CHAPTER 1

The Problem and its Scope

Several studies show that new students all over the world are

usually faced with a dilemma in making a career choice decision in their lives

(Bandura et al. 2001; Cherian 1991; Issa and Nwalo 2008; Macgregor 2007;

McMahon and Watson 2005; Watson et al. 2010). Career choice is one the

most critical and difficult thing being encountered of every students. It takes a

lot of time to render to identify what really career fits you by considering many

factors in it. Thus, students must know on what career 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. Because mistake of choosing a

career directs all individual efforts and resources into wrong direction and will

no longer be aligned on students' expectation of success.

Senior high school students have diverse dreams and goals wanted to

attain in the future. They love to explore many things one at a time. They don't

have permanent decisions. Similarly to the different factors influencing on it,

and that lead them in finding hard to choose career for themselves. Each

individual undergoing the process of making a career choice is influenced by

such factors as the context in which they live, their personal aptitudes, and

educational attainment (Bandura et al. 2001; Watson et al. 2010). Due to need

for specialization at the work place, choosing a career is not an easy and

straight forward undertaking. It is a complicated and daunting task because

1
the decision is influenced by various factors extrinsic, intrinsic or a

combination of both (Hewitt, 2010). Senior high school students now a days

need a professional guidance in choosing their career as to assist them on how

they can come up with right career preference when entering college. K to 12

curriculum implement programs to help each individual student to explore

their interest, skills and abilities and to guide helps them in their difficulties in

choosing the right career for them. Every individual must, at one time or

another, be confronted by the problem of occupational choice and many

encounter this problem when as students they are required to choose study

programs leading to their future careers, as parents helping their children

select careers, as teachers, career officers or psychologists, who as part of their

daily work, offer career guidance to students (Ferreira, Santos, Fonseca, &

Haase, 2006).s

The researchers aim to study and examine thoroughly the factors

influencing career choice from Career guidance and work immersion Program

of senior high school students. Since CGP program has this very vital role in

senior high school students in terms of career choice pathways. Through CGP

program it entrants in making informed decisions regarding their choice of

track and promote awareness in the importance of choosing a track or career

that suits their skills and interests that matches the available resources and

needs of the society. Another factor is from work immersion Program which

consists of 80 hrs of on hands experience that will expose to actual work of

grade 12 students that will be assigns into the career institutions they seek for.

2
 The objective of this study is to know what are the factors influencing

career choice and identify how can different factors affect career choices with

the empirical evidences from Career Guidance Program and Work immersion

experiences. Then, to determine the evaluation of the students toward the

Career Guidance Program and Work immersion programs together with its

implications in career choice. To identify if there is neither significant

relationship nor difference between career choice, and CGP and Work

immersion Programs.

The reason of the researchers in choosing this topic is because they

are one of these senior high school students who are currently experiencing

this kind of dilemma. They wanted to dig and explore more about this topic

since it has been the problem of every student and they wanted to know the

implications of the programs implemented for senior high school in guiding and

helping them in their career preference. Through this research they will be able

to grasp some ideas and knowledge that will help them in choosing career.

Conceptual Framework

This study aims to examine the effect of CGP and Work Immersion to

the career choice of students of Grade 12 Senior high school here in Iligan City

National High School

3
 Independent Variable Dependent Variable

CAREER GUIDANCE PROGRAM

AND CAREER CHOICE

WORK IMMERSION

Figure 1. Research paradigm

Figure 1 shows the relationship between the dependent variable which

is the Career Guidance and Work Immersion, and the independent variable

which is the career choice.

Theoretical Framework

This chapter is anchored with Developmental Career theory to support

the study of the researchers.

Self-concept theory

Super (1969, 1980, 1990) suggested that career choice and

development is essentially a process of developing and implementing a person’s

self-concept. According to Super (1990), self-concept is a product of complex

interactions among a number of factors, including physical and mental growth,

personal experiences, and environmental characteristics and stimulation.

Super (1990) proposed a life stage developmental framework with the following

stages: growth, exploration, establishment, maintenance (or management), and

4
disengagement. In each stage one has to successfully manage the vocational

developmental tasks that are socially expected of persons in the given

chronological age range. For example, in the stage of exploration (ages around

15 to 24), an adolescent has to cope with the vocational developmental tasks of

crystallization (a cognitive process involving an understanding of one’s

interests, skills, and values, and to pursue career goals consistent with that

understanding), specification (making tentative and specific career choices),

and implementation (taking steps to actualize career choices through engaging

in training and job positions). Examples of vocational developmental tasks in

each of the developmental life stages are described in Super (1990).

Accordingly, the concept of “career maturity” was used to denote the

degree that a person was able to fulfil the vocational developmental tasks

required in each developmental stage. Partially due to the mixed results

obtained in empirical research studies on career maturity, there have been

Suggestions to replace career maturity with the concept of adaptability (e.g.,

Herr, 1997; Savickas, 1997, 2002, 2005). Self-concept is not a static entity and

it would continue to evolve as the person encounters new experience and

progresses through the developmental first ages. Life and work satisfaction is a

continual process of implementing the evolving self-concept through work and

other life roles.

Thus, the connection of this theory to this study is that it help student

clarify self-concept because any task that enhances self-knowledge will

5
increase vocational maturity. Then help them relate their self-knowledge to

occupational information. Expose students to a wider range of careers because

occupational options narrow over time. Consider lifestyle implications and

consider the vocational and avocational relevance of subjects studied in school.

