1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Being adolescent can be extremely lonely. It is not unusual to have a feeling that there is

no one to turn to when problems arise. This is the stage where major decisions and deep

concerns affect the courses of their lives. Most adolescents are pressured to perform and

succeed, which experience severe stress in meeting these expectations. Senior high

school students need professional advice especially in the choice of their careers. It is in

this period where the students are advised to prepare for their future worthwhile

occupations. Choosing the perfect career is one of the most important and crucial decision

a person has to make. This can be one of the measures whether an individual will be

successful in the future or not. At this stage, self – realization, role try – outs,

occupational explorations in schools, and finding the first job is the tentative step. It is at

this stage when the teenager needs guidance in the proper selection of their desired career.

Where, they will arrive at the right decision considering their innate capacities,

educational privilege offered to the students and other resources that society makes

available for them to be more efficient and effective.

Stated, that the greatest barrier among students pursuing their own career and having

command over their life is the lack of in – depth knowledge of the said career. In

addition, knowledge is required to make valid career preferences. (Philips, 1986) Then, it

is the responsibility of guidance counselors to supply these senior high school students

with enough and pertinent information and proper interpretations concerning their

abilities, aptitudes, interest, needs, temperament and personal characteristics to help them

make crucial decisions. What most likely could lead the students to their maximum
 2

development and ultimate success is likewise the concern of educational guidance.

Through these programs, the students are given assistance in attaining a high level of

efficiency and satisfying results in the activities in which they will engage in. As a whole,

they will be helpful in formulating systematic goals and plans for their future.

Educational leaders and programmers have agreed that instructions in schools be made to

suit the students needs and prepare for a life work where they could utilize their abilities,

talents, and interest so they could find satisfaction and self – fulfillment.

Bautista (as cited in Bulaong, 1986) stated that elementary education provides a

foundation for formal education. It is when high school where students starts to feel

tangibly about career preferences. He cited, Castillo (1963), who stressed the redirection

and guidance of the high school youth because; it is in that stage where skills, capacities

and decisions are developed. The youth should get a through picture of their aspirations

and expectations.

According to the theory of vocational development by Supeer (2005), the students should

first become aware of the need for a career. So every graduating student needs a wise

choice in decision making, Bautista (1997) stated that at this stage, a student must take

important and vital decision in the selection of a career which will determine his future

success.

The need to find out the factors affecting the career choices among high school students

gave the impetus to this study.

Statement of the Problems

This research study is directed to answer the following question:

1. How they describe their profile?

2. What are the various factors that influence their career choices?

3. What will be their career choices?

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4. What are the various problem encountered?

5. What are the assistances needed by the respondents?

Objectives of the Study

This study was conducted to determine the career preferences of senior high school

students among the selected private and public schools in the four western towns of

Tarlac.

Primarily, the study aims to:

1. describe the respondents in terms of ;

a. personal profile

b. household profile

c. academic background

2. enumerate the various factors that influence the career choices of the respondents.

3. differentiate the career choices of high school students from public to that of private

schools.

4. identify the problems encountered in choosing the best career to pursue and;

5. enumerate the assistance needed to facilitate their career choice.

Significance of the Study

It is expected that the result of the study will reveal essential information concerning the

career preferences of senior high school students. The results would and school

administration and leaders, economic planners, researchers, teachers, guidance

counsellors and parents to guide the students on the right path to ensure a brighter future.

On the overall, the inputs and outputs of this study could be utilized as bases for more

effective students’ recruitment program in various college institutions.

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Specifically, educational leaders and administrators would gain insights to the current

educational trend. And would have planned to offer more relevant courses suited to the

needs of the society.

The findings of the study were serving as reference in the re-organization and/or

revision of school curricular and programs. Likewise, public and private high school can

consider a collaborative effort with higher educational institution to sustain the said effort.

Therefore, this can eventually minimize the difficulty of high school students in choosing

their desired career.

Economic planners and researchers would generate information that would redirect the

plight of the country’s human resources. This is to limit the emergence of labor mismatch.

The guidance personnel and teaching staff would be guided in helping students in

pursuing the appropriate career considering factors that are found relevant. Likewise, a

more responsive support program/s for graduating students can be organized to maximize

resource and satisfy emerging need to sustain development efforts.

Also, parents were more be aware of the need to know the career preferences of their

children and would have a clear understanding of a career guidance program of the

school.

Furthermore, they would perform their role as parents and counsellors at the same

time. Students would be enlightened in wisely choosing a career through participatory

manner.
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Scope and Delimitation of the Study

This study involved ten percent or a total of 240 fourth year high school students

in the four western towns of Tarlac for the school year 2010 – 2011. All schools from

private and public schools in the four western towns namely Camiling, Sta. Ignacia,

Mayantoc and San Clemente were covered in this study.

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Definition of Terms

These are the definition of the terminologies that are used in the study.

Academic factor. It refers to the mental ability of a high school students measured by

grade point average during his/her last grading period in high school. The academic

preparedness of being engaged in college.

Accessibility of residency. It refers to the distance of the school from the students’

residence or the place where the student plans to enrol.

Availability of the preferred course. It refers to the accessibility or availability of the

desired course in the school within the locality or place of residency of the respondent.

Blue Collar Job. Member of the working class who typically performs manual

labor and earns an hourly wage.

Career guidance. It refers to the assessment of the field of interest which a

student may pursue in college. Some high schools are offering Career Assessment

Examinations to evaluate the mental capability of a student.

Career preferences. It refers to the choice of occupation or profession of a

graduating student.

Employment opportunity. Refers that there is an available or immediate

employment of the respondent after finishing college.

Guidance and Counseling. Guidance is an institutional program designed to instil

students’ self – awareness and self direction whose objective is self – fulfilment.

Counselling is a technique used threshing out a problem or difficulty with a counsellor.

Institutional prestiges. The high social regard for a college or school as a result of

its quality performance as measured by the high percentage of examinees passing the

board or civil service examination, honors and awards garnered by students in scholastic
 7

or academic competitions, adequate facilities and equipment, the college site and overall

appearene of its structure; and roster of qualified and capable faculty and administrative

staff.

Labor Mismatch. Refers to the inefficient employment which, the field of

specialization does not match with the profession landed.

Peers. They are the respondents’ friends and classmate who exert an influence in

the choice of a career.

Self – employment. Refers when an individual is earning money in his very own

efforts.

Scholarship opportunities. Access to free education.

Socio – Economic profile. These refers to the personal background of the

respondents in terms of age, sex, place of residency, family size, parents’ occupation and

education, and monthly family income.

Unskilled worker. This is an occupation which does not require education and

lacks technical training.

