in Paharang Integrated School” states that the

respondents of a study believe that career counselling is

crucial for helping students make the right choices. They

believe that parents have the right to make decisions for

their children, including career paths, and children must

follow them. However, they believe parents need

counseling to help their children make the right choices.

The majority of respondents believe that parents have a

strong influence on their children's career choices, with

55% making decisions with their parents and 13%

soliciting suggestions. Parents' expectations and

perceptions of vocational fit are key roles in shaping

their children's career choices. The study concludes that

the career counseling program of Paharang Integrated

School is of vital importance in helping students make

career choices. Individual and group counseling by school

guidance counselors and teachers is considered extremely

important. Parents significantly influence their

children's career paths, and the respondents value

whatever their parents tell them. Developmental measures

must be implemented to ensure the career counseling

program can cover both students and parents.

In a study done by Olivia P. Almario (2021) titled

“Factors affecting the career choice decision of shs in

central luzon” The advent of information technology gave

birth to the complexities of career choice among

students. The focus of the study was the determination of

the factors significantly affecting the career choice

decisions of the Senior High School students. The factors

affecting the career choice decision of the Senior High

School students were determined by asking the students to

respond to provided statements on socio-economic profile

as indicators of its sub-categories namely: social,

economic, environmental; and student profile with sub-

categories onpersonal and academic ability. The study

found that economic, environmental, personal, and

academic ability were non-significant factors affecting

career choice decisions of SHS students. Social factors,

however, had a significant influence. The study used SPSS

to analyze data and found that economic factors

moderately influence career choices, while social factors

had a significant impact. The study also found that most

respondents prefer business courses in Accountancy and

Business Management, with 12 courses offered at private

schools.

In another study done by Christine Joy Ilagan and

Merlinda Pesigan (2021) titled “Career Guidance Status

Most of the respondents during their high school years

received career guidance from their teachers. Students

were given the freedom to choose what program they would

be enrolling in college with full sustenance of financial

support from their parents. Students’ interest in their

chosen field drove them to choose their program. The

respondents are determined to finish their chosen

program. The respondents acknowledged the need for career

guidance services in tertiary education, particularly in

career planning. The respondents are looking forward to

establishing a career after they graduate from college.

The researchers recommend to the future researcher the

revision of the Career-Related Profile Survey with the

inclusion of socio-demographic profile items to better

come up with beneficial results that may help in

responding to the needs of the freshmen students

Furthermore, a study done by Malubay, Gia Janine J (2015)

titled “Factors affecting the decision of freshmen

students in pursuing hospitality and tourism programs in

lyceum of the philippines university–laguna: basis for

enhancement” findings reveal that the majority of

respondents are Filipinos aged 17-19, mostly female, with

family incomes of P20,834. The primary factor affecting

freshmen students' decisions to pursue Hospitality and

Tourism programs is economic factors such as stable wages

and in-demand jobs. Age, social factors, nationality, and

economic factors have significant relationships with

freshmen students' decisions, while other variables do

not show any significant relationship. The study also

suggests further research on the topic, highlighting the

importance of understanding demographic profiles and

addressing factors affecting freshmen students'

decisions.

Lastly, a study done by Elmie Lynn V. Lagajino, et

al (2016) titled “Students’ Career Choices: A Guide For

Senior High School Preparation” was conducted to

determine what Senior High School (SHS) track and strands

Adventist University of the Philippines (AUP) should

offer starting school year 2016-2017 based on the career

choices of 160 AUP Academy grades 7 to 9 students. DepEd

mandates four tracks in SHS under the K+12 program,

namely: Academic, Sports, Arts and Design, and Technical-

Vocational (Tech-Voc)- Livelihood tracks. For each track,

specialization strands are offered. Descriptive

statistics were used. Variables on profile, awareness of

track offering and interpersonal, intrinsic and extrinsic

motivation were assessed. Results showed that 98% of the

respondents would proceed to SHS. A total of 49% would

pursue courses under the academic track while 13% would

take sports, 8% will take the arts and design track,

while 3% will take the track on technical-vocational and

livelihood. A total of 95% were planning to still enroll

in AUP for collegiate degrees.