So career choice of a student is affected through the exposure of different factor

surrounds a person just like the Grade 12 student who were able to explore

and experience real life work. Then crystallization in self-concept theory is

understanding the skills, interest, and values, and that’s what CGP trying to

provide to really identify the aim goals of student

Statement of the Problem

The researchers aim to know the factors influencing career choice:

Empirical evidence from the CGP and work immersion program of Grade 12

students in Iligan City National High School. These are the following questions:

1. How does CGP program affect career choice of Grade 12 students?

2. How does Work immersion affect career choice of Grade 12 students?

3. What are the implications of the CGP and work immersion program to

career choice of Grade 12 students?

Significance of the study

This study will give benefit to the following:

6
Library. This study will benefit the library by providing a copy of this research,

and also can help the next students who will conduct a research about career

choice in finding related studies for the feasibility of their research.

Students. With this study, students will be able to know, what and how does

different factors affect career choices especially with the presence of CGP and

work immersion experiences and will be able to evaluate their future career

choices.

Parents. This will give benefit to the parents, by the given information they will

consider and support the own decision of their children, and help and motivate

them instead forcing them to pursue other career.

Teachers. This will be beneficial to the teachers through effectively guiding the

students in their career preferences aligned to the students' interests, skills

and competences, and considering different factors in it.

Future researchers. This study will be beneficial to the future researcher by

the presented information they can have some ideas and this can be their basis

in discovering new findings.

Scope and Limitation

This study focuses on the influence of CGP and work immersion

programs to Grade 12 students’ career choice. The researchers will administer

survey questionnaires in gathering the data needed

7
 This study limits its coverage on the Grade 12 senior high school

students only. The respondents will be chosen randomly. Each of the

respondents will be given the same questionnaires to be answered honestly and

seriously which is located in Iligan City National High School.

Definition of Terms

The terms that are found here are the terms that are use to help in

strengthening the study and to ensure that the research is better and clearly

understand. These terms will be defined operationally.

Career choice. Process of choosing a career path which can involve choices

regarding education and training for given career. (https:/www.igi-

global.com/dictionary/career-choice/3355)

CGP (Career Guidance Program. It is a comprehensive, developmental

program designed to assist individuals in making and implementing informed

educational and occupational choices.

(https://www2.ed.gov/about/offices/list/ovae/pi/cte/cgcp.html)

Work Immersion. ). It is a work simulation, or how other students in their

comfort called “OJT” that consists of 80 hours maximum time for grade 11 and

12 students.(https://www.scribd.com/document/368599425/work-Immersion

8
 CHAPTER II

Review of related literature and Studies

This chapter deals with the related Literatures and Studies relevant to

this study. Various related works were reviewed by the researcher to be able to

gain insights and overview about this study and use to achieve the data

analysis of the study.

Related Literature

Choices that people make related to their career can be categorized to

be influenced by two factors that are psychological and social. Social factors

are part of an individual’s social bonds, their parents, family, history and other

characteristics of their environment. Psychological factors can be an

individual’s perception, cognitive and effective intentions, beliefs, ideas,

personality and assessments related to forthcoming business environment

(Ozen, 2011). Different inquiries on the life of the students have come up with

different findings. The results of a quantitative study conducted in central

Pennsylvania by taking rural young adults and adolescents as respondents

indicated that influence exerted by an individual’s family, society, state of

economy, their interpretation of better job and financial constraints were major

reasons that can impact their career selection (Ferry; 2006). A systematic

review of 600 articles published in 2003-2013 of low-income countries

conducted by Puerto’s EB (2013) determined intrinsic factors amongst medical

students (age, sex, rural background) and extrinsic factors (salaries,

9
governmental institutions, medical institutes reputation, training techniques)

influence a medical student’s decision to choose a career in primary care; and

to establish that some factors were different among students in high-, middle-

and low-income countries.

It is that in January 2013, the Philippines has 7.1% unemployment

rate, the highest in the countries from the Southeast Asian nations and from

which, 16.9 % of which are college graduates . Misfit graduates are one of the

considered reasons why the country has high unemployment and

underemployment rate. The reasons could be either that the produced course

of graduates misfit the demand of the present economy, or the graduates do

not poses the characteristics required by the industries in need. This could be

due to the wrong choice of course taken by most of the college students

brought about by unguided decision making in choosing courses. This is seen

through reports that mentioned that high percentage of unemployment and

underemployment in the country is attributed to the inadequacy of skills of

some of the graduates and not meeting the competencies needed by companies.

To be able to find ways to lessen misfit qualification of graduates to the needed

workforce of companies and institutions, 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. One of the objectives of the Department of

10
Education’s K-12 program 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. 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. Students’ social engagement may require different

resources such as the counselors. 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. Given that the Philippines

cannot provide enough jobs to sustain an educated workforce, there are several

challenges for career counseling in the Philippines today. First, the matter of

choosing a career in the Philippines is a family affair. Filipino families firmly

believe that an education is the “great equalizer.” Approaching education as the

“great equalizer” presumes that the education system is based on a meritocracy

in which ability, hard work, and “rugged individualism” can lead to success;

11
this, without underscoring the proper career path that will lead them to

succeed.

