Factors Affecting Senior High School Track Preferences of Grade 9 Students of Don Bosco Technology Center, Inc. Academic Year 20142015: A Basis for Career Guidance Program A Study Presented to the
College Department Don Bosco Technology Center
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Science in Technical Education Major in Industrial Electronics Technology, Major in Mechanical Technology, and Major in Furniture Technology By
Joshua O. Japitan Grant Emerson D. Camangyan John Benedict L. Rodrigo Jason Thom C. Paez Johnrey T. Remeticado Eleonido D. Bacarisas
March 2015
Ranilo Camacho Adviser
ABSTRACT
This study aims to determine the factors that affect the senior high school track preferences of the Grade 9 students of Don Bosco Technology Center of academic year 2014-2014. This study utilizes descriptive method of research to determine the factors. It would see if dependent variables relating to personality, family/relatives, interests and job opportunities were significant factors influencing the track preferences of the respondents. The descriptive research used quantitative methods to assess
the feedback from the
respondents. Scale/questionnaire is given to the respondents to conduct the study personally and is collected after to gather all the results. Most of the literature gathered talks about the factors that affect career preferences/choices, namely personality, family, interests and job opportunities, which would specialized in senior high school of the k-12 curriculum.
iii
ACKNOWLEDGEMENT
This study had made through the guide and support of our Lord Almighty. We would like also to thank Mrs. Abella and Arnold Ocampo who let us borrowed a project data book sample in order to us researchers be guided in our every single paperwork. We would also thank our beloved Research teacher, Mr. Ranilo Camacho who taught our lessons very well and who guided us to our way up here. We would also like to thank him for his very long patience and generosity of his knowledge to us. We would also thank our fellow students and our dear educators especially Mr. Arnel Singson, Mr. Aubrey Sa-a, Mr. Anthony Tan and Ms. Loida Baran Who were there to help us in times of problems and also to all the respondents of our survey who really helped in study. Lastly, we would like to give thanks to the Japitan family and our families who were very supportive to us and provided all our needs for this study.
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TABLE OF CONTENTS Page Approval Sheet Project Title Abstract
iii
Acknowledgement
iv
Table of Contents
v
Chapters 1 The Problem and its Setting
1
Introduction
1
Conceptual Background
4
Theoretical Background
5
The Problem
2
8
Statement of the Problem
8
Significance of the Study
9
Scope and Limitations
10
Definition of Terms
11
Review of Related Literature
13
Personality
13
Family/Relatives
14
Interests
15
Job Opportunities
15
v
3
4
Methodology
19
Research Design
19
Locale of the Study
20
Research Respondents
21
Research Instruments
21
Data Gathering Procedure
21
Statistical Treatment of Data
22
Results and Discussions
24
Socioeconomic Profile of the Students
24
Age
24
Gender
24
Parents’ Educational Attainment
25
Parents’ Occupations
25
Socioeconomic Status
27
Fields of Study and Track Preferences
28
Field of Study
28
Track Preferences
29
Factors Affecting the Track Preferences
30
Personality
30
Family/Relatives
31
Interests
32
Job Opportunities
33
Resume on Factors Influencing Students’ Track Preference vi
35
5
Summary, Findings, Conclusions and Recommendations
36
Summary
36
Findings
37
Conclusions
38
Recommendations
39
Bibliography
40
Appendices
42
Appendix A – Letter to Conduct Study
43
Appendix B – Survey Questionnaire
44
Curriculum Vitae
48
List of Figures Figure 1
Conceptual Framework
4
Figure 2
SCCt Interest Model
16
Figure 3
Research Design Framework
20
Figure 4
Extent of the Factor’s Influence on Track Preference 35
List of Tables Table 1
Specification Grid on the Rating Scale/Questionnaire Affecting the Student’s Senior High School Track Preferences 22
Table 2
Frequency and Percentage Distribution by Age
24
Table 3
Frequency and Percentage Distribution of Parents’ Educational Attainment
25
Frequency and Percentage Distribution of Parents’ Occupations
26
Table 4
vii
Table 5
Frequency and Percentage Distribution by Socioeconomic Status
27
Table 6
Fields of Study that the Students would Pursue
28
Table 7
Track Preferences of the Grade 9 Students
29
Table 8
Personality as a Factor on Students’ Track Choice
30
Table 9
Family/Relatives as a Factor on Students’ Track Choice
31
Table 10
Interests as a Factor on Students’ Track Choice
33
Table 9
Job Opportunities as a Factor on Students’ Track Choice
34
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CHAPTER 1 THE PROBLEM AND ITS SETTING Introduction The Philippines is one of the three countries remaining in the world, namely Djibouti and Angola in Africa, and the only remaining country in Asia with a 10- year pre-university program. This short period makes it difficult for Filipinos to be competitive with other countries that have at least 12 years of basic education. The majority who do not go to college are too young to enter the labor force, thus, they would either be unemployed to set up businesses or cannot legally enter into contracts. With this apparent problem on education, the Department of Education has started to implement the new K-12 Curriculum, which is a major reform in the curriculum for all schools nationwide. This reform includes decongesting and enhancing the basic education curriculum for learners to master basic competencies, lengthening the cycle of basic education to cover kindergarten through year 12.
By prolonging the basic education, that is, adding
kindergarten and two years in high school, the program ensures that graduates earn the necessary skills and reach the legal age for employment to qualify entrance into the world of work, if they desire or need to do so. On the other hand, graduates who opt to go to tertiary education are deemed better prepared for college study (SEAMEO INNOTECH, 2012). A major change brought about by K-12 curriculum is the addition of two years in secondary education, known as Senior High School (SHS). The old 4-year secondary curriculum will be now renamed as Junior High School (JHS) which starts from Grades 7 to Grade 10, and Senior High School will follow through from Grades 11 to 12. The additional two years of SHS would mean that the high school graduates are better prepared for whatever path they will choose, and be of legal age (18 years old) to be lawfully employed upon graduation. The secondary education curriculum, in itself, would be reformed too. All core subjects, namely: Science, Mathematics, Araling Panlipunan, MAPEH 1
and Edukasyon sa Pagpapakatao; will be taught using the spiral approach wherein learning is a process of building upon previously learned knowledge. The newest addition and one of the main highlights of K-12 curriculum is the Career Pathways, more known as Tracks. It offers opportunities for specialization in Academic, Technical-Vocational-Livelihood, Sports and Arts fields. The students may choose based on aptitude, interests and school capacity. The choice of the career track will determine the content of the subjects the student will take in Senior High School as preparation for his/her career. The tracks aforementioned are as follows: 1. Academic, which is further subdivided into three strands: a. Accountancy, Business and Management (ABM) b. Humanities and Social Sciences (HUMSS) c. Science, Technology, Engineering and Mathematics (STEM) 2. Technical-vocational, which is further subdivided into four strands: a. Agriculture-Fisheries b. Home Economics c. Industrial Arts d. Information and Communications Technology (ICT) 3. Sports 4. Arts and Design At Grades 7 and 8, students will study exploratory subjects by taking four Technology and Livelihood Education (TLE) courses for each Grade. At Grades 9 and 10, TLE specializations are offered, then at Grades 11 and 12 career pathway specializations are offered. Career pathways lead to eligibility 2
for Certificate of Competency (COC), which TESDA issues to individuals who satisfactorily demonstrate competence on a particular or cluster of units of competency. The COC leads to certification beginning with NC 1 which indicates the performance of a routine and predictable task, requiring little judgment and supervision, and NC 2, the performance of a prescribed range of functions. Aside from certification of TESDA, other recognition may be issued by other government or non-government agencies. For instance, art-related career pathways may be assessed by the National Commission for Culture and Arts (NCCA); sports-related career pathways may be assessed by the Philippine Sports Commission (PSC); and foreign languages may be assessed by TESDA or foreign language institutes. The first phase of K-12 implementation has been started on AY 20122013, wherein the new curriculum is now being offered for Grade 1 and Grade 7. For AY 2014-2015, the pioneer Grade 7 class is now at Grade 9, and in AY2016-2017, they would be the first batch of Senior High School graduates of the K-12 program, as this class would be the first to take up Senior High. The career specializations offered by the K-12 curriculum serves as a stepping stone for the students to plan up and act upon on their chosen career. As the future pioneer batch of Grade 12 graduates, the Grade 9 students of AY 2014-2015, are at the phase wherein they would choose their specialization that they would take up for Senior High School. Thus, it is important to determine the specialization that they are about to take and the factors as to why they chose the said track.