CHAPTER III

RESEARCH METHODOLOGY

This chapter outlines the research process and

methods that will be employed to know the impact of

career guidance on choosing preferred college courses

among senior high school students at World Citi Colleges.

Research Design

This study uses a qualitative research approach to

dig deeper into how career guidance affects senior high

school students' decision-making when it comes to

choosing their college courses. The goal is to better

understand their experiences and how guidance impacts

their choices.

Similar studies back up the use of this method. For

instance, Hend Abdu Alnajjar, et al (2023) titled

“Exploring the effectiveness of the Career Guidance and

Counseling Program on the perceived readiness for the job

market: a lived experience among nursing students”

explored how career counseling programs influenced

nursing students' readiness for the job market. They

relied on interviews to hear firsthand about students'

career decision-making processes. Their findings

highlight the value of qualitative interviews in

understanding the complexities of career choices and how

guidance shapes those paths.

Research Instrument

This study utilizes semi-structured interviews to

gain deeper insights into how career guidance influences

senior high school students' decision-making in selecting

their college courses. This approach balances structured

questions with open-ended discussions, encouraging

participants to share detailed views and reflections.

A relevant study by Jonathan R. Ricks and Jeffrey M.

Warren (2021), titled “Transitioning to College:

Experiences of Successful First-Generation College

Students” exemplifies the effectiveness of this method.

The study used semi-structured interviews to explore the

transition experiences of first-generation college

students, focusing on the role of guidance and advice in

their decision-making. This approach provided a nuanced

understanding of their experiences and motivations,

highlighting the adaptability of semi-structured

interviews in addressing experience-driven topics.

 These findings underscore the utility of semi-

structured interviews in gathering in-depth data,

particularly when exploring themes like career guidance

and its impact on educational choices. By adapting

methodologies from similar studies, this research can

effectively analyze the unique perspectives of senior

high school students.

To make sense of the data gathered in this study,

we’ll use thematic analysis. This means we’ll transcribe

the interviews and look for patterns and recurring ideas

to understand the role career guidance plays in helping

students choose their courses. A study by Maria R.

Fernandes et al. (2021) titled “Exploring factors that

influence students’ career decision making at a South

African University” used this same approach to explore

what factors influence career decisions in South African

students, showing how thematic analysis can uncover key

themes and insights from personal experiences.

By focusing on students' real stories and using this

analytical approach, the study aims to know on how career

guidance impacts their decisions.

Research Locale

The study will be conducted at World Citi Colleges

(WCC)-Guimba Campus located at Provincial Road, Saranay

District, Guimba, Nueva Ecija.

Figure 2: Map of World Citi Colleges, Guimba.

This place was selected for its familiarity with the

researchers and its accessibility to the target

participants.

By conducting at WCC, the researchers can

effectively examine how the personal stories and

reflections of students influence their college course

preferences, particularly in the context of career

guidance.
Research Ethics

The ethical principles followed in this study guide

the researchers in making decisions that lead to positive

outcomes and prevent unjust results. These principles

ensure the integrity of the research process and protect

the rights and well-being of the participants.

Honesty: All participants will be informed without

fabrication about the nature of the research

Human Subjects protection: Consent will be handed out

before the interviews.

Confidentiality: The confidentiality of participants will

be ensured, and pseudonyms will be used in the final

report to protect their identities.

Non-Discrimination: Participants will not be involved in

the unfair or prejudicial treatment of the researchers

based on characteristics such as race, gender, age, or

sexual orientation.

Responsible Publication: The researchers will respect the

privacy and copyright of the participants, and will be

presenting the information accurately and ethically.

Social Responsibility: Participation will be voluntary,

and students will be allowed to withdraw from the study

at any time without any negative consequences.

Sampling Procedure

The participants in this study will be senior high

school students from World Citi Colleges-Guimba,

specifically from grades 11 and 12. To ensure a diverse

range of experiences with career guidance, a simple

random sampling method will be employed to select three

participants from each grade level.

