CHAPTER I

PROBLEMS AND IT’S BACKGROUND

Introduction

Career selection is one of the most important decisions a student will make in

determining plans, the same holds for the students of Addalam Region High School.

Starting the race, and facing one's greatest fear in life as a student may dissolve the

countless doubts and judgment of the society, trying to finish the race and win life's

battle is just like accomplishing and satisfying his soul not by material things but

through the achievements he gained. However, youth will only be able to make their

dreams into reality and actuality if they follow where their heart leads them and are

satisfied with their chosen career or work field. Moreover, a child who has grown up

with his or her countless dreams will strive to reach and embrace as well as savor the

true essence of life no matter how doubtful he or she is in his kind of power. A

student's life is a stage where someone can either enrich, explore, and discover his

skills and abilities or lose interest in learning something that he didn't even know. A

child who follows what he wants will be a successful individual in the future unless

that person implants in his mind and heart his main goal and contains the etiquette not

only being a student but also as a youth in this society. Decision-making isn't only

about picking up or choosing the most beautiful option out of the countless choices

and proving that one's decision is right but also it measures their strength and patience

in facing the possible consequences and taking action on the decisions they have

made. It is a matter of learning how to love the things they do and how they engage

and devote their life to reach the highest peak of their dreams and see the bright

transition as they are coloring their life to make it meaningful as it is being created.

1|P a g e
 Decision-making plays a major role in establishing youth in a career path that

opens as well as closes opportunities, given the differences in the social and economic

context of college-bound versus work-bound adolescents. A major turning point in

adolescent's lives involves the career choice that they make while in high school.

Regardless of the great effort put forth by families, government agencies, and non-

government agencies, many young people encounter difficulties in the transition from

the world of school to work (Atchoarena 2005; Nykanen, 2010). Waudo (2016) states

that some students insist on studying courses where they lack a basic foundation in

academic and attitude preparation. He further says that there are cases where students

have enrolled in certain programs but later discover they lack interest in the particular

field, (Waudo, 2015).

Choosing and deciding on something have consequences. The results of what

one has chosen can either help him or hinder him in the future. It is also the same with

the course that he will have to decide. In choosing a course, there are a lot of factors

that the student must consider. In choosing a junior, or senior academic track, a

student should take a risk. F. Yates, et.al (2015) define a decision as "a commitment

to a course of action that is intended to produce a satisfying state of affairs." A student

will choose a course that he/she will be studying throughout his/her college years, and

decision-making should take part and should not be taken for granted. The decision of

which course to take is one of the farther decisions for a student especially those who

are graduating High school students.

The influence of career choice has a lasting impact on an individual. It serves

to be a predictor and determinant of their prospective level of income, and nature of

work and consequently leaves a mark on the personality, demeanor, and outlook of an

individual. Thus one wrong decision can change the fate of an individual. It is

2|P a g e
difficult for everyone to decide on their career. This individual action is manifested on

a larger scale in the economic prosperity of a nation. Individuals who are misfits in

their workplace tend to be less productive and efficient and therefore are unable to

achieve their goals. The concept has been explained by Onyejiaku (as cited in Jones

and Larke, 2005), who defines occupation as a means of leaving, which has the power

to change personalities, determine social status, predict expected earnings, determine

social groups, etc.

There is a widespread agreement that the high school years are crucial for

adolescents to become prepared for the transition from school to work or college

(Amoah. Kwofie and Kwofie, 2015). Career guidance is widely accepted as a

powerful and effective method of bridging the gap between education and the world

of work (Ibrahim and Wambiya, et.al 2014). Students will come through high school

with knowledge of their preferences and interests because of their interactions with

many stakeholders in their environment. Career guidance programs are therefore

intended to help students understand their potential and develop them to the fullest

(Ombaba et al., 2014).

The process of making a choice is complex and unique for each individual

depending on cognitive factors and social structures in the individual's milieu (Braza

and Guillo, 2015). A career choice is a decision that most human beings make at some

time in their lives; it is a decision that should be carefully considered since it can

affect the rest of a person's life (Eyo, 2011). Therefore, the goal of career guidance

and counseling is to allow an individual to explore his or her options (Lazarus and

Chinwe, 2011).

3|P a g e
 Higher education is a formal education that leads individuals to their

respective professions. It must not be toyed with if the people involved are to perform

well and be productive in their professions (A debacle, 2011). The aims of guidance

counseling and higher education are inseparable because guidance counseling is an

integral part of education (Ibrahim et al., 2014; Debowale, 2011).

Kuh, et, al (2018) advised there is no single blueprint for student success. "The

institutional mission statement should emphasize and define what success means in

the local context". Kuh et al. believed "Students who cannot discern meaning from

their college activities often report an academic difficulty or social isolation and are at

risk of leaving school".

Background of the Study

Career choice has meaning in the context of employability demands in a

knowledge economy. It is therefore very important to have an empirical

understanding of the factors that affect students' choice of particular careers.

Ignorance about one's career is not bliss and planning one's career is better than

leaving it to chance or fate. Choosing a career is difficult and many students are

unable to express any choice of career (Mwai, 2011).

Ferry (2013) reports that career choices are pivotal points in adolescents' lives.

So no matter if they are headed for work or college, there are factors that affect their

career decisions. Career development, for most people, is a lifelong process of

engaging the work world through choosing among employment opportunities made

available to them. Each undertaking the process is influenced by many factors,

including the context in which they live, their aptitudes, and educational attainment

(Bandura, et.al 2001). Muragi, (2011) states that an individual's choice of career is

4|P a g e
likely to be influenced by several factors including personal and cultural values,

family background, career expectations, and career guidance. Some also make career

decisions by taking the path of least resistance- for example, following a career path

advocated by their parents or following in the footsteps of an elder sibling (Carlos,

2009).

It is along these readings, thoughts, and observations that the researchers

conducted this study to investigate further the "Factors Affecting Career Preference

Among Senior High School Students Of Addalam Region High School, School Year

2023-2024.

History

Addalam Region High School is geographically situated at the boundary of

Isabela and Quirino Provinces. The school was created through RA 561 sometime in

1992 by then-Congressman Antonio M. Abaya to cater the schoolchildren from

Addalan Region, comprising barangays Addalam, San Antonio, Tupax, San Roque,

Barangcuag, Divinan, Linamanan, and Pungpongan. ARHS-Main occupies a land

area of more or less 1.8 hectares donated by the Local Government Unit of Jones

through the initiative of the late Mayor Prospero G. Bello, Sr., and is located in

Barangay San Roque, Jones, Isabela. The school is 9 km away from the Poblacion,

where 1 public and 2 private secondary schools are located, and 4 km away

from Aglipay, Quirino. The school can be reached by public utility vehicles and

motorcycles.

Mission

5|P a g e
 To protect and promote the right of every Filipino to a quality, equitable,

culture-based, and complete basic education where: students learn in a child-friendly,

gender-sensitive, safe and motivating environment; teachers facilitate learning and

constantly nurture every learner; administrators and staff, as stewards of the

institution, ensure an enabling and supportive environment for effective learning to

happen; and the family community and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

Vision

We dream of Filipinos who passionately love their country and whose values

and competencies enable them to realized their fully potential and contribute

meaningfully to building the nation. As a learner-centered public institution the

department of education continuously improves itself to better serve its stakeholders.

Conceptual Framework

The study aimed to determine the factors affecting career preference among

senior high school students of Addalam Region High School. The input consisted of

the profile of the respondents, and how gender, academic, family, peers/ friends, and

role models affect career preference among senior high school students in public

school. As the output, the researchers would come up with an extensive career

guidance orientation for senior high school students.

6|P a g e
 INPUT PROCESS OUTPUT

Profile of the respondents

 Name
 Age  Floating of the
research
 Gender
instruments.
 Strand Extensive
 Explaining the 

 Grade Level questionnaire to career

the respondents guidance
Factors affecting career orientation to
for a clearer
preference among senior the senior high
high school students of understanding.
school
Addalam Region High
 Tallying, students.
School.
analyzing and
 How does interpreting the
gender, data gathered.
academic, factor,
role model, peer/
friend and family
factor affect
career choice
among senior
high school
students?