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Conceptual Framework The focus of this study was undertaken by the following conceptual framework shown in Figure 1 which has a three part process: the input, process and output. Input – This includes the socio-demographic profile of the students, their choice of field of study to specialize, their track preference and the factors that affect their preference. Process – In the research process, this includes determining their track preferences and determining the leading factors that affect their preference. Output – This study would identify the track preferences of Grade 9 students of Don Bosco Technology Center and the factors that affect them which can be used as basis for a career guidance program of the said school and for certain institutions that would like to design and implement a Senior High School program.
INPUT
PROCESS
OUTPUT
•Socio-Demographic Profile of Respondents •Track Preferences •Factors that Affect their Preferences
•Tallying of Data •Weighting the Extent of Influence of the Factors
•Senior High School Track Preferences • Leading Factor(s ) •Basis for a Career Guidance Program •Insight for Design and Implementation of SHS Program
Figure 1: Conceptual Framework 4
Theoretical Framework The study is anchored on the theory of Donald Super which focuses on the development of life roles over the life span with emphasis on inter-role congruence. His vocational concept as a part of self-concept is formed; it is the driving force that establishes a career pattern one will follow through life (Super, 1990). Vocational developmental tasks are derived from vocational stages which provides framework for vocational behavior and attitudes. The vocational developmental stages are as follows: 1. Growth (birth-age 14 or 15), characterized by development of capacity, attitudes, interests, and needs associated with self-concepts; 2. Explanatory (ages 15-24), characterized by a tentative phase in which choices are. 3. Establishment (ages 25-44), characterized by trial and stabilization through work experiences; 4. Maintenance (ages 45-64), characterized by a continual adjustment process to improve working position and situation; and 5. Decline (ages 65+), characterized by preretirement considerations, reduced work output, and eventual retirement. The crystallization task (ages 14-18) is forming a preferred career plan and considering how it might be implemented. Pertinent information is studied with the goal of becoming more aware of the preferred choice and the wisdom of preference. The specification task (ages 18-21) follows in which the individual feels the need to specify the career plan through more specific resources and explicit awareness of cogent variables of the preferred choice. The implementation task (ages 21-24) is accomplished by the completion of training and entry into the career and develops a feeling of security in career position. The stabilization (ages 24-35) is reached when the individual is firmly established in a career and develops a feeling of security in career position. Finally, the consolidation task (35+) follows with advancement and seniority in 5
a career. Super also identified six dimensions that were thought to be relevant and appropriate for adolescents: 1. Orientation to Vocational Choice (an attitudinal dimension determining whether the individual is concerned with the eventual vocational choice to be made); 2. Information and planning; 3. Consistency of Vocational Preferences (individuals’ consistency of preferences); 4. Crystallization of Traits (individual progress toward forming a selfconcept); 5. Vocational Independence (independence of work experience); and 6. Wisdom of Vocational Preferences (dimension concerned with individuals ability to make realistic preferences consistent with personal tasks.) This theory is found to be appropriate because of its stressfulness in terms of developing a career plan that will guide the individual in choosing his/her career pathway. Also, Super’s six-dimension is appropriate for adolescent is truly applicable because high school students fall under this category. Another theory adopted for the research is David Tiedeman’s “SelfDevelopment Approaches to Career”. Tiedeman believes that evolving egoidentity is of central importance in the career development process. Tiedeman referred to the evolving self-in-situation from the earliest awareness of self
to point at which
individual becomes capable of evaluating
experiences, anticipating, and imagining future goals, and storing experiences in memory for future reference with Tiedeman’s context of Erik Erikson’s eight psychosocial crises. Self-in-situation, self-in-world and the orientation of work evolve as one resolves the psychosocial crises of life. Tiedeman therefore conceptualized a paradigm for problem-solving as the mechanism of career decision making. The paradigm covers four aspects of anticipation or 6
preoccupation (exploration, crystallization, choice, and clarification) and three aspects of implementation of adjustment (induction, reformation, and integration). Tiedeman stressed out why individual change their courses of action because of external factors because of external forces (such as the call of the armed forces, an economic crisis, the work setting itself) or by broad psychological drives (such as unmet needs, changing aspirations, role diffusion). According to the prescribed sequence, a new decision unfolds and must be made, beginning with exploration and eventually reaching integration. If integration is not reached once again, the individual may adapt to a career environment or may simply withdraw and begin a new search for eventual integration. The rationale between these two theories is one follows a vocational self-concept which is a driving force that establishes a career pattern one will follow through life but there are some factors could might altered this pattern. These factors, such as external forces (called of armed services, economic crisis, and work setting itself) and psychological drives (unmet needs, changing aspirations, role diffusion) altered the career patterns of individual. Super said that indecisiveness is a period in developmental process when interests have not been fully crystallized.
Individuals lead to
discriminate two or more choices of two or more occupational objectives when uncertainty about future occurs. Tiedemann noted that as individuals become more aware of the developing character of the career process itself, they are more willing to make changes and to alter or redefine a decision.
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THE PROBLEM Statement of the Problem This study aims to determine the factors that affect the senior high school track preferences of the Grade 9 students of Don Bosco Technology Center of the Academic Year 2014-2015. Specifically, it seeks to answer the following: 1. What are the socio-economic profile of the Grade 9 students in terms of: a. Age;
d. Parents’ Occupation;
b. Gender;
e. Socio-Economic Status?
c. Parents’ Educational Attainment;
2. What career/field do the respondents want to specialize and pursue further once they graduated from Grade 10? 3. What track would the respondents prefer to take up for senior high school? 4. What are the leading factors that affect the respondents’ preference among these areas: a. Personality
c. Interests; and
b. Family/Relatives
d. Job Opportunities?