This approach is similar to the method used in a

study by Christine Joy Ilagan (2020), titled “Career

Guidance Status of Freshman Students: Inputs for Career

Development Plan”. In this study, simple random sampling

was used to select high school students, providing a

broad spectrum of experiences regarding career guidance.

The research explored the effects of career guidance on

students' course and career choices by utilizing

qualitative methods such as interviews and focus groups.

By using the same sampling technique, this study

aims to gather diverse perspectives on how career

guidance (or its absence) influences the decision-making

process for college course selection.

Data Gathering Procedure

I: VALIDATION OF II: CONSENT FORM

III: INTERVIEW
QUESTIONNAIRE GIVEN

VI: PRESENTATION OF
V: DATA ANALYZING IV: DATA COLLECTION
DATA

I. Validation of Questionnaire

II. Consent Form Given

III. Interview

IV. Data Collection

V: Data Analyzing

VI: Presentation of Data

First, the questionnaire will be validated by

teachers from World Citi Colleges and the Practical

Research Adviser of the researchers to ensure it aligns

with the study’s objectives of examining the role of

career guidance in college course selection. Feedback

will be used to make necessary adjustments, ensuring

clarity and relevance to the topic.

Then, Participants will receive consent forms

outlining the research purpose, confidentiality, and

their voluntary participation. Their informed consent

will be gathered before proceeding with the interviews.

 Furthermore, interviews will be conducted with

selected senior high school students from World Citi

Colleges Guimba. A semi-structured interview format will

be used, focusing on their experiences with career

guidance and how it influenced their college course

choices.

Moreover, the data collected from the interviews

will be recorded and transcribed. Responses will be

reviewed to ensure that key insights regarding the impact

of career guidance on students’ decisions are captured.

After, the transcribed data will undergo thematic

analysis, comparing responses across participants to

identify common themes, patterns, and differences in how

career guidance affected their college course selection.

Lastly, presentation of data will be organized by

the researchers to visually understand the results

gathered by the researchers.

 CHAPTER VI

PRESENTATION OF DATA, INTERPRETATION OF RESULTS, AND

ANALYSIS

This chapter presentation of data, interpretation of

results, and analysis from the conducted interview.

1) Demographic profile of the respondents

TABLE 1: Sex, Age and Grade Level of the

Respondents.
RESPONDENTS SEX AGE GRADE LEVEL
R1 FEMALE 17 GRADE 12
R2 FEMALE 17 GRADE 12
R3 FEMALE 17 GRADE 12
R4 FEMALE 17 GRADE 11
R5 FEMALE 16 GRADE 11
R6 FEMALE 16 GRADE 11

Table 1.1 shows that all respondents (100%)

identified as female, while none (0%) identified as male.

This indicates that the sample group for this study

consists entirely of female participants, with no male

representation in the respondent pool.

TABLE 1.1 Percentage Distribution of Respondents by

Age
AGE PERCENTAGE TOTAL
15-16 33.33%
17-18 66.67%
TOTAL
 Table 1.3 shows the age distribution of the

respondents. Among the participants, 33.33% are in the

15-16 age range, while 66.67% fall within the 17-18 age

range. In total, the percentages of respondents add up to

100%, indicating that the entire sample is accounted for

by these two age groups.

In another article published on University of

Northen lowa (2024) written by the administration

Adolescents aged 17-18 are at a pivotal stage when it

comes to career decisions, and research shows that they

tend to prioritize career guidance more as they approach

the transition from high school to higher education. This

age group often becomes more focused on career

exploration, given that they are nearing the point of

making significant academic decisions, such as choosing a

college major or vocational path.

TABLE 1.4 Percentage Distribution of Respondents by

Grade Level
GRADE LEVEL FREQUENCY PERCENTAGE
Grade 11 50%
GRADE 12 50&
TOTAL
Table 1.4 shows that the respondents are equally

distributed between Grade 12 and Grade 11, with 50% from

each grade level. Specifically, 50% of the respondents

are in Grade 12, while the remaining 50% are in Grade 11.
This indicates an even representation from both grade

levels in the sample.

In a article done by Pauline Musset (2018) published

on OECD Education and Skills Today titled “A “major”

decision: Guiding your teen’s career exploration before

college” Grade 11 students are beginning to explore

potential career paths but are still at an early stage of

deciding their focus. For Grade 12 students, the urgency

is higher, as they need to make decisions about college

or technical training.