White Collar Job. It refers to a salaried professional or an educated worker who

performs semi-professional office, administrative, and sales coordination tasks

Conceptual Framework

There are various factors the effect the career preferences of high school students such as

personal attribute, academic background, and socio – economic factors. These factors can

directly or indirectly affects the career preferences of the respondents.

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Inputs Process Output

A. High School Descriptive  Determine and

Students analysis using; enlightened students,

 personal profile parents and

 Frequency
 household profile curricular planners
distribution
 academic on career choices.
 Mean
background  More relevant
 Percentage curricular offering.
.
B. Factors affecting  Ranking
 Minimize labor
career choices. mismatch

C. Problems Presentation
encountered, using;

 Minimize
 Tables/ educational
figures resources and ensure
D. Assistance needed to
higher productivity
facilitate career of future generation.
choice.

Figure 1. Paradigm of the Study

CHAPTER II

REVIEW OF RELATED LITRATURE AND STUDY

The review of related literature covers the study of the career preferences of the

respondents. The related literature provides a fundamental background for the discussions

and considerations in finding the present study.

I. Related Literature
 9

A. Foreign Literature

Sax (1994) examined students’ initial interest in scientific careers, factors

influencing career choice during college and how these factors differ between men and

women. Men who abandon career aspirations appear to be driven by financial concerns,

where as women who decide not to pursue scientific career appear more concerned with

the social good of their career choice.

Ferry (2006) further asserts that adolescent occupational choice is influenced by

many factors, including the context, personal aptitudes, and educational attainment. He

contends further that whether college – bound or work – bound, meeting the challenge of

this developmental milestone is critical in adolescents’ lives. Students all over the world

usually faced with the task of career decision making. The choice of careers, subjects, and

courses of study in schools and of subsequent paths to follow is always difficult problems

facing prospective undergraduates. Often, choosing the right subject combination leading

to the right profession can make the difference between enjoying and detecting the career

in the future. Dedicating oneself to career choices that are unattainable leads to

frustration. Each individual undertaking the process is influenced by many factors,

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

attainment. (Bandura, et al. 2001)

Burke and Peter (1992) argue, however, that it is "clear that students come to the

courses with, sometimes, vague expectations, often based on outdated ideas of what the

library profession involves, or with a fixed intention to follow down a specific road".

Encarta (2005) stated that Colleges and universities provide necessary training for

individuals wishing to enter professional careers. They also strive to develop students’

creativity, insight and analytical skills. By acquainting students with complex ideas in an
 10

intellectually stimulating environment, colleges and universities can provide unique

opportunities for personal enrichment while also preparing students for future careers.

Such diverse professions as engineering, teaching, law, medicine and information

science all require a college education. Most require training in graduate or professional

schools as well. Increasingly, even less specialized jobs require some post secondary

education. The development of new technologies and the globalization of the world

economy have created high demand for workers with computers, communications, and

other occupational skills that can be acquired at colleges or universities. For example,

computers and others new technologies have eliminated many low – skilled jobs in a

variety of fields, but these same technologies have created widespread job opportunities

for those who have the proper training. In addition, employers increasingly seek out

college graduates who have gained the critical thinking and problem – solving skills

necessary to adapt to changing economic conditions.

Brickman (2006) in Colleges and Universities strive to inform students of

established principles of knowledge as well as of the most recent developments in

academic research instruction take place in classrooms, lecture halls, laboratories, and

other settings. When students enrol in a course, professors provide them with a syllabus,

or outline, of the course. The syllabuses describe how the course will be taught. It

includes a list of the required books and articles students are to read; the schedules and

descriptions of course examinations, papers, and other assignments; and an explanation of

methods used to evaluate or grades student performance.

Most undergraduate degree programs require students to complete a concentration

of courses, called a major, in a particular academic field such as history, biology,

mathematics, or computer science. Majors require students to complete a significant,

predetermined number of courses in that field. Typically, half the courses taken to
 11

complete a major are designed for upper – division (third and fourth year) students. Many

colleges and universities encourage or require students to complete an academic minor as

well as a major. A minor also requires a concentration of courses in a particular field, but

with less stringent requirements. Some students broaden their course of study still further

by pursuing two independent majors.

Most colleges and universities also offer interdisciplinary majors or an academic

program that allows students to take courses in a number of fields. For example, students

who major in an international studies program may take courses in history, economics,

political science, foreign language, and other fields. Other examples of interdisciplinary

studies programs include environmental studies women’s studies. African American

studies, peace studies, and ethnic studies.

Graduate and professional degree program typically requires students to complete

a set of courses in a specialized academic field. Most graduate degree programs require

students to conduct original research in that field and to communicate their findings in an

examination or in a long academic essay known as a thesis, or in a book – length work

called a dissertation. In professional degree programs, students acquire practical

knowledge and skills for careers in such areas as business, law, and medicine.

B. Local Literature

Bautista (cited in Phillips, 1968), stated the greatest barrier among students

pursuing their own career and having command over their life is the lack of in – depth

knowledge of the said career. In addition, knowledge is required to make valid career

preferences.

Further he stated that elementary education provides a foundation for formal

education. It is when high school where students starts to feel tangibly about career

preferences. He cited Castillo (1963) who stressed the redirection and guidance of high
 12

school youth because; it is in that stage where skill, capacities and decisions are

developed. The youth should get a thorough picture of their aspirations and expectations.

According to the theory of vocational development by Supeer (2005), the student

should first become aware of the need for a career. So very graduating students needs a

wise choice in decision making. Bautista (1997) stated that at this stage, a student must

take important and vita decision in the selection of a career which will determine his

future success.

The need to find out the factors affecting the career choices among high school

students gave the impetus to this study.

II. Related Studies

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

skills mismatch, the Department of Labor and Employment (DOLE) in Region 6 recently

conducted orientations for guidance counselors 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.

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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 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 labor 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.
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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 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 enrollment 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-

forstudents-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 fulfill 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
 15

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

technicalvocational courses and 27,579 students for entrepreneurial studies based on their

scores. These students 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
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vocational or technological courses. An enabling law is needed to make the test an

admission prerequisite.

DepEd statistics show that out of 100 children 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.

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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,

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-

ofschool 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 Office in Pasig City to

provide information regarding the NCAE, and handle queries and complaints.

(http://www.deped.com.ph)
CHAPTER III

METHODS OF THE STUDY AND SOURCES OF DATA

This chapter explains the methods and procedures of gathering and analysing is

the data in this study.

Research Design

The descriptive survey method was used in this research. It attempted to describe the

various factors affecting the career preferences of senior high school students in the four

western towns of Tarlac.