5. To what extent do the four factors mentioned in Question 4 influence the students’ track preference?
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Significance of the Study Learning is the aspect of development that connotes modification of behavior, skills and knowledge that results from practice and experience which sought for quality education. The generalization of this present study would be a great contribution to the vast knowledge in relation to student’s achievements. Vital results of this investigation could be highly significant and beneficial specifically to the following: Researchers – As future instructors of the K-12 curriculum, this study will greatly help and inspire them to be more innovative and carry out the programs of Department of Education (DepEd) that will be beneficial to both the learners and teachers. Students – As the prospective Senior High School learners in the future, the findings of this study would benefit and inspire them to formulate and act upon on their career plans in the future. Teachers – As the ones who have a huge part in the teaching-learning process, this study would help them to reassert and focus more on their fields and subsequently cater a better learning experience for students, especially for the teachers who would be teaching in Senior High School. School Administrators –This study would enable them to find ways and means to improve the students’ abilities and skills that would empower them to pursue meaningful careers. They can also gain insights into the quality of education that they currently offer to the K-12 students. Curriculum Planners – This study would give insights to them in designing and implementing a feasible Senior High School curriculum that would teach the skills and knowledge that the students need. Don Bosco Technology Center – This is where the results of the study shall serve as reference in the materialization of the K-12 Senior High School Curriculum.
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Community – The community shall also benefit from the study in a sense that they are vital to the development of the school (DBTC) and as such, they would eagerly give support in the future development of this school. External Stakeholders – The alumni, parents, local leaders and organizations would be motivated to support the student’s right for education. Government Agencies – Agencies, especially the Department of Education, are benefited for they will gain wisdom in providing quality service to the students especially the secondary students through the realization of K12 program and would be motivated to continuously shape and improve the quality of education in the country. Future Researchers – This study would serve as reference that would help in conducting their own research studies.
Scope and Limitations The study is to be conducted at Don Bosco Technology Center – BED Department. The said school is selected based mainly on the proximity of its location to the researchers and on the kind of the education that they offer to its clientele. DBTC is a Catholic school situated at Pleasant Homes Subdivision, Punta Princesa, Cebu City. The school’s education system is characterized by reason, religion and loving kindness, and aims to instill religious values to the students and at the same time giving emphasis to technological work of education that hones their self-discipline, skills and attitude while maintaining sense of self-responsibility. This study focuses on the senior high school track preferences of their Grade 9 students of the Academic Year 2014-2015. It will look into their socio-demographic profiles in terms of gender, age, parents’ educational attainment, parents’ occupation, and size of income, their choice of field of study to specialize, their track preference, and the influence of personality, family/relatives, interests and job opportunities on the said track preference.
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The researchers considered the Grade 9 students since they are the first batch of prospective learners of Senior High School in the coming AY 2016-2017. Grade 9 also is where assessments for specializations are being conducted, such as NCAE.
Definition of Terms The following terms are operationally defined to enhance the understanding of the readers of this study. 1. K-12 program – is the newly implemented educational system in the Philippines where in it covers Kindergarten and 12 years of basic education 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 entrepreneurship. 2. Senior High School – is the second part of secondary education under the K-12 program, wherein the students would take up the subjects under their career pathway specialization 3. Career Pathways – optional courses that offers the student for specialization in academic, technical-vocational, sports and arts, and entrepreneurship. 4. Socio-Demographic Profile – refers to gender, age, parent’s educational attainment, parent’s occupation, size of income, and sibling position. 5. Senior High School Track Preference – It is the choice of the student for senior high school specialization. The choices are as follows: Academic, Technical-Vocational, Sports and lastly Arts and Design. The Academic track has three strands: (1) Accountancy, Business and Management, (2) Humanities and Social Sciences, and (3) Science, Technology, Engineering and Mathematics. On the other hand, the specializations under the Technical-Vocational fall either into four: (1) Agriculture and Fisheries, (2) Home Economics, (3) Industrial Arts, and (4) Information and Communication Technology. 11
6. Personality – It refers to the desired careers that the children want to be upon becoming adults. 7. Opportunities – These are favorable juncture of circumstances. In this study, opportunities would refer to the circumstances favorable employment or pursuing a career, e.g. location, trends, high pay, etc. 8. Interests – These are the qualities or things that attract one’s attention and make him/her want to learn more about something or to be involved/engaged in something.
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CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a selection of literature and studies that has a bearing on present study. The researchers have gone through intensive readings of materials, both printed and online, all of which has a great significance to the problem during the course of thesis writing. Most of the literature
gathered
preferences/choices,
talks namely
about
the
personality,
factors family,
that
affect
interests
career
and
job
opportunities, which would be specialized in Senior High School of the K-12 curriculum.
Personality There has been a lot of talk whether or not passion is the sole way for choosing an individual’s career path. But there are other significant factors that can influence the career path, not just passion. Several recent studies shows that understanding the personality the individual’s own traits and characteristics, rather than passion, are a key to career fulfillment and success. An article posted by Adecco UK (Adecco UK, 2015), a part of a Swiss multinational human resource consulting company of the same name, states that it is worth finding out what type of worker an individual is with the increasing of employers utilizing personality and psychometric testing procedures to analyze the employee’s attributes beyond qualifications. It is also stated in the article that “choosing a job to which an individual is inherently suited –rather than just able to convince the interviewer that he/she is interested in the position – will make him/her a happier, more productive employee.” There are many methods for assessing personality type, and the most common is the RIASEC model of the psychologist John L. Holland (Holland, 1973), which is developed from his theory which postulates that people project self- and world-of-work views onto occupational titles and make career 13
decisions that satisfy their preferred personal orientations based on the premise that personality factors. Holland’s model constitute of six basic personality
types,
namely:
Realistic,
Investigative,
Artistic,
Social,
Enterprising, and Conventional. From the 6, the model provides the possibility of a 720 different personality patterns. The results will show the tendencies of a person to lean towards a certain type of personality, which would provide a list of careers that might suit the person best. Another study that establishes the influence of personality on career choice is of Dr. Claudia Harzer and companions of University of Zurich (Harzer, et.al, 2012), which focuses on the character strengths of an individual and how it affects their career. From interviews of over 1,000 working people, their study shows that the degree of positive experiences increases with the number of personal character strengths, or so-called “signature strengths”, applied at work. This would imply that understanding what roles a person are best suited to based on his/her personality is what will make him/her the most happy at work.
Family/Relatives Respect for family is one of the most influential factors that impact Filipino students’ career decision. It is concurred that “Out of respect and loyalty, it may not be appropriate to express personal desires; rather, one may alter one’s interests to maintain harmony.” As a sign of respect, Filipino children want to do well for the sake of the family, follow parents’ advice about choosing a job or major in college and lastly, make sacrifices for the family (Finlayson, 2009). For practicality reasons, it is also reported that parents usually encourage careers that will not cost much money, but at the same time, are stable sources of income. Careers in nursing, accounting, and engineering are highly popular for Filipino families (Saysay, 2011). In an online blog article by Angerman, family background is one of the major factors to examine for those who seek career guidance. When talking about “family background” issues, the extent of influence of the parents and the extended family has on the person is at focus – both at positive and negative ways. This includes the place where he grew up, the economic 14
realities facing the family, illness, the countries of origin, among others (Angerman, 2009).
Interests Social cognitive career theory (SCCT) is grounded in Bandura’s (1986) social cognitive theory, and explores how career and academic interests mature, how career choices are developed, and how these choices are turned into action. This is achieved through a focus of three primary tenets: selfefficacy (beliefs people have about their ability to successfully complete the steps required for a give task), outcome expectations (beliefs related to the consequences of performing a specific behavior), and goals (decisions to begin a particular activity or future plan) (Lent et al., 1994). The SCCT interest model, as depicted in Figure 2, shows that career interests are regulated by self-efficacy and an outcome expectation, which means people, will form lasting interests in activities when they view themselves as competent at it and when they anticipate that performing it will produce valued outcomes. It can also be seen from the figure that emergent interests (along with self-efficacy and outcome expectations) promote particular goals for activity involvement. In other words, as people develop an affinity for an activity at which they feel efficacious and expect positive outcomes, they form goals for sustaining or increasing their involvement in that activity.
