Several Factors Influencing the Choice in Selecting the Right Academic Track for

the Incoming Senior High School among Grade 10-Rizal of Binagbag National High

School

By:

Janella Bienel Sotto Triño

Submitted to Sir Fernando C. Cruz, English teacher of Binagbag National High

School as partial fulfillment to the English Subject.

Grade 10 – Rizal

Mr. Fernando C. Cruz

November 27, 2018

Binagbag, Angat, Bulacan

Keywords: parents, peer advices, gender, career guidance, influence

0
Dedication

I would like to dedicate this research study to my family, teachers, and fellow

students. Because of their supports, I successfully managed to finish this study.

I also want to dedicate this research study to my respondents and upcoming

Senior High School students. This is for them to know what things to consider when

choosing the right track in Senior High School that best suits them.

I gladly appreciate all they have done, especially to my parents who are always

behind me.

1
Abstract

Education is the key to success. Knowing the right track is a must. Also, knowing

the influences that might affect the career choice of students in Senior High School is

important because it is for them to know their own potentials, skills and get ready for the

college.

After the researcher gathered information, the researcher concluded that there are

four factors that influence the career choice of students. They are: parents, peer advices,

gender, and career guidance. And career guidance is the most influential among the four.

Thus, knowing the right track is very essential for students because this decision

will be their guide to their future.

2
 TABLE OF CONTENTS

DEDICATION ................................................................................................................. 1

ABSTRACT ..................................................................................................................... 2

INTRODUCTION ........................................................................................................... 6

1.1 REVIEW OF RELATED LITERATURE AND STUDIES ….…………………. 7

1.2 THEORETICAL FRAMEWORK …………………...…………………………. 38

1.3 CONCEPTUAL FRAMEWORK …………….…………...……..…………………. 40

1.4 SIGNIFICANCE OF THE STUDY …………….…………...……...………………. 41

1.5 STATEMENT OF THE PROBLEM .................................................................... 42

1.6 OBJECTIVE OF THE STUDY ............................................................................ 43

1.7 SCOPE AND LIMITATIONS ….......................................................................... 44

METHODOLOGY …………………………………………………………………… 45

2.1 TYPE OF RESEARCH ………………...………………………………………. 46

2.2 RESPONDENTS ……………………………………………………….………. 47

2.3 SAMPLING METHOD ………………………………………….…….…..…… 48

2.4 SOURCE OF DATA ………………………………………..….………….…… 49

2.5 INSTRUMENTATIONS ………………………………………….……………. 50

2.5 DATA COLLECTION PROCEDURE …………………………………………. 51

2.6 ETHICAL CONSIDERATION ………………..………………………….……. 52

3
PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA………………………………………………………………………..…………. 54

3.1 Table 1…………………………………………………………………..……… 54

3.2 Table 2………………………………………………………………………….. 54

3.3 Table 3…………………………………………………………………………. 55

3.4 Table 4…………………………………………………………………………. 55

3.5 Table 5…………………………………………………………………………. 56

3.6 Table 6…………………………………………………………………………. 56

3.7 Table 7…………………………………………………………………………. 57

CONCLUSION, RECOMMENDATION AND GENERALIZATION ………...… 23

4.1 CONCLUSIONS................................................................................................... 59

4.2 RECOMMENDATIONS ...................................................................................... 60

4.3 REFRENCES …………………………………………………………………… 61

APPENDICES ………………………………………………………………………… 63

A. INSTRUMENTS ……………………………………………………………….... 64

B. DECLARATION OF ANTI-PLAGIARISM AND ABSENCE OF CONFLICT OF

INTEREST ……………………………...……………………………………………… 65

4
BACKGROUND

5
Introduction

School is a social institution where the major part of people's life spent here. High

school years are crucial for adolescents to become prepared from school to college

(Amoah, Kwofie, 2015: 57: Ambaba, Keraro, Sindabi and Asiego, 2014: 921; Rowland

2004: 1). Senior High School is a two-year education where aptitude, interests, and

school capacity may choose by students in this specialization (Official Gazette 2012). It

is why choosing the right track is important.

It looks like most human beings make a decision about career choice because it's

a decision that should be considered since it allows individual to explore his or her

potentials (Official Gazette 2012). Moreover, high school students are confused what to

take in Senior High School. It is because of the variety on their current career

expectations (Heidi, McWhirter and Hawley 2000).

6
Review of Related Literature and Studies

This chapter presents a review related literature and studies related to choice of

specialization of senior high school students. The chapter includes the following topics: senior

high school, factors that influence the choice of specialization of students, theoretical framework,

and conceptual framework.

Senior High School

Senior High School is two years of specialized upper secondary education; students may

choose a specialization based on aptitude, interests, and school capacity. The choice of career

track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects

fall under either the Core Curriculum or specific Tracks (Official Gazette, 2012). Senior High

School (SHS) covers the last two years of the K to 12 program and includes Grades 11 and 12. In

SHS, students will go through a core curriculum and subjects under a track of their choice

(http://k12philippines.com/, n.d). The K to 12 Program covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School, and two years of

Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills development,

employment, and entrepreneur ship. Each student in Senior High School can choose among three

tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track

includes three strands: Accountancy, Business Management (ABM); Humanities and Social

Sciences (HUMSS); and Science, Technology, Engineering, Mathematics (STEM). Students

undergo immersion, which may Include earn-while-you-learn opportunities, to provide them

relevant exposure and actual experience in their chosen track (Official Gazette, 2012).

7
 Filipinos are known to be competitive in the international community. However, our

current education system hinders us from becoming even more competitive. Starting in the 2012-

2013 school year, the education system of the Philippines was enhanced from the ten years of

basic education to a 12-year program through an initiative called the K-12 Education Plan

sponsored by the Department of Education (HubPages Inc. 2016). The K-12 program offers a

decongested 12-year program that gives students sufficient time to master skills and absorb basic

competencies. The K-12 program accelerates mutual recognition of Filipino graduates and

professionals in other countries (K-12 Philippines, 2015)

Factors that influence the choice of specialization of students

The following are literature reviews and studies related factors that influence senior high

school students in their choosing track/strand: future opportunities/ideal job, personality, family,

and peer/classmate.

Future Opportunities/ Ideal Job

The earning potential of your chosen profession is likely to be a factor that influences

your career path. You may find one aspect of your career is more financially rewarding than

another, or that working your way through the ranks holds greater financial incentive than staying

in the same job. Your personal financial needs are also likely to influence the career choices you

make. Opportunity is the third factor that has shaped career choices for students. Opportunity may

influence how students have perceived their future in terms of the reasonable probability of a

future in particular career fields. The issue of poverty has played an important determining role in

the opportunities available to all (McQuerrey, 2006)

Opportunities in career choice would include academic settings, technical schools, entry level

job openings, job shadowing, vocational guidance, job placement, and industry

Contacts (Kroll, Dinklage, Lee, Morley, & Wilson, 1970)

8
Personality

“Personality” plays an important role in the choosing of the right career. A student's

personality must be self-motivated type, as to investigate career possibilities from early on in

their lives, and not the procrastinating type that waits till they are compelled to decide. Students

must take seriously the role grades play in limiting opportunities in the future. Splaver went on to

say “It is important for you to have a good understanding of yourself, your personality, if you are

to make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable for particular

jobs also has been found to be influenced by a number of factors including ethnic background,

year in school, level of achievement, choice of science subjects, attitudes and differences in job

characteristics (McQuaid and Bond, 2003).