FEEDBACK

Figure 1: Paradigm of the Study

7|P a g e
Statement of the Problem

The study aimed to find out the factors affecting career preference among

senior high school students of Addalam Region High School. The following

questions may lead the researchers to better understand and identify the Factors

Affecting Career Preference Among Senior High School Students:

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents?

1.1.Age

1.2.Gender

1.3.Grade Level

2. What are the factors affecting career preference among senior high school

students of

Addalam Region High School in terms of;

2.1.Academic Factor/ Education

2.2.Role model

2.3.Peer/ Friend

2.4.Family Factor

8|P a g e
 3. Is there a significant relationship between the profile of the respondents and the

factors affecting career preference among senior high school students of Addalam

Region High School?

Objectives of the Study

The research study found the "Factors Affecting Career Preference among

Senior High School Students of Addalam Region High School."

Furthermore, the objectives of the study aim to:

1. Determine the profile of the respondents specifically ;

1.1.Age

1.2.Gender

1.3.Grade Level

2. Determine the factors affecting career preference among senior high school

students of Addalam Region High School in terms of;

2.1. Academic Factor/ Education

2.2. Role Model

2.3. Peer/ Friend

2.4. Family Factor

3. Examine if there is a significant relationship between the factors affecting

career preference among senior high school students and their profile.

Hypothesis of the Study

9|P a g e
 Ho, There is no significant relationship between the profile of the respondents

and

the factors affecting career preference among senior high school students of Addalam

Region High School.

Significance of the Study

The results of this study will be utilized globally to form a basis for proper

information and training during the opening of school days before students join the

higher institution of learning. The results of this study will be significant to the:

Department of Education: The result of the study will provide important

information about factors that affect students' career preferences therefore forming a

basis for proper dissemination and formulation of policies regarding career guidance.

Teachers: This study will provide teachers with feedback so that they can provide,

guide, and assist students on how they can choose their future careers. Moreover, they

can help students develop their decision-making ability.

Academicians: Will find the results of this study helpful as it will form a basis for

further research. The results of this study will also serve as a stepping stone as this

will determine the intervention strategies that can be put in place to ensure that youth

make the right decisions regarding their career.

Parents: It will inform the parents about the factors affecting their child in choosing

career pathways. Thereby assisting and guiding them to choose a career according to

their preference.

10 | P a g e
Future Researchers: The result of this study can become a basis for further studies

related to careers.

Scope and Delimitation

Addalam Region High School was the location of research in San Roque,

Jones, Isabela. This study aimed at Grade 11 and 12 senior high school students

enrolled in Addalam Region High School for the academic year of 2023-2024. The

Factors Affecting Career Preference among Senior High School Students is the

subject matter studied. It also limits itself to a number of variables mentioned in the

article which have a bearing on career preferences among senior high school students.

These are Parental influence, role models, peer and gender influence on career choice.

This challenge was addressed by enlightening respondents about the privacy of their

information.

Definition of Terms

For a better understanding of the study, the following terms used are herein defined:

Career- career is seen as the progress and actions taken by a person

throughout a lifetime, especially related to that person's occupations (Oloasebikan and

Olusakin, 2014: 44). In this study, the term "career" refers to any type of professional

engagement students pursue whether paid on unpaid.

Career guidance- career guidance is the guidance given to individuals to help

them acquire the knowledge, information, skills, and experience necessary to identify

career options, and narrow them down to make one career decision. This career

decision then results in their social, financial, and emotional well-being throughout.

11 | P a g e
 Career path- career refers to the growth of the employee in an organization.

Career path means the various positions an employee moves on one by one as he

grows in an organization. The employee may move vertically most of the time but

also move laterally or cross-functionally to move to a different type of job role.

Career counseling- career counseling is a process that focuses on helping one

understand one's self, as well as work trends so that one can make an informed

decision about career and education.

Family- Berns (2010: 77) defined family as two or more persons related by

birth, marriage, or adoption who reside together. In this study, a family can either be

nuclear or extended or the guardians of the student.

Gender - Feldman (2010: 349) defined gender as a state of being a male or

female as expressed by social or cultural distinctions and differences rather than

biological ones. In this study, gender is defined as a state of being male or female s

defined by society.

12 | P a g e
 CHAPTER II

REVIEW RELATED LITERATURE

This chapter aims to provide a strong foundation for this study which presents

the literature relevant to the concept of the present study. It also analyses some studies

and materials from the internet to provide sufficient background and information

essential for the accomplishment of this study.

Foreign and Related Literature

According to Chemeli (2013), he indicated that separating Kenyan students by

sex influences how students choose their careers. The Kenyan study shows that, when

the sexes are separated in school, the aspirations are different, but when they are

together in school, both boys and girls seem to influence each other and choose

careers that they would not have chosen if they were separated.

Korrir and Wafula (2012), highlighted the influence of the school on choosing

a career. It investigated the factors that influence the choice of hospitality careers at

Moi University. They concluded that Kenyan students' interest in this career could

have been developed in high school. The study was carried out at a university and

looked at a particular career. The current study does not look at a particular career but

13 | P a g e
careers in general. Also, the participants in Korrir and Wafula's study are different

from the current study which looks at high school students in Zimbabwe.

Moreover, according to Njeri (2013) and Okiror and Otabong (2015) in

Kenya, students turn to peers who have similar experiences for mentorship,

information, and guidance on career issues especially when other proper avenues like

school career guidance are not properly functioning. In Kenya, Koech et al. (2016)

emphasized the influence of peer mentorship on students' choices of careers. Also,

Ausman et al.'s study (2013) concentrated on a certain group of people who were

already training for a particular career while the current study looked at students who

are yet to engage in a career. Peer relationships were also found to be influential in

students' choices of careers.

According to Bakshi and Ghandi et al., (2012), the Careers of parents may

influence children’s career choices. For example, Indian parent’s careers were found

to be influential on student’s choice of careers. Bandura’s Social Cognitive Theory

emphasizes vicarious learning where individuals learn by observing. By observing

learned parents relating with the outside world, students are likely to model such

parents. The current study found out whether parents’ careers influenced their

children’s choices of careers in the Midlands Province in Zimbabwe.

Foreign and Related Studies

The study of Edwards and Migunde (2011) reported that the student's career

choices are influenced by numerous factors including individual variants such as

Gender, personal interests, learning experiences, and personal contacts. He also stated

that family members are more influential in students' career choices than any other

14 | P a g e
person. There were no variations in the level of influence that each person had on

students' career choices by gender.

The study conducted by Eovarosson and Oskarsson (2011) reported that there

is no gender difference when the respondents choose their first job after graduation,

while more men are in managerial positions. This indicates that family status has a

similar impact on men and women, except regarding managerial responsibilities in the

workplace. The study indicates that labor market situations should be taken into

account when the careers of men and women are considered.

Herren et al. (2011) observed that students' choice of career was affected

mostly by their friends, parents, teachers, and alumni. He also observed that the

people affecting a student's career choice provide more insights about the career field

including factors such as how big of a salary it offers, how fast a student can advance,

or the benefits that come with that job field.

Likewise, Muragi (2011) stated that individuals' choice of career is influenced

by multiple factors like personality, interest, self-concept, cultural identity, role

model, social support, and available resources such as information and finance. He

states that most people are influenced by careers that their parents favor, others follow

the careers that educational choices have opened for them, some choose to follow

their passion, while others choose careers that give high income.

Similarly, Shumba and Naong (2012) concluded that family, the ability of the

learner self to identify his/her preferred career choice, and teachers are significant

factors that influence the career choice of students. He also found that low family

income is the most common impediment to career choice.