Job Opportunities There are many opportunities that wait for every career that one wants to pursue. Some people may stumble upon better occupation opportunities, thanks to the strategies and steps that they follow. Investigating for career opportunities is well worth taking time (Mind Tools, 2014). By doing this, one can discover opportunities that are perfectly matched to his/her interests or skills, find out about promotions and job openings before anyone else, and identify ways of expanding the knowledge and skills needed for that career.
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Figure 2:
SCCT Interest Model
Self-efficacy expectations
16
Sources of self-efficacy and outcome expectations
Interests
Intentions or goals for activity involvement
Self-efficacy expectations
Copyright © 1993 by R.W.Lent, S.D. Brown, and G. Hackett. Reprinted with permission.
Activity selection and practice
Performance outcomes (e.g. goal attainment, skill development)
Opportunities exist for schools to take greater advantage of the fact that their students are working by integrating employment and school experiences to the benefit of adolescents’ vocational development. Guidance counselors can play a key role in spearheading such efforts. Many youth do not see their jobs as connected with their future work lives or as having any influence on their occupational preferences. More can be done to develop internships and work-school cooperative programs that might involve workplace visits or job shadowing, for example. Through such programs, youth are exposed to the possibilities of working in particular kinds of settings; they can learn about the requirements to fill certain kinds of jobs and do particular types of tasks (Hamilton & Hamilton, 2000). Opportunities in career choice would include academic settings, technical schools, entry-level job openings, job shadowing, vocational guidance, job placement, and industry contacts. Super (Super, 1957) stated, surprisingly enough, that intelligence has little to do with getting entry-level positions; rather, maturity, as in physical size and manner, is valued more by the employer than intelligence. An academic background that closely meets the desired qualifications for a job is a critical factor. Likewise shop skills are essential for some jobs in that they would benefit someone pursuing a machine trades career. Extracurricular activities are beneficial to a job hunt. A record of clubs and activities provides evidence of leadership and the ability to work in groups. The careers most suited for someone with many extracurricular activities on her/his resumé are sales, junior executive positions, and an educational career. Work experience has been seen as the way a student demonstrates responsibility and dependability. Those that are in the position to have the best contacts are students with parents who hold supervisory or executive positions. Super stated that can be a hard fact to face, sometimes it is not what one does know, but who does he know (Super, 1957). Schools and employment services have played a huge role, therefore, in the social mobility of students entering the workforce. Schools and employment agencies have matched the qualifications of the job to the education level of the career seeker, using computers, and eliminating barriers of distance quite easily. 17
Vocational guidance is a final factor in getting a job. Vocational counseling could reduce the number of changing vocational choices early in one’s life. Psychological testing, one means of helping a student focus on an appropriate career choice, resulted in better employment records, as shown for example in the stability, promotions earnings, and employer ratings throughout the student’s career (Super, 1957).
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CHAPTER 3 METHODOLOGY
This chapter contains the research design and the methodology used in the conduct of this study. It incorporates the sampling technique, sources of data, the research subjects, population of the study, the instrument utilized to gather data, as well as the statistical tools employed in processing the data. This chapter is showing how the researcher came to the necessary data for this study, and how these data were analyzed, interpreted and presented in the easiest way possible.
Research Design This study utilizes the descriptive method of research to determine the factors that affect the senior high school track preferences of the Grade 9 students of Don Bosco Technology Center of the Academic Year 2014-2015. It would see if dependent variables relating to personality, family/relatives, interests and job opportunities were significant factors influencing the track preferences of the respondents. This descriptive research would use quantitative methods to assess the feedback from the respondents. The research design, depicted in Figure 3, follows an Input-ProcessOutput framework. The Input portion includes the socio-demographic profile of the students, their choice of field of study to specialize, their track preference and the factors that affect their preference. The Process portion includes determining their track preferences and determining the leading factors that affect their preference. And at the end, the Output portion would have the track preferences of Grade 9 students of Don Bosco Technology Center and the factors that affect them which can be used as basis for a career guidance program of the said school and for certain institutions that would like to design and implement a Senior High School program.
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INPUT
PROCESS
OUTPUT
•Socio-Demographic Profile of Respondents •Track Preferences •Factors that Affect their Preferences
•Tallying of Data •Weighting the Extent of Influence of the Factors
•Senior High School Track Preferences • Leading Factor(s ) •Basis for a Career Guidance Program •Insight for Design and Implementation of SHS Program
Figure 3: Research Design Framework Locale of the Study Don Bosco Technology Center (DBTC) is a sectarian educational institution managed and operated by the Salesian Brothers and Fathers of Don Bosco. It occupies a five-hectare school area situated at the foot of Buhisan hills within Pleasant Homes Subdivision at the suburbs of Cebu City, particularly at Brgy. Punta Princesa. Aside from the three main buildings, the school also has a gymnasium, two football fields, an indoor futsal court, basketball courts, a tennis court, chapel and audio-visual facilities. The school also has workshops and laboratories for mechanical, furniture, electronics, electrical and computer courses. The students of the Basic Education Department (BED), which offers Grade 1 to Grade 10, of the institution are all boys; while the College and TVED (Technical-Vocational Education) departments share a co-ed status.
20
Research Respondents The research respondents in this study are all of the Grade 9 students of the BED department of DBTC of Academic Year 2014-2015. The whole batch is divided into four (4) sections, with an average of 45 students per section. From the total population of 190 students, the study garnered an 87.89% respondent turnout.
Research Instruments For this study, a survey rating scale/questionnaire was used to gather the respondents’ feedback. Table 1 shows the specification grid of the 16-item rating scale/questionnaire for the respondents regarding the factors that affect the students’ senior high school track preference. Part I of the questionnaire covers the socio-demographic profile of the respondent; such as age, gender, parent’s educational attainment, parents’ occupation, and socio-economic status. Part II covers the career/field that the respondent would pursue and their track preference as mentioned in Chapter 1. Lastly, the respondents were asked of their preferred response in a 16-item rating scale that is under Part III, wherein they would rate each item on a scale from 1 to 5, with 1 as “not influenced” and 5 as “very much influenced”.
Data Gathering Procedure Approval to distribute the questionnaires and conduct the study was secured from the school administrator. The researchers then distributed the survey forms and conducted the study personally. The study was administered during the last 10-15 minutes of the morning part of their Final Exam.
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Table 1: Specification Grid on the Rating Scale/Questionnaire on the Factors Affecting the Student’s Senior High School Track Preference Content Part I: Student Profile A. Gender B. Age C. Parents’ Occupation D. Parent’s Educational Attainment E. Socioeconomic Status Part II: Career Preferences and Track Preferences A. Career/Field to Specialize B. Track Preference Part III: Factors Affecting Senior High School Track Preference for Students A. Childhood Aspirations B. Family/Relatives C. Peer Influences D. Job Opportunities Total:
Item Numbers
Total Items
1–4
4
5–8 9 – 12 13 – 16
4 4 4 16
Statistical Treatment of Data For Part I and II, which covers the profiling of the respondents, frequencies and percentages are used. For Part III, weighted mean was used with the following formula:
where: = weighted mean (f x w) = summation of the product of each frequency and the assigned weight n = number of respondents 22
Part III comprises a 5-point Likert scale, with 1 for the lowest and 5 for the highest. The following describes the weight and the mean range of the degree of influence, represented by each point: WEIGHT
MEAN RANGE
DESCRIPTION
5
4.20 – 5.00
Very Much Influenced, deeply concerned
4
3.40 – 4.19
Influenced, concerned to some extent
3
2.60 – 3.39
Somewhat Influenced, sometimes concerned
2
1.80 – 2.59
Less Influenced, slightly concerned
1
1.00 – 1.79
Not Influenced, no concern
Graphs are used to illustrate the summarized findings from the survey.
