FACTORS AFFECTING CAREER PREFERENCES AMONG SENIOR HIGH SCHOOL STUDENTS IN TACLOBAN CITY
___________________________
An Undergraduate Thesis Presented to the Faculty of the College of Arts and Sciences Eastern Visayas State University Tacloban City ___________________________
In Partial Fulfilment of the Requirements for the Degree Bachelor of Science in Statistics ___________________________
JAYSON S. PENEDILLA LILIBETH B. ROSALDO
OCTOBER 2017
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CHAPTER I INTRODUCTION Young students have diverse dreams and interests in life. There is an old adage which inspires people to succeed: “if there is a will, there is a way.” In choosing a career, suitability to the interest of the students is given importance. Students must know on what degree to pursue in college, one that interest them and must also fit their abilities so that it will not be hard for them to choose the right career path. Being adolescent can be extremely lonely. It is not unusual to have a feeling that there is no one turn to when problems come arise. This is the stage where major decisions and deep concerns affect the courses of their lives. Most adolescents are pressured to perform and succeed, which experience severe stress in meeting these expectations (Psychology.com, 2017). Senior high school students need a lot of professional advice especially when it comes in choosing their careers. It is in this period, where students are advised to prepare for their future worthwhile occupations. Choosing the perfect career that will fit is one of the most important and crucial decision that every person has to make. This can be one of the measures whether an individual will be successful in the future or not. At this stage, self-realization, role try-outs, occupational explorations in schools, and finding the first job is the tentative step.
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It is this stage when teenager needs guidance in the proper selection of their desired career. Where, they will arrive at the right decision considering their innate capacities, educational privilege offered to the students and other resources that society makes available for them to be more efficient and effective (DepEd, 2017). The researchers, enquired the Grade 12 students of Tacloban City to know the factors affecting their decisions in choosing a career. Background of the Study “If there is a will there is a way.” In choosing a career, suitability to the interest of the students is given importance. Students must know on what degree to pursue in college, one that interest them and must also fit their abilities so that it will not be hard for them to choose the right career path. The kind of career a person has an affect his or her life in a great number of ways. The career also affects the way other people act toward you. By making a wise career decision can help one’s self build the life they want. Senior high school students may not be able to identify their own deficiency as far as their choices are concerned because of the interrelationship of these factors, such as age, gender, the socio – economic status of the family. Stated, that the greatest barrier among students pursuing their own career and having command over their life is the lack of in – depth knowledge of the said
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career. In addition, knowledge is required to make valid career preferences. (Philips, 1986) Then, it is the responsibility of guidance counsellors to supply these senior high school students with enough and pertinent information and proper interpretations concerning their abilities, aptitudes, interest, needs, temperament and personal characteristics to help them make crucial decisions. What most likely could lead the students to their maximum development and ultimate success is likewise the concern of educational guidance. Through these programs, the students are given assistance in attaining a high level of efficiency and satisfying results in the activities in which they will engage in. As a whole, they will be helpful in formulating systematic goals and plans for their future. Educational leaders and programmers have agreed that instructions in schools be made to suit the students’ needs and prepare for a life work where they could utilize their abilities, talents, and interest so they could find satisfaction and self – fulfilment. Bautista (as cited in Bulaong, 1986) stated that elementary education provides a foundation for formal education. It is when high school where students starts to feel tangibly about career preferences. He cited, Castillo (1963), who stressed that the redirection and guidance of the high school youth because; it is in that stage where skills, capacities and decisions are developed. The youth should get a through picture of their aspirations and expectations.
4
According to Supeer (2005), the students should first become aware of the need for a career. So every graduating student needs a wise choice in decision making. Bautista (1997) stated that at this stage, a student must take important and vital decision in the selection of a career which will determine his/her future success. “If there is a will, there is a way.” However, the question is: “who provides the way for the willed students?” According to Gramsci (1999), the ones who need the ends, need the means. Are the means provided are scientific and supportive to the wanted ends of the students? Or they are captives or prisoners of tyranny of educational system that steal their freedom to choose their own path? The need to find out the factors affecting the career preferences among senior high school students gave the impetus to this study.