15 | P a g e
 The study conducted by Munyingi (2012) concluded that academic factors

such as students' interest in particular subjects, students' performance, and availability

of various courses affect career choices among female students. He also concluded

that socio-cultural factors such as the kind of society a female student lives and

interacts with, students' gender, occupational status and educational level of parents,

and the cultural background of a female student affects their career preference. He

further concluded that economic factors such as the economic status of one's family

and pressure from family for financial support influence the career preferences among

students. He finally concluded that student characteristics such as students' interest in

particular subjects, students' mental abilities, and student's personalities influence

career preferences among female students.

According to Bakshi et al. (2012), he reported that youth career preferences

were largely class-specific and gender-specific. Youth influence on career choice was

highest for self, followed by mother, father, and teachers. He found that "self and

family" and "self, family and teachers" combinations were important influences on

career.

In addition, Fizer (2013) concluded that the most influential factor of career

preference was the family, and the next highest factor when choosing a major was a

career that is personally rewarded. He also stated that there is a significant

relationship between students who grew up in a rural and students who plan to have a

career in production agricultural.

Olamide and Olawaiye (2013) observed that students' career is influenced by

many factors such as poor academic performance, poor choice of subjects, and lack of

financial support from their families to get the required training that would qualify

16 | P a g e
them for the jobs their choice. On the other hand, he also found that students do not

feel environmental factors are important, they did not show outright disregard for

them. He found that there is some interest, just not significant interest. Students

always believe and listen to the people around them, and that those people are going

to have similar ideas, not significant ideas.

The study conducted by Eremie (2014) on a comparative analysis of Factors

Influencing Career Choices Among Senior Secondary School Students in Rivers

State, Nigeria. The result showed that there were significant differences in the career

preferences when grouped according to their sex, parity, and parental influence. In

addition, socio-economic background was influential in participants' decisions to

pursue a postsecondary degree, cultural factors, especially English fluency, were also

relevant.

Moreover, Eremie (2014) revealed that there were significant differences

among male and female secondary school students in their career preferences in terms

of the prestige of the profession, gender parity, and parental influence. It also

concluded that gender parity has a significant influence on the career preferences

among male and female students. It also concluded that parents have high influence

on both male and female students and the study revealed that the parental influence

was even higher on male than female students.

Mbagwu and Ajaegbu (2016) found that teenagers whose parents are from

high educational backgrounds are most consistent and do not have much difficulty in

making a career choice when compared with those whose parents have low

educational backgrounds. Also, the majority of teenagers whose parents had high

educational backgrounds and made more business career choices. He finally

17 | P a g e
concluded that there is a significant relationship between parents' educational

backgrounds made more career choices. He finally concluded that there is a

significant relationship between parent's educational background and choice of career.

Local Literature

Rani C. Agustin and Jayson S. Pened (2017) revealed that students should

have regular counseling programs to explore and know themselves at an early stage of

adolescence. Also, the Academic Tracks and Strands (written and support) curriculum

should be logical and learner-centered. Implementation of Indigenization and

localization of Curriculum must be enforced consistently.

The study conducted by Joshua O. Japitan and John Benedict L. Rodrigo et.

al.,2015) states that in the area of personality factors, fitting the personality to a career

is the ( leading factor. The same goes for awareness of family support in the area of

family factors, particular interest in the career among interest factors, and awareness

of the opportunities surrounding the chosen career among the factors regarding job

opportunities.

Local studies

Alampay, L. P., & Garcia, A. S., (2019) stated in their study that “I choose the

strand based on scholarship opportunities”, “I choose the strand that would not cause

financial stress for my parents”, and “I choose the strand that would not stress my

18 | P a g e
present work”, which implies that Filipino parents are naturally inclined to explore

other options, as they continue to believe that a good education is necessary for

success.

According to Jeddah B. Quiño (2022), the factors influencing a student's

decision to enroll in college are financial aid, educational quality, tuition affordability,

and environment and culture. It cannot be overstated how critical course selection is

for students in senior high school. The findings imply that the various factors that

influence students' choices are adaptable regardless of their age, gender, or family

wealth. Students who pursue their dreams are conscious of their abilities and

knowledge. Parents must supervise their children in all aspects of their lives,

including decision-making.

Alemu, A. M., and Cordier, J. (2017) discovered that student satisfaction is

influenced by academic and educational quality, as well as living and support

experiences. Crick, R., & Bentley, J. (2020) of the Buck Institute of Education is an

authority on student choice, as it is a critical component of the Buck Institute's model

of project-based learning. He acknowledges that a student's choice also reclassifies the

educator's position from one of information authority to one of learning guide.

According to Sherraden, M., et.al (2018), scholarships can provide students

with the financial support necessary to take the leap and choose a degree, as well as a

boost to resolve and a student's trust in their ability to pursue a better future.

The following studies explain variables affecting the student's career

preference where it acknowledges that a student's choice also reclassifies the

educator's position from one of information authority to one of learning guide.

Furthermore, colleges/universities require students to learn how to make decisions,

19 | P a g e
weigh options, and advocate for their conclusions as a result, it is necessary to

incorporate students' choices as a whole procedure toward that goal.

CHAPTER III

METHODOLOGY

To furnish readers with details of data collection gathering, in-depth

knowledge in analyzing the problem, concurrently with the possible solutions for the

broader "Factors Affecting The Perspectives of Senior High School Student In

Choosing Career Pathways". This chapter of the research presents the research design,

locale and respondents of the study, data gathering instruments and procedures, and

statistical treatment of data which were used to analyze and interpret the gathered

data.

Research design

Type of this research is a descriptive-correlational method that describes and

predicts how variables are naturally related in the real world, without any attempt by

the researcher to alter them or assign causation between them. This method also

describes the general purpose of the study, the determination, and description of

factors affecting the student's chosen career which assisted them in obtaining

distinctive information needed to realize the objectives of the study.

20 | P a g e
Locale of the respondents

This research study was held at Addalam Region High School in San Roque,

Jones, Isabela. Jones, Isabela has become known for the "Pinilisa Festival" which is

celebrated every March and it is attended not only by the residents of Jones but also

the tourists who are amazed by the kind of Festival. Moreover, Jones was composed

of 42 Barangays and farming was the main occupation of the residents because Jones

was given a hectare of land.

Respondents of the study

The respondents of the study were senior high school students who were

officially enrolled in the school year 2023-2024 in Addalam Region High School at

San Roque, Jones Isabela. There were a total of 45 respondents.

Research instrument

The medium and instruments used for gathering data are primarily

questionnaires and informal interviews to supplement the questionnaire. The

researchers adopted a questionnaire from a research study entitled; "Factors

Influencing the Choice of Career Pathways Among High School Students in Midlands

Province, Zimbabwe" by Jeffrey Mtemeri. However, it was modified and revised to

suit the objectives of the study. The questionnaire is divided into two parts, part 1

refers to the profile of the respondents while Part 2 answers the questions of how

academic factors, role models, peer/ friend, and family factors affect career choice

among senior high school students.

Data gathering procedure

21 | P a g e
 The main gathering tool used in this study is through questionnaires which

serve as a medium as well as a stepping stone for the researchers to gather the

imperative data of the study. The researchers took the following steps to successfully

fulfill the needed data for the "Factors Affecting the Career Preference Among Senior

High School Students of Addalam Region High School, School Year 2023-2024."

The process began with writing a letter of request to the School Directress of

Addalam Region High School, seeking consent to float the research instruments to the

intended respondents. Once approval was obtained, the research instruments or

questionnaires were distributed and administered to the respondents genuinely. To

ensure clarity, the questionnaires were explained thoroughly to the respondents,

allowing them to have a clearer understanding of the questions posed. Subsequently,

data were gathered from the respondents, which were then tabulated, analyzed, and

interpreted to derive meaningful insights.

Statistical treatment of data

The data gathered by the researchers was tallied, analyzed, and interpreted

through the use of the following statistical tools.

