Proposed Titles:

Strand Preferences of Senior High School Students in Binmaley District:

Basis for Career Guidance Program

Factors Affecting Strand Choices of Senior High School Students in Binmaley District:

Basis for Career Guidance Program

1
 Chapter 1

THE PROBLEM

Rationale

In any society the role of education is to prepare young people to meet the requirements

and expectations that the society holds for its citizens. An almost limitless amount of informed

discussion about what a formal public school education should or should not do can be found

today. Undeniably the role of education has not changed; but, the society in which our youth are

developing has the reality of many more choices, challenges and opportunities than at any other

time in human history.

With the signing of the Enhanced Basic Education Act in 2013 the last 3 years saw a rise

in the education budget, the crafting of a new curriculum, the training of teachers, and the

construction of classrooms.

Actualizing the K-12 system in the Philippines, in the words of Senator Bam Aquino, has

been envisioned to result in more young Filipinos equipped with the necessary knowledge, skills

and attitudes to enter the workforce. Three years into its implementation or actualization, the

challenge that implementers face with the Senior High School program at this stage is the

delivery of the program where the aspects on teachers, training, enrolment, classrooms,

textbooks and facilities are concerned. To the school heads at the forefront of this reform in their

respective schools, leading and managing the Senior High School program is influenced

significantly by the presence, absence and/or lack of the aforecited provisions.

While the Philippines Education for All 2015 National Review showed that survival of

children until they reach the final year (cohort survival rate) has been improving over the years,

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it cannot be denied that the biggest challenge we have to reckon with right now is making sure

that every student who completes Grade 10 pursues senior high school.

Take the case of Grade 10 students who completed junior high school in schools in

Binmaley District. There are 6 secondary schools in Binmaley District that offer senior high

school; four of which are public secondary schools namely, Binmaley School of Fisheries,

Camaley National High School, Dulag National High School and Parayao National High School

and two are private schools. Binmaley Catholic School and Binmaley Ecumenical Learning

Center respectively. Of the 6 secondary schools, Binmaey Catholic School and Binmaley

Ecumenical Learning Center are adjacent to adjacent to one another (600.0 meters) while

Binmaley School of Fisheries and Dulag National High School are within reach as it only takes 2

minutes (1.0 km)to get to the said schools. Parayao National High School is 3.9 kilometers far to

the town proper of Binmaley and the school closest to it is Camaley National High School with a

2.9 km in between or travel time of 4 minutes. Records show and interviews with teachers from

the said schools affirmed that not all Grade10 completers pursued senior high school nor did

these Grade 10 completers pursued senior high school in their alma mater. One factor that can be

attributed to this is the fact that the abovementioned four schools either offer the same tracks and

do not offer all the tracks under the academic strand. Lack of facilities and teachers that meet the

qualification standards set for senior high schools, particularly for tech voc courses posed a

problem, too, why tracks offered are limited to the General Academic Strand and a replication of

tech voc courses. During its two-year phase of implementation, for the record,

______________and __________________ all offer the same academic strand,

_________________ while ________________both offer the same Technical Vocational

Livelihood courses. Only ________________ offer Science, Technology, Engineering and

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Mathematucs (STEM) and/or Accountancy and Business Management (ABM). Such case could

only mean two things- the completers do not have much of a choice when it comes to senior high

school offerings by their alma mater nor are there much choices, too, in the schools near them.

Thus; the completers of the schools either make do with the tracks offered by their alma mater if

not enroll in another school where their preferred course or track is offered. Universities in

Dagupan that offer all the tracks under the Academic strand such as ABM, STEM, Humanities

and Social Sciences (HUMSS) and General Academic Strand (GAS) become viable choices for

these junior high school completers. Lyceum Northwestern University in Dagupan City is the

school nearest to Binmaley and it offers all the strands under the Academic track. The said

university is 11.7 km far from Parayao National High School; 10.9 km with Binmaley School of

Fisheries; 10.2 km with Dulag National High School, 9.9 km with Binmaley Ecumenical

Learning Center Inc.; 9.7 km with Binmaley Catholic School and 7.3 km with Camaley National

High School. Yet, records from the university registrar’s office show that a good number of its

students are completers from the Binmaley district. On the other hand; for completers where

transportation poses a problem, they opt to pursue senior high in schools nearest to them. Again

instances like these result to low enrolment for their alma mater and completers ending up with

their second or third option for a course or track in senior high school.

