Supplemental Reading on Research Studies related to Career

ASSOCIATION BETWEEN SELECTED FACTORS AND CAREER CHOICE OF

CENTRAL PHILIPPINE UNIVERSITY COLLEGE STUDENTS

ABSTRACT
This study was designed to determine the association between selected factors and the
career choice of Central Philippine University (CPU) fourth and fifth year college student for the
second semester, 1998-99. This study made use of a one -shot survey method using the self-
administered structured questionnaire. The population of the study were the fourth and fifth year
college students of CPU for the second semester 1998-99 in the following courses: Agriculture,
Health & Allied courses, Commerce and Information Technology, Education and AB courses,
Engineering and Theology.
The variables considered in this study were socio-demographic factors such as sex,
residential location, type of school, father’s and mother’s educational attainment, father's and
mother’s occupation, family income and source of influence; the academic factors such as the
High School final average grade in English, Math and Sciences, average grade in English, Math,
and Sciences for the first two years in college; and the interest tool subjects. The career motives of
the students were also included as one of the variables under study.
A total sample size of 297 out of 1,148 students were identified respondents of the study.
The sample from every college was determined using the Proportionate Probability Sampling
(PPS).
A researcher made questionnaire duly validated by the panelist was used to gather data.
Analysis and interpretation of the data were done using the Statistical Package for Social Sciences
SPSS for Windows Version 7.5.

Hypotheses of the study

The study attempted to test the hypotheses that:

1. Career choice and career motive are significantly associated with sex, residential location, type
of school graduated from, father’s educational attainment, mother’s educational attainment,
father’s occupation, mother’s occupation, family income and source of influence.

2. Career choice and career motive are associated with high school final average grade in English,
Math and Science, the average grade in English, Math, and Science for the first two years in
college and the interest tool subjects.

3. There is no significant association between career choice and career motives of the
respondents.

Major Findings

Most of the CPU college students were female, and rural resident, and finished their basic
education in public schools. Both parents of most students had obtained college education. The
most common occupations of the students’ fathers were farming/fishing and the practice of a
profession. The mothers of the majority, however, had no occupation at the time of the study. The
working mothers were mostly professionals. The respondents median family income was PhP
15,000.00.
In high school, students obtained better grades in English (85.47) than in Math and
Science. The same pattern noted during their first two years in college. They were also more
interested in English.
The main motive of the students in choosing their respective career was interest in work
and people.
 More male than female students in agriculture and engineering groups while more female
than male enrolled in commerce and information technology, education and AB courses. On the
other hand, there were more students in commerce and information technology, education and AB
courses and theology who reside in the rural areas and had the privilege to study in the public
elementary school. However, students enrolled in health & allied courses, engineering and
agriculture had the opportunity to study in private high school. Both fathers and mothers of the
students taking up agriculture, engineering and theology have attained college education.
Moreover, the father of students in health and allied courses, and education and AB courses had a
higher educational attainment than their mother.
All academic factors were associated with the career choice of the CPU college students.
Engineering students got the highest high school mean grade in the three subjects: English, Math,
and Science. Education and AB courses students received the lowest mean grade in the said
subjects. The highest mean average grade in English during the first two years in college was also
received by the engineering students, Math by the health and allied courses and science by
commerce students. The result further revealed that a higher proportion of students who showed
interest in Sciences took up agriculture, health and allied courses and education and AB courses
while students who preferred Math took up commerce and information technology and
engineering while those interested in English enrolled in theology.
The career motives of CPU college students were associated with their chosen career.
Those students with a career motive of “interest in adventure and travel” chose agriculture as their
course. Students who wanted “to serve God” in their chosen career, enrolled in health and allied
courses and theology, while students who see their courses as a “greater chance of being
employed’ selected commerce and information technology and engineering. Furthermore,
students who wanted to “follow the footsteps of their parents” took up education and AB courses.
A higher proportion of students who reside in the rural than in urban areas and finished
their secondary education in public high schools showed “interest in work and people” and “to
serve God’. Whereas, students from urban areas and had their secondary education in private
schools had career motives of “greater chance of being employed”, with the “desire for adventure
and travel” and to “follow the footsteps of their parents”. In addition, “interest in work and
people” was the motive the students who personally chose their career and those who were
influenced by their mothers. The brothers and sisters of the students influenced some students for
a “greater chance of being employed” while students who were motivated by either their teacher,
guidance counselor, pastor and peer group for an opportunity of “adventure and travel” and “to
serve God.”
The findings further reveal that regardless of their career motives, a higher proportion of
respondents show a higher mean high school grade in English than in Science and Math.
However, during the first two years in college only the average grade in English show a
significant association with career motives of the respondents. Interest tool subjects were
significantly associated with their career motives. Respondents who were interested in Science
were motivated by their “interest in work and people” while those who show interest in Math had
career motives of “greater chance of being employed”, for “adventure and travel”, and to “follow
the footsteps of parents”. Respondents who were interested in English wanted “to serve God” as
motive in their career decision.