The school-to-work transition (STW) requires that high school

graduates make personal and career choices within the framework of changing

social and economic conditions (Bezanson & Hiebert, 1997; Finnie, 2004;

Human Re-sources Development Canada, 1998; Lowe, Krahn, & Bowlby,

1997). The career counselling literature documents a 21st century that is a

post-industrial society (Alberta Advanced Education and Career Development,

1995; Blustein, 1997b; Lee & Johnston, 2001; Lent, 2001; Peavy, 1996;

Savickas, 1993; Watts, 1996).Post-industrial society is defined by

transformations in labour markets, the nature of work, the emergence of

knowledge-based industries (Finnie; Gilbert, 2007), the newly dominant forces

of information technology, massive immigration, and global economies

(Savickas; Watts, 1996). The changing STW parameters are clearly outlined by

economists who study labour markets.

Future workers must have specific c skills training beyond high school to

fully participate in the new realities of the knowledge-based economy (Alberta

Human Resources and Employment & Alberta Learning, 1999; Gilbert; Lee &

Johnston; Pelsma & Arnett, 2002; Sanchez, 2003; Watts, 1996). Furthermore,

Cox and Espinoza (2005) have argued that in rural areas the need for

resources to address such changes in the labor market are just as salient, if

not more so, compared with more urban centres. This echoes the research of

12
Borgen, Amundson, and McVicar (2002), who have noted that on top of the

changes facing all workers in the post-industrial era, rural residents frequently

have the added strain of relocation for work and the separation from primary

support groups. High schools are challenged to provide graduates with the

knowledge and skills to pursue individual career goals within this rapidly

changing and demanding context (Alberta Human Resources and Employment

& Alberta Learning, 1999; Dickson, 1995; Human Resources Development

Canada, 1998). The transition from secondary education to post-secondary

education and the world of work is described as “a process through which a

student travels; a concept or set of relationships which can be defined and

delineated; a set of programs, resources and services” (Minister of Public Works

and Government Services Canada, 1998, p. 7,

Also, the work experience program provides experiential learning

activities for students in an off-campus setting where students can discover

their career interests and aptitudes, while developing their career planning and

employability skills (Alberta Learning, 1995). In addition, several authors (e.g.,

Dickson; Hiebert & Bezanson, 1995; Powlette & Young, 1996) describe how

Canadian public policy initiatives have given prominence to high school career

development practice and an agenda of improved career resources for youth.

These trends appear to have persisted, although much work is still required

toward implementing public policy initiatives and developing comprehensive,

research-oriented best practice approaches (Organisation for Economic Co-

operation and Development, 2004).

13
 Ireh (1999) reports that counselors experience difficulties in assisting

students in career planning due to their lack of understanding of these models

and theories. For instance a study by Mitterdnorff et al (2011) on the students’

perceptions of career conversations with their teachers revealed four different

teacher guidance profiles. The most remarkable was that teachers spoke little

about career issues while academic issues were mostly on the agenda. The

results indicate that teachers struggle with the transition towards becoming a

career guide, thus the need to investigate the aspects influencing the

transition. Rajinder (2010) in a study on post-secondary education in the

Dominican Republic of California found out that schools in rural counties have

only one counselor who must also attend to both educational and disciplinary

counseling. Hence much of the basic information about colleges and careers is

not fully conveyed or understood by students. Plant (2001) and Rajinder (2010)

describe what career guidance entails.

It is much more than a face-to face interview and that it should involve;

informing, advising, assessing, teaching, enabling, advocating, networking,

feeding back, managing, innovation/systems change, signposting, mentoring,

sampling work experiences or learning tasters, and following up. He says that

in most cases only some of the above 15 activities are carried out in the OECD

countries. The same case applies to Kenyan schools (Ministry of Education,

2007). Ngumi (2000) quoting Makinde (1984) says that pre-occupational career

guidance and counseling which is provided in educational institutions has the

following components: awareness of work, which aims at developing an

14
individual’s sensitivity to work and create an understanding of the dignity and

value of work; orientation, which entails availing information about available

careers; exploration, which deals with enabling hands on experiences of

occupations available (also known as job shadowing); and, preparation and

placement, which involves the actual entry into an occupation. As important as

this process is, its implementation is still fraught with problems in secondary

schools (Mukwana, 2005). Wotuku (2002) said that designated career

teachers/counselors perform the duties of a regular teacher in addition to

teaching, therefore slighting the functions of career counseling.

Ojenge (2007) carried out a research among professionals in Kenya on

their level of job satisfaction. He found out that 66% were dissatisfied, a factor

he attributed to lack of career guidance leading to job and personality

mismatch. He recommended the use of Personality Analysis Expert System for

college admissions. The question on when career counseling should start and

the time span also needs to be addressed. Kiran (2006) focused on guidance as

a process that starts from the birth of a child while Rajinder (2010) says it

should start as soon as a student enters an institution and an electronic

portfolio record of the student’s evolution from entry to exit kept. In Kenya, this

may not be happening as reported by Wanjira (2007). Career guidance the

world over is guided by theories. These include what Leung (2002) refers to as

“The Big Five Theories”. These are: Theory of Work-Adjustment (TWA);

Holland’s Theory of Vocational Personalities in Work Environment; The Self-

concept Theory of Career Development formulated by Super and more recently

15
by Savickas; Gottfredson’s Theory of Circumscription and Compromise, and

Social Cognitive Career Theory (SCCT).

DepEd sets out career guidance campaign and early registration

guidelines for incoming SHS students 21 September 2015 at 12:07 The

Department of Education (DepEd) has rolled out a Career Guidance Program

(CGP) for incoming Senior High School (SHS) students to guide them on their

career path in time for the National Early Registration for Grade 10 completers

in October. Education Secretary Br. Armin A. Luistro FSC said the CGP will

assist Grade 10 students make informed choices regarding their preferred SHS

track. “We want our students to be aware of the importance of choosing a track

that suits their interest while at the same time matches the available resources

as well as job opportunities that await them,” he added. The four major tracks

in the SHS Program are Academic, Technical-Vocational Livelihood, Sports,

and Arts and Design.