Undeniably, Grade 10 completers who do not get to pursue their preferred track in senior

high school suffer the consequences from their inability to do so. Take the case of the senior high

school graduates who decided to pursue a course in college which incidentally is not aligned to

their track in senior high school. Graduates of General Academic Strand who wanted to pursue a

degree under the Science, Technology, Engineering and Mathematics strand or Accountancy and

Business Management are either not accepted for enrolment or are made to undergo a refresher

4
course so they would be eligible to enroll in courses such as Dentistry or Accounting and

Finance. Add to this the reasons for Grade 10 students’ preferred choice in senior high school.

The reasons may vary and may be influenced by either their family or friends. Distance or

accessibility can also be one of the reasons for the Grade 10 students’ choice of a preferred track

or strand in senior high school. Pursuing senior high school in the same university where they

plan to go to college could also be one. It can be gleaned from these that various factors come

into play where preferred tracks or strands in senior high school is concerned. It is in view of the

aforecited data that this study is hereby proposed. It shall look into the factors affecting the

preferences of Grade 10 completers of Binmaley district for senior high school this S.Y. 2018-

2019.

Theoretical Framework

Interest or one’s inclination is viewed as a factor that one considers in choosing a degree

or course. Social cognitive career theory (SCCT) is grounded in Bandura’s (1986) social

cognitive theory, and explores how career and academic interests mature, how career choices are

developed, and how these choices are turned into action. This is achieved through a focus of

three primary tenets: selfefficacy (beliefs people have about their ability to successfully complete

the steps required for a give task), outcome expectations (beliefs related to the consequences of

performing a specific behavior), and goals (decisions to begin a particular activity or future plan)

(Lent et al., 2014).

The SCCT interest model shows that career interests are regulated by self-efficacy and an

outcome expectation, which means people, will form lasting interests in activities when they

view themselves as competent at it and when they anticipate that performing it will produce

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valued outcomes. It can also be seen from the figure that emergent interests (along with self-

efficacy and outcome expectations) promote particular goals for activity involvement. In other

words, as people develop an affinity for an activity at which they feel efficacious and expect

positive outcomes, they form goals for sustaining or increasing their involvement in that activity.

The above-mentioned theory proved to be the vantage point in a study that establishes the

influence of personality on career choice as attested by Dr. Claudia Harzer and companions of

University of Zurich (Harzer, et.al, 2012), which focuses on the character strengths of an

individual and how it affects their career. From interviews of over 1,000 working people, their

study shows that the degree of positive experiences increases with the number of personal

character strengths, or so-called “signature strengths”, applied at work. This would imply that

understanding what roles a person are best suited to based on his/her personality is what will

make him/her the most happy at work.

Personality and interest are not the only criteria for choosing a career. An individual’s

aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for

success in an area after undergoing some training but a layman may define aptitude as a flair for

something. The context in which people live, their personal aptitudes, and educational attainment

are other things that do influence people’s career choice (Bandura, 2001).

Conceptual Framework

The State is mandated to provide a system of education for the Filipino children and the

youth. The kind of education that is envisioned in the Constitution is quality education,  a

"complete, adequate, and integrated system of education relevant to the needs of the people and

society,"  and the State must ensure that all citizens can access this envisioned system of

education (Article XIV, Section 1, and Article XIV, Section 2, Sub-section 1). BATAS

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PAMBANSA BLG. 232, also known as the Education Act of 1982 in Section 22 points to how

the Secondary Education aims at discovering and enhancing the different aptitudes and interests

of the students so as to equip him with skills for productive endeavor and/or prepare him for

tertiary schooling. To bring this into fruition, the Philippine Congress ratified law in the

implementation of K to 12 Enhanced Basic Education.

The K to 12 Education Program, a functional basic education system is composed of a

year of Kindergarten Education, six years of elementary and six years of secondary education.

The six years of secondary education is divided into four years of junior high school and two

years of senior high school. Senior High School (SHS) is specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school capacity. The

choice of career track will define the content of the subjects a student will take in Grades 11 and

12. These subjects fall under Core Curriculum or Career Pathways. Preparation in education and

occupation is very important and must be supported by every educational organization. Students

must select the appropriate field of study considering their capacity, aptitude and interest to

develop them to the best. Choosing a career is not easy. It is a fact that work is the center of all

human activities and that it is not meant only as a means of earning a living but also for

achieving a satisfaction. Students need to look for possible factors that affect their decision

making. They need to choose a career that fits in their skills and abilities which they want to

engage in. If they are properly educated, chances are they will have a better future and ever ready

to face the world of work for the improvement of their lives.