Most of the students lack adequate information regarding various careers hence the

choices that they make are embedded in their perception of the ideal job and the subjects they

study in secondary school (Taylor et al, 2004)

Family

Parents often have an influence on the career paths their offspring pursue. A parent

may urge a child into a vocation similar to their own, or to one that has demonstrated high

earning power. You may find yourself attracted to a particular line of work because of your

parents’ professional history, which likely has given you a first-hand perspective on that type of

work. Many children grow up idealizing the professions of their parents. If you always looked up

to your mother and admired her teaching skills, that may influence you to pursue a career in

education. Parents may also intentionally or unintentionally push a child toward a particular

career path, especially in the cases of family-owned businesses, where parents expect their

children to take over the company. Still other parents apply pressure on their offspring to strive

for particular high-profile careers, feeling they are encouraging their children to reach high

(McQuerrey, 2006)

9
 One consistent finding in research suggests that adolescents’ own aspirations are

influenced by their parent’s aspirations or expectations. Parental support and encouragement are

important factors that have been found to influence career choice. Children may choose what

their parents desire simply to please them (Taylor et al, 2004)

Peer/Classmate

Pummel, Harwood and Lavallee (2008) report that the external influences that help to

shape an individual’s career choice are also influenced by significant others through social

support from peers. People around contribute a lot in one’s decision-making. Friends may

influence an individual choice of career. Individual interest may be affected by peers for the

reason that one wants to be with them in fulfilling dreams or a certain career. Classmates also

play an important role in the formation of student’s achievement, related beliefs and values, even

if these classmates do not always correspond with the peer group of leisure-time friends (Frenzel,

Goets, Pekrun & Watt, 2010). Id n a cross-sectional study relating aspects of classroom climate to

student enjoyment, Frenzel, Pekrun and Goetz (2007) reported that class aggregated student

perceptions of classroom values were significantly and positively related to student's enjoyment.

Developments of student's interest were really affected by their peers and classmates.

FOREIGN STUDIES
Review of literature is helpful in placing one’s findings in the context of what is

already known in that particular field of enquiry. The literature related to this particular

study is reviewed in relation to the following main themes which may be considered as

pertinent to the research topic. These are:

 Factors influencing the career choices of adolescents;

 Parental influence on their children’s career choice; and

10
  Parental aspirations / Parental involvement for their children’s educational

attainment.

The studies reviewed are categorized under two headings – Studies done at the

International Level and Studies done at the National Level. As the number of studies in

the National level were few they were grouped under a single category. The chapter

concludes with a resume. It also includes the references in a chronological order.

2.01. STUDIES AT THE INTERNATIONAL LEVEL:

2.01.1. Factors influencing Career choices of adolescents:

Several studies show that new students all over the world are usually faced with a

dilemma in making a career choice decision in their lives. Each individual undergoing the

process of making a career choice is influenced by various factors as revealed by several

studies.

Dunn, Slumkowski and Bearsall (1994) in their study highlight the impact of

siblings in this important decision in an adolescent's life. The birth order of an individual

also influenced his or her career choice.

Wall (1996), for instance found evidence that with some occupations, the eldest

rather than a younger son, would be more likely to follow the occupation of the father.

Heidi, McWhirter and Hawley (2000) in their study present descriptive data on

high school students (N=464) perceptions of various factors that might influence their

current career expectations. Analysis suggest that high school students are aware of a

variety of internal and external influences on their current career expectations. Girls

11
endorsed more types of influence from mothers, female friends and female teachers than

did boys. Other factors such as facilities for child rearing, working conditions and

working hours were emphasized more by females and these seem to be some of the

important criteria on which they based their choice which was found in a study by

Heckert et al. (2002).

Miller et al (2002) in their study found that popular images projected in the

media focusing more on a female's appearance and popularity seem to influence a young

women’s career choice and females tended to avoid science related careers.

Gender can also be an important factor in a youngster’s career choice. Females

were found to mature earlier than males as reported in a study by Creed and Patton

(2003) in their career attitudes.

Kniveton (2004) in his study concerning influences and motivation on which

students base their choice of career takes into account the variables of birth order and

gender and the relative impact of a number of influences such as school teachers and

parents on career choice. In addition, it explores student’s motivations when considering

their careers. Their study found that parents have a greater influence than teachers in the

student's selection of career. Their study was conducted with 348 young people in the age

group of 14-18 who completed a questionnaire and also took part in an interview

concerning their choice of career. In a question “Who was most influential in helping you

select the job / follow the career path you are aiming for? Parents were shown to have

greater influence than teachers.

12
 Bardick and Bernes (2005) conducted a research to examine the occupational

aspirations and the rationale students provided. It is anticipated that the outcome of this

research may be used to future career program planning for junior and senior high

students. This paper presents a review of the literature related to adolescent occupational

choice, followed by a description of the research conducted with 3,562 junior high

students and 2,941 senior high students in Southern Alberta utilizing the Comprehensive

Career Needs Survey (CCNS) Magnusson and Bernes, 2002) and a discussion of the

results.

Bardick et al (2006) uses the Comprehensive Career Needs Survey to assess the

career plans of junior high school students in Southern Alberta, Canada. Junior High

students are asked (a) What they plan to do after they leave high school; (b) their

confidence in finding an occupation they enjoy, obtaining training or education, and

finding work in their chosen occupations; (c) how important it is to work in their

community and (d) where they anticipate working. Results indicate that junior high

students intend to pursue further education and work and are optimistic about achieving

their career goals. Results suggest that career planning programs need to begin at the

junior high level and that junior high students need to be involved in career program

planning and future needs assessments.

Ferry (2006) conducted a qualitative study which explored factors that play key

roles in rural high school seniors and young adult’s career choice process. Participants of

the study included high school groups, college groups and young adults. Focus group

process was selected as the preferred research method. The study confirms existing

knowledge about the great impact that family, school and community have upon young

13
adult’s self-identity and career choice. All come into play in providing input into the

adolescent's perception of self, educational efficacy and vocational interests. The study

adds to the understanding of the critical role parents play in shaping career choice.

Through educational expectations and perceptions of occupational appropriateness,

parents were found to have key roles in shaping career choices. The findings also

pointing to the importance of extending career educational efforts beyond adolescents to

families and communities.

Frome etal (2006) examined two hypotheses regarding why some young women

do not maintain their espoused occupational aspirations in male-dominated fields from

late adolescence through young adulthood. The first hypothesis concerns attitudes

towards math and science; the second concerns the desire for job flexibility. The sample

of young women (N=104) was taken from a larger longitudinal investigation of

approximately 1,000 young women from a Midwestern metropolitan area in Michigan

USA who were followed from age 18 to age 25. Findings suggest that desire for a

flexible job, high time demands of an occupation, and low intrinsic value of physical

science were the best predictors of women changing their occupational aspiration out of

male-dominated fields. The results suggest that despite the women’s movement and more

efforts in society to open occupational doors to traditional male-job for women, concerns

about balancing career and family, together with lower value for science-related domains,

continue to steer young women away from occupations in traditionally-male dominated

fields, where their abilities and ambitions, may lie.

Salami (2006) investigated the influence of family, individual differences and

cultural factors on the choice of gender-dominated occupations among female students in

14
some tertiary institutions. Hierarchical multiple regression statistical analysis employed

revealed that family, individual differences and cultural factors were good predictors of

choice of gender-dominated occupations of female students.

Social Cognitive Career Theory (SCCT) recognizes the importance of individual

differences and contextual influences in the career decision making process. This was

highlighted by a study exploring the role of personality in adolescent career planning by

Rogers, Creed and Glendon (2008). This study tested the role of personality social

supports and the SCCT variables of self-efficacy, outcome expectations and goals in

explaining the career readiness, actions of career planning and exploration. The authors

surveyed 414 Australian high school students in years 10, 11 and 12. Career exploration

was associated with goals and social supports, whereas career planning was associated

with self-efficacy, goals, personality and an interaction term for goals and social support

that indicated that levels of planning were highest when social support and goals were

highest.