Conclusions

Based from the findings, it can be concluded that:

1. There is a significant association between career choice and sex, type of elementary school
graduated from, father’s educational attainment, mother’s educational attainment and mother’s
occupation. On the other hand, career choice is not associated with residential location, type of
high school graduated from, father’s occupation, family income and source of influence.

2. There is a significant association between career choice and High School final grade in English,
Math and Science, average grade in English, Math and Sciences for the first two years in college
and their interest in tool subject.
3. There is significant association between career choice and career motives as revealed in the
obtained Cramer’s V.

4. There is a significant association between career motives and residential location, type of high
school graduated from and source of influence however, there is no significant association
between career motives and sex, type of elementary school graduated, father’s educational
attainment, mother’s educational attainment, father’s occupation, mother’s occupation and family
income.

5. There is a significant association between career motives and interest tool subjects, therefore,
there is no association between career motives and high school final grade in English, Math and
Science and average grade in English, Math and Sciences for the first two years in college.

Recommendations

In the light of the aforecited findings and conclusions, the following recommendations are hereby
given.

1. Inasmuch as there is a significant association between career choice and type of elementary
school graduated from, father’s and mother’s education and mother’s occupation,
a. there is a need for parent to send their children to a school which has a good reputation of
providing quality basic education because it has some bearing on the career choice of the
individual.
b. Since mother’s occupation had a bearing on the career choice of their children, mothers should
spend more time with their children and communicate to them their plans as to the future of their
children.

2. Since career choice is significantly associated with the final grades in high school and college
English, Math and Science, there is therefore is a need for the students to develop interest on these
tool subjects and have a good foundation on these subject areas. This can be done by providing
remedial/tutorial classes or these subjects should be taught by understanding and competent
teachers who can identify with the struggles of the students.

3. Since career choice is significantly associated with career motives, student should be more
exposed to various occupational fields of their choice so that their motives would be more
realistic.

4. Since residential location and type of high school graduated from are significantly associated
with career motives, therefore, attendance in career fair or industry exposure, such as field trips or
educational tour early in high school should be encouraged so that they will aspire for a better
future realistically.

5. Since career motive is also associated with the interest tool subjects and source of influence,
there is a need for significant others to encourage students in aspiring for better opportunities in
their career through modeling and verbal encouragement.

6. Guidance workers should be aware of these findings so that they can be of great help in
assisting college students choose the appropriate career right from the very start of their college
education.

7. Parent-Teacher conference should be held to disseminate the findings of this study.

8. Replication of this study using another setting and set of variables should be considered.
Mangana, M. L. (2001). Association between selected factors and career choice of Central
Philippine University college students (Unpublished Master's thesis). Central Philippine
University, Jaro, Iloilo City.