The process of choosing a career takes a long period of time for some people. Typically,

it requires thinking and serious consideration of several factors because, in the end, one might

not be able to land in a job that he has dreamed of. It is a fact that everybody wants prosperity in

7
life. One should not make a rush decision in choosing a career and has to be careful enough to

avoid mistakes on it since the heedful choice of a career determine one’s future The importance

of serious planning or choosing a vocation especially for those whose decisions are greatly

influence by their parents, relatives and friends leave them with problems of choosing what they

really want to be. The influences in choosing a vocation can affect one’s career life. It is

important for an individual to know his abilities and interests. Students are making decisions that

greatly affect their future educational and career paths. Many times they do not have the

necessary information or assistance to help them make decisions that would engender success in

their educational and career paths. For students to be able to think about their career plans, they

must have a foundation of career awareness and experiences (Santamaria, 2008). These

experiences can help them realize what is required of them when interested in a certain career or

career cluster and help them form realistic career plans.

The implementation of the K to 12 Curriculum brings into focus a new perspective of the

Filipino learner. As Bro. Armin Luistro, DepEd Secretary pointed out, “Ang bagong Pilipino –

higit sa pagiging maka-tao, maka-Diyos, maka-bayan, at maka-kalikasan ay kailangang

magtaglay ng kasanayan at pananaw na angkop sa 21st century.” The K to 12 Curriculum is

focused on the learner’s acquisition of the 21st century skills. Learning and meaning is made

through oral, written, visual, audio, tactile, gestural, and spatial. All these will be possible when

students are offered to pursue a course in the very school where their education, formation and

potentials are tapped to the optimum. The choice of Career Tracks of the students play a great

role in the preparations of the schedule for the Senior High School. These career tracks are

associated with career preferences which were the bases in the conduct of the present study.

Career preferences as defined by Martinez and Fuller (2009) pertains to the identification of

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one’s work schedules and activities in relation to individual’s abilities, skills, competencies and

with the assistance of management in order that he can take greater job and personal

responsibility for his future. This necessitates that a preferred career choice of an individual

should be decided ahead of time.

The government, particularly the Department of Education finds ways to elevate the

quality of graduates before even reaching the collegiate level. This is one of the reasons why the

government implemented the K-12 program in the educational system where one of its

objectives is to produce graduates who are equipped with knowledge and skills to be productive

citizens and an additional work force to promote economic development in the even after high

school. On this note, there are many factors considered by school administrators aside from the

school curriculum or the academics to promote student educational success. Other perspective

which is characterized by a differentiated view of schooling that promotes students’ success

aside from student learning and academic engagement is the students’ social engagement. By

this, different resources such as the counselors will be required.

One of the roles of guidance and counseling is to make it possible for an individual to see

and explore his or her unlimited endowed options. Vocational guidance counseling, one of the

major services of guidance and counseling is to come up with career development program

which enables guidance counselors to assist individuals to identify and learn the skills by which

they can be more effective in planning for and in choosing jobs, in making effective transitions

and adjustments to work and in managing their own careers and career transitions effectively.

Rellente (2015) noted that helping individuals increase self-understanding of their abilities,

interests, values and goals is a vital foundation of the career development process.

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 There has been a lot of talk whether or not passion is the sole way for choosing an

individual’s career path. But there are other significant factors that can influence the career path,

not just passion. Several recent studies shows that understanding the personality the individual’s

own traits and characteristics, rather than passion, are a key to career fulfillment and success. An

article posted by Adecco UK (Adecco UK, 2015), a part of a Swiss multinational human

resource consulting company of the same name, states that it is worth finding out what type of

worker an individual is with the increasing of employers utilizing personality and psychometric

testing procedures to analyze the employee’s attributes beyond qualifications. It is also stated in

the article that “choosing a job to which an individual is inherently suited rather than just able to

convince the interviewer that he/she is interested in the position will make him/her a happier,

more productive employee.”

Family also comes into play in one’s career choice. Respect for family is one of the most

influential factors that impact Filipino students’ career decision. It is concurred that “Out of

respect and loyalty, it may not be appropriate to express personal desires; rather, one may alter

one’s interests to maintain harmony.” As a sign of respect, Filipino children want to do well for

the sake of the family, follow parents’ advice about choosing a job or major in college and lastly,

make sacrifices for the family (Layson, 2009). For practicality reasons, it is also reported that

parents usually encourage careers that will not cost much money, but at the same time, are stable

sources of income. Careers in nursing, accounting, and engineering are highly popular for

Filipino families (Saysay, 2011).