Tang, Pan and Newmeyer (2008) in an article explores the factors influencing

high school students career aspirations with a study analyzing 141 high school students.

The Social Cognitive Career Development Model was utilized to examine the interactive

relationships among learning experiences, career self-efficacy, outcome expectations,

career interests and career choices. The results of a structural equation modeling analysis

supported the mediating role of career self-efficacy in the career decision making

process, but the specific paths among the predicting variables to career aspirations were

found to be different for female and male high school students. Implications for school

counselors to provide more effective career intervention programs are discussed.

15
 Rathge, Mullis and Mullis (2009) in their study selected participants from 18

randomly selected schools, 6 urban schools and 12 rural schools and administered the

Career-Decision Making Questionnaire. Students responses were analyzed and compared

across variables of gender, grade level, parent education and residence. The most

significant influence for students seemed to be the parents, including both fathers (37

percent) and mothers 23 (percent). The study summarized that many adolescents in North

Dakota are subject to many influences in making future career decisions. Parents

continue to be seen by adolescents as a major influence in their lives, and a large number

of adolescents see consistency in their career ambitions and their parents career ambitions

for them. Broader social influences such as economic conditions also seem to be reflected

in adolescent choice of occupations. There were some differences in adolescent responses

due to urban or rural residence, gender and parent education.

Hirschi (2010) in a longitudinal study spanning across eighth grade investigated

the relation of intrinsic and extrinsic work values to positive career development in terms

of deciding, planning and exploring among 268 Swiss adolescents. The results showed

that girls reported more intrinsic and less extrinsic work values compared to boys.

Osakinie (2010) examines in school adolescents and career choices in Ekiti State,

Nigeria. The samples consist of two hundred randomly selected parents and in school

adolescents from four local government areas in Ekiti State. Two hypotheses were

generated and tested at 0.05 level of significance using t-test statistical analysis. The

results showed that there were no significant differences between parental influence as

well as gender influence of in-school adolescents in choice of career. The paper

concludes that parents need to give adequate career information to their adolescents and

16
have positive job values. Also, females need to decide whether to start their family first

or settle on a career and start their family later.

Edwards and Quinter. (2011) in a study examined factors influencing career

choice among form four secondary school students in Kisumu municipality, Kenya using

descriptive survey design with a population of 332 students. The data for this study was

collected using questionnaire and interview schedules. The findings of this study indicate

that availability of advancement opportunities and learning experiences are the most

influencing factors affecting career choice among students. While males reported

learning experiences and career flexibility as the most influential factors, females

however reported availability of advancement opportunity and opportunity to apply skills

as the most influential factors. However, no variance was reported for persons

influencing career choice by gender.

Neuenschwander and Kracke (2011) – Career development is a lifelong

endeavour that starts already in childhood and usually ends in old age after retirement

from paid work. Although career development can be regarded as a life-time biographical

project with relevant demands in every life phase, adolescence is a period with particular

challenges for the individual. Career goals have to be developed and first choice

concerning educational trajectories have to be made, funneling future career options and

pathways. These choices have to be well prepared by exploring one’s own abilities,

interests and values and the career opportunities provided by institutions. There is

considerable individual variability in how adolescents cope with this task. Personal

characteristics as well as social, institutional and economic contexts play an important

role for the way in which adolescents prepare for their future occupational career. This

17
article provides an overview of theoretical approaches to career development and

introduces concepts of vocational guidance and policy implications. Career development

is conceptualized as a set of transitions in the life course and as a stressful challenge for

adolescents. It is regarded as the interplay of individual, social and institutional contexts.

Novakovic and Foud (2012) explored the influence of background, personal and

environmental variable sets on aspects of adolescent girl's career planning. The

background variables (age, race, ethnicity, mother’s work status outside of the home and

socio-economic status), personal variables (anticipatory role conflict and academic self-

efficacy) and environmental variables (parental attachment and parental support) on

aspects of adolescent girl's career planning were investigated. The dependent variables in

the model represented aspects of adolescent girl’s future career planning such as (a) plans

for the integration of work and family; (b) gender traditionality of career choice, (c)

aspired education level and (d) career commitment. The environment variables did not

demonstrate a significant influence on any of the dependent variables in the study. It is

possible that even though parental influence were not significant in this study, they do

influence adolescent girls career development through other variables such as self-

efficacy.

Shumba and Naong (2012) conducted a study to determine factors influencing

career choice and aspirations among South African students. A quantitative paradigm

guided this study. A survey method in the form of a structured questionnaire was used in

this study in order to identify the factors that influence career choice and aspirations

among South African students. A purposive sample of 133, first and second year

university students (77 females, 56 males) participated in the study. The Career

18
Aspirations Questionnaire was used in this study. Data were analyzed using percentages

and tables. The study found that the family; the ability of the learner self to identify his /

her preferred career choice; and teachers were significant factors that influence the career

choice and aspirations of students. The implications of the findings and practical

considerations are discussed in the study.

2.01.1. Parental influence on their children’s career choice:

Parents are influential figures when it comes to an adolescent’s career choice.

Either directly or indirectly, an adolescent is dependent on his parents while making this

important decision in his life. The parent's adolescent relationship has stimulated various

researches in order to determine their influence in an adolescent’s career trajectory.

The parents of adolescents are uniquely positioned to influence a young person’s

career aspirations and development. Middleton and Loughead (1993) in their paper

addresses parental roles in adolescent career development, provides a framework by

which counseling professionals can integrate parental support and influence into the

career development process of adolescents and highlights implications for counseling

practice and research.

Young (1993) A research program at the University of British Columbia has

investigated parent’s influence on the career development of their adolescent children,

focusing on parent’s intentions, the actual activities they engage in, the interpersonal

structure in which the activities take place, the ways in which parents and young adults

construct the domain of parental influence in career development, young adults

interpretation of parental influence and the content of actual parent-adolescent

19
conversations about career choice. Research methods included critical incident, Q sort,

narrative and content analysis, using information from over 500 parents and adolescents.

Study findings included the following – (a) parents indicated that they did not want to

influence their children’s specific occupational choice, though many had an acceptable

range of occupations they hoped their children would aspire to, (b) school figured

prominently in the critical incidents that parents engaged in with their children, (c) many

parents felt that they could lay a suitable groundwork for their children’s career

development by influencing them broadly to become responsible and capable people and

(d) the construct employed by parents and adolescents in constructing the domain of

parental influence of career development included responsibility, open communication,

active involvement of parents and encouragement of autonomy. School can help parents

be effective if they address parents intentional, goal directed activities.

Downing and Andrea (1994) in an article presents findings of a survey of

English, Swiss and American parents regarding their involvement in their children’s

career decision-making process. A questionnaire was developed and a pilot survey was

conducted. This study suggests that these parents exhibited some marked educational and

career choice bias. It seems that effective system for career development and employment

counseling results in parents who are confident in helping their children with career

decision-making.

Lankard (1995) stresses that family influence is an important force in preparing

youth for their role as workers. Young people form many of their attitudes about work

and careers as a result of interactions with the family. Family backgrounds provide the

basis from which their career planning and decision making evolve. However, within

20
each family, the level of involvement can vary, offering both positive and negative

influences. This Digest examines the research on family influences on career

development and describe implementations for practice.