FACTORS OF UNDECIDABILITY IN CAREER CHOICES OF GRADE 11 GENERAL

ACADEMIC TRACK STUDENTS. BASIS FOR CAREER DECISION-MAKING
PROGRAM

Abstract
This study determined the factors of undecidability in making career choices and
identified the problems and difficulties encountered by GAS Grade 11 students as a basis for
Career Decision Making Program. There are 36 or 48.6 % males and 38 or 51.4 % females for the
School Year 2016-2017.
This study is a descriptive research design utilized a purposive sampling, total
enumeration was used.
The problems encountered by Grade 11 students in deciding what career to choose are the
following: 1. they are still confused of what career path to take; 2. the parents’ decision should be
followed; 3. financial insufficiency; 4. no school that offers the course they want with; 5. they do
not see their future career; 6. they feel too sick or sickly that they cannot choose the right career;
7. being away from my friends if they take a different course.
This study described the profile and identified the problems and difficulties of the
respondents to introduce an intervention program.
This research can be one of the most original in the history of the Department of
Education since it is the first time to produce graduates under K-12 program.

Introduction
Making a correct career choice is one of the major decisions of Grade 11 students in their
academic and personal life. Usually, they are at a tender age of 16-17 in which undecidability is a
common problem in terms of choosing a career. For most students influenced by parents,
guardians, teachers, friends, peers and many others, it is difficult because there are many factors
to consider especially for the first batch of Grades 11 and 12, in which the K-12 program is fully
implemented.
One of the main challenges of K-12 in improving Philippine education is to provide
quality basic education opportunities for all students, increasing the quality of educational process
and the transition from senior high school to college levels, as well as improving the integration
of the whole educational system.
Senior high school education in the Philippines has a very important impact in the
country’s national development. The government invested in education in the hope that students
will become globally competitive. To become globally competitive, the student must be eager to
see themselves what career path will they pursue in the near future. A planned and organized life
and career goals can contribute to their personal and professional growth. However, adolescents
in the Philippines compared to Western civilization (where K-12 system is patterned) cannot
make their own decisions at all times, especially when choosing career. They are fond of
soliciting advice from parents, teachers, friends, peers or idolized figure. When they are confused,
they cannot be able to finalize their decision. Furthermore, they may also consider other important
factors such as financial status of parents, career opportunities, intellectual capacity and many
more. For these reasons, this proposal is pursued to investigate the factors of undecidability of
Grade 11 students in making career choices.

Conclusion
Based on the result of the study, the following conclusions were made:
1. Females outnumbered males whose age bracket fall between 16-17 years old. Their family
types are majority nuclear in nature with a family income bracket of 5,001-10,000 with an
average of 3 siblings. Most of the respondents love English subjects which involves the study of
literature, reading and writing in English language as a form of communication and appreciate
anything in English because English is still a powerful language. When it comes to interest or
hobbies, most the respondents love singing, and it becomes their talent as well.
2. The following problems encountered by Grade 11 students in deciding what career to choose
after their completion in high school were ranked accordingly:1. they are confused with what
course to take; 2. their mother/father make a decision for them; 3. the family income is not
sufficient; 4. there is no school that offers the course they want; 5. they do not see my future
career; 6. they feel to sick or sickly that they can’t choose the right career for them. Lastly, having
a problem being away from my friends if they take a different course.

3. The following difficulties encountered by Grade 11 students were ranked consequently: 1. they
like what they have chosen a career; 2. they have difficulty in choosing that they might shift
someday; 3. they have chosen a career but it is difficult to see themselves enjoying in the
profession; 4. there is a conflict with what they want and what their parents' want; 5. they fear that
they might be rejected in the course they are going to take; 6. they don’t have a clear vision of
what's going to be their future career; 7. they can’t think of other reason why it's difficult for them
to make decision in choosing career; 8. they just go with the flow with the recent demand of
profession in the society nowadays; 9.1 they don't know their interest and; 9.2 they I think, they
are still young to make their own decision for myself especially my career; 11. they perceived that
they don’t have a talent; and last other reasons of difficulties were left unanswered.

4. The following factors of undecidability in choosing career among senior high school students
were arranged according to their rank: 1. financial problem; 2. immaturity to make decision; 3.1
the right school to choose is too limited; 3.2 peer pressure; 5. parental conflict; 6. No new friends
or acquaintances; 7. the school is not credited by the Commission on higher Education (CHED);
8. Other reasons are left unanswered and lastly, heath problems.

Recommendations
Based on the result of the study, the following recommendations were made:

1. Grade 11 students must be informed individually or by group about the problems encountered
in choosing their career and seek career counseling with the guidance counselor what is the best
career that could be possibly pursued based on their talents. skills, interests and qualifications.