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Location of the Study

Since the Tarlac College of Agriculture normally caters students from the four western

towns of Tarlac, the towns covered in this study were Mayantoc, Camiling, Sta

Ignacia, and San Clemente, Tarlac. The study was conducted during the school year 2010

– 2011.

Respondents of the Study

The subjects of the study were the graduating high school students among selected

schools of Mayantoc, Camiling, Sta. Ignacia, and San Clemente, Tarlac.

Data Analysis

The data collected were summarized, analyzed and interpreted using the

descriptive statistical tools such as frequency distribution, percentages, mean ranking, and

cost and benefit analysis. Tables and graphs will be used in the presentation of data.

Data Gathering Instrument

Interview guides were used to gather data for this study. The interview guide includes

data on the personal attributes of the respondents in terms of socio – economic factors,

and academic factors. It also include data difference between the private and public

schools in terms of career preferences of their students; the relationship of the students’

career preferences to socio – economic factors, and academic factors and the problems

encountered by the students in the choice of their career.

Data Gathering Procedure

A Focus Group Discussion (FGD) and key informant interview were conducted to gather

pertinent data in research. A written permission and communication letter was initially

secured from the Schools Division of Tarlac and the Principals concerned. Pre – survey

and site visits were done within the area.

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The schedules of the interview were pre – arranged by the school principals. Each

respondent were asked several questions indicated in the interview guide. Through this,

the researcher had personally administered and retrieved the necessary information.

Sampling Procedures

In determining the appropriate number of the respondents ten percent of the total

population were drawn.

Respondents were distributed among the selected public and private secondary schools of

Mayantoc, Camiling, Sta. Ignacia, and San Clemente, Tarlac. The respondents were

randomly selected by using the fishbowl method.

The table below presents the limit of index and the corresponding verbal

description employed for the weighted means.

Table 1. Limit of Index and Verbal Description of Weighted Mean Analysis

Limit of Index Verbal Description
1.00 – 1.75 Strongly Agree
1.76 – 2.5 Agree
2.51 – 3.25 Disagree
3.26 – 4.0 Strongly Disagree

Table 2. Summary of the Total Sample of Respondents

Classification Public Private Subtotal Public Private Subtotal
N N n n

CAMILING

Asian Lexcon School 18 2

Bestcap Career Colleges 20 2

Camiling Catholic School 142 14

Camiling Colleges 290 29

Camiling Secondary Institute 78 8

Bilad High School 132 13

Birbira High School 84 8

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Malacampa High School 76 8

Tarlac College of Agriculture 127 13

Marawi High School 124 12

Subtotal 543 548 1091 54 55 109

STA. IGNACIA

Sta. Ignacia Academy 94 9

Sta. Ignacia High School 97 10

Caanamongan High School 47 5

Nambalan High School 134 13

Pada - Pada High School 243 24

Pilpila High School 29 3

Sacata High School 69 7

Sta. Ines High School 121 12

Vargas High School 64 6

Subtotal 707 191 898 70 19 89

MAYANTOC

Mayantoc Academy 59 6

Mayantoc High School 63 6

Glori Dei Montessori 24 2

San Bartolome High School 47 5

Pitombayog High School 92 9

Subtotal 139 146 285 14 14 28

SAN CLEMENTE

Bamban High School 48 5

San Clemente High School 92 9

Subtotal 140 140 14 14

GRANDTOTAL 2414 240

Legend: N = Total Population n = Total Sample
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CHAPTER IV RESULTS AND DISCUSSION

This chapter presents description of the respondents in terms of; personal profile,

household profile, and academic background; various factors that influence the career

choices of the respondents; career choices of high school students from public to that of

private schools; problems encountered in choosing the best career to pursue and; the

assistance needed to facilitate their career choices.

I. Profile of the Respondents

A total of 240 high school students in the four western towns of Tarlac served as the

respondents in this study. Most (152 or 63.33%) respondents were students of 16 public

schools and the remaining 88 or 36.66 % were from the 10 private high schools located in

the four western towns of Tarlac. Based on the National Statistics Office the estimated

household monthly income of a one family is P 7,000.00, so some of the respondents are

studying at the public schools than private schools.

TOTAL
88 SAMPLE
Private
Public
152

Figure 2. Total Sample Distribution

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The highest population of respondents is the Municipality of Camiling (109)

because the Municipality of Camiling is the center of western town of Tarlac and they

have the highest population in western town of Tarlac, next is the Municipality of Sta.

Ignacia (89), next is Municipality of Mayantoc (28), and last and the smallest is

Municipality of San Clemente (14).

14

28
Camiling
Sta. Ignacia
109
Mayantoc
89
San Clemente

Figure 3. Total sample in per Municipality

A. Personal Profile

Table 3 presents the personal profile of the respondents. In their sex distribution

majority (148 or 61.66 %) are female; 145 or 60.45% are 15 years old, the youngest is the

14 years old, and oldest 19 years old, while the mean age is 15 years old. This implies

that the common age of graduating high school students is 15 years. Most of the

respondents (135 or 56.96%) interviewed were eldest and only child. Most of their talents

and skills is (86 or 37.88 %) dancing. During their free time they play ball games and

online games as their habits.

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Table 3. Personal Profile

Variables Private High Public High Total Rank
Schools Schools
f % f % f %
Sex
Female 45 51.13 103 67.75 148 61.66 1
Male 43 48.83 49 32.23 92 38.33 2
Total 88 100 152 100 240 100
Age
14 years old 6 6.81 7 4.60 13 5.41 3
15 years old 65 73.86 80 52.63 145 60.41 1
16 years old 13 14.77 51 33.55 82 34.16 2
17 years old 1 1.13 9 5.92 10 4.16 4
18 years old 1 1.13 3 1.97 4 1.66 5
19 years old 2 2.27 2 1.31 4 1.66 5
Youngest = 14 years old
Oldest = 19 years old
Mean Age =15 years old
Total 88 100 152 100 240 100

Ordinal Position
1st child 52 59.09 83 55.70 135 56.96 1
2nd child 10 11.36 21 14.09 31 13.08 2
3rd child 8 9.09 12 8.05 20 8.43 3
4th child 5 5.68 10 6.71 15 6.32 4
5th child 5 5.68 9 6.04 14 5.90 5
6th child 5 5.68 8 5.36 13 5.48 6
7th child 3 3.40 6 4.02 9 3.79 7
Total 88 100 149 100 237 100
Talent and Skills Dancing
30 37.5 56 38.62 86 37.88 1
Singing 27 33.75 51 35.17 78 34.36 2
Others 18 22.5 21 14.48 39 17.18 3
Cooking 4 5 12 8.27 16 7.04 4
Drawing 3 3.75 5 8.44 8 3.52 5
Total 82 100 145 100 227 100
Habits
Reading 27 31.39 28 18.91 55 24.01 2
Singing 2 2.32 8 5.40 10 4.36 5
Writing Articles 1 1.16 10 6.76 11 4.80 4
Drawing 10 11.62 4 2.70 14 6.11 3
Dancing 1 1.16 4 2.70 5 2.18 6
Others (playing, online games) 45 52.32 89 60.14 134 58.51 1
Total 86 100 143 100 229 100
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Legend: f = frequency