1. Frequency and Percent Distribution will be used to determine the 45 respondents'

profiles specifically their age, gender, and grade level. The formula is given below:

2. To determine how academic factors, role models, peer/ friend, and family factors

affect career preference among senior high school students, the Likert Scale will be

used. It uses a five-point scale wherein each point corresponds to a verbal

interpretation.

22 | P a g e
Table 1: How do academic factors, role models, peer/ friend, and family factors affect

career preference among senior high school?

POINT SCALE VERBAL INTERPRETATION

5 4.50- 5.00 Affect to a Greatly Extent

4 3.50- 4.00 Affect to a Moderately Extent

3 2.50- 3.00 Neutral

2 1.50- 2.00 Affect to a Certain Extent

1 1.00- 1.49 No Affect at All

2. To determine if there is a significant relationship between the respondents' profile

and the factors affecting career preference among senior high school students, the chi-

square test will be used.

23 | P a g e
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The data analysis and study findings are presented and discussed in detail in

this chapter. The results that were given were based on the instruments that were used,

such as questionnaires and data collected from respondents. Each was expanded upon,

and the findings and conclusions were examined.

Profile of the respondents

In Table A, the frequency and percentage of the profile of the respondents

were presented. It shows that 42 or 93.30% of the total respondents were 16 – 18

years of age, 2, or 4.40% of the total sample were 23 - 24 years of age, and 1, or

2.20% of the total respondents were 25 – 27 years of age.

Moreover, 24, or 53.30% of the respondents were Female while 21, or 46.70%

were Male. On Grade Level, the majority of the samples were HUMSS 11 with 27

frequency count or 60.00%. Also, HUMSS 12 were 18 or 40.00% of the total

respondents.

24 | P a g e
Table 1A. Profile of the Respondents (n = 45)
PROFILE Frequency Percent
Age

16-18 42 93.30
23-24 2 4.40
25-27 1 2.20
Sex

Male 21 46.70
Female 24 53.30
Grade Level

HUMSS 11 27 60.0
HUMSS 12 18 40.0

Factors Affecting Career Performance of the Respondents.

Table 1B. Academic Factor of the Respondents
QUALITATIVE
ACADEMIC FACTOR MEAN
DESCRIPTION
1. The school career campaign affected my career
choice. Affects to a Moderate
3.71
extent

2. School career sessions cleared the career

confusion that I had. Affects to a Moderate
3.62
extent

3. My classroom teacher is the career I want to

pursue. Neither Affect to an
3.13
Extent

4. My interest in a certain subject, affects my career

choice. Affects to a Moderate
3.67
Extent

5. My high school average grades in a certain

subject affect my career decision. Affects to a Moderate
3.73
Extent

6. A former student’s career had a positive effect on

my career choice. Affects to a Moderate
3.58
Extent

7. School career exploration and career decision-

making activities broaden my career horizons Affects to a Moderate
3.82
Extent

8. My preferred career is linked to my favorite 3.47 Affects to a Moderate

25 | P a g e
 subjects.
Extent

9. When you are worthy of a particular course it is

required that you should take a course related to
Affects to a Moderate
your skill. 3.91
Extent

10. The quality of teaching positively affects my Affects to a Moderate

3.91
career choice. Extent
Affects to a Moderate
OVER-ALL 3.66
Extent
AME = Affect to a Moderate Extent NAE = Neither Affect to an Extent
Table 1B displays the respondents' mean and qualitative description of

academic factors affecting their career performance. It shows that statements under

academic factor, “School career campaign affect my career choice.” with a mean

rating of 3.71, “School career sessions cleared career confusion that I had.” with

mean of 3.62, “My interests in a certain subject, affects my career choice.” with

mean of 3.67, “My high school average grades in a certain subject affect my career

decision.” with calculated mean of 3.73, “Former student’s career had a positive

effect on my career choice.” with mean of 3.58, “School career exploration and

career decision-making activities broaden my career horizons.” with mean of 3.82,

“My preferred career is linked to my favorite subjects.” with mean of 3.47, “ When

you are worthy of a particular course it is required that you should take a course

related to your skill.” with a mean rating of 3.91, and “ The quality of teaching

positively affects my career choice.” with a mean rating of 3.91, had a qualitative

description of “Affect to a Moderate Extent”. Meanwhile, the item “My classroom

teacher the career I want to pursue.” had a mean rating of 3.13 or “Neither Effect

to an Extent”.

Overall, the academic factor of the respondents had a tabulated mean of 3.66

described as “Affect to a Moderate Extent”.

26 | P a g e
Table 1C. Role Models’ Factor of the Respondents
QUALITATIVE
Role Models MEAN
DESCRIPTION
1. The person around me who is more
knowledgeable becomes a good basis for my
Affects to a Moderate
career choice. 3.71 Extent

2. People who offer unsolicited advice help me

positively about my situation. Affects to a Moderate
3.67 Extent

3. some offer advice simply thinking they can

Affects to a Moderate
help me in terms of a future career. 3.44 Extent
4. Advice-providers like relatives give advice
that is considered in choosing a career. Affects to a Moderate
3.62 Extent

5. The advice given by role models can be

worthy and deserves to be considered in
Affects to a Moderate
choosing a career. 3.53 Extent

Affects to a Moderate
OVER-ALL 3.60 Extent
AME = Affect to a Moderate Extent
Table C presents the mean and qualitative description of the role models’

factors of the respondents. It was found that the mean ratings of the respondents on

role models, such as, “The person around me who is more knowledgeable becomes

a good basis for my career choice.”, “People who offer unsolicited advice help me

positively about my situation.”, “There are those who offer advice simply thinking

they can help me in terms of a future career.”, “Advice-providers like relatives give

advice that is considered in choosing a career.”, and “The advice given by role

models can be worthy and deserves to be considered in choosing a career.”, were

3.71, 3.67, 3.44, 3.62, and 3.60, respectively. All the statements mentioned were

27 | P a g e
described as “Affect to a Moderate Extent”. Also, the general weighted mean of the

Role Models’ factor was 3.60 or “Affect to a Moderate Extent”.

Table 1D. Peer/Friend Factors of the Respondents

QUALITATIVE
Peer/ Friend MEAN
DESCRIPTION
1. Peer advice especially by close friends on a
career is essentially considered.
3.56 AME

2. Interaction between students is a powerful

tool for students to choose a certain career.
3.42 AME

3. Students rely on encouragement from students

of their age. NAME
3.07

4. My friends’ statements affect my career

choice.
2.89 NAME

5. Friends in this new generation can be a

powerful tool in taking the right direction,
especially about the course that will be taken 3.22 NAME

6. Students in peer groups are likely to choose

similar careers.
3.11 NAME

7. Career modification comes from peers.

2.78 NAME

8. You are more likely to accept career advice

from peer groups.
3.20 NAME

OVER-ALL 3.16 NAME

AME = Affect to a Moderate Extent NAE = Neither Affect to an Extent
On the table, the mean and qualitative description of the peer or friend factors

of the respondents. It shows that most of the statements under peer or friend factors

had a qualitative description of “Neither Affects to an Extent” since the mean of the

statements were 3.07 (Students rely on encouragements from students of their age.),

28 | P a g e
2.89 (My friends’ statements affect my career choice.), 3.22 (Friends in this new

generation can be powerful in tool in taking the right direction, especially about the

course that will be taken.), 3.11 (Students in peer groups are likely to choose

similar careers.), 2.78 (Career modification comes from peers.) and 3.20 (You are

more likely to accept career advice from peer groups.).

Furthermore, statements under peer/friend factors like “Peer advice especially

by close friends on a career is essentially considered” and “Interaction between

students is a powerful tool for students to choose a certain career.” had a mean

rating of 3.56 and 3.42, correspondingly, with “Affect to a Moderate Extent”

qualitative description. Generally, the peer/friend factor of the respondents had a

calculated mean of 3.16 or “Neither Affects to an Extent”.