As specified in Department Order 41 series of 2015, one of the activities

of the CGP is the discussion of the Career Guidance Manual containing three

modules to be conducted by the class adviser during their Homeroom

Guidance class. Module 1 “Embarking on a Journey of Self-Discovery” , Module

2 “Examining the Destinations” , Module 3 “Charting Your Own Course” . The

activities under CGP will culminate in the Career Guidance Week set on

October 12 to 16, 2015 during which schools are directed to intensify the

awareness campaign through career fairs and orientation seminars on the SHS

16
program. DepEd will also discuss with the parents the SHS program through

the Parent Teacher Conference scheduled on October 17, 2015

Guiding our senior high-school students on their career path By

BusinessMirror - February 2, 2017 By Wynxzylden Malabag Villena Getting our

senior high-school (SHS) students prepared to enter the work world or college

is now easier than it was in the past. Thanks to the Department of Education

(DepEd) for rolling out its K to 12 Program, which comes with a Career

Guidance Program (CGP) to help SHS students in making informed choices

regarding their future career path. What exactly is CGP, and how can it assist

our high-school students choose a career path? According to Education

Secretary Leonor M. Briones, the CGP will assist Grade 10 students make

unique choices regarding their preferred SHS track. Each SHS student must

choose one track to master, and base his or her choice on how he or she wants

to advance after completing high school, or Grade 12. Career-assessment and

aptitude tests and an occupational-interest inventory, on the other hand, will

show the student’s strengths and interests.

Career-advocacy programs will also help and guide students in choosing

the right track for themselves. The four major tracks in the SHS program are 1)

academic, 2) technical-vocational livelihood, 3) sports and 4) arts and design.

Since the contents of the subjects that the students will take in Grades 11 and

12 depend on their chosen career track, they must take extra care in making

their choice. Academic track—The academic track prepares students who plan

to pursue college education, and this comprises four strands. a) ABM—

17
Accountancy, business and management b) STEM—Science, technology,

engineering and mathematics c) HUMSS—Humanities and social science d)

General academic The next three tracks equip students with the skills needed

to secure jobs in the field they want: Arts and design—This track covers nine

subjects, eight of which require 80 hours each per semester. Sports—This

track has nine subjects, which include safety and first aid, human movement,

coaching, sports officiating and sports leadership. TVL—This track contains

nine subjects (known as the TVL track subjects) and Technical Education and

Skills Development Authority- specialized subjects. a) Home economics b) Agri-

fishery c) Industrial arts d) Information and communications technology, or ICT

Adding two more years to high school curriculum, more commonly

known as the K-12 Program was really an upset to some parents when the

former President Benigno Aquino III signed the Enhanced Basic Education Act

2013, May 15, 2013 because it adds two years to the basic education system

and additional expenses as well, as parents opposed. One of the practical

benefits of schooling under this education cycle is the readiness of the students

to join the workforce. The good thing is, SHS graduates will be equipped with

skills that will make them good in certain fields of their choice TRACK. From

the unpleasing reactions of parents to oblige their children sending them to

school for another two years, this year, the piloting of the Enhanced Basic

Education Act 2013, is almost over as to Batch 2018 is fast approaching to

gear towards the four exits envisioned for SHS graduates to choose from ---

employment, entrepreneurship, further skills training through TESDA and

18
college education. With that, Senior High School (SHS) students were given the

chance to enhance their skills in their respective TRACKS through the K to 12

Work Immersion Program as a means to develop competencies and work ethics

in preparation for the real world and its challenges.

This work immersion as an essential element caters 21stlearners of

Senior High School (SHS) students with opportunities to learn about the

workplace, as well as the authentic work environment as to what TRACK they

are engaged to. To further hone the acquired skills of the senior high school

students gained after adding two years to basic education through the K to 12

Curriculum, the Department of Education (DepEd) has released the guidelines

for the conduct of work immersion activities for SHS students in the country.

Contained in the enclosure of DepEd Order No. 30, series of 2017 released on

June 5, the guidelines specify that the said work immersion will enable

students to become familiar with the workplace, experience workplace

simulation and apply their competencies in areas of specialization. The

following are the guidelines for work immersion in the SHS Curriculum; Work

immersion activity can range from 80 to 320 hours.

The schools may partner with recognized institutions or organizations to

come up with agreements on work immersion for students and because the

students are still minors, work immersion requires parental consent. The

DepEd shall ensure that all schools and venues for learning are conducive to

the education and safety of the learners because the safety of learners is

19
primary to DepEd. This endeavor is in collaboration with its partners and

stakeholders found near where the schools are located. The guidelines further

provide that the maximum number of hours spent in the work immersion

venue is 40 hours per week and no more than eight hours per day as provided

by law. Under Department of Labor and Employment (DOLE) Labor Advisory

No. 9, students are allowed to immerse themselves in a workplace between

8:00 a.m. until 5:00 p.m. every day for a minimum of 80 hours or a maximum

of 240 hours per term. Students below 15 years old need to have parent’s

consent and shall be at the workplace for at most four hours a day. DepEd

stressed that work immersion should not be reduced as a mere recruitment

tool for a partner institution, saying that the students should also gain skills

that will enable them to qualify for other job options. DOLE advisory, this work

immersion shall not be considered as an employment arrangement.