B. Household Profile

Table 4 presents the household profile of the respondents. Most of the respondents

have household members of 4 – 7 (188 or 78.33%). The largest household size is 11,

lowest is 4 and the average is 2. Most (91 or 41.93%) of respondents their father’s

occupation is farming which serves a source to provide the needs of their families,

followed by other occupation such as tricycle driver, construction and etc. (51 or 23.50

%), private employees (23 or 10.59 %), and seller (18 o 8.29 %) who put – up business on

their own, for the respondents’ mother’s occupation most plain housewives (124 or

54.86%) who solely took care of their children followed by is seller / vendor (38 or 16.81

%) who put – up an business on their own. Most of the respondents’ estimated household

monthly income is between the income brackets. The highest monthly income is ₱50,000

while the lowest monthly income is ₱5,000, and the average monthly income is ₱17,000.

This confirms the fact that most students of public schools are experiencing financial

constraints hence; these are those who are struggling to pursue their college education

because some of the respondents in public schools are in the income bracket or the lowest

estimated monthly income so some of them are decided for not continuing their study.
 25

Table 4. Household Profile

Variables Private High Public High Total Rank
Schools Schools
f % f % f %
Household Size
1 to 3 11 12.5 12 7.89 23 9.58 3
4 to 7 69 78.40 119 78.28 188 78.33 1
8 to 11 8 9.09 21 13.81 29 12.08 2
Largest = 11
Smallest = 1
Average = 2
88 100 152 100 240 100
Fathers Occupation
House husband 2 2.53 2 0.92 7
OFW 7 8.86 7 5.07 14 6.45 5
Seller / Vendor 10 12.65 8 5.79 18 8.29 4
Government Employee 7 8.86 5 3.62 12 5.52 6
Teacher 4 5.06 2 1.44 6 2.76 5
Private Employee 10 12.65 13 9.42 23 10.59 3
Farmer 17 21.51 74 53.62 91 41.93 1
Others (tricycle driver, & construction) 22 27.84 29 21.01 51 23.50 2
Total 79 100 138 100 217 100
Mothers Occupation Plain
House wife 44 53.65 80 55.55 124 54.86 1
OFW 11 13.41 14 9.72 25 11.06 3
Seller / Vendor 14 17.07 24 16.66 38 16.81 2
Government Employee 2 2.43 4 2.77 6 2.65 6
Teacher 8 9.75 6 4.16 14 6.19 4
Private Employee 2 2.43 8 5.55 10 4.42 5
Farmer 5 3.47 5 2.21 7
Others 1 1.21 3 2.08 4 1.76 8
Total 82 100 144 100 226 100
Estimated Monthly Income
1,000 to 5,000 17 20 36 25.17 53 23.24 2
6,000 to 10,000 23 27.05 54 37.76 77 33.77 1
11,000 to 15,000 13 15.29 23 16.08 36 15.78 3
16,000 to 20,000 12 14.11 22 15.38 34 14.19 4
21,000 to 25,000 2 2.35 1 0.69 3 1.31 7
26,000 to 30,000 7 8.23 3 2.09 10 4.38 6
31,000 to 35,000 1 1.17 1 0.69 2 0.87 8
36,000 to 40,000 1 1.17 1 0.43 9
41,000 to 45,000 1 1.17 1 0.43 9
 26

46,000 to up 8 9.41 3 2.09 11 4.82 5

Lowest = 5,000
Highest= 50,000
Average = 17,000
Total 85 100 143 100 228 100
Legend: f = frequecy
C. Academic Background

Table 5 presents the academic background of the respondents. The highest average

grade is 81 to 85 (114 or 49.78%), their favorite subject is (83 or 34.58%) math, and

availed Education Service Contracting (ESC) (44 or 70.96%) scholarship. This

scholarship is offered only to the top students.

Table 5. Academic Background

Variables Private High Public High Total Rank
Schools Schools
f % f % f %
Grade Average 75
to 80 15 17.85 5 3.44 20 8.73 3
81 to 85 22 26.19 92 63.44 114 49.78 1
86 to 90 42 50 43 29.65 85 37.11 2
91 to 95 5 5.95 5 3.44 10 4.36 4
Total 84 100 145 100 229 100
Scholarship Offered
Education Service Contracting (ESC) 32 84.21 12 50 44 70.96 1
Government Scholarship 6 15.78 6 25 12 19.35 2
Government Official Scholarship 6 25 6 9.67 3
Total 38 100 24 100 62 100
Favorite Subject
Filipino 11 12.64 19 12.5 30 12.5 4
MAPEH 3 2.29 8 5.26 10 4.16 7
Science 14 16.09 28 18.42 42 17.5 2
Computer 7 8.04 2 1.31 9 3.75 8
Social Science 4 4.59 12 7.89 16 6.66 5
English 13 14.94 23 15.13 36 15 3
Math 32 36.78 51 33.55 83 34.58 1
T.L.E 4 4.59 9 5.92 13 5.41 6
Total 88 100 152 100 240 100
Legend: f = frequency
 27

II. Factors Affecting Career Choices

Among the factors affecting career choices of the respondents in the private schools, only

the accessibility of the school to the resident did not affect their choice (2.57). All of them

agree that the factors that scholarship and subsidies offered in priority courses, social

prestige of the desired career, employability rates of the course after finishing college,

social influences, cannot afford to desired course, and low interest on low mental ability

for the student to enrol the desired course are the factors that affected their career choice.

However, accessibility to reside from the public schools and all the rest did not have

affected the career choices.