2) Career experience of the respondents.

TABLE 2.Have you undergone career guidance?

RESPONDENTS VERTABIM TRANSLATION MAIN THEMES SUB THEMES

R1 Yes, Yes, I have Experience Acknowledgment

nakapag undergone career with Career Career Guidan

career guidance. Guidance Benefits

guidance na

ako

R2 Ung nag The one who Experience Acknowledgment

salita sa spoke in front? with Career Career Guidan

harap? Oo Yes, I Guidance Benefits

kasali ako participated in

don. that
R3 Oum Yes. (Informal) Experience Participation

with Career Acknowledgment

Guidance Career Guidan

Benefits

R4 Not yet pa Not yet, No Experience Future Involvement

po sir/ma'am. with Career

Guidance

R5 no No No Experience Definitive Response

with Career

Guidance

R6 no No No Experience Definitive Response

with Career

Guidance

TABLE 2. Participants exhibited levels of experience with

career guidance. Some respondents acknowledged having

participated in structured career guidance sessions,

while others noted a lack of exposure.

Respondent 1 expressed having undergone career

guidance, stating, "Yes, nakapag career guidance na ako,"

which reflects direct experience. Similarly, Respondent 2

confirmed participation, mentioning, “Yung nagsalita sa

harap? Oo, kasali ako doon," indicating engagement in a

formal session involving a speaker. Respondent 3’s brief

response, “Oum”, suggests affirmation of participation

but without further elaboration. In contrast, other

participants shared a lack of experience.

 Respondent 4 explicitly mentioned, "Not yet pa po,"

indicating no prior experience with career guidance,

though the use of "not yet" hints at potential openness

to future participation. Respondent 5 and 6 provided a

clear "No," emphasizing the absence of any involvement in

such activities.

Table 2.1: How well-informed are you about your

preferred courses?

RESPONDENT VERBATIM TRANSLATION MAIN THEMES SUB-THEMES

R1 Hindi pa ako I'm not very Limited Reliance on

masyadong well-informed Knowledge about Second-Hand

informed sa about the Preferred Information

courses. May courses yet. Courses

mga narinig I've heard some

akong maganda good things,

daw pero but when it

pagdating sa comes to

information detailed

don. information,

not much
R2 Yes informed Yes, I’m Informed About Reliance on

ako. May alam informed. I Preferred Second-Hand

ako sa gusto know about the Courses Information

kong course. course I want.

Well-informed I’m well-

ako dahil informed

nagbabasa din because I read

ako sa internet about it in the

about don internet.

R3 Halla pano ba Haha, how do I Informed About Self-Directed

HAHHAHAHA basta explain it Courses Learning

alam ko ung HAHHAHAHA, but

gusto ko. I know what I

Informed ako want. I'm

kasi nagbabasa informed

ako sa internet because I read

ganon HAHAAHA about it on the

internet, like

that HAHAAHA.

R4 Siguro, I'm informed Informed About Self-Directed

informed because I’ve Courses Learning

because I’ve already

search na ung searched for

mga posible the possible

outcomes if I outcomes if I

do decided to decide to

like piliin ung choose that

course na yon. course

R5 Siguro if ir- I’d probably Reliance on Self-directed

 rate ko 9/10 rate it 9/10 Online Learning

kasi sa because of the Information and

internet nga internet and my Parental

tas experience parents' Experience.

ng parents ko experiences

R6 Yes informed Yes, I am Parental Guidance

ako, since informed, since Support in

nanjan namnan my parents are Career

po parents ko there to guide Decision-

to guide me. me Making.

Table 3.1 Respondents, such as R1, express a lack of

detailed knowledge about their courses and rely on

second-hand information they have heard from others,

which indicates a more passive approach to gathering

information. On the other hand, respondents like R2, R3,

and R4 show a more proactive approach, mentioning that

they are well-informed because they actively research

their preferred courses online. This demonstrates a

commitment to self-directed learning, as they take the

initiative to explore details about their potential

future studies. Furthermore, R5 and R6 emphasize the role

of parental influence in their decision-making. R5

combines both online research and the experience of their

parents in making informed choices, while R6 places a

stronger emphasis on the guidance and support of their

parents as an essential factor in their career decisions.