In an online blog article by Angerman, family background is one of the major factors to

examine for those who seek career guidance. When talking about “family background” issues,

the extent of influence of the parents and the extended family has on the person is at focus – both

10
at positive and negative ways. This includes the place where he grew up, the economic realities

facing the family, illness, the countries of origin, among others (Angerman, 2009).

Interestingly, study revealed that Filipino immigrants and non-immigrants rely heavily on

their family’s decision-making. Students cope by following their parents’ advice. They also have

to cope with an expectation of financially supporting the family upon completing their education

(Saysay, 2011). Studies from other Asian countries also show parents’ impact in decision making

of students when it comes to students’ course preference . Another study highlighted that

parental involvement have positive impact on adolescents’ education and career choice (Thao,

2009). Furthermore, it is reported that parents are deeply involved and influential to their high-

achieving children’s college choices. The report also found open houses, dialogue with college

friends, alumni, and admitted-student programs are extremely influential to students. The report

claimed these sources are not well known, but very powerful to student’s decision making for

their college. The study also found 26% of sampled students paid a specialist or advisor during

the college decision process (Lipman, 2009). The studies presented are important to the present

study since the studies explain the importance of taking parents’ advice and permission in

choosing a college course.

Respect for family is one of the most influential factors that impact Filipino students’

career decision. It is concurred that out of respect and loyalty, it may not be appropriate to

express personal desires; rather, one may alter one’s interests to maintain harmony. As a sign of

respect, Filipino children want to do well for the sake of the family, follow parents’ advice about

choosing a job or major in college and lastly, make sacrifices for the family (Layson, 2009). For

practicality reasons, it is also reported that parents usually encourage careers that will not cost

much money, but at the same time, are stable sources of income. Careers in nursing, accounting,

11
and engineering are highly popular for Filipino families. These writings discuss that the family

decides in what college course students should take is also associated with the financial status of

the family.

Job opportunities also serves as a factor in considering one’s preferences for careers or

degrees. There are many opportunities that wait for every career that one wants to pursue. Some

people may stumble upon better occupation opportunities, thanks to the strategies and steps that

they follow. Investigating for career opportunities is well worth taking time (Mind Tools, 2014).

By doing this, one can discover opportunities that are perfectly matched to his/her interests or

skills, find out about promotions and job openings before anyone else, and identify ways of

expanding the knowledge and skills needed for that career.

Opportunities exist for schools to take greater advantage of the fact that their students are

working by integrating employment and school experiences to the benefit of adolescents’

vocational development. Guidance counselors can play a key role in spearheading such efforts.

Many youth do not see their jobs as connected with their future work lives or as having any

influence on their occupational preferences. More can be done to develop internships and work-

school cooperative programs that might involve workplace visits or job shadowing, for example.

Through such programs, youth are exposed to the possibilities of working in particular kinds of

settings; they can learn about the requirements to fill certain kinds of jobs and do particular types

of tasks (Hamilton & Hamilton, 2010).

Aside from economic factors, exposure of students to career related technical and

academic subjects also known as elective subjects in the Philippines also helps in students’

decision making in career choices in college. It was revealed that career technical Education

(CTE) was perceived positively by middle school and high school counselors in Tenessee, and

12
the need for career awareness should begin in a student’s early years before high school.

However, there was a difference in perceptions of CTE by middle school and high school

counselors. Both middle school and high school counselors felt that CTE teachers should have

knowledge, skills and a teaching license (Layson, 2009). School counselors felt that they did not

have enough time to provide career counseling to students. Being informed and ready to choose a

career focus area in a student freshmen year could help make the transition from middle school

to high school easier thus help prevent the student from dropping out of school before

graduation. On the importance of integrating the academic curriculum in students’ preparation

for a college course choice, it is explained that academics should be integrated with career-

focused courses so students can see practical application for the academic courses such as

mathematics, science, reading and writing (Plank, 2011).