Table 6. Factors Affecting Career Choices

Factors Affecting Career Choices Private Public Total
WM VD WM VD WM VD

a. There is no available / limited choice of

course in the college 2.62 D 2.19 A 2.40 A
b. Scholarship and subsidies are offered in the
priority courses 2.21 A 2.20 A 2.20 A
c. Social prestige of the desired career 1.77 A 2.25 A 2.01 A
d. Employability rates of the course after
finishing college 2.20 A 2.17 A 2.18 A
e. Social influences (peers pressure, family
members) 2.04 A 2.33 A 2.18 A
f. Can’t afford to desired course 2.5 A 2.25 A 2.37 A
g. The school is accessible to your residency 2.5 A 2.65 D 2.57 D
h. Low interest on low mental ability for the
student to enrol the desired course 2.43 A 2.14 A 2.28 A
TOTAL 2.28 A 2.27 A 2.27 A
Legend:
WM = Weighted Mean VD = Verbal Description
SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

Most preferred courses of the respondents

Table 6 presents the most preferred course of the respondents. In private schools most of

the respondents still prefer Bachelor of Science in Nursing (20 or 22.72 %), while
 28

Bachelor of Science in Education (34 or 22.36 %) is the priority course of respondent in

public schools. The top five (5) most preferred courses is Bachelor Science in Education

(44) followed by Hotel Restaurant and Management (42), Bachelor of Science in Nursing

(37), Bachelor of Science in Information Technology (28) and

Bachelor of Science in Criminology (15).

Table 7. Most preferred courses of the respondents

Private High Schools Public High Schools TOTAL

f % f % Priv Publi f Rank

ate c
Nursing 20 22.72 Education 34 22.36 Education 10 34 44 1
Eng’g 13 14.77 HRM 29 19.07 HRM 13 29 42 2
HRM 13 14.77 Information 23 15.13 Nursing 20 17 37 3
Technology
Education 10 11.36 Nursing 17 11.18 Information 5 23 28 4
Technology
Tourism 9 10.22 Criminology 12 7.89 Criminology 3 12 15 5
Accountancy 7 7.95 Seaman 10 6.57 Accountancy 7 6 13 6
Information 5 5.68 Business 8 5.26 Seaman 10 10 7
Technology Admin.
Criminology 3 3.40 Accountancy 6 3.94 Business 1 8 9 8
Admin.
Economics 2 2.27 Animal 4 2.63 Economics 2 2 4 9
Science
Psychology 2 2.27 Economics 2 1.31 Animal 4 4 9
Science
Business 1 1.13 Architect 2 1.31 Architect 1 2 3 10
Admin.
Architect 1 1.13 Political 2 1.31 Psychology 2 1 3 10
Science
Pharmacist 1 1.13 Psychology 1 .65 Political 2 1 3 10
Science
Political 1 1.13 Dentist 1 .65 Pharmacist 1 1 2 11
Science
Pharmacist 1 .65 Dentist 1 1 12
Total 88 100 152 100 88 152 240
Legend: f = frequency
 29

III. Problems Encountered

Among the problems encountered, ‘‘the low mental ability of the student to enrol

the desired course’’ did not affect the career choices of the respondents (2.57) in private

school. All of them agree that the problems they encountered which have affected their

career choice are ‘‘financially unable to support the desired course; far residency and

accessibility to the desired school, and scholarship offered are limited’’. In public schools

however all agree that all the listed factors are the problems they have encountered.

Table 8. Problems Encountered

Problem Encountered Private Public Total
WM VD WM VD WM VD

a. Financially unable to support the

desired course 2.62 A 1.93 A 2.28 A
b. Low Mental ability for the student to
enrol the desired course 2.57 D 2.23 A 2.4 A
c. Far residency and / or in accessibility to
the desired school 2.35 A 2.07 A 2.21 A
d. Scholarships offered are limited 2.20 A 2.19 A 2.20 A
TOTAL 2.43 A 2.11 A 2.27 A
Legend:
WM = Weighted Mean VD = Verbal Description
SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

IV. Assistance Needed

Among the assistance needed of the respondents is the scholarship with a weighted mean

of 1.41 and government subsidies and compensation with a weighted mean of 1.75. This

indicates that they strongly agree that they need assistance to continue their studies.

Table 9. Assistance Needed

Assistance Needed Private Public Total
WM VD WM VD WM VD

a. Scholarship 1.37 SA 1.45 SA 1.41 SA

b. Government subsidies and
compensation 1.82 A 1.69 SA 1.75 SA
 30

c. Student assistance from the institution 2.38 A 2.08 A 2.23 A

TOTAL 1.85 A 1.74 SA 1.79 A
Legend:
WM = Weighted Mean VD = Verbal Description
SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This study sought to explore the Factors Affecting the Career Choices of Graduating

Students among selected High Schools in the Four Western Town of Tarlac. In this part

of the study presents the summary of findings, conclusion and recommendation.

Summary of Findings

Based on the data findings appeared to be evident:

I. Profile of the Respondents

A. Personal Profile

A.1 Sex Distribution, most respondents were female (148 or 61.66 %)

A.2 Age Distribution, 15 years old (145 or 60.45%) is the majority age

of the respondents. The youngest are 14 years old, oldest 19 years old,

mean age is 15 years old.

A.3 Ordinal Position, Most of the respondents is first child (135 or

56.96%).
 31

A.4 Talent and Skill, most of their talents and skills is dancing (86 or

37.88 %) but only of them are they just (8 or 3.52 %) drawing.

A.5 Habits, Most respondents plays (playing ball games, and online

games) (134 or 58.51) after the finish all their assignments and project

requirements. They also are enjoying some relaxation, reading books,

and writing articles.

B. Household Profile

B.1 Household Size, majority of the respondents have a family members

of 4 to 7 (188 or 78.33%) and the lowest is 1 to 3 (23 or 9.58 %).

B.2 Fathers’ Occupation, mostly have a father who works as farmer (91

or 41.93%) but some are teachers, government employees and private

employees.

B.3 Mothers’ Occupation, most of the respondents mothers’

occupation is plain housewives (124 or 54.86%). Some are working at

government and private agencies, and some of their mothers are

working as seller on their own.

B.4 Estimated Monthly Income of the respondents is 6,000 to 10,000

(77 or 33.77%. The highest monthly income is ₱50,000 and the lowest

monthly income is ₱5,000 and the average monthly income is

₱17,000.

C. Academic Background
 32

C.1 Grade Average, the majority of the respondents their average grade

is (114 or 49.78%) 81 to 85 but some of them their average grade is

only (20 or 8.73 %) 75 to 80.

C.2 Scholarship Offered, the majority scholarship offered to all the

schools is (44 or 70.96%) Education Service Contracting (ESC) but in

this scholarship offered is only the top students are grants.

C.3 Favorite Subject, majority of the respondents this favorite subject is

(83 or 34.58%) Math but some of the respondents there favorite

subject are Science, English, MAPEH, Filipino, Computer, T.L.E, and

Social Studies.

II. Factors Affecting Career Choices

1. (a) There is no available / limited choice of course in the college, in private

schools there are 2.62, in public there are 2.19 and the overall weighted mean is

2.40.