Meanwhile, the Department of Social Welfare and Development (DSWD)

has emphasized the need for each institution to have their own child protection

policy that demonstrates a commitment to safeguard children from harm. In

relation to Republic Act (R.A.) 9231 or the “Special Protection of Children

Against Child Abuse, Exploitation, and Discrimination Act”, the DOLE has

implemented Department Order No. 149 which provides guidelines for

assessing hazardous work areas for working students under 18 years old. The

government believes that K-12 curriculum in the Philippines will put Filipino

students at par with the rest of the world. Moreover, The DepEd allowed

flexibility in the curriculum to adjust to the market. The design from knowing

20
the theory to the application in considering the child protection policy and

labor laws of the nation is provided primarily. To go further and have

meaningful learning, the industries are supportive to collaborate and offer the

necessary opportunities to the next generation learners.

Related Studies

To enable students make good career decisions and thus ease problem of

jobs & skills mismatch, the Department of Labour and Employment (DOLE) in

Region 6 recently conducted orientations for guidance counsellors on the new

Standard Manuals entitled, Career Guide for High School

Students and Employment Guide for College Students and Jobseekers aimed

at enhancing their capability on career and employment coaching. DOLE

Region 6 Regional Director Manuel Roldan had reported that 147 guidance

counsellors from tertiary and secondary schools and Public Employment

Service Office (PESO) Managers attended the orientations conducted in the

provinces of Aklan, Antique, Capiz, and Negros Occidental. Roldan said job-

skills mismatch was identified as one of the sources of unemployment in the

region and in the country in the recent manpower summits and human

resource conferences participated by various stakeholders from recent

industry, government, non-government organizations, and the academe.

During the orientations, the guidance counsellors were given a copy of the

manual (in CD form) to help them in their mission to effectively provide career

counselling to students who are about to leave high schools. The Manuals are

part of the DOLE’s labor market information services and are important tools

21
on career planning. “The manuals, as LMI tools, will aid students in

understanding the world of work. It will “job-fit” or match their interests, skills,

and abilities to careers in which their strengths can be best utilized,” Roldan

said. “On the other hand, the manual on employment guide focuses on job

exploration, labor market information, and job search and aids graduating

college students, who are about to enter the world of work, on how to create

impressive resume or portfolio, start his job search and ace the interview,” he

added.

Labor and Employment Secretary Rosalinda Dimapilis-Baldoz cited the

importance of these orientation seminars as she had advised graduating high

school students to “decide on career choices on the basis of what the labor

market needs and not on what is popular, to enable you to land jobs after

graduation.” “Hundreds of thousands of Filipino students will enrol this year

and my advice to them is to decide on a course or study that will land those

jobs after graduation. They should go for careers that the labour market needs,

and not because a career is in vogue or popular, “she said Career and

employment counselling is widely accepted as a powerful and effective method

of assisting young people make appropriate and sensible career choices to gain

access to work opportunities that are compatible with their interests, values,

and abilities. Roldan said his office is intensifying its efforts to address the

problem of job mismatch to improve the region’s employment situation. DOLE

Region 6 will also conduct an orientation for Guidance Counsellors of Iloilo and

Guimaras on the Manual this coming school year 2011-2012. In a related

22
development, the DOLE officially launched two weeks ago its newest online

labor market information service for high school students and jobseekers, the

Career Guide, following the instruction of President Benigno S. Aquino III to

make the guide available and accessible in time for the college enrolment for SY

2011.“Today, we present to our people the DOLE Career Guide in compliance

with the instructions of the President to empower our young Filipinos in

making wise and excellent career decisions,” Baldoz said in a press conference.

“The Career Guide is a major component of the job search assistance function

of the DOLE to link careers to employment opportunities,” she said.

(http://www.gov.ph/2011/05/03/dole-focuses-on-career-employment-

guidance-for-students-and-jobseekers/)

Education Secretary Jesli Lapus appeals for scholarship   support for

more than 20,000 graduating high school students from low-income families

who got ratings of 98 % and above in the recent National Career Assessment

Examinations (NCAE).  "I am calling on all scholarship-giving organizations,

both public and private, to take cognizance of these results and help our young

achievers fulfil their promise," Lapus said. The exam was taken by 1.2 million

fourth year high school students or 97% of all those enrolled in both private

and public schools.   Some 20,307 examinees that scored 98 percent in general

scholastic aptitude (GSA) test are being recommended to CHED for priority

scholarship in baccalaureate degree courses. Meanwhile, 22,879 students are

recommended for scholarship in technical-vocational courses and 27,579

students for entrepreneurial studies based on their scores.   These students

23
belong to families with annual income of P150, 000 or less. Earlier, CHED and

TESDA agreed to give priority scholarship slots to superior but indigent high

school graduates based on the NCAE results. “The students show a lot of

potential and any scholarship support to enable them to pursue their career

choices is paramount," Lapus stressed. In the latest NCAE results, DepEd

noted that there are students who got 98 percent and above in two or more

domains. Many students who registered high in the general scholastic aptitude

test also got high scores in the technical-vocational aptitude and

entrepreneurial skills components of the exam. NCAE for SY 2007-2008 was

taken by 1,223,465 fourth year high school students from private and public

schools nationwide last August 28, 2007.

DepEd began the distribution of individual test results this November.