Trusty, Watts and Erdnan (1997) conducted an exploratory study the purpose

of which was to determine the extent to which the following variables predicted parent

involvement in career development:

i. Amount of time the parent lives with the teen.

ii. Number of people financially dependent upon the parent.

iii. Parents employment situation.

iv. Life events.

v. Gender of the teen.

vi. Family composition

vii. Family size

viii. Parent’s education and

ix. SES

Bregman and Killen (1999) examined the role of parental influence in

adolescents and Young Adult's Reasoning about career choice in interviews with 72 high

school and college students evenly divided by gender and age (16, 19 and 22 years old).

Adolescent’s evaluation of career decisions were contrasted with acts involving

prudential, moral and social conventional consequences. The results showed that

21
adolescents and young adults supported adolescent’s career choices for reasons of

personal growth and rejected their choices when their decisions were based on

interpersonal relationships or hedonism. Furthermore, career decisions were judged to be

distinct from moral, social-conventional and prudential issues. Parental influence was

judged to be most important when the adolescents’ decision had negative moral

consequences or focused on short-term goals; however, the use of bribery and threat of

punishment were rejected as appropriate methods of parental influence across all types of

decisions, with the exception of prudential concerns.

Jacobsen (1999). This book concentrates on ways in which families influence

their children’s career especially on the barriers. Families may willingly or unwillingly

construct on the children’s path toward satisfying work lives. The book is divided into

five parts, each of which builds upon the previous ones. The chapters in Part one defined

what hand-me-down dreams are, describe how they are passed on cyclically in all

families and illustrate how and why career related problems arise in some. Part two

explains how family members are connected emotionally as a system, then moves on to

specific topics, such as the influence of sibling order and gender on family “job

assignments”, “triangles” among family members and their impact on career selection,

and what happens when adults rebel against or cut off their parents. Part three illustrates

how one’s family values and beliefs regarding the purpose of work, the meaning of

success, and the importance of money contribute to career problems when they construct

one’s goals or block one from taking risks and coping with change. Part four functions as

a workbook for the reader and the last part i.e. Part five invites the reader to look ahead to

the future of his or her career, and for parents, to that of their children’s careers.

22
 Otto (2000) conducted a survey of 362 high school juniors which showed that

their ideas about career aspirations were similar to their parents. Most turned to their

mothers for career planning help.

Taylor (2002) conducted a study to examine how adolescent educational and

occupational aspirations are influenced by family variables (parent aspirations, family

income, parent education, parent occupation, family size) as well by the size of the

community (rural, urban, suburban) in which students reside. Results suggest that

families do influence adolescent plans for the future. Parent aspirations for their children

and parent educational attainment were found to influence adolescent educational and

occupational aspirations. Parental occupational status was found to affect educational

aspirations but was not found to influence career choice of adolescents. Family size did

not influence aspirations. Adolescents living in rural communities had significantly lower

aspirations than their urban counterparts. There were no differences between aspirations

of adolescents in rural and sub-urban communities. Adolescents in urban areas were less

likely to rely on their parent expectations or educational attainment when setting goals for

the future than their rural counterparts. In conclusion the findings support the importance

of families in adolescent's lives.

Hughes and Trang (2003) discusses the influence of family processes on

adolescent and young adult career development. Two career development theories that

acknowledge the influence of family process factors on career development are described

followed by a review of studies that have investigated relationships between a broad

range of family process variables and various aspects of adolescent-young adult career

development. Finally, a range of career counseling and career education interventions to

23
assist career counselors and career education professionals to integrate theory, research

and practiced are described and critiqued.

Bergen (2006) conducted a study the purpose of which was to examine family

influences on career development and aspirations of young adults. This study utilized

ideas from self-determination, attachment and career development theories to develop a

framework for understanding how families influence young adult career development and

aspirations. Rather than directly influencing career decisions the family was proposed to

influence processes within individuals that directly influence successful career

development. The sample of the study consisted of 99 female and 34 male undergraduate

students between ages 18 and 20. The findings suggest future research should assess

multiple aspects of the family and multiple facets regarding career development to more

fully understand this process. In addition, findings support the idea that career counselors

should assess family functioning when helping young people in their career development

journey.

Jacobs et al (2006) conducted a study the goals of which were to examine (i) the

relation between parent’s gender-typed occupational expectations for their children at age

15 and their children’s own reports of occupational expectations at age 17; (ii) the long

term relations between parents gender-typed occupational expectations for their children

at age 17 and their children’s actual occupation at age 28; and (iii) the relation between

job satisfaction and having a gender-traditional or non-traditional job.

Chhin, Blecker and Jacobs (2008) – This chapter presents three studies that

provide evidence for the important role of parent’s beliefs and expectations in shaping

their children’s occupational choices from adolescence through young adulthood. Gender

24
differences in the occupational choices of men and women can be seen beginning with

the occupational interests and aspirations of children and adolescents. In one recent study,

adolescent boys reported science and technology careers as their top occupational

choices, whereas adolescent girls reported artistic and health profession as theirs. It is

important to examine whether these gender typed occupational aspirations of adolescents

are actually related to later occupational choices in young adulthood and what role

parent’s beliefs and expectations play in these choices.

Jungen (2008). While perception suggests career choice is an individual decision,

research indicates a variety of influences are likely to determine ones ultimate career

choice. Parents have been found to greatly impact the career selection process of their

children. Many parents are unaware of all the ways they can influence their children’s

career decisions. Work ethics, family values and gender stereotyping in the family may

have greater impact than previously thought and it may be said that children and

adolescents do not defy their parent’s values and expectations regarding career options.

The relationship between specific parental behaviors and the career development

of young adolescents were assessed in a study by Keller and Whiston (2008) .

Regression analysis revealed that parental behavior tended to relate more to Career

Decision Making Self Efficacy (CDMSE) than to career maturity, and general

psychosocial parenting behaviors appeared to be more salient than career focused parent

behaviors. Five specific behaviors were found to be predictive of participants career

development. The discrepancy between adolescents and parents view of family

25
relationship was also shown to relate to the adolescent's career decision making self-

efficacy.

Dietrich and Kracke (2009) conducted a study aimed to validate a three

dimensional instrument for the assessment of parent career-related behavours and to

examine their associations with career exploration and decision-making difficulties. After

testing the dimensional structure of the instrument they examined the relationship

between parent’s behaviours and adolescents career development by using data from 359

German adolescents who reported the amount of perceived parent career-related

behaviours and their career exploration and decision-making difficulties. The results of

structural equation modeling confirmed the hypothesized dimensional structure (support,

interference, lack of engagement). While parental support associated positively with

career exploration, interference and lack of engagement associated with decision-making

difficulties. Furthermore, interference and lack of engagement moderated the relationship

between support and exploration. Support moderated the association between interference

and decision-making difficulties.

Alika (2010) conducted a study to investigate if parents and peer groups of school

students have any influence in the choice of a career among secondary school students.

The relation between the two primary factors (parental and peer group influence) and

career choice was determined using Pearson Product Moment Correlation Coefficient.

One research question and one hypotheses were formulated to guide the study. Three

research instruments were used. They are the students Occupational Clusters Preference

Scale (OCPS), Peer Pressure Assessment Scale (PPAS) and the Parental Influence

Assessment Inventory (PIA). The population of the study comprises students in senior

26
secondary school two. Results showed that there was no significant relationship between

parental and peer group influence on career choice in humanities among secondary

school students. It is recommended that counselors should work directly with parents and

peers, especially as regards career development with a view to enhancing the positive

aspects; this may eventually improve the career development prospects of our future

workers.

Clutter (2010). An exploration of parent’s critical role in their children’s career

choices and aspirations was the primary focus of this paper. This includes a brief history

of past career counseling techniques, which began in its formative year by assessing the

client’s personality to determine proper occupational fit. It has now progressed to the post

modernist view that bases vocational interest and aspirations on constantly changing life

roles. Previous research that examined parental influence on adolescent’s career choice as

well as research on the effects of socio-economic status, gender and race was included.