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6
Theoretical and Conceptual Framework There are various factors that affect career preferences of senior high school students such as personal attributes, academic background, and socio – economic factors. These factors can directly or indirectly affects career preferences of the respondents. Motivation is basically the determinant of anyone’s decision. It can be intrinsic, extrinsic motivation or both. Maslow’s hierarchy of needs is the fundamental theory of one’s behaviour including the motivation of doing something. The students’ choice of career may be attributed to their physiological needs, good and decent meals, shelter for safety, recognitions and belongingness to the family, intrinsic motivation of selfdiscover and actualisation. There could be some reasons for some as what Skinner’s Operant Conditioning described. People behave or do (refrain from doing) things because of rewards and punishments. Some students could have been forced to take the career they planned because of fear (negative stimulant). Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment.
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The cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience (Leod, 2017). Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses. When children have opportunities to develop executive function and selfregulation skills, individuals and society experience lifelong benefits, these skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families. Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control. These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other. Each type of executive function skill draws on elements of the others.
Working memory governs our ability to retain and manipulate distinct pieces of information over short periods of time.
Mental flexibility helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
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Self-control enables us to set priorities and resist impulsive actions or responses.
Children aren’t born with these skills—they are born with the potential to develop them. If children do not get what they need from their relationships with adults and the conditions in their environments—or (worse) if those influences are sources of toxic stress—their skill development can be seriously delayed or impaired. Adverse environments resulting from neglect, abuse, and/or violence may expose children to toxic stress, which disrupts brain architecture and impairs the development of executive function. Providing the support that children need to build these skills at home, in early care and education programs, and in other settings they experience regularly is one of society’s most important responsibilities. Growth-promoting environments provide children with “scaffolding” that helps them practice necessary skills before they must perform them alone. Adults can facilitate the development of a child’s executive function skills by establishing routines, modeling social behavior, and creating and maintaining supportive, reliable relationships. It is also important for children to exercise their developing skills through activities that foster creative play and social connection, teach them how to cope with stress, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision (harvard.edu, 2017).
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CHAPTER III METHODS OF THE STUDY AND SOURCES OF DATA This chapter explains the methods and procedures of gathering and analysing of data in this study. Research Design The study used a descriptive-causality research design. The research findings are described based on data gathered and analysed. The findings are tested to determine the factorial variables affecting the career preferences of senior high school students in Tacloban City. Research Locale The study was conducted during the school year 2017 – 2018 within Tacloban City. Respondents of the Study The respondents of the study were the senior high school students who were officially enrolled in the school year 2017-2018 in Leyte National High School, San Jose National high School, Northern, and TNAS, all of Tacloban City. There were 50 student-respondents for each school.
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Sampling Method The
researchers
will
use
nonprobability
sampling
method.
The
respondents will be chosen based on judgment sampling which is a common nonprobability method. The researchers are confident that the chosen sample is truly representative of the entire population of students from San Jose National High School, Leyte National High School, Northern School and TNAS. Student representatives are selected to be sampled based on their official registration of present academic year and credible judgment. Instrumentation and Validation A 5-point Likert-type questionnaire was employed. Likert-type or frequency scales to be used is opted to measure someone’s attitudes or behaviours, a Likert scale is one of the most popular (and reliable) ways to do so. A Likert scale measures attitudes and behaviours using answer choices that range from one extreme to another (survymonkey.com, 2016). In this study, it is
ranging from
strongly agree to totally disagree to allow the researcher to uncover degrees of opinion. Likert (1932) developed the principle of measuring attitudes by asking people to respond to a series of statements about a topic, in terms of the extent to which they agree with them, and so tapping into the cognitive and affective components of attitudes. The researchers will use unipolar, odd (5) number with midpoint (scale # 3) as neutral, not sure, maybe, continuous and logical, and interrogative.