Table 2A. Family Factors of the Respondents

QUALITATIVE
Family Factors MEAN
DESCRIPTION
1. My parent’s educational attainment affects my
career choice
3.56 AME

2. Parent’s profession affects my career selection.

3.58 AME

3. The bond between children and parents affects

children’s choice of careers.
3.69 AME

4. Adolescents who are so attached to their families

are not free to make independent career choices.
3.13 NAME

5. Children choose certain careers to please their

parents.
2.80 NAME

6. Parents’ values and beliefs affect children in their

career choices.
3.38 NAME

29 | P a g e
 7. Parents can create interest in their children’s
career paths.
3.71 AME

8. Family members can be identified as the models

of the children.
3.67 AME

9. Parental connectedness and expectations can

affect children’s choice of careers.
4.09 AME

OVER-ALL 3.51 AME

AME = Affect to a Moderate Extent NAE = Neither Affect to an Extent
The table displays the family factors affecting the career performance of the

respondents. It unveils the mean of the statements such as 3.56 on “My parent’s

educational attainment affects my career choice”, 3.58 on “Parent’s profession

affects my career selection.”, 3.69 on “The bond between children and parents

affects children’s choice of careers.”, 3.71 on “Parents can create interest for their

children’s career paths.”, 3.67 on “Family members can be identified as the models

of the children.” and 4.09 on “Parental connectedness and expectations can affect

children’s choice of careers.”. These statements were described as “Affect to a

Moderate Extent” based on the calculated mean ratings.

Likewise, three statements under family factors had a description of “Neither

Affect to an Extent” based on their calculated mean rating. To wit, these statements

were “Adolescents who are so attached to their families are not free to make an

independent career choice.” with a mean rating of 3.13, “Children choose certain

careers to please their parents.” with a mean rating of 2.80, and “Parents’ values

and beliefs affect children in their career choices.” with a mean rating of 3.38.

Generally, family factors had a mean rating of 3.51 or “Affect to a Moderate

Extent”.

30 | P a g e
Relationship Between the Respondents’ Profile and Factors Affecting Career
Performance in terms of Academic Factors.

The table presents the results of the correlation between the respondent’s age

and the academic factors that affect their career performance. The Chi-square value

from 2.49 to 8.52 with significance values greater than the significance level of 0.05

showed a non-significant relationship. This led to the acceptance of the null

hypothesis which states that there is no significant relationship between respondents’

age and the factors affecting their career performance in terms of academic factors.

This implies there is no association between the respondents' age and the academic

factors affecting their career performance.

Table 2B. Relationship Between Age and Academic Factors

Sig.
ACADEMIC FACTOR X 2

Value
1. The school career campaign affected my career choice.
7.74 ns
0.46

2. School career sessions cleared the career confusion that I had.

5.78 ns
0.45

3. My classroom teacher is the career I want to pursue.

8.52 ns
0.39

4. My interest in a certain subject, affects my career choice.

4.15 ns
0.84

5. My high school average grades in a certain subject affect my career

decision.
4.14 ns
0.84

6. A former student’s career had a positive effect on my career choice.

5.21 ns
0.74

7. School career exploration and career decision-making activities

broaden my career horizons
6.00 ns
0.65

8. My preferred career is linked to my favorite subjects. 5.44 ns

0.71

31 | P a g e
 9. When you are worthy of a particular course it is required that you
should take a course related to your skill.
5.28 ns
0.73

10. The quality of teaching positively affects my career choice.

2.49 ns
0.96

OVER-ALL 32.50 ns
0.54
ns
Not Significant

In Table, Chi-square values from 1.19 – 14.87 with significance values greater

than 0.05 significance level showed a non-significant relationship. The outcome

implied that there is no connection between the respondents’ gender and the academic

factors affecting their career performance.

Table 2C. Relationship Between Gender and Academic Factors

Sig.
ACADEMIC FACTOR X 2

Value
1. The school career campaign affected my career choice.
3.44 ns
0.49

2. School career sessions cleared the career confusion that I had.

2.85 ns
0.42

3. My classroom teacher is the career I want to pursue.

8.10 ns
0.09

4. My interest in a certain subject, affects my career choice.

3.41 ns
0.49

5. My high school average grades in a certain subject affect my

career decision.
5.76 ns
0.22

6. A former student’s career had a positive effect on my career

choice.
1.19 ns
0.88

7. School career exploration and career decision-making

activities broaden my career horizons
2.41 ns
0.66

32 | P a g e
 8. My preferred career is linked to my favorite subjects.
3.86 ns
0.43

9. When you are worthy of a particular course it is required that

you should take a course related to your skill.
5.94 ns
0.20

10. The quality of teaching positively affects my career choice.

2.07 ns
0.72

OVER-ALL 14.8 ns
0.61
ns
Not Significant

The table presents the relationship between respondents’ grade levels and the

academic factors that affect their career performance. The Chi-square values of 11.40

and 11.94 with significance values of 0.02 and 0.01 were tabulated from the

statements “School career campaign affect my career choice.” and “School career

sessions cleared career confusion that I had.”. This led to the rejection of the null

hypothesis since the significance values of the statements were less than 0.05. It

indicates that there is an association between the respondents’ grade level and these

statements. Also, it implies that respondents' grade level affects their decision about

school career campaign in choosing career choice and school career sessions cleared

their confusion.

Table 2D. Relationship Between Grade Level and Academic Factors

Sig.
ACADEMIC FACTOR X 2

Value
1. The school career campaign affected my career choice.
11.40* 0.02

2. School career sessions cleared the career confusion that I

had.
11.94* 0.01

3. My classroom teacher is the career I want to pursue. 7.77 ns

0.10

33 | P a g e
 4. My interest in a certain subject, affects my career choice.
4.93 ns
0.30

5. My high school average grades in a certain subject affect my

career decision.
8.00 ns
0.09

6. A former student’s career had a positive effect on my career

choice.
1.47 ns
0.83

7. School career exploration and career decision-making

activities broaden my career horizons
2.75 ns
0.60

8. My preferred career is linked to my favorite subjects.

1.67 ns
0.80

9. When you are worthy of a particular course it is required that

you should take a course related to your skill.
6.16ns
0.19

10. The quality of teaching positively affects my career choice.

3.33ns
0.50

OVER-ALL 24.38 ns
0.11
*Significant Not Significant
ns

Moreover, Chi-square values from 1.47 to 24.38 with significance values

greater than 0.05 showed no significant relationship. Thus, accept the null hypothesis

stating that there is no significant relationship between respondents' grade level and

these statements under academic factors like, “My classroom teacher is the career I

want to pursue.”, “My interests in a certain subject affects my career choice.”, “My

high school average grades in a certain subject affect my career decision.”,

“Former student’s career had a positive effect on my career choice.”, “School

career exploration and career decision-making activities broaden my career

horizons.”, “My preferred career is linked to my favorite subjects.”, “When you are

34 | P a g e
worthy of a particular course it is required that you should take a course related to

your skill.”, and “The quality of teaching positively affects my career choice.”.

Relationship Between the Respondents’ Profile and Factors Affecting Career

Performance in terms of Role Model

Based on Table, Chi-square values from 10.06 to 24.02, all with significance

values greater than the significance level of 0.05, uncovered a significant relationship.

This proceeded to the acceptance of the null hypothesis. The table further implied that

the respondents’ age did not affect the role model factors affecting their career

performance.

Table 3A. Relationship Between Age and Role Model Factors

Sig.
Role Models X 2

Value
1. The person around me who is more knowledgeable becomes a good 10.88 ns
0.21
basis for my career choice.
2. People who offer unsolicited advice help me positively about my 13.79 ns
0.89
situation.
3. some offer advice simply thinking they can help me in terms of a
future career.
10.06 ns
0.26

4. Advice-providers like relatives give advice that is considered in

choosing a career.
10.50 ns
0.23

5. The advice given by role models can be worthy and deserves to be

14.59 ns
0.07
considered in choosing a career.
OVER-ALL 24.02 ns
0.58
Not Significant
ns

The table shows the data on the correlation between respondents’ gender and

role model factors affecting their career performance. It uncovered that the Chi-square

values from 1.76 to 14.30 had a significance value greater than 0.05.