The importance of having effective career planning is emphasized by Southern Regional

Education Board (SREB). It was found that students who receive help in exploring careers and

planning programs of study related to their career interest are more likely to see school as

meaningful. Moreover, SREB recommended that students as early as the eighth grade develop a

six-year plan for all four years of high school and two years after graduation. These students

should work with their parents, teachers, and school counselors to develop high school courses

and future goals. Students who see a direct link between school and the future are more definite

in their career and postsecondary goals. Middle schools lay the foundation for career choices by

getting students to explore career fields which interest them, and then in high school, counselors

help students align the curriculum to the academic and industry standards of those careers

(SREB, 2016). The involvement of family, school administrators and guidance counselor to help

students make good career choice in the future is emphasized in the study who mentioned that

13
parents, teachers, and school counselors are all involved in students’ career decision-making

process (Layson, 2009). The researchers suggested that the American education career

development plan is to prepare students for the next formal learning experience with little

opportunity in career development activities, and students are simply encouraged to attend

school until they can go no further.

Continuity of career development program should be continuous and progressive. In 2011

it was mentioned by Enriquez as early as the third grade, students are expected to acquire the

skills to investigate the world of work in relation to knowledge of self and to make informed

career decisions. In the middle school grades of six through eight, school counselors help

students identify interests and abilities through self-assessment activities, comparing middle

school with high school, and then use assessment results in academic and career planning. When

students enter ninth grade, the school counseling and career guidance standards state that

students should be able to assess the relationship between aptitudes and interests to develop a

six-year academic plan, formulate long-term educational and career goals, and correlate courses

of study to long-term goals. Students are expected to research their future options and investigate

the world of work in relation to self knowledge and use that information to make informed career

decisions. Then, in high school, students are expected to create strategies to achieve future career

success and satisfaction by modifying their educational plans to support their career goals, to

evaluate and update their career-planning portfolios, and to apply academic and employment

readiness skills through programs such as work-based learning (Trusty, 2015). Furthermore, it

was emphasized that a comprehensive and developmental view of education and career planning,

especially in middle schools. Middle school counselors are instrumental in implementing

effective education and career planning systems to help students with their educational and

14
career development. Research shows that the choices middle school students make have a strong

bearing on their educational and career development for decades to come, particularly academic

choices. Furthermore, it is mentioned that school counselors and school counseling programs

play key roles in preparing students to successfully transition to the next level, whether it is some

type of postsecondary education or joining the workforce (Feller, 2013). To add with, it is

emphasized that education and career planning from a life-career perspective, with career

development and planning encompassing education, work, and leisure. Therefore, extracurricular

activities, hobbies, civic participation, and cultural experiences should be part of middle school

students’ education and career planning .

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 FACTORS AFFECTING STRAND CHOICES OF SENIOR
STUDENTS IN BINMALEY DISTRICT

INPUT PROCESS OUTPUT

1.Profile of the Grade 11

1.Preparation, Validation and
students in in terms of : Administration of questionnaire

a. age
2.Analysis and
b. sex
Interpretation of the
c. general average in Grade 10 following:
d. highest educational a. Profile of the students Career Guidance Program
attainment of father

e. highest educational
b. Analysis of chosen
attainment of mother track or strand of the
f. occupation of father senior students in
g. occupation of mother Binmaley

h. monthly family income

c. Analysis of factors that
affect preferred strand
2. Choice of Track of senior students in
3. Factors that Affect Track Binmaley.

Preference
3. Preparation of intervention Figure 1. Figure 1.
material.

16
 Figure 1. Research Paradigm of the Study

Statement of the Problem

This study aims to determine the factors that affect the preferred strand of senior students

in Binmaley district District, Schools Division Office I Pangasinan during SY 2018-2019,

results of which shall serve as basis in the development of a functional career guidance program.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the Grade 11 students in Binmaley S.Y. 2018-2019 in terms of.

a. Age

b. Sex

c. General average in Grade 10

d. Highest educational attainment of father

e. Highest educational attainment of mother

f. Occupation of father

g. Occupation of mother

h. Monthly family income

2. What is the preferred strand of the senior students along the academic and technical

vocational offerings in the senior high school program?

3. What are the factors that affect the preferred strand of the senior students in Binmaley?

17
 4. What appropriate intervention material along career choice can be developed for the senior

students?

Assumption

A functional career guidance program that targets the career choice of the

students in Binmaley can help them choose the strand suited to them in the senior high

school.

Significance of the Study

This study aims to identify the factors that affect the strand preferences of senior students in

Binmaley District, S.Y. 2018-2019. With the scope that shall be covered by this study pertinent

to the factors affecting the preferences of senior students, this is considered beneficial to the

following:

School Administrators. The findings of this study will serve as an eye opener for them

in terms of the preferences students have with regards to senior high school; thus, compelling

them to look into the possibility of extending the current senior high school program or

offerings of the school.