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A set of questionnaires was submitted to credible raters from the faculty of EVSU for validation. Data Gathering Procedure Survey-interview guides administered by high school teachers were employed to gather data for this study. The survey-interview guide includes data on the personal attributes of the respondents in terms of socio – economic factors, social, personal and academic factors. The survey was conducted to gather pertinent data in research. A written permission and communication letter was initially secured from the School Division of Tacloban City and the Principals concerned. The schedules of the interview were pre – arranged by the school principals/ each respondent were asked several questions indicated in the interview guide. Through this, the researcher had personally administered and retrieved the necessary information. Methods of Scoring Table 1. Limit of index and verbal Description of weighted Mean Analysis Limit of index 4.51 – 5.0 3.51 – 4.50 2.51 – 3.50 1.51 – 2.50 1.00 – 1.50
Verbal Description Strongly Agree Agree Not Sure Disagree Strongly Disagree
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Statistical Treatment of Data All data are analysed and interpreted statistically using percentage, Frequency, Mean and One-way ANOVA, Formula for the Mean: ∑𝜒 𝑋̅ = 𝑛 x c
Where: 𝑋̅= Weighted mean ∑𝑥= Sum of all responses N= number of respondents C= inerval Formula percentage: 𝑃=
𝑓 𝑛
x 100
Where: P= percentage f = frequency n = number of respondents Frequency is the number of count in appearance of certain responses. One-Way Analysis of Variance (ANOVA) The researcher will use One-way ANOVA to see the possible significant effect and differences of the levels of knowledge and lesson planning skills.
𝑀𝑆𝑇
F=𝑀𝑆𝐸
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Where, F = Anova Coefficient MST = Mean sum of squares due to treatment MSE = Mean sum of squares due to error. Formula for MST is given below: 𝑆𝑆𝑇
𝑀𝑆𝑇 = 𝑝−1
𝑆𝑆𝑇 = ∑𝑛(𝑥 − ẋ)² Where, SST = Sum of squares due to treatment p = Total number of populations n = Total number of samples in a population.
Formula for MSE is given below: SSE
MSE = N−p 𝑆𝑆𝐸 = ∑(𝑛 = 1)𝑆²
Where, SSE = Sum of squares due to error S = Standard deviation of the samples N = Total number of observations.
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CHAPTER IV DATA PRESENTATION, ANALYSIS & INTERPRETATION
This chapter presents the results of the data gathering based on the questionnaires and instruments, and the discussion about the data which have been analysed, evaluated and interpreted in order to answer the research problem of this study. Presentation of results includes the profile of the respondents, the respondents’ answer to each question and level of agreement on how they are affected by the factorial variables. Table 1 shows the socio-demographic profile of the students. There were fifty (50) student respondents for each school. Majority of the respondents are adult aging from 18-20 years old. SJNHS participants have thirty two (32) students or 64 %; LNHS got twenty five (25) or 50%; Northern students have thirty seven (37) or 74% while TNAS have posted forty one (41) students or 82%. Male respondent are totalled to one hundred one (101) or 50.5% while female respondents are ninety nine (99) or 49.5%. Most of the respondents, totalling to one hundred fifteen (115) or 57.5 % belong to poor families with lowest income of PhP 10,000 and below. Seventy four (74) or 37% of the student-respondents belong to families with average income of PhP10,000-29,000.00 while six (6) or 3% of the students belong to
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above average income earning families. Five (5) students did not indicate their family income. Table 1 Profile of the Senior high School Students PROFILE
SJNHS F
Age: 21- above 18-20 17-below Sex: Male Female GPA: 94-100 86-93 80-85 75-79 74- below Family Monthly Income: 50,000-above 30,000-49,000 10,000-29,000 10,000-below
LNHS %
F
%
NORTHERN F %
TNAS F
%
3 32 15
6.00 64.00 30.00
0 25 25
0.00 50.00 50.00
3 37 10
6.00 74.00 20.00
0 41 9
0.00 82.00 18.00
22 28
44.0 56.0
22 28
44.0 56.0
24 26
48.00 52.00
33 17
66.00 34.00
2 20 28 0 0
4.00 40.00 56.00 0.00 0.00
5 30 12 3 0
10.00 60.00 24.00 6.00 0.00
4 25 17 4 0
8.00 50.00 34.00 8.00 0.00
0 15 27 8 0
0.00 30.00 54.00 16.00 0.00
0
0.00
0
0.00
0
0.00
0
0.00
0
0.00
6
12.00
0
0.00
0
0.00
11
22.00
24
48.00
29
58.00
10
20.00
34
68.00
20
40.00
21
42.00
40
80.00
The table 2 in the following page, the student-respondents from four (4) schools have varied Track and Strands subjects which they are currently enrolled.