35 | P a g e
 Thus, it implied that there is no significant relationship between the

respondents’ gender and role model factors. Also, it was shown in the table that the

respondents’ gender had no bearing on their role model factors.

Table 3B. Relationship Between Respondents’ Gender and Role Model Factors
Sig.
Role Models X 2

Value
1. The person around me who is more knowledgeable becomes a good
basis for my career choice.
6.59 ns
0.16

2. People who offer unsolicited advice help me positively about my

situation.
7.26 ns
0.12

3. some offer advice simply thinking they can help me in terms of a

future career.
2.50 ns
0.65

4. Advice-providers like relatives give advice that is considered in

choosing a career.
1.76 ns
0.78

5. The advice given by role models can be worthy and deserves to be

considered in choosing a career.
8.40 ns
0.08

OVER-ALL 14.30 ns
0.35
Not Significant
ns

On the table, the Chi-square and significance values of the relationship

between respondents’ grade level and their role model factors. It was presented that

all the significance values of the role model factor, and grade level were greater than

the significance level or critical value of 0.05. These data concluded to accept the null

hypothesis which states that there is no significant relationship between respondents’

grade level and their role model factors. Hence, role model factors that may affect the

respondents’ career performance had no association with their grade level.

36 | P a g e
 Table 3C. Relationship Between Respondents’ Grade Level and Role Model
Factors
Sig.
Role Models X 2

Value
1. The person around me who is more knowledgeable becomes a
good basis for my career choice.
3.31 0.51 ns

2. People who offer unsolicited advice help me positively about

my situation.
6.80 ns
0.15

3. some offer advice simply thinking they can help me in terms

of a future career.
3.15 ns
0.53

4. Advice-providers like relatives give advice that is considered

in choosing a career.
8.45 ns
0.08

5. The advice given by role models can be worthy and deserves

to be considered in choosing a career.
9.03 ns
0.06

OVER-ALL 15.0 ns
0.30
Not Significant
ns

Relationship Between the Respondents’ Profile and Factors Affecting Career

Performance in terms of Peer/ Friend

As gleaned from the table, the Chi-square values of 24.31 and 26.11 with

significance values of 0.00 indicate a direct significant relationship. This led to the

rejection of the null hypothesis which states that there is no significant relationship

between the respondents’ age and the peer/friend factors affecting their career

performance. Hence, the respondents’ age had a favorable impact on the peer/friend

factors affecting their career performance. Specifically, the respondents’ age affects

their intuition about how students rely on encouragement from students of their age

and on career modification that comes from peers.

37 | P a g e
Table 1A. Relationship Between Respondents’ Age and Peer/Friend Factors
Sig.
Peer/ Friend X 2

Value
1. Peer advice especially by close friends on a career is essentially
considered.
4.38 ns
0.82

2. Interaction between students is a powerful tool for students to

choose a certain career.
5.17 ns
0.74

3. Students rely on encouragement from students of their age.

24.31 0.00
*
4. My friends’ statements affect my career choice.
9.83 ns
0.28

5. Friends in this new generation can be a powerful tool in taking the

right direction, especially about the course that will be taken
7.89 ns
0.44

6. Students in peer groups are likely to choose similar careers.

3.93 ns
0.86

7. Career modification comes from peers.

26.11
0.00
*
8. You are more likely to accept career advice from peer groups.
8.13 ns
0.42

OVER-ALL 39.46 ns
0.11
*Significant nsNot Significant

The table further displays the Chi-square values from 4.38 to 39.46, with all

significance values greater than 0.05. It shows that there is enough evidence to accept

the null hypothesis; thus, there is no significant relationship between the respondents’

age and their peer or friend factors affecting their career performance. It was also

implied that the age of the respondents does not impact their peer or friend factors.

The table shows the Chi-square value of 10.38 with a significance value of

0.03 suggesting that there is a direct significant relationship. The statement “Career

38 | P a g e
modification comes from peers.” had a significance value of less than 0.05

significance level. So, there is enough evidence to reject the null hypothesis which

states that there is no significant relationship between respondents’ gender and their

peer/friend factors affecting their career performance. It implies that the respondents’

gender had a significant impact on their peer/friend factors specifically on their

certainty about career modification that comes from peers.

Table 3D. Relationship Between Respondents’ Gender and Peer/Friend Factors

Sig.
X 2

Peer/ Friend Value

1. Peer advice especially by close friends on a career is essentially
considered.
1.01 ns
0.91

2. Interaction between students is a powerful tool for students to

choose a certain career.
3.57 ns
0.47

3. Students rely on encouragement from students of their age. 1.33 ns 0.86

4. My friends’ statements affect my career choice. 2.94 ns

0.57
5. Friends in this new generation can be a powerful tool in taking the
right direction, especially about the course that will be taken
5.85 ns
0.21

6. Students in peer groups are likely to choose similar careers.

4.20 ns
0.38

7. Career modification comes from peers.

10.38* 0.03

8. You are more likely to accept career advice from peer groups.
0.31 ns
0.99

OVER-ALL 12.52 ns
0.64
*Significant nsNot Significant

Also, the computed Chi-square values from 1.01 to 12.52, all with significance

values greater than 0.05 significance level, show a not significant relationship

39 | P a g e
between respondents’ gender and some of the statements. Hence, these peer/friend

statements had nothing to do with the respondents’ gender.

On the table, the association between respondents’ grade level and peer/friend

factors that affect their career performance. The tabulated Chi-square values from

1.80 to 16.01, all with significance values of greater than 0.05 significance level,

indicate that there is no significant relationship between the respondents’ grade level

and their peer/friend factors. Thus, there is enough evidence to accept the null

hypothesis. Besides, the respondents’ gender did not affect the peer/friend factors that

affected their career performance.

Table 3E. Relationship Between Respondents’ Grade Level and Peer/Friend Factors
Sig.
X 2

Value
Peer/ Friend
1. Peer advice especially by close friends on a career is essentially
considered.
7.25 ns
0.12

2. Interaction between students is a powerful tool for students to choose

a certain career. 7.88 ns
0.10

3. Students rely on encouragement from students of their age.

7.13 ns 0.13

4. My friends’ statements affect my career choice.

1.80 ns
0.77

5. Friends in this new generation can be a powerful tool in taking the

right direction, especially about the course that will be taken
7.65 ns
0.11

6. Students in peer groups are likely to choose similar careers.

3.08 ns
0.54

7. Career modification comes from peers.

8.26 ns
0.08

8. You are more likely to accept career advice from peer groups. 7.92 ns
0.10
OVER-ALL 16.01 ns
0.38
ns
Not Significant

40 | P a g e
Relationship Between the Respondents’ Profile and Factors Affecting Career
Performance in Terms of Family.

As gleaned from Table, the tabulated Chi-square value of 25.71 of the

statement “Parents can create the interest for their children’s career paths.”, with a

significance value of 0.00, indicates a direct significant relationship. This directed to

the inference that there is enough evidence to reject the null hypothesis which states

that there is no significant relationship between the respondents’ age and their family

factors which affects their career performance. Also, the age of the respondents had

an impact on their intuition about how their parents can create interest in their

children’s career paths.