2. (b) Scholarship and subsidies are offered in the priority courses, in private

schools there are 2.21, in public there are 2.20 and the overall weighted mean is

2.20.

3. (c) Social prestige of the desired career, in private schools there are 1.77, in

public there are 2.25, and the overall weighted mean is 2.01.

4. (d) Employability rates of the course after finishing college, in private schools

there are 2.20, in public there are 2.17 and the overall weighted mean is 2.18.

5. (e) Social influences (peers pressure, family members), in private schools there

are 2.04, in public there are 2.33 and the overall weighted mean is 2.18.

6. (f) Can’t afford to desired course, in private schools there are 2.5, in public

there are 2.25 and the overall weighted mean is 2.37.

 33

7. (g) The school is accessible to your residency, in private schools there are 2.5, in

public there are 2.65 and the overall weighted mean is 2.57.

8. (h) Low interest on low mental ability for the student to enrol the desired

course, in private schools there are 2.43, in public there are 2.14 and the overall

weighted mean is 2.28.

III. Problems Encountered

1. (a) Financial unable to support the desired course, in private schools there are

2.62, in public there are 2.93 and the overall weighted mean is 2.28.

2. (b) Low Mental ability for the student to enrol the desired course, in private

schools there are 2.57, in public there are 2.23 and the overall weighted mean is

2.4.

3. (c) Far residency and / or in accessibility to the desired school, in private

schools there are 2.35, in public there are 2.07 and the overall weighted mean is

2.21.

4. (d) Scholarship offered is limited, in private schools there are 2. 20, in public

there are 2.19 and the overall weighted mean is 2.20.

IV. Assistance Needed

1. (a) Scholarship, in private schools there are 1.37, in public there are 1.45 and the

overall weighted mean is 1.41.

2. (b) Government subsidies and compensation, in private schools there are 1.82,

in public there are 1.69 and the overall weighted mean is 1.75.

3. (c) Student assistance from the institution, in private schools there are 2.38, in

public there are 2.08 and the overall weighted mean is 2.23.
 34

Conclusion

Based on findings we conclude that:

1. Most ( 152 or 63.33 ) respondents were students of 16 public schools and the

remaining 88 or 36.66 % were from the 10 private high schools located in the four

western towns of Tarlac.

2. Most respondents were female (148 or 61.66 %). As to their age distribution, 145

or 60.45% are 15 years old, the youngest is the 14 years old, and oldest 19 years

old, while the mean age is 15 years old. This implies that the common age of

graduating high school students is 15 years. Most of the respondents (135 or

56.96%) interviewed were eldest and only child. The respondents shows that most

of their talents and skills is (86 or 37.88 %) dancing. During their free time they

play ball games and online games as their habits of the respondents.

3. The household profile of the respondents. Most of the respondents in household

size have 4 – 7 household members with (188 or 78.33%) the largest household

size is 11 (eleven), lowest household size is 4 (four) and the average household

size is 2 (two). Most (91 or 41.93%) their fathers occupation is farming to provide

the needs of their families, next is other occupation (tricycle driver, construction

and etc.) (51 or 23.50 %), next is their fathers occupation they are private

employees (23 or 10.59 %), and next is they are seller (18 o 8.29 %) hey put – up

a business by their own, while most of mother’s occupation is as plain housewives

assuming absolute (124 or 54.86%) plain housewives responsibility of taking care

their children while some mother occupations is seller / vendor (38 or 16.81 %)

they put – up a business by their own. Most of the respondents’ estimated

household monthly income is between the income brackets, the highest monthly

income is 50,000 while the lowest monthly income is 5,000 and the average
 35

monthly income is 17,000. In the lowest estimated monthly income preferred to

the threshold or subsistence of poverty line.

4. The academic background of the respondents. The highest average grade is 81 to

85 (114 or 49.78%), their favorite subject is (83 or 34.58%) math, the majority

scholarship offered is Education Service Contracting (ESC) (44 or 70.96%). This

scholarship offered is only the top students.

5. Among the factors affecting career choices of the respondents, only the

accessibility of the school to the resident did not affect their choice (2.57) which

means they disagree. All of them agree that the factors that affected their career

are the, scholarship and subsidies are offered in priority courses, social prestige of

the desired career, employability rates of the course after finishing college, social

influences, cannot afford to desired course, and low interest on low mental ability

for the student to enrol the desired course.

6. The most preferred course of the respondents. Among in private schools most of

the respondents still prefer to enrol (20 or 22.72 %) Bachelor of Science in

Nursing, while (34 or 22.36 %) Bachelor of Science in Education is the priority

course of respondent in the public schools. The top five (5) most preferred courses

is Bachelor Science in Education (44) next followed by, Hotel Restaurant and

Management (42), next is Bachelor of Science in Nursing (37), next is Bachelor

of Science in Information Technology (28) and last is the Bachelor of Science in

Criminology (15).

7. The problems encountered, the low mental ability of the student to enrol the

desired course, did not affect their career choices of the respondents for (2.57) in

private school. All of them agree that the problems they encountered which have

affected their career choice are financial unable to support the desired course, far
 36

residency and accessibility to the desired school and scholarship offered are

limited.

8. The assistance needed of the respondents is the scholarship with a weighted mean

of 1.41 and government subsidies and compensation with a weighted mean of

1.75 which means that they are strongly agree that they needed that assistance to

continue their studies.

 37

Recommendation

From the findings and conclusion of the study, the following recommendations are

hereby presented.

We generally recommend;

1. High School students must study hard ensure high grades to qualify for

scholarship and other student support program.

2. All the Schools in Four Western Towns of Tarlac must increase the

Scholarship Offered / Grants to assist able but poor student to continue their

studies.

3. Children should be assisted from their young age for them to undergo

necessary preparation to pursue the most appropriate career for them to

pursue.

4. Integrated Career Counselling must be sponsored in coordination with PTCA

to ensure effective dissemination of relevant information to assist high school

students to avoid labor mismatch.