Overall, the responses suggest that while some rely on

second-hand information or family experiences, others

take an active role in researching their options to make

well-informed decisions.

While career counseling may provide students with

some guidance, it often does not fully address the

complexity of making informed career choices as evidence

by R1 to R3 who have undergone career guidance. Research

by Fox & Butler (2020) titled “INFLUENCE OF SOCIAL

FACTORS ON COUNSELLING SEEKING BEHAVIOUR OF UNIVERSITY

STUDENTS IN TANZANIA. A CASE STUDY OF THE UNIVERSITY OF

DODOMA” emphasizes that despite receiving counseling,

many students struggle with making well-informed

decisions due to a lack of continuous, personalized

support. The study found that students often rely on

second-hand information, rather than engaging deeply with

detailed, hands-on learning about their career options

like R4 to R6 who have not undergone career guidance.

This reflects how incomplete or insufficient

guidance, even within formal career counseling, can leave

students uncertain about their choices, as they are not

fully equipped with the practical insights necessary to

confidently select a course.

3)Differences in the decision-making process between
students who have received career guidance and those who
have not.

Table 3: Do you believe that the career guidance you

received will positively affect your long-term career

satisfaction? Why or why not?

RESPONDENTS VERBATIM TRANSLATION MAIN THEMES SUB THEMES

R1 Hindi kasi "No, because Early Career Career

bata pa nga even when I decisions guidance

lang kasi was still irrelevancy

ako alam ko young, I

na ung tipo already knew

kong kurso the kind of

kaya parang course I

irrelevant wanted, so

nalang sya it felt

irrelevant.

R2 Hindi. Aalam No. I Early Career Career

ko na agad e already knew decisions guidance

napagisipan it; I had irrelevancy

na noon pa thought
 about it

beforehand.

R3 Yes it Yes it Preparation Knowlegedge

leaves leaves for College

knowledge knowledge

that I can that I can

use in my use in my

college college

years. years.

Table 3.2: Do you think having career guidance would have

changed your decision-making process? If yes, in what

way?

RESPONDENTS VERBATIM TRASNLATION MAIN THEMES SUB THEMES

R4 Hindi, dahil No, because ever Determined Childhood

since bata pa since I was decision dreams.

ako pag po- young I always

police na talaga wanted to be a

yung gusto ko police.

R5 Yes, HAHHAAHA Yes AHHAHAHA Affirmation Positive

(informal Sentiment

answer)

R6 Hindi po kasi No, because my Parental Financial

parents ko din parents will Authority Dependence

po magdedesisyon also decide

dahil sila po since they are

magbabayad e the ones

paying."
 Table 6 Respondent 4 highlighted a firm commitment

to a childhood dream of becoming a police officer,

indicating that guidance would not alter their decision.

Respondent 5 casually affirmed that career guidance might

influence their decision, suggesting openness to external

input. Respondent 6 emphasized the dominance of parental

authority and financial dependence in their decision-

making, minimizing the role of career guidance.

Table 3.3: What sources of information did you rely

on to make your career decisions (e.g., family, friends,

online resources)?

RESPONDENTS VERBATIM TRASNLATION MAIN THEMES SUB THEMES

R4 Sa tita ko From my aunt, we Influenced by Same interest of

po ,pareho po like the same family. family members

kami ng gusto. thing.

R5 Sa family ko po, From my family, Influenced by Parental

yon din po kase that course is family Guidance

gusto nilang also what they

course para po want for me.

sa sa’kin

R6 Sa family ko po, From my family, Influenced by Forced by the

yon po gusto they want that

 nila na course college course family environment

sa akin. for me.

Table 3.3 shows the responses from the respondents

stating on what information from external factors they

rely. Respondent 4 (R4) said that they got the

information from their aunt(family) knowing that they

have both liked the same thing. Respondent 5 (R5) also

said that they got information from their family.