Table 4A. Relationship Between Respondents’ Age and Family Factors

Sig.
Family Factors X 2

Value
1. My parent’s educational attainment affects my career choice
4.68 ns
0.79

2. Parent’s profession affects my career selection.

7.71 ns
0.46

3. The bond between children and parents affects children’s choice of

careers.
7.00 ns
0.54

4. Adolescents who are so attached to their families are not free to

make an independent career choices.
11.0 ns
0.20

5. Children choose certain careers to please their parents.

7.46 ns
0.49

6. Parents’ values and beliefs affect children in their career choices.

6.24 ns
0.62

7. Parents can create interest in their children’s career paths.

25.71* 0.00

8. Family members can be identified as the models of the children. 3.78 ns

0.88

41 | P a g e
 9. Parental connectedness and expectations can affect children’s
choice of careers.
2.40 ns
0.97

OVER-ALL 33.57 ns
0.75
*Significant nsNot Significant

Furthermore, the tabulated Chi-square values from 2.40 to 33.57, all with

significance values greater than 0.05, showed a not significant relationship between

respondents’ age and family factors, specifically, on the statements, “My parent’s

educational attainment affects my career choice.”, “ Parent’s profession affects my

career selection.”, “The bond between children and parents affects children’s

choice of careers.”, “Adolescents who are so attached to their families are not free

to make independent career choices.”, “Children choose certain careers to please

their parents.”, “Parents’ values and beliefs affect children in their career

choices.”, “Family members can be identified as the models of the children.” and

“Parental connectedness and expectations can affect children’s choice of careers.”.

This indicates that the age of the respondents does not affect their family factors.

The table displays the Chi-square values from 1.96 to 23.57 with significance

values greater than 0.05 significance level. This indicates that there is enough

evidence to accept the null hypothesis which states that there is no significant

relationship between the respondents’ gender and their family factors. Thus, the

gender of the respondents had no association with the factors affecting career

performance in terms of family.

Table 4B. Relationship Between Respondents’ Gender and Family Factors

Sig.
Family Factors X 2

Value
1. My parent’s educational attainment affects my career choice
2.54 ns
0.64

42 | P a g e
 2. Parent’s profession affects my career selection.
3.54ns
0.47

3. The bond between children and parents affects children’s choice of

careers.
3.82ns
0.43

4. Adolescents who are so attached to their families are not free to

make an independent career choices.
6.20ns
0.19

5. Children choose certain careers to please their parents.

2.57ns
0.63

6. Parents’ values and beliefs affect children in their career choices.

4.52ns
0.34

7. Parents can create interest in their children’s career paths.

1.96ns
0.74

8. Family members can be identified as the models of the children.

2.31ns
0.68

9. Parental connectedness and expectations can affect children’s

choice of careers.
4.92ns
0.30

OVER-ALL 23.57 ns
0.26
ns
Not Significant

In the Table, the Chi-square values and significance values between grade

level and family factors were presented. It presented the statements “The bond

between children and parents affects children’s choice of careers.” with a Chi-

square value of 12.26 and significance value of 0.02, and “Adolescents who are so

attached to their families are not free to make an independent career choice.” with

Chi-square value of 14.74 and significance value of 0.01, had a significant

relationship with the respondents’ age. This conjecture is caused by the significance

values of the statements which were less than the significance level of 0.05. So, there

is enough evidence to reject the null hypothesis which states that there is no

significant relationship between the respondents’ grade level and their family factors,

43 | P a g e
specifically, on these statements. Also, it was conveyed that the respondents’ grade

level had a significant outcome on the insights about how bonding between children

and parents affects children’s choice of careers and how adolescents who are so

attached to their families are not free to make independent career choices.

Table 4B. Relationship Between Respondents’ Grade Level and Family Factors
Sig.
Family Factors X2

Value
1. My parent’s educational attainment affects my career choice
6.38 ns
0.17

2. Parent’s profession affects my career selection.

4.83 ns
0.31

3. The bond between children and parents affects children’s

choice of careers.
12.26* 0.02

4. Adolescents who are so attached to their families are not free

to make an independent career choices.
14.74* 0.01

5. Children choose certain careers to please their parents.

5.53 ns
0.23

6. Parents’ values and beliefs affect children in their career

choices.
2.33 ns
0.68

7. Parents can create interest in their children’s career paths.

4.73 ns
0.32

8. Family members can be identified as the models of the

children.
1.63 ns
0.80

9. Parental connectedness and expectations can affect children’s

choice of careers.
3.44 ns
0.49

OVER-ALL 18.61 ns
0.55
*Significant Not Significant
ns

Lastly, The table also presents the Chi-square values from 1.63 to 18.61, with

significance values greater than the significance levels, of other statements not

44 | P a g e
mentioned. This directed to the acceptance of the null hypothesis and concluded that

there is no significant difference between the respondents’ grade level and their

family factors.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION

This chapter deals with the summary of findings, conclusion, and

recommendation of the researcher's study.

Summary

This research aimed to find out the factors affecting career preference among

Senior High School students as to academic factors, role models, peer/ friend, and

family factors. Moreover, to find out if there's a significant relationship between the

profile of the respondents and factors affecting career preference.

45 | P a g e
 The study was conducted within the vicinity of Addalam Region High

School with a total respondents of forty-five (45) enrolled senior high school students.

This research was designed to determine the factors affecting career

preference among senior high school students. Type of this research is a descriptive-

correlational method that describes and predicts how variables are naturally related in

the real world, without any attempt by the researcher to alter them or assign causation

between them.

The research questionnaires were adopted from www.academia.edu and a

research study entitled; "Factors Influencing the Choice of Career Pathways Among

High School Students in Midlands Province, Zimbabwe" by Jeffrey Mtemeri which

was used by the researchers as their instrument in gathering the data needed in the

study. The research questionnaire was divided into two sections: the first section

includes the respondent's profile such as their age, gender, and grade level. The

second part compromised the factors affecting career preference among senior high

school students as to academic factors, role models, peer/friend, and family factors.

To summarize, analyze, and interpret the data gathered, Frequencies, Percentage, and

Weighted Mean were used. Furthermore, to find out the significant relationship

between the profile of the respondents and the factors affecting career preference

among senior high school students the chi-square was used.

Summary of findings

The significant findings of the study are as follows:

1. Profile of the Respondents

46 | P a g e
 The profile of the respondents who are Senior High School students enrolled

in Addalam Region High School school year 2023-2024.

a. Age

The age bracket of the respondents ranged from 16 to 23 years old. Most of

the senior high school students belong to the age of 16-18 with a frequency of 42 or

93. 30% of the total population. On the other hand, there were 2 or 4.40% of the

respondents who belonged to the age range of 23-24. Moreover, only 2.20% or one

out of 45 was within the age range 25-27 which is composed of only one student or

computed as a total enumeration of 2.20% out of the population of enrolled senior

high school students school year 2023- 2024. Moreover, the age profile suggested that

the majority of the respondents belonged to the normal age where they can make

decisions themselves in what chosen career or work field they should take in the next

ladder of schooling.

b. Gender

Out of the total number of 45 enrolled senior high school students, there were

21 or 46.70% of the total respondents were male while 24 or 53.30% were female.

Therefore, the static indicated that from the total number of respondents, the total

population of female senior high school students is higher than the total number of

male students.

c. Grade Level

There was a total number of 27 or 60.0% of the respondents are Grade 11.

Moreover, 18 or 40.0% of the respondents are Grade 12 students. The table revealed

47 | P a g e
that Grade 12 students have the least number of respondents. It is very observable that

the enrollment in Grade 11 was much higher than the Grade 12.

2. Factors Affecting Career Preference Among Senior High School Students as to:

A. Academic Factor

With regards to the Academic Factor, the respondents' career preference was

affected to a moderate extent with a weighted mean of 3.91. Taking a course related

to respondents' skills with a mean of 3.82 was also interpreted as having an effect to a

moderate extent. The former student's career hurt the respondents' career choice with

a mean of 3.13 and was found to have neither effect to an extent. The overall mean of

3.66 for academic factors only affects the respondents to a moderate extent in their

career preference.

B. Role Models

The study showed that the advice given by role models greatly affected the

respondents' career preferences, as shown by a weighted mean of 3.71. Also, people

who offer unsolicited advice positively affect the respondents to a moderate extent. In

general, an overall weighted mean of 3.60 moderately affects the respondents'

preference for a career.