Special examinations have also been conducted in November for those who

were not able to take NCAE last August. The domains of NCAE are general

scholastic aptitude, technical-vocational aptitude, entrepreneurial skills, and

interest inventory.   The exam is composed of scientific ability, mathematical

ability, reading comprehension, verbal ability, manipulative skills, clerical

ability, non-verbal ability and entrepreneurial skills. NCAE is currently on its

second year.   On the third year of implementation in school year 2008-2009

the test results are envisioned to serve as prerequisite for enrolment in any

four or five year degrees in colleges and universities as well as two-year

vocational or technological courses.   An enabling law is needed to make the

test an admission prerequisite. DepEd statistics show that out of 100 children

24
who enter Grade 1, only 43 finish high school.   Of this number only 23 pursue

college or higher technical education while the others are forced to look for

jobs. Of the 23 who manage to get tertiary education, only 14 are able to

complete college.   DepEd is currently implementing an enhanced curriculum

in some 261 tech-voc secondary schools nationwide to give students a wider

employment or entrepreneurship berth in case they are unable to immediately

pursue a 4-year college degree.  Given the introduction of ladderized education,

students will be able to bank on the skills they attain and select technical or

engineering courses in college. Some students may also decide to take post-

secondary courses given by TESDA.

(http://www.deped.gov.ph/updates/updateslinks.asp?id=332)

DepEd Secretary Jesli Lapus said some 1.5 million fourth year high

school students from both public and private schools are set to take the

examinations which are aimed to determine the best-suited college course for

the examinees after graduation from high school. The annual test, which has

been conducted since 2006, seeks to minimize the mismatch in career choices

vis-a-vis skills and inclinations among high school students. “The annual

conduct of the NCAE gives the students and the parents an idea on the field of

endeavor most suited to the graduating students thus, allowing for better

decision on their choice of career," Lapus said, noting that a major part of the

NCAE consists of the general scholastic aptitude (GSA) test. Aside from the

GSA, the NCAE also measures a graduating student's potentials or inclination

in such areas as technical-vocational aptitude (TVA), entrepreneurial skills,

25
nonverbal ability and occupational interest. Lapus, however, admits that the

NCAE results are, at best, recommendatory and are not a requisite for

admission to college. DepEd noted that the number of examinees this year

increased by 20 percent to 1.5 million, from 1.2 million examinees in 2007. Of

the total number of this year's examinees, 1.2 million are public high school

students while only over 300,000 examinees are from private schools. This

year's NCAE will also include 1,200 out-of-school youths who are applying for

scholarship with the Commission on Higher Education (CHEd).DepEd said it

has set up an Action Center at its Central Officin

26
 CHAPTER III

Methodology

This chapter presents the methodology to answer the problems posed

in chapter I. This chapter includes research design, locale of the study,

respondents, sampling procedure, data gathering and instrument used.

Research Design

This study uses both quantitative and qualitative descriptive research

design. Descriptive research design is used to describe data and characteristics

about the population, the nature phenomenon and the nature of questions that

need to be answered. This study focus on what and how CGP and Work

Immersion affect career choice of Grade 12 students. This study uses the type

of descriptive research design which is the survey method. Survey method of

correlational research design involves questionnaires and interviews. Using this

design, it is easy for the researchers to gather data needed in this study.

Locale of the Study

27
 Figure 2. The Map of Iligan City National High School, where the study

will takes place.

This study will be conducted in Iligan City National High School. It

was located at Gen. Wood St. Mahayahay, Iligan City, 9200 Lanao Del Northern

Mindanao (Region X), Philippines. The school consists of 111 instructional

rooms. The school has 7, 625 students with the class size for each classroom

ranges from 50 - 60 plus students with and area of 3.5 hectares. Iligan City

National High School operates under four curriculums which are the Science

Curriculum, Special Program for Sports, Special Program for Arts and Basic

Education Curriculum. It has also a program under Alternative Learning

System, SPED and Senior High. The school was established in July 1, 1963

through the efforts of then Iligan City Mayor Camilo P. Cabili. In November

1983, Assemblyman Abdullah Dimaporo, with the support from Cabili and the

Sannguniang Panglungsod members, sponsored a bill that would nationalize

28
the high school. A year later, it was signed into law that would give the

institutions its current status.

Respondents of the study

The respondents of this study will be the Grade 12 Senior High School

students at Iligan City National High School in Mahayahay, Iligan City. The

following table shows the distribution of the respondents.

Track/ Strand Number of Number of

Students(POPULATION) Respondents(SAMPLE SIZE)

STEM 98 14

ABM 111 14

HUMSS 218 35

TVL 301 42

728 105

Sampling procedure

The researchers will use simple random sampling. Simple random

sampling is a vital part of ensuring the generalizability of the survey results.

Where, all members of population are equally likely to be chosen for the

sample. In every section we choose 7 respondents based on their availability

and willingness to take part of the study.

29
Data Gathering procedure

The mode of gathering data for this study is through survey

questionnaire. The respondents are encourage to response honestly and

sincerely. Questionnaires are personally distributed to senior high school

students. But before distributing it, the researchers ask permission of access to

conduct a survey from the School principal and the assistant principal thro

communication letter. The researchers also ask the permission of teachers in

charge in every section selected as respondents of this study if they can

conduct a survey. Researchers explain the purpose of conducting survey and

will distributed it randomly.

Instrument Used

The researchers use survey questionnaire made by the researchers as

a main instrument in conducting and gathering the data needed. The survey

questionnaire consist of 15 question that will provide the data needed by the

researchers. It is very essential in this study because its purpose is to elicit the

answer to the problem of this study.