2. The Grade 11 students must be given a Career Talk by other institutions to provide them proper
overview of the career status of the employees based on the labor market demand. This must be
given before they enter Grade 11 in order to avoid shifting of track during Grade 11.

3. Students must be given a profile of possible schools they wish to enter when they enrolled in
Grade 11. This will give them overviews of what courses are being offered and what is the best
program being offered by the school. This will give students an ample time to fit their talents.
skills, interests and qualifications.

4. Lastly, students must undergo a “Career Decision Making Program” proposed in this study to
help them realize the best track or strand that would their abilities and qualification.

Dr. Josephine P. Manapsal (Author), 2018, Factors of Undecidability in Career Choices of

Grade 11 General Academic Track Students. Basis for Career Decision-Making Program,
Munich, GRIN Verlag, https://www.grin.com/document/455104
 FACTORS INFLUENCING CAREER PREFERENCE OF JUNIOR HIGH SCHOOL
STUDENTS FOR SENIOR HIGH SCHOOL STUDY

Abstract

Choosing a senior high school career or tracks to pursue is one of the most challenging
decision any junior high school student may undertake. As a response, the objectives of this
research were to investigate junior high school student's career preferences for senior high
school studies, as well as the determinants that may influence their career selection. Using a
stratified random sample technique, a total of one hundred sixty-six students were chosen at
random. To quantify the influence of the indicated career selection determinants on students'
career preferences, the researchers used a descriptive and predictive correlational research
design. The required data was gathered using a standardized survey questionnaire. Personality,
parents, job opportunities, and interest were found to be statistically significant in influencing
and predicting students' career preferences, out of the five career selection determinants. In the
model, only the peer component (LRT p-value = 0.110) was shown to be statistically
insignificant. Among the career selection determinants, the variable interest was found to have
the strongest influence on students' course preferences. It can be inferred that diverse career
selection factors have statistically significant effects on students' senior high school career
choices. Since students' preparation in senior high school is crucial to their subsequent studies
in tertiary education, or employment after senior high school, the study gives vital inputs for
students, parents, and school officials on how to lead and develop their career plans. A similar
study may well be conducted using additional course selection characteristics discussed in the
study, or this study could be conducted in a different location to corroborate or refute the
findings.