C. Peer/Friend

The table indicates that "Peer advice especially by close friends on careers is

essentially considered" affects to a moderate extent the student's career preference

48 | P a g e
with a mean of 3.56. While “My friends’ statements affect my career choice”.

neither affects to an extent the student's career preference with a mean of 2.89. The

overall mean of 3.16 neither affects to an extent the respondents' preference in

choosing a career.

D. Family Factor

The table, "Parental connectedness and expectations can affect children's

choice of careers" showed that respondents' preference was affected to a moderate

extent with a mean of 4.09 followed by “The bond between children and parents

affects children’s choice of careers” with a corresponding mean of 3.69. On the other

hand, “Children choose certain careers to please their parents” has the least effect

on the student's career preferences. The computed overall mean was 3. 51 and

interpreted as "Affect to a Moderate Extent."

3. Significant relationship between the profile of the respondents and the factors

affecting career preference among senior high school students in terms of

Academic Factors.

A. Significant relationship between the age of the respondents and the factors

affecting career preference among senior high school students.

The Chi-square value from 2.49 to 8.52 with significance values greater than

the significance level of 0.05 showed a significant relationship. This led to the

acceptance of the Null Hypothesis which states that there is no significant relationship

between respondents’ age and the factors affecting their career performance in terms

of academic factors. This implies there is no association between the respondents' age

and the academic factors affecting their career performance.

49 | P a g e
B. Significant relationship between the gender of the respondents and the factors

affecting career preference among senior high school students.

Chi-square values from 1.19 – 14.87 with significance values greater than 0.05

significance level showed a significant relationship. The outcome implied that there is

no connection between the respondents’ gender and the academic factors affecting

their career performance.

C. Significant relationship between the grade level of the respondents and the

factors affecting career preference among senior high school students.

Chi-square values from 1.47 to 24.38 with significance values greater than

0.05 showed no significant relationship. Thus, accept the Null Hypothesis stating that

there is no significant relationship between respondents.

4. Significant Relationship Between the Respondents’ Profile and Factors Affecting

Career Performance in terms of Role Model

A. Significant relationship between the age of the respondents and the factors

affecting career preference among senior high school students.

The Chi-square values from 10.06 to 24.02, all with significance values

greater than the significance level of 0.05, uncovered a significant relationship. This

proceeded to the acceptance of the Null Hypothesis.

B. Significant relationship between the gender of the respondents and the factors

affecting career preference among senior high school students.

50 | P a g e
 It uncovered that the Chi-square values from 1.76 to 14.30 had a significance

value greater than 0.05. Thus, it implied that there is no significant relationship

between the respondents’ gender and role model factors.

C. Significant relationship between the grade level of the respondents and the

factors affecting career preference among senior high school students.

The Chi-square and significance values of the relationship between

respondents’ grade level and their role model factors. It was presented that all the

significance values of the role model factor, and grade level were greater than the

significance level or critical value of 0.05. These data made the conclusion to accept

the Null Hypothesis which states that there is no significant relationship between

respondents’ grade level and their role model factors.

5. Significant Relationship Between the Respondents’ Profile and Factors Affecting

Career Performance in terms of Peer/Friend

A. Significant relationship between the age of the respondents and the factors

affecting career preference among senior high school students.

The Chi-square values from 4.38 to 39.46, with all significance values greater

than 0.05. It shows that there is enough evidence to accept the Null Hypothesis; thus,

there is no significant relationship between the respondents’ age and their peer or

friend factors affecting their career performance. It was also implied that the age of

the respondents does not impact their peer or friend factors.

B. Significant relationship between the gender of the respondents and the factors

affecting career preference among senior high school students.

51 | P a g e
 The computed Chi-square values from 1.01 to 12.52, all with significance

values greater than 0.05 significance level, show a not significant relationship

between respondents’ gender and some of the statements. Hence, these peer/friend

statements had nothing to do with the respondents’ gender.

C. Significant relationship between the grade level of the respondents and the

factors affecting career preference among senior high school students.

The computed Chi-square values from 1.80 to 16.01, all with significance

values of greater than 0.05 significance level, indicate that there is no significant

relationship between the respondents’ grade level and their peer/friend factors. Thus,

there is enough evidence to accept the Null Hypothesis. Besides, the respondents’

gender did not affect the peer/friend factors that affected their career performance.

6. Significant Relationship Between the Respondents’ Profile and Factors Affecting

Career Performance in terms of Family

A. Significant relationship between the age of the respondents and the factors

affecting career preference among senior high school students.

The computed Chi-square values from 2.40 to 33.57, all with significance

values greater than 0.05, showed a significant relationship between respondents’ age

and family factors.

B. Significant relationship between the gender of the respondents and the factors

affecting career preference among senior high school students.

52 | P a g e
 The Chi-square values from 1.96 to 23.57 with significance values greater

than 0.05 significance level. This indicates that there is enough evidence to accept the

Null Hypothesis which states that there is no significant relationship between the

respondents’ gender and their family factors.

C. Significant relationship between the grade level of the respondents and the

factors affecting career preference among senior high school students.

The Chi-square values from 1.63 to 18.61, with significance values greater

than the significance levels, of other statements not mentioned. This directed to the

acceptance of the Null Hypothesis and concluded that there is no significant difference

between the respondents’ grade level and their family factors.

Conclusions

Based on the findings of the study, the following conclusions have been

established:

 Most of the respondents were within the age bracket of 16-18 years old. As a

result, it reveals that the majority of the respondents belonged to Humanities and

Social Sciences (HUMSS) as it offers less difficult subjects. The total population

53 | P a g e
 of the Grade 12 students has the least number of respondents compared to the

total frequency of the Grade 11 students with the highest frequency.

 With regards to the Academic Factor, the respondents' career preference was

affected to a moderate extent. The former student's career had a positive effect on

the respondents' career choice and was found to have respondents to a moderate

extent. Thus, Academic factors only affect the students in their career preference.

 The advice given by role models greatly affects the respondents in their career

preferences. The advice provided like relatives giving advice worthy of

consideration in career preference affects the respondents to a moderate extent.

Therefore, role models were found to have an effect to a moderate extent on the

career preferences of the respondents.

 Peer advice especially by close friends on careers is essentially considered to

have an effect to a moderate extent on the respondents' preference in choosing a

career.

 Parental connectedness and expectations can affect children's choice of careers

showed that respondents' preference was affected to a moderate extent. Children

choosing certain careers to please their parents have the least effect on the

student's career preferences. Therefore, it is observed that family factors affect the

student's career preference to a moderate extent.

 As a result, the students are less considerate to peers/friends than role models

because peers can't live and stay longer with them. Moreover, students are

considered role models because students view the profession as the one they

admire.

54 | P a g e
 There is no significant relationship between the age, gender, and grade level of

the respondents and the factors affecting career preference among senior high

school students. Moreover, age, gender, and grade level act as a determinant in

identifying how students are being affected by the following factors which are

academic, role models, peer/ friend, and family factors. Furthermore, the null

hypothesis (Ho) "there is no significant relationship between the profile of the

respondents and the factors affecting career preference among senior high school

students of “Addalam Region High School" was found to be accepted.

Recommendations

Based on the said findings and conclusions arrived at the study, the following

recommendations are hereby humbly suggested:

55 | P a g e
1. Students are advised to know and understand more fully the track that they are

going to enroll in so that they become familiar with the different progress under their

chosen track.

2. Secure relevant information from a reliable person who is already in their field of

work.

3. Students seek advice from parents, peers, or friends who have adequate knowledge

about the nature of their work.

4. Students evaluate their interests, capabilities, strengths, and resources before

choosing a career appropriate for their career.

5. Further studies along this line are highly encouraged to cross-validate the result of

this study.

6. Strengthen career guidance programs to guide the students in the career path

starting from their Elementary days.

56 | P a g e