The paper concluded with how career counselors and parents may use the strength of

parental influence upon young adults to provide effective career development techniques

and create stronger partnership with the young adult’s primary stakeholders.

Ma and Yeh (2010) explore how individual and familial factors predict

educational and career aspirations plans and vocational outcome expectations of urban,

Chinese immigrant youths. Participants were 265 Chinese immigrant high school

students in New York City. The results indicated that higher self-reported English

language fluency and career related support from parents positively predicted career and

educational aspirations and plans to go to college, lower English language fluency

predicted plans to work immediately after high school, and perceptions of educational

27
barriers predicted negative career expectations. Implications for future research and

counseling in the career development of Asian immigrant youths are addressed.

Mayhack and Kracke (2010) conducted a study to examine teachers and parents

joint impact on career choice readiness, known also as “teacher initiated parental

influence in career choice”. Two hundred and thirty six students attending 7th, 8th and

9th grade of German lower track schools reported the amount of parent and teacher

support in vocational development, the parental influence in career choice initiated by

their teachers and perceived career choice readiness. The results confirms that

adolescents show stronger exploration activities, higher planning strategies and self-

efficacy when they perceive high parent and teacher support as well as high parental

involvement in their career choice at school.

Palso and Drobit (2010) conducted a pilot study the aim of which was to identify

some variables from the family environment which have an impact on adolescent

decision for a future career. The sample consists of 60 pupils from the final high school

grades and the test portfolio used were the Parent Career Behavioural Checklist (Keller

and Whistion 2008), EMBO Questionnaire (Perris et al, 1980); Adult Attachment Scale

(Collins and Read 1990). The obtained results offer us an image of the variables which

influence career decision making process and the way in which vocational counseling and

the role of the counselor are perceived in school. Choosing a career represents a very

important decision for a person’s professional trajectory. Due to the fact that the decision

making process starts quite early, the child’s decision are modeled by family influences.

Parents who are affectionate, tolerant, stimulative and performance-oriented get more

involved in the children’s vocational development.

28
 Jamabo (2014) conducted a study aimed at determining the influence of parental

socio-economic variables on adolescent’s vocational aspiration. A stratified random

sampling was used to select four schools from Port Harcourt Metropolis, Nigeria and a

sample of two hundred students (100 males, 100 females). The findings revealed that

parental socioeconomic status has strong influence on adolescents vocational aspiration.

Adolescents vocational aspiration is not necessarily influenced by their parental level of

education. Adolescents are well disposed to their parents vocation. Recommendations

given includes admonishing parents not to project their aspirations / ambitions on their

children, the role of guidance counselors in assisting a child realize his / her potential

should not be underestimated, children should be allowed free rein in pursuing careers of

their choice.

Peciulyte and Ustinaviciute (2014) conducted a study to investigate the

relationship between parent involvement during career decision making and student’s

career decision self-efficacy. The study sought to find the relationship between three

parental involvement facetssupport, interference, lack of engagement and student’s career

decision selfefficacy. 205 students of 11-12 grades from Vilinius ad Trakai Secondary

Schools participated in the main research (mean age =17, S.D. = 0.8). The results

indicated that parental support and interference were positively related to career decisions

self-efficacy while lack of engagement was negatively associated with career decisions’

self-efficacy. As well as this, it was found that students, who have made their final career

choice, scored higher on Career Decision Self-efficacy. There were no gender differences

between parental support and interference; however, it was found that boys tend to

receive less parental involvement in their career decision making compared to girls.

29
2.01.3. Parental aspirations / Parental involvement for their children’s educational

attainment:

The influence of parents on their children’s education cannot be overlooked.

Several studies have investigated parental aspirations and its influence on their children’s

educational attainment. Most parents had aspirations for their children’s education and

were involved in it. How parental aspirations and involvement influenced their children’s

educational achievement were a subject of research as seen in the following studies.

Castambis and Garland (1997) analyses data from the parent component of the

National Educational Longitudinal Study of 1988 to investigate changes in family

educational involvement between student’s 8th and 12th grades. Findings shows that the

patterns of parental involvement in adolescent’s education change between the two

grades. During high school, parents become less involved with monitoring student’s

individual behaviours and more concerned with their learning opportunities at school. By

student’s 8th grade nearly all parents had post secondary expectations, but few had taken

specific actions to secure funds for college. During adolescents senior year in high school

most parents report frequent discussions with them. Concerning post secondary schools a

high proportion of 12th grades parents expect to finance their child’s further education

through scholarships and grants, but fewer had applied for such programmes before

students high school graduation.

Hernandez (2008) examined the relationship of parental involvement and parents

educational aspirations of their children and school academic achievement, among a

sample of Nightingale Middle School. A correlational study utilizing purposive sampling

was conducted. The sample included 135 Hispanic parents who had a child in middle

30
school. A 31 item instrument that included closed and open ended questions and Likert

scale measures was developed by the researcher to measure demographic characteristics,

parent involvement, parents educational aspirations of their children and student

academic achievement. The findings suggested that parents were involved with their

children’s education in various ways. Parents in this study had high levels of educational

aspirations (behaviours and beliefs) of their children. This study found a significant

positive relationship between parental involvement and student academic achievement.

However, the study did not find a relationship between parents educational aspirations of

their children and student academic achievement. The study also found that as parental

involvement increased so did parent’s educational aspirations (behaviours and beliefs) of

their children.

Spera et al (2009) examined parental aspirations for their children’s educational

attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic),

parental education, children’s academic performance and parental perceptions of the

quality and climate of their children’s school with a sample of 13,577 middle and high

school parents. All parents had relatively high educational aspirations for their children,

and within each ethnic subgroup, parental education and children’s academic

performance were significantly and positively related to parental aspirations. However,

moderating effects were found such that Caucasian parents with lower levels of education

had significantly lower educational aspirations for their children than did parents of other

ethnicities with similar low levels of education. Although the strength of the relationship

between parental perceptions of school-related factors and parental aspirations for their

31
children’s educational attainment was not strong, it was most predictive of nonCaucasian

parental aspiration for their children.

Fan and others (2010) examined whether various dimensions of parental

involvement predicted 10th grade student’s motivation (engagement, self-efficacy

towards Maths and English, intrinsic motivation towards Maths and English) using data

from the Educational Longitudinal study of 2002 (ELS2002). Results showed that both

parent’s educational aspiration for their children and school-initiated contact with

parent’s on various school issues had strong positive effects on all five motivational

outcomes. On the contrary, parent-school contact concerning student’s school problems

was negatively related to all five motivational outcomes investigated in the study.

Additionally, parental advising positively predicted student’s academic selfefficacy in

English as well as intrinsic motivation towards English and family rules for watching

television were positively linked to student’s engagement and intrinsic motivation

towards both English and Maths.

Jacob (2010) in her study explored parental aspirations and expectations for their

children’s educational attainment, in addition to examining parent-reported knowledge

and understanding of college readiness and preparation. This study consisted of 598

parents of students in 8 th-10th grade from five schools in the Mid West. Parents were

administered the Scale of Educational Aspirations and Expectations for Adolescents

(SEAEA), and were also asked to answer several questions related to their college

knowledge. Results revealed a gap between what parents aspire and expect for their

children’s educational attainment and the knowledge of what it will take for that dream to

32
become a reality. Merits and limitations, implications for research and practice, and

directions for future research are discussed.

Snyder and Lindsay (2010) in their study compared parental home and school

based involvement practices and educational aspirations in a large (n=6085), nationally

representative sample of Latino (n=1,313) and non-latino white (n=4,772) students.