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SJNHS students dominated the survey with Maritime Transportation and Home Economics subjects with seventeen (17) and eighteen (18) students, respectively. LNHS have eleven (11) students for STEM and nine (9) students for Industrial Arts. Northern school have fifteen (17) for STEM and ten (10) students opted for Home Economics. TNAS have seventeen (17) for STEM and ten (10) for ICT. LNHS have ten (10) students enrolled in Music and TNAS have thirteen (12) students enrolled in Literary Arts. Table 2 Career and Track Preferences of the Senior High School Students Currently Enrolled TRACK Subjects PREFERENCES Currently Enrolled A. Academic Track:
SJNHS
F
%
ABM
0
HUMMS
1
STEM
0
Maritime Transpo
LNHS
17
F
NORTHERN
%
F
%
TNAS
F
%
0.00 2.00 0.00 34.0
0 0.00 0 0.00 11 22.00 0 0.00
0 0.00 0 0.00 15 30.00 0 0.00
0 0 17 0
0.0 0.0 34.0 0.0
0.00 36.00 100.00 6.00 0.00
0 0.00 0 0.00 9 18.00 7 14.00 0 0.00
0 0.00 10 20.00 9 18.00 4 8.00 0 0.00
0 10 0 10 0
0.0 20.0 0.0 20.0 0.0
0.00 2.00 4.00 0.00 2.00
10 20.00 3 6.00 4 8.00 0 0.00 6 12.00
0 0.00 0 0.00 10 20.00 0 0.00 5 10.00
0 13 0 0 0
0.0 26.0 0.0 0.0 0.0
B. Technical-Vocational Livelihood Track Agri-Fishery Arts
0
Home Economics
18
Industrial Arts
7
ICT
3
TVL Maritime
0
C. Arts and Design Track
Music Literary Arts Theater Dance Media Arts & Visual Arts
0 1 2 0
1
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The student-respondents were surveyed about their choice and planned career through their choice of degree to take in college. SJNHS have nine (9) students inclined for Agricultural Technology, highest number of students out of 50 respondents. LNHS topped by eleven (11) students up for Computer Engineering, followed by ten (10) students who opted for Agricultural Technology. Northern school have ten (10) students upped for Agricultural Technology, six (6) students for Electrical Engineering, five (5) students for Mechanical Engineering. TNAS is topped by students with dreams of becoming a teacher and civil engineer with eleven (11) and nine (9) students, respectively. Few students in all schools opted for Geodetic Engineering, Agribusiness, Management, Medical and Radio Technology, Mass Communication and Journalism, Psychology, Biology (prep for Doctor of Medicine). BS Statistics, and BS Chemistry have one (1) student each. BS Marine Transportation is aspired by seven senior high school students (currently, out of 200 students, 17 are enrolled in Senior High Academic Track Maritime Transportation). BS Accountancy got seventeen (17) students who dream of becoming a CPA (however, not a single student is currently enrolled in ABM Academic Track). Nineteen (19) students are aspiring to become an agriculturist (no one is enrolled in TVL Agriculture/Fishery in Senior High).