Teachers. The findings of this study will enable them to see the reasons behind students’

preferences for senior high school as well as the possible repercussions there are to not taking

their preferred choice.

Students. The results of this study will provide them the opportunity to reassess the

reasons or factors that influence their choices or preferences where senior high school tracks

or strands is concerned.

18
 Parents. The findings in this study will show parents how their children’s preferences for

senior high school are influenced by various factors; thus, providing them the needed

information on how they can best guide their children in choosing their senior high school

track or strand.

Other Researchers. The results of this study will allow them to replicate it to see if it

will yield similar or different results, if not explore other areas of the senior high school

program vis-à-vis students’ optimum development thru this curriculum.

Scope and Limitations of the Study

This study shall involve the assessment of the strand preferred by the senior students in

Binmaley district during the school year 2018-2019. Likewise, this study shall also look into the

factors that affect the preferred strand of the senior students.

The researcher shall use a questionnaire as research instrument to determine the factors

affecting the preferred strand of the respondents.

This study shall be delimited to the Grade 11 senior students in secondary schools in

Binmaley this school year 2018-2019.

Definition of Terms

The following terms are operationally defined to unlock difficulties and facilitate

comprehension of the study.

Age. This refers to the chronological age of the student-respondents in Binmaley, Schools

Division Office I Pangasinan ranging from 16 years of age and above.

19
 Assessment. This refers to the process of gathering and integrating information about

learners from various sources to help educators understand the students and describe them.

Preferences. This refers to the partiality or inclination of the senior students over one of

the tracks or strands offered in senior high school.

Senior High School Tracks. This refers to the courses the Grade 10 completers have to

choose from upon enrolment to senior high school. This includes the Academic track which is

designed for those who have set their minds towards college education, under which are the four

strands, namely General Academic (GA), Humanities and Social Sciences (HUMSS), Science,

Technology, Engineering and Mathematics (STEM) and Accountancy, Business Management

(ABM); the Technical-Vocational Livelihood (TVL) which is focused on job-ready skills with

strands on Agri-Fishery Arts, Home Economics, Industrial Arts and Information and

Communications Technology (ICT); the Sports track which focuses on sports-related and

physical fitness and safety knowledge; and the Arts and Design Track where students in this

course can enroll in subjects that will hone their skills in visual design and the performing arts.

Sex. This refers to the biological characteristics of being male or female into which the

respondents belong and to gain additional insights.

20
 Chapter 2

METHODOLOGY

This chapter presents the research design and methodology adopted in the conduct of this

study. It qualifies the research locale, respondents, the data-gathering instruments and procedures

and the mode of quantitative and qualitative levels of analysis employed.

Research Design

Descriptive-developmental research method with the use of a survey questionnaire as the

data- gathering instrument shall be employed in this study. A descriptive study searches for

factual data to substantiate an existing truth (Calderon, 2013). Moreover, its aim is to determine

and describe the nature of a thing by deciphering its parts by means of collecting data on, and

describing in a systematic manner, the characteristics, features or facts about a given population.

This study shall utilize the descriptive method to enable the analysis of the profile and the factors

affecting their preferred strands as well as their relationship.

21
 As a developmental study, an output shall be generated, i.e. a career guidance program

for Grade 10 and 11 students. The development of this output shall undergo the standard

scientific steps in instructional development. The merits obtained from correlating the sets of

variables shall inspire the outline, features and contents of the program.

Sources of Data

The respondents of the study are the Grades 11 students of the six (6) secondary schools

under BinmaleyDistrict, Pangasinan during the school year 2018-2019.

Total enumeration shall be employed, thereby encompassing the 100% total number of

students in the six schools under Binmaley District. The population shall be congenial for

applying the selected statistical tool.

Table 1 shows the number of public secondary schools with the corresponding total number of

enrolment/students for Grade 11.

Table 1
Distribution of Student –Respondents

School Number of Students

Binmaley Catholic School
Binmaley Ecumenical Learning Center, Inc.
Binmaley School of Fisheries
Camaley National High School
Dulag National High School
Parayao National High School
Total

Instrumentation and Data Collection

Relevant data to actualize the research analyses shall be gathered using the survey

questionnaire, which shall determine the profile of the students in terms of age, sex, general

22
average in Grade 10, highest educational attainment of parents, their occupations and monthly

family income; as well as the factors that affect their senior high school strand preference.