23
CHAPTER 4 RESULTS AND DISCUSSIONS In this chapter, the statistical results of the study are divided into 3 (three) parts and each have a corresponding table for every topic/matter at focus. The first part consists of the socioeconomic profile of the Grade 9 students of Don Bosco Technology Center. The second part of the statistical results is the fields of study they want to pursue and their track preferences. The third part consists of the factors influencing student’s track preferences and the extent of which said factors influence the track preference. There would also be discussion regarding the data that be included.
SOCIOECONOMIC PROFILE OF THE STUDENTS Age Table 2:
Frequency and Percentage Distribution by Age
Age 13-14 15-16 17 and above TOTAL
Frequency 8 158 1 167
Percent 4.79% 94.61% 0.59% 100%
Table 2 clearly shows that majority of the respondents are 15 – 16 years old with a frequency of
94.61%. This implies that the common age of
Grade 9 students is between 15 – 16 years of age. Gender All of the respondents are males on the basis that Don Bosco Technology Center is an all-boys school.
24
Parents Educational Attainment Table 3:
Frequency and Percentage Distribution of Parents’ Educational Attainment
Educational attainment
Mother Frequency Percent
High School Graduate College Level College graduates Unknown TOTAL
Father Frequency Percent
1
0.59%
6
3.59%
0
0%
0
0%
126
75.44%
134
80.23%
40 167
23.95% 100
27 167
16.16% 100
From the table above, it can be seen that the majority of the mothers are college graduates, which comprises 75.44% of the mothers. The same is also applicable for the fathers, majority of which are college graduates at 80.23%. This may imply these college graduates are already professionals that have useful skill sets and knowledge for their fields. One can find the “unknown” category that is added in the table. This is so because in the course of tabulation, some respondents did not fill in the specific field mostly on the reason that they did not know on what level of education their parents achieved the highest, among others.
Parents Occupations Parents’ occupations are classified into two; blue collar and white collar occupations. a white-collar worker is a person who performs professional, managerial, or administrative work. White-collar work is performed in an office, cubicle, or other administrative setting. Other types of work are those of a blue-collar worker, a working class person who performs manual labour.
25
Blue-collar work may involve skilled or unskilled manufacturing, mining, sanitation,
custodian,
work,
oil
field,
construction,
mechanical,
maintenance, warehousing, firefighting, technical installation and many other types of physical work. Often something is physically being built or maintained. Table 4:
Frequency and Percentage Distribution of Parents’ Occupations
Occupation
White collar Blue collar None Unknown TOTAL
Mother Frequency Percent 50 50 49 18 167
29.94% 29.94% 29.34% 10.77% 100
Father Frequency Percent 37 100 10 20 167
22.15% 59.88% 5.98% 11.97% 100
Table 4 clearly shows us the difference between the husbands and the wives. Under the “none” category parents mostly do not have occupations and would default as being housewives/househusbands. Their primary role is that of a child-care provider, supporting their children's physical, intellectual, and emotional development while sharing or outsourcing other aspects of home care. Also under the same category are parents that are retired or deceased. The “unknown” refers to the case wherein the respondents did not know the parents occupation of their parents. For mothers, the distribution is evenly distributed among the whitecollar and blue-collar occupations, each comprising 29.94% of the mothers’ population. These are followed by “none” category, just short of 0.60% to make the three categories even. On the other hand majority of the father’s occupations are blue-collar. This is indicative of the work environment that they specialize on and the skill set that they have to carry out the work assigned.
26
Socioeconomic status Socioeconomic status of the respondents was measured through the annual income of both parents. They are then classified into high-class (annual income of more than Php 300,000.00), middle-class (annual income ranging from Php 120,000.00 to Php 300,000.00) and low-class (annual income less than Php 120,000.00). Table 5:
Frequency and Percentage Distribution by Socioeconomic Status
Socioeconomic status High Middle Low Unknown TOTAL
Frequency 106 36 3 22 167
Percent 63.47% 21.56% 1.80% 13.17% 100%
From the table, it can be seen that majority of the students are of highclass families, making up 67.28% of the population, and is followed by students of middle-class families, comprising 21.56% of the respondents. It can be implied that the parents of the high-class families are financially able enough to sustain the family, enrol their sons at a religious private school like DBTC, and still be able to acquire their needs and wants.
27
FIELDS OF STUDY AND TRACK PREFERENCES Field of Study The following table shows the frequency of the fields of study of Grade 9 students that they want to pursue. Table 6: Field of Study Medicine Engineering Business Languages Arts Sciences Social Sciences Education Management Others TOTAL
Fields of Study that the Students would Pursue Frequency 20 67 23 4 11 7 3 0 6 26 167
Percent 12% 40% 14% 2% 7% 4% 2% 0% 3% 16% 100%
Table shows the fields of study of the respondents. Majority of the students would pursue the Engineering field, comprising 40% of the population. 12% of the respondents would pursue Medicine, 14% would go for Business, while 16% of the respondents would specialize in the fields that weren’t mentioned in the survey questionnaire, such as Architecture or Music. A sensible explanation as to why majority of the respondents are to take the Engineering field lies on the training of their technical skills that is provided by Don Bosco Technology Center. The school also distinguishes itself by giving emphasis to technological work of education for effectiveness of work education for self-discipline and responsibility. With that training, they are armed with skills and knowledge that would give them an edge in the Engineering field.
28
Track Preferences The following table shows the frequency and the percentage of the track preferences of Grade 9 students. Table 7:
Track Preferences of the Grade 9 Students
Track Preferences Academic HUMSS ABM STEM Technical-Vocational-Livelihood Home Economics Agriculture-Fishery Industrial Arts ICT Sports Arts and Design TOTAL
Frequency 98 27 23 48 30 9 1 9 11 21 18 167
Percent 59% 16.17% 13.77% 28.74% 18% 5.39% 0.59% 5.38% 6.59% 12% 11% 100%
Table 7 shows the track preferences of the respondents. Majority of the students prefer the Academic track specifically on STEM which comprises 28.74% of the population, followed by HUMSS at 16.17% and ABM at 13.77%. It would make sense that the students that would pursue Engineering and Medicine would take up STEM strand. Compatibility would be essential in this stage, for if one does not know what strand or track would lead to his career, he may end up choosing the wrong one and regret it later on.
29
FACTORS AFFECTING THE TRACK PREFERENCES Career choice requires self-assessment. Students have to be wellinformed to make wise decision about careers as information is crucial on making a satisfying career choice. There is a need to update information in order to reflect any changes in the self-analysis or in goals. It is vital that options be open to prepare the students for a broad range of possible careers. This study explores factors that influenced students’ selection of specific track for senior high school. One hundred sixty-seven student respondents rated the extent career factors influenced students’ career choices.