30
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter comprises the analysis, presentation and interpretation

of the result from this study relative to the influence of CGP and work

immersion to career choice. The analysis and interpretation of data is base on

the survey questionnaire. A total of 105 questionnaires were distributed and is

base for computing the results of this study and to carry out the aim of this

study.

Table 1. What are the effects of CGP to your career preference

QUESTIONS Answers Frequency Percentage

1. It helps me to choose my YES 95 90%

preferred life and career NO 5 5%

based on my chosen SOMETIMES 5 5%

curriculum exit. Total 105 100%

2. I realized that I should YES 86 82%

choose that career that I NO 9 8%

31
 have interest most. SOMETIMES 10 10%

Total 105 100%

3. I realize that I should YES 88 84%

align my knowledge, NO 5 5%

SOMETIMES 12 11%
skills and attitudes to my
Total 105 100%
prefer career exit.

4. I have reflected on my YES 43 41%

occupational interest NO 35 33%

SOMETIMES 27 26%
(based on NCAE) and it
Total 105 100%
doesn’t match to my

career preference in

college.

5. I identified the different YES 74 70.47%

lifelong skills and it fits NO 11 10.47%

SOMETIMES 20 19%
my career preference in
Total 105 100%
college.

6. I realized my anticipation YES 77 73%

between my chosen NO 9 8.5%

SOMETIMES 19 18%
profession and the reality. I
Total 105 100%
should be practical in

choosing career.

7. My parent’s choice is my YES 39 37%

based in choosing my NO 42 40%

SOMETIMES 24 22.8%

32
 career choice. Total 105 100%

8. My parent’s financial YES 59 56%

status is my based in NO 26 24.7%

SOMETIMES 20 19%
choosing my career
Total 105 100%
choice.

9. When I interviewed the YES 66 62.8%

person with career I NO 19 18%

SOMETIMES 20 19%
chose, it helps me affirm
Total 105 100%
the career I’ll choose in

college.

Table 1 shows the frequency and percentage distribution of respondents

about the effect of CGP in the career preference of students. This table reveals

that majority of the respondents answer is YES. Question number 1 obtained

the highest frequency and percentage distribution of YES with a frequency of

95 respondents or 90% of the total percentage of the population. This indicates

that CGP helps most of the respondents in choosing their preferred life in the

future and career based on their chosen curriculum exit. The highest frequency

or percentage distribution of NO is number 7, with a frequency of 42

respondents or 40% of the total percentage of population. This means that

most of the grade 12 students chose their career without basing on their

parents’ choice. However, the number 7 also got the highest frequency or

percentage of SOMETIMES, garnered 24 or 23%. That indicates that there are

33
still grade 12 students who followed their parents’ choice sometimes, but not

all the time.

The number with the lowest frequency or percentage distribution of YES

is 7, with a frequency of 39 respondents or 37% of the total percentage of

population. On the other hand, the number with the lowest frequency or

percentage distribution of NO is number 1 and 3, with a frequency of 5

respondents or 5% of total percentage of distribution. This indicates most of

students aligned theirs and only least of the students don’t align their

knowledge, skills, and attitudes in their prefer career choice.

According to Dr John Bosco Mutenzintare, who works with Rwanda

Education Board (REB) and is the head of career guidance in schools, “The

programme will help students in secondary schools to see a variety of available

academic options that would help them through their preferred learning styles,

and be helped to find how to develop plans to reach their educational and

occupational goals,”

Research by Morris et al. (1999)15 examined the impact of careers

education and guidance provision on young people’s transition post-16. A key

finding was that young people with more highly developed career exploration

skills were more positive and confident about the choices they made post-16

and were more likely to make a successful transition. ‘The key factor that

seemed to underpin successful transition at 16 was the level of young people’s

career exploration skills. Those who demonstrated such skills by the end of

34
Year 11 were the least likely to have made significant changes to their courses,

post-16. They were also more likely than other young people to have made a

transition that indicated progression; that is, to be working towards a

qualification at a higher level than that which they attained at GCSE.’ (p.3).

In the past, some teenagers feel insecure about themselves and they

think that they are incapable of deciding their careers, since the parents of

these individuals care for their child’s future, they decide for them. But as time

pass by, and as modern day dawns teenagers become more rebellious. These

individuals think that they are capable of handling different situations on their

own; they tend to go against their parents ‘interference and guidance.

Sometimes these revolts cause the individual to be hurt. Maturity precedes

some of these individuals, they feel that they no longer need guidance in

decision making that’s why they tend to ignore school and parent’s guidance

and being affected by peer pressure. Advantages of deciding career on own: It

makes them more independent, they are responsible for their actions, they are

more aware of the pitfalls in a particular avocation, they are prepared to face

the consequences of a wrong choice in career matters rather than blame their

elders, they choose what they like the most. Disadvantages of deciding career

on own: teenagers are immature, they are impulsive, and indecision can make

them falter in their choice, rash decision, succumb to peer pressures, know in

all types. Teenagers some feel are too young to decide their own career matters.

Parents particularly are very concerned about their affairs. On the other

hand in this modern dayand age, teenagers are revolting against too much

35
parental interference and guidance.(http://www.paggu.com/jobs-and-

career/can-a-teenager-decide-a-career-for-him-or-herself/)

Table 2. What are the effects of Work immersion in your career preference?

Question Answers Frequency Percentage

10. My Work YES 90 85.7%

immersion experience NO 4 3.8%

SOMETIMES 11 10%
develops my
Total 105 100%
competencies.