Moreover, the respondent mentioned that they got support

from its parents. The same with respondent 6(R6), they

got information from it’s family.

4)External factors that shape their preference.

Table 3.2: Are you confident about your

knowledge in the area of college courses you intent to

pick? (For the respondents who have undergone career

guidance)

RESPONDENTS VERBATIM TRASNLATION MAIN THEMES SUB THEMES

R1 Yes, very Yes, very Confidence in Self-Directed

confident. confident. Since I College Course Research and

 Since nag already did some Knowledge. Preparedness.

search na ako research

beforehand sa beforehand on what

mga pupweng might happen if I

mangyari if choose that course

pinili ko ung

course na yon.

R2 Hindi masyado, Not really, the Uncertainty in Fear due to

nakakatakot mga things they said Knowledge career guidance

sinabi nung during the career Gained from

career guidance guidance were Career

non parang intimidating—it Guidance.

kahirap seems hard

HAHAHAAHA HAHAHAAHA.

R3 Oo since madami Yes, because I've Confidence in Information

na akong asked a lot of College Course Seeking via

napagtanungan people on the Knowledge. Online Sources

sa internet internet, etc.

ganon HAHAHAA HAHAHAA.

Table 3.2: What challenges did you face while making

career decisions without any formal guidance? (For the

respondent's who haven't experience career guidance)

RESPONDENTS VERBATIM TRANSLATION MAIN THEMES SUB THEMES

R4 Wala naman po. There is none. Free from Absence

obstacles. conflict
R5 Wala naman po, Nothing, my Free from Presence

okay naman po parents are okay obstacles. parental sup

yung parents ko with my

sa magiging decision.

desisyon ko.

R6 Meron po, gusto Yes, because my Parents Inner confli

po kase ng parents want me expectations

parents ko na to take

mag educ. Pero education

gusto ko pong

mag bussiness ad

Table 3.2 shows The responses from the respondents

reveals the challenges they have faces on making career

decision without any formal career guidance. Respondent 4

(R4) stated that they have faced no challenges.

Respondent 5 (R5), also stated that they have not faced

any challenges, mentioning that respondent's parents has

approved to their decision about the college course they

chose. At the same time, Respondent 6 (R6) replied

confusedly, stating the effects of the external factor

(family) to their decisions.

In a study done by Felix OppusuPaapaAgyiri

(2020) titled “Parental Characteristics and Career Choice

Decision among Senior High School Students’ In the Kwahu-

East District” Supports the notion that career decisions

are often shaped by both internal and external factors.

 Parental influence, especially in educational contexts,

plays a significant role in shaping career choices.

Studies show that parents can act as both direct

influencers (e.g., in the case of expectations) and

supportive figures (e.g., encouraging their child's

autonomy in decision-making). Furthermore, the absence of

formal guidance may lead to reliance on family dynamics,

which can either alleviate or heighten decision-making

challenges.

Table 7: Are there external factors that shapes your

preference(family, financial, peers)?

RESPONDENTS VERBATIM TRASNLATION MAIN THEMES SUB THEMES

R4 Meron, si mama There is, my Family’s side Internal

at papa. Mas mother and suggestions conflict

maganda daw father. They

kapag nag flight told me that I

attendant daw will be better

ako. Mas yayaman if I’ll be a

daw ako flight

attendant. They

said I’ll be

even more

richer.

R5 Yes, family po. Yes, my family. Shapes by Well decided

Yung mga kuya ko My brothers have family’s about the course

po nag-graduate already background

po sila sa IT graduated in IT
 course course.

R6 Meron po, There is, in Financial issues Self-doubt

financial po financial

gaya sa tuition conflict like

po tuition's.

Table 8 shows the responses form the respondents if

external factors have shaped their preference. Respondent

4(R4) stated that their parents once told that it would

be better if the respondent will be a flight attendant in

future rather than being a police. Meanwhile, respondent

5 (R5) said that their brothers has already graduated in

the course that the respondent will be choosing. Lastly,

Respondent 6 (R6), stated that the family’s financial

status has shaped the preference.

 REFERENCES

Administrator. (2016, December 10). Holland’s Theory of

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