The survey questionnaire shall determine personal information such as students’ age, sex,

general average in Grade 10, reading materials present in their homes, type of media they are

exposed to, number of hours spent in reading, highest educational attainment of their parents,

their occupations and monthly family income as well as the factors that affect their preferred

strand. The summary of the data obtained using this instrument including their analysis and

interpretation shall be vital in answering the research problem.

Tools for Data Analysis

Gathered data shall be analyzed using appropriate descriptive statistical tools.

In answering question numbers 1 and 2, the students’ profile and preferred strand shall be

described using percentage and frequency count.

In answering question number 3, the factors that affect the students’ strand preference

shall be determined using the Likert- scale below.

Degree of Responses Range of Value Descriptive Equivalent

5 4.16 – 5.00 Strongly Agree

4 3.33 – 4.15 Agree

3 2.5 – 3.22 Moderately Agree

2 1.67 – 2.49 Strongly Disagree

1 0.84 – 1.66 Disagree

23
 BIBLIOGRAPHY

A. BOOKS

Adecco, R., 2015. The bell curve. New York, NY: Free Press.

Angerman, M., 2009. Marrying intelligence and cognition. In R. Sternberg & J. Pretz (Eds.),
Cognition and intelligence: Identifying the mechanisms of the mind, New York, NY:
Cambridge University Press

Calderon, D., 2013. Introduction to research in education, 4th edn., Rex Bookstore,
Manila.

Martinez, V. and Fuller, B., 2009. Career Counseling and Applied Concepts of Planning. Willy
and Sons Publication.

Santamaria, J.D., 2008. Career Planning Workbook, 5th Edition, Philippines, Career System Inc.

B. JOURNALS AND OTHER PRINTED MATERIALS

Bandura, A., 2001. Self-efficacy beliefs as shapers of children's aspirations and career
trajectories. Child Development, 72, 187-206.

Enriquez, G., 2011. The education of White, Chinese, Filipino, and Japanese students: A look at
"High School and Beyond". Sociological Perspectives, 33(3), 355-374.

Hamilton, E. and Hamilton, Q., 2014. Factors Influencing Students Career Choices among
Secondary School students in Kisumu Municipality, Kenya. Journal of Emerging Trends
in Educational Research and Policy Studies 2(2): 81-87

Plank, S., 2011. A question of balance: CTE, academic courses, high school persistence, and
student achievement. Journal of Vocational Education Research, 26(3), 1-32.

24
Rellente, M., 2015. Family Ties and Peso Signs: Challenges for Career Counseling in the
Philippines. [ABI/INFORM Global]. The Career Development Quarterly, 50(3).

Rellente, M., 2015. Factors Affecting High School Students’ Career Preference: A Basis for
Career Planning Program. International Journal of Sciences: Basic and Applied
Research, 16(1), 1-14.

C. UNPUBLISHED THESIS/DISSERTATION

Feller, R., 2013. Aligning school counseling, the changing workplace, and career development
assumptions. Professional School Counseling 6(4), 262-271.

Layson, K., 2009. Perceptions of career Technical Education by Middle School and High School
Counselors and the Effect of these Perceptions on Student Choice of Career and
Educational Planning. Unpublished Dissertation. Union University.

Saysay, K.,2011. A qualitative study on Pilipino Americans students relative to their high
school success and career choices. Unpublished Dissertation. Faculty of the USC Rossier
School of Education, University of Southern California. Proquest. UMI number 346610.
[January 21, 2013]

Thao, N., 2009. Examining family and community influences on the attitudes to education and
career aspirations of Hmong/Mong high school students. Unpublished Thesis. Faculty of
the Graduate School, University of Minnesota. Proquest. UMI number 3358651. [January
13, 2013]

Trusty, J., .2015. Education-career planning and middle school counselors. Professional School
Counseling, 9(2), 136-143.

D. OTHERS

Article XIV, Section 1, and Article XIV, Section 2, Sub-section of BATAS

PAMBANSA BLG. 232, also known as the Education Act of 1982

Harzer, R., Quaid, M. and Bond, S.,2012. Gender stereotyping of career choice. Cited from
http://www.careers-scotland.org.uk 23.02.2010.

Lipman, H., 2009. The rules have changed: How the parent-student team picks the perfect
college. http://lhi-cdn-dev.lipmanhearne-services.com.s3.amazonaws.com/wp-
content/uploads/2009/05/Lipman-Hearne-White-Paper-The-Rules-Have-Changed.pdf
May 2009. [January 23, 2013].