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Table 3 Preferred Career and College Degree to be pursued by the Senior High School Students CAREER/COLLEGE GOALS
SJNHS F
A. Agriculture and Related Fields Agro-Forestry Fisheries Agricultural Engineering Agricultural Technology Agribusiness/Management B. Engineering Mechanical Electronics & Communication Computer Chemical Geodetic Electrical Civil Engineering Industrial Engineering Environmental C. Science and Math BS Mathematics BS Physics BS Biology BS Chemistry BS Statistics/Applied Statistics D. Information Technology Information Technology Multimedia Animation Computer Science Programming IMS E. Teacher Education major in: Mathematics Science Physics Chemistry English Human Kinetics Early Childhood Education Environmental Planning
LNHS
%
F
NORTHERN %
F
%
TNAS F
%
0 0 0 9 1
0.00 0.00 0.00 18.00 2.00
0 0 0 10 5
0.00 0.00 0.00 20.00 10.00
0 0 0 10 0
0.00 0.00 0.00 20.00 0.00
0 0 0 0 0
0.00 0.00 0.00 0.00 0.00
4 0 3 0 1 0 2 4 0
8.00 0.00 6.00 0.00 2.00 0.00 4.00 8.00 0.00
4 0 11 0 2 1 0 9 0
8.00 0.00 22.00 0.00 4.00 2.00 0.00 18.00 0.00
5 0 2 0 0 4 0 0 0
10.00 0.00 4.00 0.00 0.00 8.00 0.00 0.00 0.00
0 0 0 0 0 0 9 0 2
0.00 0.00 0.00 0.00 0.00 0.00 18.00 0.00 4.00
0 0 1 1 1
0.00 0.00 2.00 2.00 2.00
0 0 0 0 0
0.00 0.00 0.00 0.00 0.00
0 0 0 0 0
0.00 0.00 0.00 0.00 0.00
0 0 0 0 0
0.00 0.00 0.00 0.00 0.00
4 1 0 0 0 0
8.00 2.00 0.00 0.00 0.00 0.00
0 0 0 0 0 0
0.00 0.00 0.00 0.00 0.00 0.00
6 0 0 0 0 0
12.00 0.00 0.00 0.00 0.00 0.00
0 4 0 0 0 0
0 0 2 0 0 0 0 0
0.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00
0 0 0 0 0 0 0 0
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
4 0 0 0 0 0 0 0
8.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
0 7 0 0 4 0 0 0
0.00 8.00 0.00 0.00 0.00 0.00 0.00 0.00 14.00 0.00 0.00 8.00 0.00 0.00 0.00
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Table 2 continued CAREER/COLLEGE GOALS
SJNHS F
%
LNHS F
NORTHERN
%
F
%
TNAS F
%
F. Health Sciences Pharmacy
0
0.00
0
0.00
0
0.00
0
0.00
Radiology Technology
0
0.00
2
4.00
0
0.00
0
0.00
BS Nutrition
0
0.00
0
0.00
0
0.00
0
0.00
Medical Technology
0
0.00
0
0.00
0
0.00
4
8.00
Physical Therapy
0
0.00
0
0.00
0
0.00
0
0.00
Creative and Performing Arts
9
18.00
0
0.00
0
0.00
0
0.00
BS Religious Education
0
0.00
0
0.00
0
0.00
0
0.00
Philosophy
2
4.00
0
0.00
0
0.00
0
0.00
0 H. Social and Behavioural Sciences
0.00
0
0.00
0
0.00
4
8.00
BS Psychology
0
0.00
0
0.00
0
0.00
3
6.00
BS Social Work
0
0.00
0
0.00
0
0.00
0
0.00
Human Development
0
0.00
0
0.00
0
0.00
0
0.00
Guidance and Counselling 0 I. Business Administration and Related Courses BS Accountancy 2
0.00
0
0.00
0
0.00
0
0.00
4.00
6
12.00
5
10.00
4
8.00
Tourism
0
0.00
0
0.00
0
0.00
9
18.00
Construction Management
0
0.00
0
0.00
0
0.00
0
0.00
BS Architecture
0
0.00
0
0.00
0
0.00
0
0.00
Landscape Architecture
0
0.00
0
0.00
0
0.00
0
0.00
Fine Arts
0
0.00
0
0.00
0
0.00
0
0.00
Interior Design
0
0.00
0
0.00
0
0.00
0
0.00
Environmental Planning
0
0.00
0
0.00
0
0.00
0
0.00
Urban Planning
0
0.00
0
0.00
0
0.00
0
0.00
0
0.00
0
0.00
7
14.00
0
0.00
BA Communication
0
0.00
0
0.00
5
10.00
0
0.00
BA Journalism BS Development Communication
1
2.00
0
0.00
1
2.00
0
0.00
2
4.00
0
0.00
1
2.00
0
0.00
50
100.00
50
100.00
50
100.00
50
100.00
G. Arts and Humanities
BS Theology
J. Architecture
K. Maritime BS Marine Transportation L. Communication
Others,
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There
are
some
inconsistencies
in
student-respondents’
response
regarding their dreams and aspirations in life as part of their career from their enrolled senior high school academic tracks. They are enrolled in subjects which they can’t help them prepare to their choice of college degree or career. The analysis however is not sufficient. The researchers further enquired through the survey questionnaire about the factors affecting their choices. Table 4 summarizes the answers of the 200 student-respondents, presented the MEANs and categorical interpretation of the Means.