BIBLIOGRAPHY / LITERATURE CITED

Books:
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2009). Self-efficacy beliefs
as shapers of children's aspirations and career trajectories. Child Development, 72, 187-
206.
A.O. Issa "Factors affecting the career choice of undergraduates in Nigerian library and
information science schools". African Journal of Library, Archives and Information
Science. FindArticles.com. 28 Oct, 2011
Dick, T. P. and Rallis, S. F. (2005) Factors and Influences on High School Students'
Career Choices. Journal for Research in Mathematics Education. 22. 281-292
Burke, M. E. and Peter, S. (2007) Career Development Reports: a New Initiative in
Student Career Perceptions. Library Review. 41(6): 37-40.
Alemna, A.A. (2006) The Characteristics of Past Postgraduate Diploma Students of the
 38

Department of Library and Archival Studies, University of Ghana, Legon,

1981/821987/88. African Journal of Library, Archives and Information Science. 1(1)
April: 4550.
Breakwell, G. M., Fife-Schaw, C., and Devereux, J. (1988) Parental Influence and
Teenagers' Motivation to Train for Technological Jobs. Journal of Occupational
Psychology. 61. 79-88.
Bandura, A., Barbaranelli, C., Caprara, G.V. and Pastorelli, C. (2001) Self-efficacy
Beliefs as Shapers of Children’s Aspirations and Career Trajectories. Child Development.
72: 187-206.
Internet websites:
Sukovieff, H. M. (2004) An Investigation of Influences on Career Decisions of High
School Graduates: A Follow-Up Study. SSTA Research Centre Report. Retrieved Apr.10,
2005 from http://www.ssta.sk.ca/students/90-04.htm
http://www.gov.ph/2011/05/03/dole-focuses-on-career-employment-guidance-forstudents-
and-jobseekers/
http://www.deped.com.ph/factors-affecting-career-choices-of-graduating-students.htm
Ferry, N.M. (2006) Factors Influencing Career Choices of Adolescents and Young Adults
in Rural Pennsylvania. Journal of Extension. 44 (3) 3RIB7:1-6. Accessed on November
23, 2006, from http://www.joe.org/2006 june/rb7.shtn

APPENDICES
FACTORS AFFECTING THE CAREER CHOICES OF GRADUATING
STUDENTS AMONG SELECTED HIGH SCHOOLS IN THE FOUR WESTERN
TOWN OF TARLAC

(Interview Guide)

Name: __________________________________ School: _________________________

Direction: please supply the needed information on the blank provided. Fill the answer on the space.
 39

I.) RESPONDENTS PROFILE

a.) Personal Attributes

Preferred College Course: ______________________________Sex: __________
Age: ________________ Talents / Skills: ________________________________
b.) Academic Background
Grade Average: _______________ Field of interests: ______________________
Scholarship offered: ____________________ Favorite Subject:
____________________
c.) Socio – Economic Characteristics
Family size: ________________ Monthly Income: ________________________
Parents occupation: Mother: ____________________ Father:
_____________________
Ordinal Position in the Family: ________________

II.) FACTORS AFFECTING CAREEER CHOICES

Factors Strongly Agree Disagree Strongly

Agree Disagree
a.) There is no available / limited choice
of course in the college
b.) Scholarship and subsidies are offered
in the priority courses
c.) Social prestige of the desired career
d.) Employability rates of the course after
finishing college
e.) Social influences (peers pressure,
family members)
f.) Can’t afford to desired course
g.) The school is accessible to your
residency
h.) Low interest on low mental ability for
the student to enrol the desired course

III.) PROBLEMS ENCOUNTERED

Problems Strongly Agree Disagree Strongly

Agree Disagree
a.) Financial unable to support the
desired course
 40

b.) Low Mental ability for the student to

enrol the desired course
c.) Far residency and / or in accessibility
to the desired school
d.) Scholarship offered are limited

e.) Others
__________________________________________________________________

IV.) ASSISTANCE NEEDED

Assistance Needed Strongly Agree Disagree Strongly

Agree Disagree
a.) Scholarship
b.) Government subsidies and
compensation
c.) Student assistance from the institution

d.) Others
__________________________________________________________________

Respondent’s Signature ____________________________

Marinella S. Fabros Almer Joy D. Matias

Student Research Student Researcher

Rea Joy R. Pablo Jorowe S. Ibarra

Student Researcher Student Researcher

Janesvai Agbunag
Student Researcher

Republic of the Philippines

TARLAC COLLEGE OF AGRICULTURE
Camiling, Tarlac

Institute of Arts and Sciences

BACHELOR OF ARTS IN ECONOMICS

_______________
 41

The Principal
_________________________
_________________________

Sir / Madam:

In partial fulfilment of the requirements in RESEARCH 02, we are currently conducting our
study entitled “Factor Affecting Career Choices among High School Students in the Four
Western Towns of Tarlac”.

In line with this, we are requesting your permission to administer interviews to the 4 th year high
school students who will be respondents and to gather data needed to complete our study.

With this, we are seeking your full support in the completion of the said study. Your approval on
this matter is deeply appreciated.

Rest assured that gathered data will be kept confidential.

Thank you and God bless you more!

Respectfully yours,

REA JOY R. PABLO ALMER JOY D. MATIAS

Student Researcher Student Researcher

MARINELLA S. FABROS JOROWE S. IBARRA JANESVARI AGBUNAG

Student Researcher Student Researcher Student Researcher

Noted by:

MRS. RIZALINA M. TABLARIN

Subject Teacher

Approved by:
_________________________________
High School Principal
LIST OF RESPONDENTS
1. Nikka Rose Lapitan 9. Julie Ann Salvador
2. Sean Yves Agustin 10. Apels Aviguetero
3. Jana Mare Capa 11. Maria Princess Villaflor
4. Ma. Vienna Fran Ibarra 12. Jolly Ann Munoz
5. Aberdeen Arellano 13. Lence Lester Halili
6. Rona Aliza Martin 14. Christine Mae Perez
7. Gelline Galvez 15. Jesus Nathaniel Melencio
8. Allana Dumlao 16. Pearl Gladys Feliciano
 42