Personality Personality helps a person in finding the career that he is inherently suited in (Adecco UK, 2015). As his characteristics define his behavior at work, this may affect his productivity. Table 8 shows that personality is being put to consideration in choosing a career that they will specialize on the Track that they preferred. Ranked first is the fitting of the personality to career choice. Second is the increase in productivity due to the traits that the person has. Table 8:
Personality as a Factor on Students’ Track Choice (N=167)
Weighted Mean My personality fits best in my chosen career 4.05 that I would take from this Track. My traits and understanding of them will give 3.96 me an advantage on landing to my pursued career. I am more productive in the career that I’ll 3.97 practice due to my traits. My attributes should be ideal for the career 3.95 that I would focus on. TOTALITY 3.99 Personality
1. 2.
3. 4.
30
D
Rank
I
1
I
3
I
2
I
4
I
Some students believe that their understanding of their traits give them an edge in landing in his pursued career (Rank 3). Lastly, some students do believe that their attributes should be ideal for the career on focus (Rank 4). The totality mean of 3.99 meant that Personality influenced the students’ track preference. Students do consider personality as factors, but most of them didn’t let it influence their decisions that much, on a possibility that they can adjust to the occupation or career that they will be focusing on.
Family/Relatives Many Filipinos do take upon the parents’ or relatives’ suggestion on what they should specialize when they grow up. Sometimes they suggest careers that wouldn’t cost that much, and at the same time, are stable sources of income. Table 9 on the family/relatives showed that the students are aware that their own families would give support to him on their chosen career, which Ranked 1.
This factor Influenced the student’s choice on his Track. Of
course there are a lot of other factors that he may consider, and he may less likely be influenced by his family based on their socioeconomic status and the ability to financially support his schooling. Table 9:
Family/Relatives as a Factor on Student’s Track Choice (N=167)
Weighted Mean My parents and/or relatives took the same 3.23 career that I would pursue. Preferences are made by a relative since they 3.14 will provide for the expenses. My family will give me support on the chosen 4.12 career for me. I believe that they are the one who are 2.96 responsible to choose a career for me since they may know what is best for me. TOTALITY 3.37 Family/Relatives
5. 6. 7. 8.
31
D
Rank
S
2
S
3
I
1
S
4
S
Other factors that Somewhat Influenced the student’s track choice on the aspect of family/relatives include: going for the same career as the other members of the family (Rank 2), preferences made by the benefactor of the expenses (Rank 3), and the responsibility of the family to choose on the basis of knowing what is best (Rank 4). The totality mean of 3.37 meant that the family/relatives Somewhat Influenced the track preference of the students. The results from the Socioeconomic Profile of the Students presented the High socioeconomic level of the students’ families, the parents’ educational status being college graduates, and the parent’s occupations which the majority having WhiteCollar jobs which could assure their students of at least college support. It would imply that the students can think less on worrying on sustaining college support themselves.
Interests Most students, when making career choices, will say “I want something interesting”. The interests have already influenced many choices that a person has made, from the choice of breakfast in the morning to the late-night movie to watch before going to bed. And those are likely to have similar influence to career choice, the main emphasis on choosing a Track. Table 10 on the interests showed that the students are particularly interested in the career that they will pursue from the Track that they will take up, which Ranked 1. This factor Very Much Influenced the student’s choice on his Track. Particularity on the interest sparks a person’s curiosity about an object or an activity, and in turn, will surely find a way so that he can to learn most from it and earn something valuable from it.
32
Table 10:
Interests as a Factor on Student’s Track Choice (N=167)
Weighted Mean 9. I am particularly interested in this career that 4.26 I’ll pursue from this Track. 10. I like doing things related to the career that 4.19 I would specialize in this Track. 11. An experience piqued my interest for this 3.92 career. 12. I see myself as competent at this career 4.05 that I’ll pursue from this Track. TOTALITY 4.11 Interests
D
Rank
VI
1
I
2
I
4
I
3
I
Other factors that Influenced the students’ track choice on the interests aspect include: liking the work related to the career (Rank 2), vision of being competent in the career (Rank 3) and a case of an experience triggering the interest (Rank 4). The totality mean of 4.11 meant that interests Influenced the track preferences of the students. There may be other major factors that, in one way or another, overshadow interest as being very much influencing, such as the nature of the career, skills, and limitations, among others.
Job Opportunities There are many opportunities that surround the career a person wants to pursue. Being investigative with opportunities makes him discover more, and those opportunities would make his career life better. Table 11 on the job opportunities showed that the students are aware on the opportunities surrounding their chosen career, which Ranked 1. This factor Influenced the student’s choice on his Track. This would imply that the student is able to investigate, knows what opportunities are present in the career and which among the opportunities would be the one that the person would surely seize. 33
Table 11:
Job Opportunities as a Factor on Student’s Track Choice (N=167)
Weighted Mean 13. There are abundant opportunities I can 3.96 avail from the career I would pursue. 14. The Track that I chose will help me to find a 3.99 suitable career easily. 15. The career that I would pursue is timely in3.78 demand. 16. I am fully aware of the opportunities that 4.02 surround the career that I seek. TOTALITY 3.99 Job Opportunities
D
Rank
I
3
I
2
I
4
I
1
I
Other factors that Influenced the students’ track choice on the opportunities aspect include: easiness of finding a suitable career (Rank 2), awareness of the abundant opportunities available (Rank 3) and the timeliness of the demand of the career (Rank 4). The totality mean of 3.99 meant that interests Somewhat Influenced the track preferences of the students. The students may consider the opportunities less in making track preferences, but it shouldn’t be disregarded, especially in today’s fast-paced world, wherein many opportunities are open for people to grab.
34
Resume on Factors Influencing Students’ Track Preferences
Figure 4: Extent of the Factors' Influence on Track Preference 4.5
4 W E I G H T E D
3.99
3.99
Interests
Job Opportunities
3.37
3.5 M E A N
4.11
3 2.5 2 1.5 1 0.5 0 Personality
Family/Relatives
Factors Affecting Students' Track Preference
MEAN RANGE
DESCRIPTION
4.20 – 5.00
Very Much Influenced (VI)
3.40 – 4.19
Influenced (I)
2.60 – 3.39
Somewhat Influenced (S)
1.80 – 2.59
Less Influenced (L)
1.00 – 1.79
Not Influenced (N)
Figure 4 shows that the Personality, Interests and Job Opportunities Influenced a students’ track preference.
This shows that the students’
personality traits, likes and interests and awareness to job opportunities influenced them to some extent and gave them direction which would guide them towards a career decision. Family/Relatives somewhat affect their preference because the students can rest easy and trust on the support that their families give them.
35
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter discusses the summary, findings and conclusions of the study. Recommendations are also forwarded in this chapter.
Summary This study was conducted to determine the factors that affect the senior high school track preferences of the Grade 9 students of Don Bosco Technology Center of the Academic Year 2014-2015. Specifically, it seeks to answer the following: 1. What are the socio-economic profile of the Grade 9 students in terms of: a. Age;
d. Parents’ Occupation;
b. Gender;
e. Socio-Economic Status?
c. Parents’ Educational Attainment;
2. What career/field do the respondents want to specialize and pursue further once they graduated from Grade 10? 3. What track would the respondents prefer to take up for senior high school? 4. What are the leading factors that affect the respondents’ preference among these areas: a. Personality
c. Interests; and
b. Family/Relatives
d. Job Opportunities?