Table 4 FACTORS AFFECTING THE SENIOR HIGH SCHOOL STUDENTS’ PREFERENCES
Factors Affects the Students Personal 1. My choice of school affects my choice of course. 2. My preference of course is suited to my talent. 3. My preference of course is my personal choice. 4. My preferred course is my “childhood dream”. 5. My preference course is connected to my favourite subject. 6. My preference course is an in demand course. Average Mean Academic Qualification/Ability 1. I consider the academic program based on the internship opportunities and hands-on experiences. 2. I consider my present scholarship for it is an automatic qualification to enroll in my choice of course. 3. I consider my previous grades in choosing my preferred course. 4. I consider my track in its grades in choosing a course. 5. I consider my preferred course based on my academic achievements. 6. I consider my preferred course based on my skills. 7. I consider my preferred course because of the scholarship and subsidies is being offered. Average Mean
SJNHS
LNHS
NORTHERN
F
AI
F
AI
AI
F
AI
3.2 3.06 2.6
NS NS NS
3.66 3.42 3.38
A NS NS
3.44 3.48 3.54
NS NS A
3.58 3.25 3.7
A NS A
3.22 3.48 3.36
NS NS NS
2.2 4.08 3.58
D A A
3.24 3.98 3.68
NS A A
3.44 3.3 3.76
NS NS A
3.15
NS
3.39
NS
3.56
A
3.51
A
A
3.32
NS
3.76
A
3.64
A
3.5
NS
3.66
A
4
A
3.98
A
3.5 3.58
NS A
3.76 3.86
A A
3.9 3.88
A A
3.52 3.94
A A
3.24 3.34
NS NS
3.64 3.6
A A
3.96 3.46
A
3.56 3.68
A A
3.54 3.50
A NS
3.58 3.63
A A
3.68 3.81
A A
3.76 3.73
A A
3.8
F
TNAS
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Table 4 continued
Physical Environment 1. I consider the place of my future work in choosing my course.
3.78
A
3.9
A
3.8
A
3.9
A
2. Far residency and / or in accessibility to the desired school.
3.72
A
3.36
NS
3.36
NS
3.38
NS
3. I consider the conducive learning environment of the school.
3.44
NS
2.98
NS
3.48
NS
3.48
NS
4. I consider the school uniform of the school in choosing a course.
3.56
A
3.6
A
3.5
NS
3.64
A
5. I consider the quality of school, where the course is being offered.
3.06
NS
2.94
NS
3.16
NS
3.2
NS
Average Mean
3.51
A
3.36
NS
3.46
NS
3.52
A
Social Factor 1. My friend’s preference of career affects my career choice. 2. My parents are the one who are choosing my career. 3. I consider the dominant profession of my family in choosing my career choice.
3.22 2.82
NS NS
3.74 2.68
A NS
3.64 3.28
A NS
3.74 3.58
A A
3.44
NS
3.62
A
3.56
A
3.4
NS
4. I consider the influence of my teacher in choosing my career.
3.16
NS
3.02
NS
3.48
NS
3.64
A
5. I consider the choice of my sponsor in choosing my career.
3.02
NS
3.52
A
3.36
NS
3.38
NS
6. My friend’s choice of school affects my career choice. Average Mean
3.8 3.24
A NS
3.3 3.31
NS NS
3.36 3.45
NS NS
3.58 3.55
A A
Economic Factor 1. I consider the financial status of my family.