Findings indicate that Latino parents had higher educational aspirations for their children

but were less involved at home and school than non-Latino white parents. Multiple

hierarchical regression analysis showed that socio-economic status and parental

aspirations, respectively were the most significant predictor of achievement among

Latino and non-Latino white students ever when controlling for SES. While higher levels

of school-based and lower levels of home-based educational involvement significantly

predicted achievement among nonLatino white students, educational participation was

not predictive of achievement among Latino students. Findings suggest that educators

should harness, Latino parent’s high aspirations for their children by making greater

efforts to communicate and engage them in their native language.

Hayes (2011) examined predictors of parental home and school involvement for

high school adolescents within two groups of urban African American parents from

various socio-economic levels. Home involvement was defined as parent- adolescent

communication about school and learning while school involvement was defined in terms

of parent-attendance and participation in school events. Parental demographic variables,

educational aspirations for their adolescents, and perceptions of teacher support were

examined to determine how they predicted home and school involvement. In the first

group, comprised of generally lower socio-economic parents, educational aspirations

33
predicted home involvement while educational aspirations, parent education and

perceived teacher support predicted school involvement. For the second group, composed

of generally higher socioeconomic parents educational aspirations and perceived teacher

support predicted home involvement. Surprisingly, none of the context variables

significantly predicted school involvement in African, American parents from higher

socio-economic levels.

2.02. STUDIES DONE AT THE NATIONAL LEVEL :

Studies done in India investigated the influence of parents on various parental

variables in their children’s career choice. There were several studies based on the career

preferences of students also.

Sharma and Jaswal (2001) undertook a study to investigate the relationship of

Academic Stress with parental aspiration and parental attitude. Differences among boys

and girls in science and humanities stream were studied with regard to academic stress

and aspirations and attitudes of the parents of the adolescents. The sample of the study

comprised of 120 students of both the sexes studying in twelfth grade in four selected

senior secondary schools of Ludhiana city. The results revealed that science and

humanities students do not differ significantly as far as academic stress is concerned.

Parental aspirations were found to be similar for all adolescents irrespective of their

stream of study or gender whereas parental attitude was found to be more positive

towards the education of boys studying science as compared to girls.

Immanuel and Kenneth (2011) in their study analyses the influence of certain

factors such as the ordinal position, socio-economic status and the urban and rural area as

34
factors affecting the adolescent’s choice in career. Stratified Random Sampling Method

was adopted for selecting the sample. The results indicate that there is no difference in

career choice between the first-born and the second-born adolescents. It also shows that

there is significant difference in the career choice among the lower income and middle

income group adolescents. There also exists observable difference in career choice

among adolescents from rural and urban areas and also significant difference in career

choice among adolescents from middle and higher secondary schools.

Janetius, Mini and Chellathurai (2011) conducted a study in selected places in

Kerala and Tamil Nadu using both case study and survey methods to highlight the current

Indian scenario of student’s selection of academic discipline and career path. Derived

from the study results, the authors propose a Satellite Model of School-based Career

Development Program for schools. The study identified engineering and medicine related

courses as the two major preferences by majority of the students and their parents. The

study highlights the need for career guidance in the school level for students as well as

parents.

Bakshi,Gandhi, Shah and Maru (2012) carried out a study the aim of which

was to survey (i) the career choices and career shifts of youth in Mumbai, (ii) youth

perceptions of influences on their career choice and (iii) their satisfaction with career

choice. Gender differences were examined in relation to each aspect of the aim. Sixty-

five youth, male and female, 18-28 years old, from middle and higher income families

participated in this mixed methods survey. Career choices of youth were largely class-

specific and gender-specific. Youth ratings for importance of influence on career choice

was highest for self, followed by mother, father and teachers.

35
 Shakya and Singh (2013) conducted a study in Kanpur City on 300 adolescents

(137 boys and 163 girls) randomly selected from 6 degree colleges to assess their career

preferences (science and technology, commerce and management, tourism and

hospitality, mass media and journalism, art and designing, medical, agriculture, defence,

law and order and education) using standard career test. Data revealed that adolescents

were in age group between 16-19 years and in the sample 45.33% were male and

remaining 54.33% were female. Higher number of respondents belonged to business

(23.66%) and service class (24.00%) families while lowest number of adolescents

belonged to families working in factories (16.33%). Data on career preference revealed

that education and science and technology were the most preferred career of adolescents

and agriculture as least preferred career. Girls preferred medical, mass media and

journalism and art and designing than boys while the latter had more preference to

science and technology and commerce and management than the former. Over time,

preference of adolescents changed more for art and design, science and technology and

medical in one month to six months. It is evident from the results that science and

technology and education are the most preferred careers while agriculture and defense are

the least preferred careers among adolescents. Preference of adolescents for career also

changes with time.

According to Bishnoi and Kumar (2014) career maturity is very important in

adolescents and therefore, it was considered relevant to study this aspect namely career

maturity among adolescent. In their paper an attempt has been made to study the career

maturity in relation to the level of aspiration in adolescents.

36
 Lal (2014) conducted a study the aim of which was to study the career maturity in

relation to level of aspiration in adolescents from selected senior secondary schools of

Rohtak. The sample of the study consisted of 120 students selected through Stratified

Random Sampling technique from both rural and urban areas. The tools used in the

investigation were the “Vocational Attitude Maturity Scale” by Manju Mehta and “Level

of Aspiration Measure” by Mahesh Bhargava and M.A. Shah. The analysis revealed that

more of the female adolescents fall in the category of high level vocational maturity

whereas more of the male adolescents fall in the average and low level of vocational

maturity.

Rani (2014) in her study highlights the key role parenting style plays in career

development of adolescents. The three types of parenting styles i.e. Authoritative

parenting style, Authoritarian parenting style and Permissive Parenting Style each have

their far reaching implications on the career development of their child. It is important to

remember that career development is a life long process and factors that affect those early

decisions, continue to have an influence through the entire life of the child. With a little

planning and effort parents can acknowledge the immense influence they can have on

their child’s future.

Ancey and Victor (2015) in their paper highlights that in today’s society career is

a sign of status and thus it becomes important for each individual to reach the zenith of

success in life. In order to reach success it is important that each individual choose an

appropriate career according to their best ability. Factors like parents, guardians, teachers

and society play an important role in the choice of career for students. This study aims to

find out the factors which influence students in choosing a career in Kodaikanal town.

37
Theoretical Framework
According to Elmer (1989) as cited in Arguelles & Miranda (2014), specialization

planning is life goal setting. Sound decision -making is a need to prevent any misfits and to assist

students in the process of solidifying their course specialization. Below are several theories on the

choice of specialization.

First, Gottfredson’s theory, occupational aspirations are a reflection of one’s self-

concept. People seek occupations that (a) arc congruent with their self-image and (b) reflect their

knowledge of different occupations. This theory describes that students become attracted to

certain specialization. According to this theory, self-concept is the key to specialization selection.

Students tend to choose jobs that are compatible with their personality. The key determinants

according to the theory are one’s social class, level of intelligence and experiences with sex

typing. In the study of Siguan Jr., (1994) as cited in Sonsona (2012) self-concept was also found

significant on the choice of specialization of students. Another is Holland’s theory of career

choice suggested that people can function and develop best and find jobs satisfaction in work

environments that are compatible with their personalities. People tend to choose a career that is

reflective of their personality. Holland (1994), suggest that the closer the match of personality to

job, the greater the satisfaction. Holland’s theory places emphasis on the accuracy of self-

knowledge and career information necessary for career decision making (Zunker, 1994 p. 49) as

cited in Abernathy (2003).