36
5. To what extent do the four factors mentioned in Question 4 influence the students’ track preference?
Findings Based on the conducted survey, the profile of the Grade 9 students in terms of age, gender, parents’ educational attainment, parents’ occupation and socio-economic status of the academic year 2014-2015 were gathered, the researchers found out the following: 1. 94.61% of the Grade 9 students are 15-16 years of age, 4.79% are 1314 years of age and 0.59% of the respondents is 17 and above years old. 2. All Grade 9 students are male respondents. 3. It was determined that 75.44% of the students’ fathers are college graduates, while 80.23% of their mothers are also college graduates. 4. It was also determined that 29.94% of their mothers’ occupations are both white and blue collar works while 59.88% of their fathers’ are blue collar workers and 22.15% are white collar workers. 5. There are Sixty- seven (67) or 40% respondents choose Engineering as the field of study they want to pursue. Twenty – three (23) or 14% choose Business, Twenty (20) or 12% choose Medicine, Eleven (11) or 7% choose Arts, Seven (7) or 4% choose Sciences, Six (6) or 3% choose Management, Three (3) or 2% choose Social Sciences and Twenty six (26) or 16% choose Other courses not mentioned in the survey, like architecture or tourism. 6. There are Ninety – eight (98) or 59% respondents that would take up the academic track. Thirty (30) or 18% choose technical-vocationallivelihood track, Twenty – one or 12% choose Sports track and Eighteen (18) or 11% choose Arts and Design track.
37
7. Personality (3.99), Interests (4.11) and Job Opportunities (3.99) influence the students’ track preference. On the other hand, Family/Relatives (3.37) somewhat influence the students’ track preference.
Conclusion Based on the findings, the followings conclusions are drawn. 1. The Grade 9 students of Don Bosco Technology Center A.Y. 20142015 are of ages 15-16, and all are males on the premise that DBTC is an all-boys school. The parents of the students are college graduates, majority of them having white-collar jobs, while a considerable number having blue-collar jobs and/or staying at home as housewives. Majority of the students belong to families with high socioeconomic status. 2. Majority of the students would pursue a career in Engineering, followed by Medicine, Business and other fields. 3. In the area of Personality factors, fitting the personality to career is the leading factor. The same goes for awareness of the family support on the area of family factors, particular interest on the career among interest factors, and awareness of the opportunities surrounding the chosen career among the factors regarding job opportunities. 4. The students are influenced by Personality, Interests and Job Opportunities
factors
in
choosing
their
Track
preference.
Family/Relatives factors somewhat influence the students in choosing their Track preference.
38
Recommendations Based on the findings, and conclusions drawn, the following recommendations are forwarded: 1. A career guidance program is to be developed, aiming at the student’s self-awareness
of
their
personality,
interests,
strengths
and
weaknesses, among others. From that, the guidance counsellor can provide guidance towards orientation and choice of Track, a precursor towards pursuing chosen careers. 2. Career and Track course options are to be provided to the students as early as possible so that they will not be misled with information that they will acquire in choosing their future career. 3. Competency-based curriculum that responds to industry’s needs is to be implemented so that students are guided in their career choice. 4. Information seminar is to be developed so that the students may know essential information regarding careers, annual incomes, personal information awareness and the like.
39
BIBLIOGRAPHY Angerman, A. (2009, October ). Family Influence on Careers. Retrieved March 1, 2015, from http://www.highlandslifeandcareercenter.com/highlandsforum.php?authid=3 environment. (2015). Dictionary.com Unabridged. Retrieved March 01, 2015, from http://dictionary.reference.com/browse/environment Finlayson, Kathy. (2009). Perceptions of career Technical Education by Middle School and High School Counselors and the Effect of these Perceptions on Student Choice of Career and Educational Planning. A published Dissertation. Union University. Published by UMI Dissertation Publishing, copyright by Proquest LLC. Hamilton, S. F., & Hamilton, M. A. (2000). Research, intervention, and social change: Improving adolescents’ career opportunities. In L. J. Crockett & R. K. Silberensen (Eds.), Negotiating adolescence in times of social change (pp. 267–283). Cambridge, UK: Cambridge University Press. Harzer, C., & Ruch, W. (2012). The application of signature character strengths and positive experiences at work. Journal of Happiness Studies. Holland, J. (1973). Making Vocational Choices: A theory of careers. PrenticeHall. personality. (2015). Dictionary.com Unabridged. Retrieved March 01, 2015, from http://dictionary.reference.com/browse/personality
SEAMEO INNOTECH (2012). K to 12 Toolkit. SEAMEO INNOTECH. Copyright 2012.
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Super, D. (1957). The psychology of careers. New York, NY: Harper and Brothers. Super, D. E. (1990). A life-span, life-space approach to career development.
What type of worker are you? (2015).Addeco UK. Retrieved March 01, 2015, from http://www.adecco.co.uk/en-GB/news/Pages/what-type-ofworker-are-you.aspx
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APPENDICES
42
APPENDIX A
Don Bosco Technology Center College of Engineering and Technical Education Punta Princesa, Labangon, Cebu City March 11, 2015 Mr. Judan S. Sta.Teresa High School Principal Don Bosco Technology Center Punta Princesa, Labangon, Cebu City
Dear Mr. Sta. Teresa We, the Technical Research students of Don Bosco Technology Center-College Department, of the course, Bachelor of Science in Technical Education would like to conduct a research study in your school/company. The study is entitled: “FACTORS AFFECTING SENIOR HIGH SCHOOL TRACK PREFERENCES OF GRADE 9 STUDENTS OF DON BOSCO TECHNOOGY CENTER IN ACADEMIC YEAR 2014-2015”. In this regard we would like to request your good office that we would be allowed to distribute our questionnaires to the Grade 9 students. Rest assured that whatever information gathered will be held confidential. Your response to this request will help in completing our study and making it a success.