3.86
A
3.32
NS
3.48
NS
3.5
NS
4.14 3.6
A A
3.26 3.44
NS NS
3.38 3.4
NS NS
3.34 3.56
NS A
3.56 3.98
A A
3.44 3.48
NS NS
3.04 3.62
NS A
3.24 3.12
NS NS
2.8 3.66 3.412
NS A NS
3.5 3.41 3.42
NS NS NS
3.28 3.37 3.53
NS NS A
2.84 3.27 2.814
NS NS
2. I consider my supposed future earnings. 3. I consider my future employment in choosing my track. 4. I consider my preferred track for I could already earn an income while studying. 5. I consider the cost/expenses in choosing a course. 6. I consider the fees that the career entails. Average Mean Overall Mean
NS
The students’ answers provided information about their choice of career as a matter of Personal Choice, Academic Qualifications, Physical environment, Social and Economic influences. Table 4 shows the average means of 3.15 (Not Sure), 3.39 (Not Sure), 3.56 (Agree) and 3.51 (Agree) for SJNHS, LNHS, Northern and TNAS, respectively. The means suggested that on level of certainties of making choices about their career and future college courses. SJNHS and LNHS are generally,
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not sure while Northern and TNAS students “agreed” that they choices are really their own. The enquiry however further look into the factors affecting the “personal choice” of the students. Are they influenced or motivated by any other factors besides their own intrinsic motivation of dreams and aspirations? Table 4 shows the Means of answers of the student-respondents about the “Physical Environmental Factor.” SJNHS and TNAS got 3.51 (Agree) and 3.52 (Agree), respectively while LNHS with 3.36 (Not Sure) and Northern with 3.46 (Not Sure) are not affected by Physical Environment (e.g. school facilities, accessibility or distance from home, attractiveness of future schoolmates). TNAS’ students “agreed” (with a Mean of 3.55) that their personal choice is influenced by peers, parents’ choice, and teachers. SJNHS, LNHS and Northern schools are “not sure” (3.24, 3.31, and 3.45, respectively) about the social influence but one specific question item, LNHS students are influenced their choice by their sponsors. All of the schools’ (3.41, 3.37, and 3.27, respectively) senior high students but SJNHS (3.66, Agree) are “not sure” about Economic factor of their decisions. Despite the dominant number of poor families of the respondent students, three (3) schools are not affected. This may be due to voucher system and free college education provided by DepEd and CHED.
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Table 5 One-way ANOVA Result of Senior High School Students’ Career and Track Preferences to test the significant difference among them
Schools SJNH LNHS Northern NAS
IV Personal Academic Physical Environment Social Economics
N 50
Mean 3.41
50
3.42
50
3.53
50
2.81
SD
0.3244
F
40.6027
The differences of Means among the 4 groups of Senior High School Students are tested and measured using one-way ANOVA and the result of coefficient F is 40.6027.
F result is higher than the significant value of ≥0.5. It suggests that there is real effect of Personal, Academic, Physical, Social and Economic factors in their preferences.
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Chapter 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary “If there is a will there is a way.” In choosing a career, suitability to the interest of the students is given importance. Students must know on what degree to pursue in college, one that interest them and must also fit their abilities so that it will not be hard for them to choose the right career path. “If there is a will, there is a way.” However, the question is: “who provides the way for the willed students?” According to Gramsci (1999), the ones who need the ends, need the means. Are the means provided scientific and supportive to the wanted ends of the students? Or they are captives or prisoners of tyranny of educational system and undue influences of guardians that steal their freedom to choose their own path?
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The students’ career preferences are depending on the means available to them and some are prisoners of tyranny of their parents and or schools which offered and make means available according to their needs and not of the students. Are the answers of the students to survey questionnaires valid and reliable? Conclusion The students’ provided information are valid and reliable based on the categorized information, coded and processed by statistical formula. The null hypothesis of the study, stated as “there is no significant effect and differences among the factors and groups of respondents’ preferences” is FALSE and rejected by the ANOVA coefficient F of 40.6027. The senior high school students’ choice of career and college degree although mostly are personal choice, is not free from any influence. Their choices, personal or advised or coerced, are affected by multiple factors---from Academic Qualifications to social and economic factors. Therefore, students are motivated in making decision. As we have discussed in Theoretical Framework of this study (p.6), motivation is basically the determinant of anyone’s decision. It can be intrinsic, extrinsic motivation or both. Maslow’s theory of one’s needs of good and decent meals, shelter for safety, recognitions and belongingness to the family, intrinsic motivation of self-
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discovery and actualization; Skinner’s Operant Conditioning that make one behaves or does (or refrains from doing) things because of rewards and punishments; and Piaget's theory of cognitive development as a process which occurs
due
to
biological
maturation
and
interaction
with
the
environment. One important factor of students’ decision-making process is the neuropsycholgical framework about Executive function and selfregulation skills which are the mental processes that enable the people to plan, focus
attention,
remember
instructions,
and
juggle
multiple
tasks
successfully…the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses. When children have opportunities to develop executive function and selfregulation skills, individuals and society experience lifelong benefits, these skills are crucial for learning and development. They also enable positive behaviour and allow us to make healthy choices for ourselves and our families. Executive function and self-regulation skills are not inherent to children— they are born with the potential to develop them. If children do not get what
they need from their relationships with adults and the conditions in their environments—or (worse) if those influences are sources of toxic stress—their skill development can be seriously delayed or impaired.