Additionally, Socioeconomic theory suggest that many people follow path of least

resistance in their career development by simply falling into whatever work opportunities happen

to come their way. Furthermore, happenstance theory says that people choose their career based

on what they learned. Certain behaviors are modeled, rewarded, and reinforced.

Sonsona (2012) further cited the need approach of Roe (1993) which gives emphasis on

the role of early childhood experiences in finding satisfaction in one’s choosen field. Thereupon,

structure of individual would be greatly influenced by early childhood frustration and satisfaction.

38
Personalities and backgrounds determine an individual's choice of specialization. To Holland

(2000) as cited in Sonsona (2012), specialization choice is an expression or an extension of

personality into the world of work followed by subsequent identification with specific

occupational stereotype. This approach can also have in explaining why certain students choose

their strand as their specialization.

39
Conceptual Framework

The reviewed materials suggest that there are varied factors that affect the decisions

of senior high school students in choosing their field of specialization. These factors

ranged from future opportunities, personality, family, and peer/classmate. In this study,

the choice of specialization is dependent on the said factors.

Input Process Output

 Data Survey This research aims

 Data Gathering to know the factors

 Questionnaires influencing the career

 Data choice of students when it

comes to selecting the

right track

40
Significance of the Study

School is a social institution where the major part of people's life spent here. It

seems that high school years are crucial for adolescents to come prepared from high

school to college. That's why choosing the right track is important. The significance of

the study are as follows:

School Administrators – To be aware of the difficulties that students encountered in

choosing the right track for the incoming Senior High School students.

Teachers – To help them in informing the students what to do when selecting the right

Academic Track that best suits them.

Parents – To be aware of the importance of choosing the right track. Also, to make them

aware that they are one of the influences that affects the choice of students when

it comes to selecting the right Academic Track for their son and daughters.

Students – To make them aware of the influences that might affect their choices in

selecting the right track for them. Also, to verify those influences and use it to

decide the best track for them.

41
Statement of the Problem

The problem of this study is to determine the influences that affect the career

choice of students in Binagbag National High School during the present school year. It

aims to answer the following research questions:

Major Problem:

What are the influences that affects the choice of students when it comes to

selecting the right Academic Track for them?

Specific Problems:

1. Why does many students are confused in terms of choosing the right track?

2. Why do they think that one of the parents, peer advices, and career guidance is the

influence in choosing the right track?

3. What are the reasons behind why they choose a certain track or strands?

4. How does confusion affects the student's choice in selecting track?

5. What is the importance of knowing the influences that might affect the choice of

students in selecting a track?

42
Objectives

In investigating the factors that influence the choice of students in selecting

Academic Track, the study sought to:

1. Find out the impact of family influences on career choices.

2. Determine the level of career guidance influences student's choice in selecting

Academic Track.

3. Investigate whether the impact of gender on career choices.

4. Establish whether peer advices will influence the student's choice on career.

5. Enhance techniques that may be used to help students in making appropriate

career choices.

43
Scope and Limitations

The following limitations were anticipated in the study:

1. The study was only carried out in only one section. Specially, ten students were

questioned. That's why the results may not be accurate and generalizable to the

whole Grade 10 or for the incoming Senior High School students.

2. In collection of data, the researcher collected on her own without research

assistants.

3. Financial constraints were also anticipated in the study.

4. Holidays and cancellation of classes are also included because of these problems,

the researcher can't survey respondents on the day of giving questionnaires.

44
METHODOLOGY

45
Type of Research

The research undertook an interactive evaluation of the influences that affects the

career choice of Grade 10-Rizal of Binagbag National High School. The research will be

done through the use of the qualitative technique of researching.

46
Respondents

The respondents in the study comprised the 42 students enrolled in the section of

Grade 10-Rizal of Binagbag National High School during the school year 2018 – 2019.

But only 10 students from their section were asked to answer the given questions on the

survey with 10 questions.

47
Sampling Method

23.81% of the students in the section of Grade 10-Rizal was selected. A total of

10 students out of 42 students in their section participated in this study. They were

selected through a stratified random sampling technique wherein individuals are taken to

represent each major layer within the classroom.

10 students, same questionnaires. Of all the students in Grade 10-Rizal, 10

students (7 girls, 3 boys) answered the questionnaires. They were asked to answer the

survey with their own perspective.

Respondents Biographical Variable Frequency

Variable Description
Grade 10-Rizal Age 14 - 15 5
15 - 16 3
17+ 2
Sex Female 7
Male 3

48
Sources of Data

For the researcher to validate and compose ideas, she used different kinds of

sources. The following sources of data were expected in this study are:

Respondents – They are the one who completed the research. They answer the

questionnaires that the researcher has given to them and they answer it on their

own perceptions. Their opinions and answer will be the guide in order for the

researcher to conclude what he or she is researching.

Review of Related Literature (RRL) – Is one of the sources that used a lot. The

researcher gathered ideas and citations from this RRL to manufacture ideas and

thoughts for the research studies. It is one of the necessities when it comes to

research paper.

Internet – To be specific, the researcher used Google for some definitions and quotations

that are related to the topic. Also, the researcher used this to search for different

RRL and other example of thesis papers.

Friends – The researcher asked them when she can't pinpoint what she is trying to

pinpoint. Absolutely, they are there to help the researcher thinks about the words

and sentences that is appropriate to the topic.

49
Instrumentations

This section looks at the instrumentations used in this study. The research used

questionnaires to collect the data. The reasons behind why the researcher preferred

questionnaires are highlighted below:

Questionnaire is a widely used and useful instrument for collecting survey

information providing structured, often numerical data that is administered without the

presence of the researcher and often comparatively straight forward to analyze, according

to Cohen et al. (2011:377). Since the researcher do not have assistant for herself,

questionnaires were the best instruments since they could be administered without the

presence of the researcher and were clear and precise.

A questionnaire which is to be completed by the respondent needs to be very

clearly laid out with no further filtering and simple instructions (Fanning, 2005:2). In the

study, the researcher gave clear instructions to the respondents on how to complete the

questionnaire as it was self-completed. The current study sought to take advantage of this

proven and tested instrument to obtain valid and reliable data.

50
Collection of Data Procedure

The questionnaire that given to the respondents seeks to assess the several factors

that influence the career choice of students. This is for helping the career guidance and

counselling services provision in schools. For the respondents, there is no right and

wrong answers. The researcher gets ideas from their own perspectives or opinions. As the

data and information were gathered, it will be confidential and private as long as the

name of each respondents.

In collection of data, the researcher gave the survey in 10 people among Grade

10-Rizal. The researcher gave them enough time to think for their answers. After they

had answer all the questions, They gave it to the researcher alone.

51
Ethical Consideration

Research ethics are about distinguishing between the right and wrong. In carrying

out this research, the researcher took cognizance of the ethical guidelines in order to

protect the participants. The following ethical issues were addressed:

Informed Concept - Participating in this research after learning about the study,

including possible risks and benefits were implied in this agreement, according to

According to Taylor, Peplau and Sears (2012:28). This is to be aware the

respondents of what the research entails and how they are going to benefit from

the research. The respondents were told about any potential harm or risk that the

study may cause.

Confidentiality - Disclosing information from the respondents in a way that might

identify that individual or that might enable the individual to be traced, according

to Cohen et al (2011: 92). The researcher considered the way the data was to

be protected from unauthorized people.

Anonymity - Not naming the person involved but in research it is usually extended to

mean that the researcher does not include information about any individual that

will enable that individual to be identified by others (Walford, 2005:84).