Introduction

One of the most difficult decisions for students to make for their studies was choosing a
career that will determine their future professional path (Ouano et al., 2019; Kaneez & Medha,
2018). Career management for students is vital. That makes them seek information and advice
from different sources, even looking for professionals which can guide them throughout the
career planning stage (Witko, 2005). According to Staunton (as cited in Rafanan & De Guzman,
2020), selecting the prospective career or education program for a student's personality will result
in improved career well-being, success-job satisfaction, good grades, and timely graduation. For a
junior high school student, the selection of which career or track to pursue senior high school
studies must be taken seriously. Many students did not place enough focus on their career choices,
and as a result, they believe that the career or track they are pursuing in secondary education are
unrelated to the profession they may later specialize in a higher education level (Cabanias, 2021).
The importance of career planning on what courses or fields of specialization we are about to take
cannot be denied. According to Olaosebikan and Olusakin (2014) and exploring career
opportunities prior deciding to on a career path, according to Navin (2009), strengthens career
development success and satisfaction.
Several studies have been carried out to determine the various aspects that affect, relate to,
and influence a student's career decision. The majority of research that looked at the elements that
influence students' career and course preferences was focused on senior high school students'
career and course preferences for college (Rin, 2021; Dangoy & Madrigal, 2020; Okwulehie,
2018; Penedilla & Rosaldo, 2017; BUENAFLOR & Buenaflor, 2015; Khoo et al., 2015; Fizer,
2013). There were just a few studies that looked into the impact of junior high school students' job
decisions on their senior high school academics (Caluma, 2019; Ouano et al., 2019; Kaneez &
Medha). In the local study, there were a few studies undertaken that focused on the examination
of junior high school career preferences (Caluma, 2019; Ouano et al., 2019).
Although this topic has received more attention, no research on career choice junior high
school students in rural public schools in the Philippines' eastern region has been published.
Furthermore, this research will guide students about the factors they should consider when
planning their careers. Similarly, this will provide input to students' parents on how they will help
their children in selecting senior high school courses, as well as to school administrators on how
to develop the school's career enhancement activities to further guide the students in their career
goals. As a result of the aforementioned dearth of research in the literature and the benefits that
this study may provide, the current study was realized.
The study focused on the effects of personality, parents, interest, job opportunities, and
peer impact on junior high school student's career preferences. According to Ouano et al. (2019),
Okwulehie (2018), Kaneez and Medha (2018), and Pascual (2014), the personality of the student
is critical in selecting the appropriate area of career. The most common concept in the preference
of a college course is based on the student's personal decision, followed by values and financial
concerns.
A student's personality has to be selfmotivated, as to examine career options from early
years, and not the procrastinating type that needs to wait until they are faced with the decision
(Splaver, 2000). On the other hand, the parent’s factor influence is considered as one of the most
influential factors for a student’s career choice (Ouano et al., 2019; Kaneez & Medha, 2018;
Dagang & de Mesa, 2017; Khoo et al., 2015). According to Đurišić and Bunijevac (2017), parents
are significantly interested and influential in their strong children’s education selections. In the
studies of Umar (2014) and AlRfou (2013), it was asserted that parents had a significant influence
on children's career choices, as well as other factors such as family, classmates, job chances,
teachers, and media. Giustinelli (2016) highlighted two key points regarding the influence of
parents on students' career planning.
For instance, even in a system in which individual family members' preferred careers were
incited at the time of the final decision, only about half of the participating families' reported
preferences for curricula were aligned and coincided with observed choices. Second, in homes
where both parents and children openly expressed decisions on what career to be taken, parental
stated preferences were observed to be chosen in a much higher percentage of circumstances than
in families where parental stated desires were not observed to be accepted. Furthermore,
Giustinelli (2016) contends that parents and children have insufficient knowledge of each other's
choice preferences, which parents know their children's desires considerably better than vice
versa, and then that relatives who revealed making decisions more collectively did seem to have a
clearer idea of each other's decision - making choices.
Students’ interest factor, on the other hand, is regarded as the most critical element in the
selection of a career major or education course is what you desire or your interests (Giustinelli,
2016). Okwulehie (2018) and Rababah (2016) gave importance to students’ interest as one of the
factors for career decisionmaking. This was supported in the study of Penedilla and Rosaldo
(2017), who stated that personal preferences influenced high school student's career and college
degree selections. Similarly, the study of Ahmed et al. (2017), found that the interest in a course
has a significantly positive relationship with career planning, while academics, financial
repercussions, and potential career opportunities have a little effect on student's intention to attend
a particular career. Edward and Quinter (2011) and Malgwi et al. (2005), concluded that interest
in the career was the most influential indicator seconded by the career progression opportunity
and the availability of prospective employment.
A student's career decision is also influenced by the job opportunities aspect (Rababah,
2016; Malubay et al., 2015; Ahmed et al., 2017; Splaver, 2000). Students' economic demands are
more crucial than their interest in the field. This was supported by Ahmed et al. (2017)'s findings,
which shows that job opportunities have a minor impact or influence on students' career decisions
when compared to their interest in the field. According to Pascual (2014), the availability of
potential work is the primary concern for students when choosing a college course.
According to Pimpa (2001), peer groups can influence students' choices in three ways:
information, competitiveness, and persuasion. Work options and information from peers about the
prices of living and education standards, as well as the cost of living, may influence students'
career decisions. Rin (2021), Rababah (2016), Pascual (2014), and Umar (2014) found a
significant influence of peer factors on student’s career preferences. However, it was the opposite
in the study of Ouano et al. (2019) that concluded an insignificant influence of peer factor on
student’s career choice, and similar results were yielded in the study of Kaneez and Medha (2018)
and Pascual (2014) that peer factor has only less effect on students career choice.