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(child development, Harvard GSE, 2017). So as what Gramsci, a philosopher and teacher, advocated about the importance of means in achieving ends. Adverse environments resulting from neglect, … expose children to toxic stress, which disrupts brain architecture and impairs the development of executive function. Providing the support that [students] need to build these skills at home, in early care and education programs, and in other settings they experience regularly is one of society’s most important responsibilities. Growthpromoting environments provide children with “scaffolding” that helps them practice necessary skills before they must perform them alone (Harvard, 2017). What are means provided to them? And how are they provided? Recommendations The researchers, based on the findings of this study, recommend the following: 1. Students in Grade 7 to 10 should have regular counselling program to explore and know themselves at early stage of adolescence; 2. Students should be informed, with the coordination and syndication of high schools (instead of competing for higher turn outs or enrolees and graduates for budget allocations), about the Academic Tracks and Strands availability in schools, so they can transfer and or enrol with the preparatory subjects vital to the success for college admission of their course choice;
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3. The Academic Tracks and Strands (written and support) curriculum should be logical and learner-centred. Implementation of Indigenisation and Localisation of Curriculum must be enforced consistently; and 4. Written and Support Curriculum are best with sufficient materials, facilities and equipment. Financial Vouchers and Free College education are not enough. Stop neglecting the students.
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References 1. Agustin, R. in Riel. (2015). Levels of Disaster Preparedness: Functions of SocioEconomic and Demographic Status of Barangays, and Level of Knowledge, Attitudes, Motivations and Behaviors of Barangay Officias of Tacloban City. Philippines: University of the Philippines Tacloban College. 2. Anonymous. (2017). USA: Psychology.com. 3. Center for Child Development. (2017). Harvard University. USA: Harvard.edu. 4. Gramsci, A. (1999). Prison Notebooks. London: Electric Book Company Ltd. 5. Milasi, M. & Melchionda, A., & Barbucci, E. (Director). (Release Year). Gramsci44 [Motion Picture]. Italy: Ram Film. “…the ones who need the ends, need the means.” Mentioned by researchers as Gramsci, a teacher-philosopher, advocated about the importance of means in achieving ends. During the economic situation of Italy of his time (and life experience when 90% of the population are illiterates), training (educating) is about emancipating and empowering the poor from slavery of mediocrity. Training in Organizational Culture (school, community, etc.) is important. It is the link between the organization of work and the organization of culture, and was rather envisaged by Gramsci as the new ‘professional culture’, the new technical and vocational preparation needed by manpower (from the skilled worker to the manager) to control and to lead development, as well as the society which this development inevitably generates (Agustin in Riel, 2015). The students (so as the workers) are the ones who experienced their daily life and they know what they need to improve their knowledge and skills (in a given organizational culture). Whatever means necessary for their advancement and excellence (becoming professionals) must be expressed by themselves or detected by teachers (managers). Teachers (managers) must not dictate but make the means accessible and make their environment conducive to them and help them innovate things. It results to a culture under collective leadership. Professional culture involves every member, not by the teachers (managers) alone. (Agustin, in personal communication, 2017).
6. Leod, S. (2015). Jean Piaget. USA: simplypsychology.org 7. Inhelder, B. & Piaget, J. (1999). The early growth of logic in the child: classification and seriation. London: Routledge. 8. Piaget, J. (1959). Judgment and reasoning in the child. London: Routledge & K. Paul. 9. _______ (1978). The development of thought: equilibration of cognitive structures. Oxford: B. Blackwell. 10. _______& Cook, M. (1989). The Origins of Intelligence in Children. Madison, Conn.: International Universities Press. 11. Skinner, B. F. (1969). Contingencies of reinforcement: a theoretical analysis. Englewood Cliffs, NJ: Prentice Hall