11. I appreciate the YES 86 82%

importance of NO 8 8%

SOMETIMES 11 10%
credentials in real life
Total 105 100%
working.

12. I developed good YES 84 80%

work habit, attitudes NO 9 9%

SOMETIMES 12 11%
and appreciation.
Total 105 100%

13. My work YES 52 50%

immersion experience NO 35 33%

SOMETIMES 18 17%
made me realize that it
Total 105 100%
doesn’t fit my skills and

36
 abilities.

14. My work YES 81 77%

immersion experiences NO 5 5%

SOMETIMES 19 18%
enrich my confidence
Total 105 100%
and communication

skills.

15. My work YES 50 48%

immersion experience NO 33 31%

SOMETIMES 22 21%
made me realized to
Total 105 100%
shift to other career

course in college.

Table 2 shows the frequency and percentage distribution of respondents about

the effect of work immersion in the career preference of students. Question

number 10 obtained the highest frequency and percentage distribution of YES

with a frequency of 90 respondents or 86% of the total percentage of the

population. This indicates that most of the grade 12 students have developed

their competencies in work immersion. On the other hand, the number 13 has

the highest frequency or percentage distribution of NO, with 35 or 33%. This

indicates that there are students whose skills and abilities really fit to their

chosen career during the work immersion period.

37
 In contrary, number 15 garnered the lowest frequency or percentage

distribution of YES with 50 or 48%. This implies that most half of the students

realized that after trying the career they chose during work immersion made

them realized to shift to other course in college. While the number with the

lowest frequency of NO is, 10. This implies that there is only least number of

respondents who haven’t developed their competencies in work immersion.

Properly implemented, work immersion improves student competencies,

helps them make informed career choices, and creates employment

opportunities straight out of Senior High. The industries also benefit – huge

resources are spent on training newly-hired employees, whereas SHS

graduates already have the basic skills before they even apply for a job. The

definition of workplace competencies is the application of knowledge, skills,

attitudes and values, and behaviors (Ewell, 1984); these competencies are

directly measurable through actions or demonstrations of the existence of

those competencies in the individual. Thus, the opportunity to gain practice in

the application of competencies and focused reflection in a workplace connects

with experiential learning, which is defined as “the process whereby knowledge

is created through the transformation of experience and knowledge results

from the combination of grasping and transforming experience” (Kolb, 1984, p.

41). Recent studies have confirmed that the experiential workplace was one of

the settings most likely—and the traditional classroom the least likely—to

develop and demonstrate these competencies (Brumm, Hanneman, et al.,

2006). Competency models can be used to guide individual professional

38
development and to develop curricula that meet the needs of employers

(Rothwell & Wellins, 2004).

Campbell and Kuncel (2001) suggested that training is one of most

effective interventions in the field of HRD. Beyond the acquisition of knowledge

and skills, training also helps employees and organizations to improve

performance, including produce higher quality products, successfully manage

conflicts, encourage greater job engagement, and organizational commitment

among other outcomes (Cheng & Ho, 2001; Karia & Asaari, 2006). As

presented in the annual Association for Talent Development (2015) State of the

Industry report released in 2015, delivering training in off-the-job settings,

such as in a corporate classroom, continues to be the most frequently used

training approach.

39
 CHAPTER V

Summary, Conclusion and Recommendation

This chapter presented the summary of findings, conclusion, and

recommendation.

Overview

This study investigated the influence of CGP and work immersion in

career choice Grade 12 students. The respondents of this study were the

students in Iligan City National High School, Iligan City, Philippines. The

researchers utilized Descriptive design to examine or determine its effect on

career choice. The statistical instruments of the study were frequency and

percentage.

Summary

40
 From the gathered data. The following were the findings of the study.

1. Career Guidance Program helps Grade 12 students to choose their prefer

career choice or curriculum exit.

2. Career Guidance Program made students realize to choose their career

preference that interest them most.

3. Career Guidance Program informed students that in choosing a career, it

should be align with the students’ knowledge, skills, and attitudes.

4. Majority of the respondents’ NCAE result didn’t matched to their career

preference.

5. Career Guidance Program specifies the realization about their

anticipations between their chosen profession and reality, and majority

of the respondents chose to be practical in choosing their curriculum

exit.

6. Majority of the respondents did not base on their parents’ choice in

choosing their career.

7. Majority of the respondents based on their parents’ financial status.

8. Work immersion experiences of the students developed their

competencies in work.

9. Students have learned and appreciated the importance of credentials in

real life working.

10. Work immersion experiences made students realized that their skills

and abilities didn’t fit to their chosen career.

41
 11. Majority of the respondents changed their career choice for college after

the work immersion experiences.

Conclusion

CGP and work immersion greatly affect students’ career choice. CGP

assist students to their preferred curriculum exit by exploring their basis of

career choice, interest, knowledge and attitudes. Work immersion developed

the students’ competencies and made them to rethink if career choice fit to

their interest, skills and abilities.

Recommendation

Based on the findings that were revealed, the researchers came up with

the following recommendations:

To the Students

Students should be knowledgeable enough to identify and choose their

career path in accordance to their preferred career choice.

To the Parents

They can educate and guide their children on how to make a better

decision in regards to their chosen career.

To the Teachers

42
 They should strengthen their way of teaching in CGP and Work

Immersion and be familiarize to its influences on their students career choice.

To the Future Researchers

They can use this study for further information about the CGP and Work

Immersion Experience as their basis if ever they have a plan to conduct a

further research about CGP and Work Immersion Experiences.

43