52
PRESENTATION
OF
DATA

53
Data for Analysis

The following section presents the strands that the respondents want to take for

the Senior High School. Some of them were still confused and some were precisely sure

in their chosen track. Here are the major answers of the respondents.

Table 1: Strands that the Respondents want to take.

STEM ABM GAS Still Others Total

confuse
No. of 2 2 2 1 3 10
respondents
Percentage 20% 20% 20% 10% 30% 100%

The table shows that one out of 10 students is still confused in what track he will

take in Senior High School. And STEM, ABM and GAS have the same respondents that

wants to take that strand. While there are three respondents choose Others (TVL, Arts

and Design, HUMMS).

Table 2: Students’ response on family influence.

Yes No Strongly yes Strongly no

No. of 5 5 0 0
respondents
Percentage 50% 50% 0% 0%

The table shows that the influence of the parents or family is either yes or no, it

depends on their parents. Thus, the parent's influence on the choice of students is neutral.

54
Table 3: Students' response on career guidance influence on career choice

Yes No Strongly yes Strongly no

No. of 7 1 1 0
respondents
Percentage 70% 10% 10% 0%

The table shows the positively indicated the influence of the career guidance on

school on students’ career choices. It is certain that students perceived the school as

influential to 8 students’ choices of careers. Career guidance teachers supported the idea

that career guidance in schools has an effect on clearing students’ career confusion.

Table 4: Students' response on gender influence on career choice

Yes No Strongly yes Strongly no

No. of 6 3 0 1
respondents
Percentage 60% 30% 0% 10%

The table shows the students' response on gender influence on career choice. It

looks like 6 out of 10 students where affirmative that gender is influential when it comes

to career choice. And one out of 10 students strongly disapproved in gender influence in

terms of career choice.

55
Table 5: Students' response on peer advice influence on career choice.

Yes No Strongly yes Strongly no

No. of 7 2 1 0
respondents
Percentage 70% 20% 10% 0%

The table shows the students' response on peer advice influence on career choice.

It shows that peer advice is really influential but 3 out of 10 students contrast it. Thus, it

is said that peer advices are influential for some students.

Table 6: Students' response on peer advice reasons why they think it is influential.

Major answers No. of respondents Percentage

It is reliable on 6 60%
encouragement when it
comes to students of their
age.
It is more influential if it 3 30%
comes to peers.
Peers are likely to choose 1 10%
similar careers they like.
Total 10 100%

The table shows that students' choice in career are more reliable when it comes to

students of their choice. Because they have the same or similar knowledge about a certain

career. Thus, peer advices is one of the influences that affect the career choice of

students.

56
Table 7: Students' response on the importance of choosing the right track for them.

Major answers No. of respondents Percentage

It saves time, effort and 3 30%

money.
It is helpful to understand 5 50%
easily their own skills.
It is essential for students 2 20%
to know the right track for
them.
Total 10 100%

The table shows the students' response on the importance of choosing the right

track for them. It shows that knowing the right track for students is absolutely essential

for them to understand and know their own skills and potentials. Thus, it also saves time,

effort and money in the future.

57
 CONCLUSION,
RECOMMENDATION
AND GENERALIZATION

58
Conclusion

Knowing the right track for students is very essential because this is for their

future, to save time, money and effort. But before knowing the right track, it is also

important to know what are the factors that influence the career choice of students. There

are four influences: parents, career guidance, gender and peer advices. And the researcher

concluded that career guidance is most influential among all influences because they are

the ones that has knowledge about knowing the right track for students.

Also, the researcher concluded that it is very crucial to know the importance of

knowing the right track because it helps the student to know their own skills and

potential.

Therefore, it is not always about the factors that influence. It depends on yourself

what you want to take in Senior High School because you are the one who has the

privilege to know yourself.

59
Recommendations

Based on the findings of the study on factors influencing the career choices of

students, the following recommendations are made:

1. Mandatory training of career guidance teachers.

2. Introducing a compulsory module in teachers training colleges that will assist

teachers to effectively guide students towards their careers.

3. Availing resources, both financial and material, to enable the schools to

implement career guidance activities in schools.

4. It is recommended that career guidance teachers be trained to equip them with

necessary skills that enhance teaching in the classroom.

5. It is important that peers receive training in career guidance. Peer training may be

done in schools. As students receive career guidance in schools, activities such as

peer training may be introduced where students are trained to help fellow students

in career guidance.

60
References

Amoah, S.A., Kwofie, I. & Kwofie, F.A.A. (2015). The school counsellor and students’

career choice in high schools: The assessor’s perspective in a Ghanaian case.

Journal of Education and Practice, 6(23):57-65.

Dunn, J., Slumkowski, C. & Beardsall, L. (1994). Sibling relationships from the pre-

school period through middle childhood and early adolescence. Development

Psychology, 30 315-325. psycnet.apa.org/psycinfo/1994-36 979-001.

Date of Access : 28.2.13

Wall, R. (1996) – Marriage, residence and occupational choices of senior and junior

siblings in the English past. The History of the Family, 3,259-271.

www.tandfonline.com>List of Issues> Table of Contents.

Date of Access : 26.2.13

Heidi, Paa., McWhirter, K., Hawley, Ellen (2000). Perceived influences on high school

student’s current career expectations. The Career Development Quarterly, 49, (1),

29-44. www.researchgate.net/publication/232569068.

Date of Access : 27.3.15

Heckert, T.M., Droste, H.E., Adams, P.J., Friffin., C.M., Roberts, L.L. Mue., Wallis,

H.A. (2002). Gender differences in anticipated salary : Role of salary estimates

for others job characteristics, career paths and job inputs. Sex Role 47, (3-4), 139-

151. http://link.springer.com/article/10.1023%2FA%3A1021095005694

61
Bromley, H, Kniveton (2004). The influences and motivations on which students base

their choice of career. Journal of Research in Education, 72, 47-59. h

https://dspace./boro.ac.uk/…/bitstream/…/kniveton-Research-ineducation.pdf.

Date of Access : 2.9.14

Tang, M., Pan, W., & Newmeyer, M.D. (2008) Factors influencing high school students

career aspirations. Professional School Counseling, 11, 285-295.

http://www.questia.com/library/journal/1G1-180860877.

Neuenschwander M.P. and Kracke, B. Career Development. In : B. Bradford Brown and

Mitchell J. Prinstein, editors. Encyclopedia of Adolescence. Vol. 1. San Diego

Academic Press 97-105. Elsevier.

Date of Access : 7.3.15

62
APPENDICES

63
A. Instruments
Questionnaires

Name:_____________________________ Grade/Section:_____________
Note: Kindly answer the following questions.

1. What Academic Track you already want to take?

a. STEM d. I'm still confused.
b. ABM e. Others: 󠇯TVL 󠇯Arts and Design
c. GAS
2. Do you think parents is one of the influences that affects the choice of students in
Academic Track?
a. Yes c. Strongly yes
b. No d. Strongly no
3. Do you think career guidance influences the student's track choice?
a. Yes c. Strongly yes
b. No d. Strongly no
4. Do you think gender is one of the influences that affects the choice of students in
Academic Track?
a. Yes c. Strongly yes
b. No d. Strongly no
5. Do you think peer advices influence the choice of students in Academic Track?
a. Yes c. Strongly yes
b. No d. Strongly no
6. Why do you think peer advices influence the choice of students in Academic Track?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. What is the importance of choosing the right track for you?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

______________________
Signature

64
 DECLARATION

I declare Several Factors Influencing the Choice in Selecting the Right Academic

Track for the Incoming Senior High School among Grade 10-Rizal of Binagbag

National High School is my own work and that all of the sources that I have used or

quoted have been indicated and acknowledged by means of complete references.

Signature Date: _________________ Date: ________________

65