METHODOLOGY

Research Design
The study used the descriptive and predictive correlational design (Cox, 2016; Christenen
et al., 2011; Sousa et al., 2007) to investigate the study objectives. It is descriptive since the study
delves into describing student’s demographic profile characteristics, the level of influence of the
career preference factors as perceived by the students in terms of personality, parents, interest, job
opportunities, and peer, and course preference distribution. Likewise, it is correlational and
predictive in the sense that it tends to measure significant relationship and influence of the career
preference factors on the student’s course preference and predict the variance of the dependent
variable based on the variance of another variable. Descriptive and regression analyses were
employed in the study.

Research Respondents
Two hundred Eighty-Five (285) grade 10 students of Tanauan National High School of
Tanauan, Leyte, Philippines enrolled in the academic year 2018 to 2019 were the target
respondents of the study. One hundred sixtyfour random samples were computed using the
sample size estimation formula for a finite population (Israel, 1992). The samples were
proportionately selected per class section using a stratified random sampling design. The percent
of the respondents, 66.9%, were females between the ages of 16 and 17, which is considered
middle adolescence. For senior high school studies, 24.7 percent of students suggest taking
Education-related careers, while 18.1 percent prefer Industry ones.
Research Instrument

A researcher’s made survey questionnaire was used in the study to be the primary tool in
measuring the career selection factors and the career preferences of students. The survey tool
consisted of the following parts: Part I includes the profile characteristics of respondents
according to age, sex, occupation of parents, parents educational attainment, and monthly income
of the family; Part II is composed of the different options of potential preferred careers of students
for senior high school study; and Part III asks the students level of perception as to what level of
influence that the five identified career preference factors may influence their course preferences
– personality, parents, peers, interest and job opportunities. Students were asked to score the
career selection determinants on a 5-point Likert scale, with 1 being the least influential and 5
being the most influential (Vagias, 2006).
 Further, Cronbach’s alpha was computed to evaluate the reliability of the instrument
item's consistency of what construct they mean to measure in assessing the level of influence
of the career selection factors. A 0.79 coefficient was calculated in the overall reliability of the
tool, while the reliability coefficients of the entire factors were ranging from 0.71-0.80, course
preference of the students. Specifically, to identify which course selection factors significantly
predict the student’s course preference. The multinomial logistic regression analysis was
conducted to measure the study hypothesis (El-Habil, 2012; Starkweather & Moske, 2011).
This measurement was used when the dependent variable is nominal with more than two levels
or categories and with one or more independent categorical, or scale variables (El-Habil, 2012;
Starkweather & Moske, 2011). Moreover, descriptive statistical measurements such as
percentage, weighted mean (WM), standard deviation (SD), and coefficient of variations (CV)
were calculated to describe the respondents' profile distributions and the level of perception of
the factors. Data tabulations and calculations were done using Microsoft Excel and IBM SPSS.
The level of significance alpha was set at 5% in rejecting the study null hypothesis.

Conclusion and Recommendations

According to the results and discussions of the study, it can be concluded that student's
personalities, interests, parents, and availability of job opportunities had a significant bearing on
their career preferences. Out of five identified career selection factors, only the peer factor was
found to have no sufficient evidence to claim that this factor significantly influences students'
career preference based on the study samples and evidence gathered. A student’s decision on what
course to be enrolled in senior high school education is based on different factors. This may be
according to the type of personality students have the career or the field of specialization that
captures their interest, the suggestions of their parents, and the availability of job opportunities
that students may look into in the future.
The study findings may serve as a guide to students, specifically junior high school
students, on what factors they need to consider in their career planning. Similarly, this will
provide inputs to the parents of the students on how they are going to guide their children on
choosing senior high school courses. Similarly, the study findings will help school administrators
in strengthening the school’s career orientation programs to further guide the students in their
career plans. The researchers suggest the following for future research: expanding the sample size
and including students from private institutions as respondents; including other course selection
factors that were not considered in the study but may influence students' course preferences, such
as academic and demographic factors; and conducting current studies aligned with the present
educational modality.

Dublin, B. C., Logrosa, A. A., Sosing, M. D., & Cornillez Jr., E. E. C. (2020). Factors
influencing career preference of junior high school students for senior high school study.
TARAN-AWAN Journal of Educational Research and Technology Management, 1(1), 29-38.