Republic Act N0. 10533, Enhanced Basic Education Act of 2013

25
Southern Regional Education Board (SREB). 2016. Building transitions from high school to
college and careers for Tennessee’s youth. Tennessee Education Forum on September 8,
2016. Atlanta, GA: Author.2016.

Tennessee Department of Education (2016). School Counseling and Career Guide Standards.
www.tennessee.gov/education/ci/cistandards2001/guidance/ciguid35.htm. [January 7,
2017]

Appendix A

Survey Questionnaire

Directions: The following is the research instrument to be used in the study “FACTORS
AFFECTING STRAND PREFERENCES OF SENIOR STUDENTS IN BINMALEY
DISTRICT: BASIS FOR CAREER GUIDANCE PROGRAM.” You are hereby requested to
respond to each question. The information you provide will be treated strictly confidentially and
is going to be used only for the purpose of this study.
Part 1. Profile of the Students
A. Student’s Profile
1. Name ________________________________________
2. Age _______
3. Sex _______ Male
_______ Female
4. Grade and Section: _______
5. General Average in Grade 10: ______

B. Student’s Profile in Terms of Parents’ Educational Attainment

Directions: Check the box that corresponds to your answer in terms of your parents’ educational
attainment. If currently enrolled, mark the previous grade or highest degree received.
Mother
Less than high school diploma

High School Diploma

Some college, but no degree

26
 Associates Degree (for example: AA. AS)

Bachelor’s degree (for example: BA, BBA, and BS)

Master’s Degree (for example: MA, MS, Med)

Professional Degree (for example: MD, DDS, JD)

Doctorate Degree (for example: PhD, EdD)

Father
Less than high school diploma

High School Diploma

Some college, but no degree

Associates Degree (for example: AA. AS)

Bachelor’s degree (for example: BA, BBA, and BS)

Master’s Degree (for example: MA, MS, Med)

Professional Degree (for example: MD, DDS, JD)

Doctorate Degree (for example: PhD, EdD)

C. Student’s Profile in Terms of Parents’ Occupation

Directions: Check the box that corresponds to your answer in terms of your parents’ occupation.
Mother
Clerk

Office Employee

Skilled Worker (Please specify: ____________________)

Teacher

Utility Worker

27
 Vendor

Others (Please specify:_______________________)

Father
Clerk

Office Employee

Skilled Worker (Please specify:____________________________)

Teacher

Utility Worker

Vendor

Others (Please specify:_________________________________)

D. Student’s Profile in Terms of Monthly Family Income

Directions: Check the box that corresponds to your monthly family income.

10000 and below

11000-20000

21000-30000

31000-40000

41000-50000
More than 50000
Part II. Factors that Affect the Strand Preferences of Senior Students.

Use the Likert- scale below in answering Part II of the questionnaire.

Degree of Responses Descriptive Equivalent

28
 5 Strongly Agree

4 Agree

3 Moderately Agree

2 Strongly Disagree

1 Disagree

A. in terms of Residence

I chose the course/strand because: 1 2 3 4 5

I am aware of the available opportunity at my locality when I graduate.

I feel the prospects of landing a job near my residency.

It is the only course/track offered in the school where I completed junior

high school.

I am limited to a career choice by the schools in my barangay/town.

I am limited to a career choice by the industry in my barangay/town.

B. in terms of Parents’ Influence/Educational Attainment

I chose the course/strand because: 1 2 3 4 5

I am expected to follow my parent’s footsteps.

I am considering the business of the family.

I look up to my parents as role models for my future career.

I am following my parents’ work and some of my uncles/aunties do that

kind of work also.

I am thinking of the amount of schooling my parents received.

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C. in terms of Family Income

I chose the course/strand because: 1 2 3 4 5

I am a self – supporting student.

I am considering the tuition fee.

I want to put up business to help my family financially.

I am considering the expenses of the other members of the family.

I am only allowed to take the course that can be supported by my family

earnings.

D. in terms of Mental Ability

I chose the course/strand because: 1 2 3 4 5

I am good in solving problems.

I am capable of expressing thoughts verbally and non-verbally.

I am mentally capable of what is required of the course.

I have my grade point average that is suited for the course.

I feel confident about my ability to do well in the course.

E. in terms of Influence by Peers/Others

I chose the course/strand because: 1 2 3 4 5

I took the same course/strand as my friends did.

I am convinced by my teachers to take this course.

I am advised by the guidance counselor to take the course.

I am influenced by the career talk given by a university in our school.

I decided to enroll the course where my friends are also enrolled in.

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31