17. Sharmaine Parugrug 63. Gerald Ceballos

18. Mary Ann Ida Tansingco 64. Garaldine Gragasin
19. Jessica Marie Lopez 65. Edella Fajardo
20. Jaymark Reyno 66. Daryl Joyce Feder
21. Gracelyn Saguitan 67. Precious Joy Galleon
22. John Garbin 68. Jamilen Millado
23. Andrew Pingaro 69. Rizalyn Uttame
24. Reyzza Lorenzo 70. Jemicah Ocampo
25. Joyce Reyno 71. Mark Anthony Sacapulo
26. Nikko Cris Ramos 72. Jofer Ramos
27. Luis Taborete 73. Jay Ronn Felipe
28. Mark John Salas 74. Nikka Mary Bautista
29. Ruby Guarino 75. Julie Anne Jacinto
30. Ronan Cabullos 76. Maria Graciella Salmo
31. Marlyn Agustin 77. Camille Nicolas
32. Stephen Raphael Budomo 78. Anne Jeline Manahan
33. Mary Grace Tabula 79. Mary Christian Ventura
34. Jo Anne Apryll Ibarra 80. Love Joy Guting
35. Danny Fajardo 81. Lexine Antonio
36. Kristine Joy Palma 82. Adonis Alamazan
37. Hector Mateo 83. James Allan Bautista
38. Michelle Villanueva 84. Kenny Jun Sagun
39. Shara Mae Villanueva 85. Charmayne Orio
40. Angelica Pijan 86. Kevin John Balite
41. Alison Abad 87. Joeyly Chrystelle Domingo
42. Alvin Transfiguracion 88. Ronnel Esteban
43. John Paul Tiana 89. Alxander Portante
44. Michael Bryan Tianzon 90. Jomer Mateo
45. Karen Mae Orasa 91. Carla Joy Gutierrez
46. Vien Patricio 92. Karen Joy Mateo
47. Mark Lester Jude Papa 93. Dayanara Grace Quitiquits
48. John Paul Santos 94. Karen Surat
49. Dexie Joy Jaime 95. Jenny Lyn Lactaoen
50. John Dhantelle Tamayo 96. Jasmin Santiago
51. Paul Jhum Pacylan 97. Germalyn Ablang
52. Jessica Pidlaoan 98. Eloisa Quiray
53. Jeric Cabullos 99. Marnel Marcos
54. Cherry Tejada 100. Arnold Dela Cruz
55. Earl Jim Sumaoang 101. Jenelyn Dela Cruz
56. Edwin Rey Saladas 102. Carmela Apostol
57. John Clemente Jose 103. Rica Santos
58. Carlo Jay Santiago 104. Carina Charmine Urbano
59. Aldrin Carbonel 60. Remegio 105. Dorina Galimba
Galang Jr. 106. Aphril Subillaga
61. Ron Aldrin Aldana 107. Analiza Abrazado
62. Angelo Rullepa 108. Eliza Dela Cruz
 43

109. Jovy Salcedo 155. Lady Christine Calica

110. Rowena Estomen 156. Debora Chantengco
111. Elizabeth Bugarin 157. Ruby Domingo
112. Sherilyn Dayson 158. Marivic Domingo
113. Apple Karen Batay – an 159. Erna Ubaldo
114. Romelito Gamboa 160. Jovanne Espuerta
115. Mary Ann Mima 161. Aileen Pascua
116. Leslie Gurat 162. Leah Bautista
117. Rayonylf Dalit 163. Lovel Torato
118. Shena Arcansalin 164. Chriatian Carlo Averion
119. Shiela Mariz Gae Pagaduan 165. Trixie Labasar
120. Danica faye Julian 121. 166. Daisy Facun
Kenneth Mendoza 167. Romar Valdoz
122. Cyryl Lorraine Lorenzana 168. Chegele Esteban
123. Jhomer Angelo Fernandez 169. Christian Louie Mendez
124. Keyselle Ann Pallasigue 170. Jobellu Baysa
125. Sean Paulo Reyes 171. Lyca Gadia
126. Allan Joy Gutierrez 172. Diana Joy Abilar
127. Nicoll Ann Agustin 173. Sally Jane Catalan
128. Lea Joyce Felipe 174. Jessica Tapang
129. Rikki Manzano 130. Raul 175. King Dave Sapad
Gamit 176. Mely Rose Bautista
131. Gerald Antonio 177. Jodel Tabang
132. Erec Flores 178. Harry Varete
133. Carmela Simbre 179. Kathleen Tolenada 180. Jhay
134. Analyn Valdez Marc Esteban
135. Christine Jacob 181. Edward Rafael
136. Marjorie Naces 182. Daisy Corpuz
137. Mary Joy Limayo 183. Jelea Cabullos
138. Jamaica Pascual 184. Franklin Marcos
139. Judelyn Samera 185. Ricky Jay Saure
140. Bryan Paul Danganan 186. Ellen joy Castro 187. Avegael
141. Ivy Caferina Morido
142. Karl Enrich David 188. Geldeen Sadiarin
143. Mylin Tumbaga 189. Sandra Bautista
144. Snooky Bausi 190. Mira Floramie Ciro
145. Don Juvanie Agustin 191. Haide Bandao
146. Ryan Olivarez 192. Christine Joy Domingo
147. Esrael Pablo 193. Evnila Agustin
148. Cherry Laureta 194. Jerresa Roque
149. Ma. Celes Agustin 195. Jeffrey Gomez
150. Benalyn Codamus 196. Rey Daquigan
151. Mary Rose Divinagracia 197. Romnick Galleon
152. Claire Dancel 198. Rosemarie Ocampo
153. Marjorie Pallorina 199. Dian Mae Asuncion 200.
154. Danjo Domingo Josel Tejada
 44

201. Christine Joy Facun

202. Katrina Mae Sagun 213. Marlon Yulo
203. Maria Teresa Facun 214. May Ann Ranchez
204. Renalyn Torres 215. Hamoodi Lebantino
205. May Ann Tanamal 216. Kiel Arwin Ibarra
206. Vanessa Grace Tomas 217. Sheena Lyn Fabi
207. Windy Mabunga 218. Celestine Dela Cruz
208. Angelica Jose 219. Aldrin Maugino
209. Joanna Marie Sumaong 220. Mark Gezon Razalan
210. Mark Adrian Sotero 221. Meriam Agas
211. Marilyn Fresnido 222. Romy Ludia
212. Adam Sotero 223. Abel Libunao
224. May Ann lagunero
225. Hanschel Sumalin
226. Michael Van Quines
227. Jeric Laranang
228. Ros Marie Moralida 229.
Daniel Llipo 230. Ador
Salvatus Jr. 231. Armela
Saclayan
232. Joveline España
233. Lyka marie Riparip
234. April Ann Lagrana
235. Rhenalyn Santos
236. Ashley Alcala
237. Charlene Zalun Mariano
238. Johanna Jane Mangoba
239. Leanna Mae Basa
240. Marienette Cuaresma

LIST OF HIGH SCHOOLS FOUR WESTERN TOWNS OF TARLAC

Camiling Sta. Ignacia

1. Asian Lexcon School 1. Sta. Ignacia Academy

2. Bestcap Career Colleges 2. Sta. Ignacia High School
3. Camiling Catholic School 3. Caanamongan High School
4. Camiling Colleges 4. Nambalan High School
5. Camiling Secondary Institute 5. Pada – Pada High School
6. Bilad High School 6. Pilpila High School
7. Birbira High School 7. Sacata High School
8. Malacampa High School 8. Sta. Ines High School
9. Tarlac College of Agriculture 9. Vargas High School
10. Marawi High School
 45

Mayantoc
San Clemente
1. Mayantoc Academy
2. Mayantoc High School 1. Bamban High School
3. Glori Dei Montessori College 2. San Clemente High School
4. San Bartolome High School
5. Pitombayog High School