Respectfully yours,
THE RESEARCHERS Joshua Japitan John Benedict Rodrigo Jason Thom Paez Eleonido Bacarisas Grant Emerson Camangyan John Rey Remeticado Noted by:
Mr. Ranilo Camacho Thesis Adviser
43
APPENDIX B FACTORS AFFECTING SENIOR HIGH SCHOOL TRACK PREFERENCES OF GRADE 9 STUDENTS OF DBTC A.Y. 2014-2015 Survey Questionnaire This survey is purely confidential and is purposely designed to determine the factors which could have influenced you in choosing your track preference for Senior High School and establish a basis for a Career Guidance Program. Please answer this survey questionnaire TRUTHFULLY in order for the researchers to be able to gather reliable data for this research work. PART I: BACKGROUND OF THE STUDENT RESPONDENT Name: ________________ Address (optional): _______________________ Date of Birth (optional): _________ Place of Birth (optional): _________ Age: ___________ Gender: ____ Year and Section (optional): ________ Birth Order (eldest, middle child, etc.): ___________ Parents: Father
Mother
Name (optional) Age (optional) Occupation Annual Income Highest Educational Attainment PART II: CAREER PREFERENCES AND TRACK PREFERENCES DIRECTION: Place a check mark on the space before the option that you have chosen. 1. Do you have a career or a field that you want to specialize in after graduating from Grade 10? (Yes/No)_____ If yes, what career(s)/field(s) do you want to specialize and/or pursue further once you have graduated from Grade 10? (choose at least 1) ( ( ( ( ( ( ( ( ( (
) Medicine ) Engineering ) Business ) Languages ) Arts ) Sciences ) Social Sciences ) Education ) Management ) Others, please specify: ____________ 44
2. What Senior HS course/track would you like to pursue? CHOOSE ONE ONLY. Follow the directions specified at the end of each option after selecting it. ( ) Academic Track (go to question 3a) ( ) Technical-Vocational-Livelihood (go to question 3b) ( ) Sports Track (do not answer question 3) ( ) Arts and Design Track (do not answer question 3) 3. What Senior HS strand/specialization would you like to pursue? (CHOOSE ONE ONLY) 3a. Academic Track a. ( ) Humanities and Social Sciences (HUMSS) b. ( ) Accountancy, Business and Management (ABM) c. ( ) Science, Technology, Engineering and Mathematics (STEM) 3b. Technical-Vocational-Livelihood d. ( ) Home Economics e. ( ) Agriculture-Fishery f. ( ) Industrial Arts g. ( ) Information and Communications Technology (ICT)
45
PART III: FACTORS INFLUENCEING STUDENT’S TRACK PREFERENCE The Track that you have chosen would help you in pursuing further specialization towards your preferred career. A list of factors could have influenced you in choosing your Track for Senior High School. On a scale from one to five, check ONE answer that would best describe the extent of each factor (as expressed in each of the statements) had influenced you or still influencing you. Each response option on the scale is rated as in the following: Rating 5 4 3 2 1
Description Very Much Influenced Influenced Somewhat Influenced Less Influenced Not Influenced
Personality 1. My personality fits best in my chosen career that I would take from this Track. 2. My traits and understanding of them will give me an advantage on landing to my pursued career. 3. I am more productive in the career that I’ll practice due to my traits. 4. My attributes should be ideal for the career that I would focus on.
5
Family and Relatives 5. My parents and/or relatives took the same career that I would pursue. 6. Preferences are made by a relative since they will provide for the expenses. 7. My family will give me support on the chosen career for me. 8. I believe that they are the one who are responsible to choose a career for me since they may know what is best for me.
5 4 3 2 1
Interests 9. I am particularly interested in this career that I’ll pursue from this Track. 10. I like doing things related to the career that I would specialize in this Track. 11. An experience piqued my interest for this career. 12. I see myself as competent at this career that I’ll pursue from this Track.
5 4 3 2 1
46
4 3 2 1
Job Opportunities 1. There are abundant opportunities I can avail from the career I would pursue. 2. The Track that I chose will help me to find a suitable career easily. 3. The career that I would pursue is timely in-demand. 4. I am fully aware of the opportunities that surround the career that I seek.
5 4 3 2 1
“I've learned that making a 'living' is not the same thing as 'making a life'.” ― Maya Angelou
THANK YOU FOR ANSWERING!!! HAVE A NICE DAY! :D
47
CURRICULUM VITAE
48
CURRICULUM VITAE PERSONAL INFORMATION
Name
: Grant Emerson D. Camangyan
Date of Birth
: August 30, 1995
Address
: 638-B Rosal St. Camputhaw, Cebu City
Contact number
: +63 922 696 4620
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils B.S. in Technical Education Major in Industrial Electronics Technology
Secondary
: ABELLANA NATIONAL HIGH SCHOOL, Osmeña Blvd, Cebu City, Phil.
Intermediate : LAHUG ELEMENTARY SCHOOL, Lahug, Cebu City, Phil.
49
SEMINARS AND TRAININGS
2013
Electrical Installation and Maintenance NC II Don Bosco Technology Center Pleasant Homes Punta Princesa, Cebu City
2015
Enhancing Learning Experience through Interactive Teaching Strategies Seminar St. Mathew’s Publishing Corporation JSU-PSU Mariners Court Pier 1, Cebu City March 7, 2015
EMPLOYMENT HISTORY
July 2015- Dec 2015
Jollibee Corporation Jollibee-Escario Freemont Foods inc. Escario St. Camputhaw, Cebu City
Oct 2012-July 2015
AVR Assistant DBTC Punta Princesa, Cebu City
50
CURRICULUM VITAE
PERSONAL INFORMATION
Name
: Jason Thom C. Paez
Date of Birth
: September 22, 1993
Address
: 466K Tres de Abril St., Cebu City
Contact number
: +63 9323260099
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils B.S. in Technical Education Major in Mechanical Technology
Vocational
Don Bosco Training Center L. Flores Tupas St., Cebu City
Secondary
: University of San Carlos Basic Education DepartmentSouth-South Campus J. Alcantara St., Cebu City
Elementary :
University of San Carlos Basic Education Department- South Campus J. Alcantara St. Cebu City
51
SEMINARS AND TRAININGS
2014
Machining NC II Don Bosco Technology Center Pleasant Homes Punta Princesa, Cebu City
2015
Enhancing Learning Experience through Interactive Teaching Strategies Seminar St. Mathew’s Publishing Corporation JSU-PSU Mariners Court Pier 1, Cebu City March 7, 2015
EMPLOYMENT HISTORY
Present
Working Scholar/Student Reseach and Communications Department Don Bosco Technology Center
52
CURRICULUM VITAE
PERSONAL INFORMATION
Name
: Joshua O. Japitan
Date of Birth
: February 12, 1996
Address
: Blk. 20 Lumad Bonbonan A.Lopez St., Labangon, Cebu City 6000
Contact number
: +63 942 273 4591
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: B.S. in Technical Education Major in Industrial
Electronics DON BOSCO TECHNOLOGY CENTER Pleasant Homes Subd., Punta Princesa, Cebu City 6000
Secondary
: CEBU CITY NATIONAL SCIENCE HIGH SCHOOL Salvador Ext., Labangon, Cebu City 6000
Elementary
:Salutatorian LABANGON BLISS ELEMENTARY SCHOOL Balaga Drive, Labangon, Cebu City 6000
53
SEMINARS AND TRAININGS
2015
ASUS-NVIDIA Gamer’s Gathering Laguna Garden Café Restaurant, Ayala Center Cebu Cebu Business Park, Archbishop Reyes Ave., Cebu City
2015
Enhancing Learning Experiences through Interactive Teaching Strategies Saint Matthew’s Publishing Corporation JSU-PSU Mariner’s Court, Pier 1, Cebu City
2015
IDEA Global Entrepreneurship Seminar and Workshops Radisson Blu Hotel, Serging Osmeña Boulevard, Cebu City UJS-R Main Campus, Magallanes St., Cebu City
54
CURRICULUM VITAE
PERSONAL INFORMATION
Name
: Johnrey T. Remeticado
Date of Birth
: November 8, 1993
Address
: Lantawan, San Fernando, Cebu
Contact number
: +63 9322872880
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils B.S. in Technical Education Major in Mechanical
Technology
Secondary
:GREENHILLS NATIONAL HIGH SCHOOL, Greenhills, San Fernando, Cebu
Intermediate
: LANTAWAN ELEMENTARY SCHOOL, Lantawan, San Fernando, Cebu
55
SEMINARS AND TRAININGS
2012
Machining NC II Don Bosco Technology Center Pleasant Homes Punta Princesa, Cebu City
WORK EXPERIENCE ______________________________________________________________ __
2012- 2014
Electrical Assistant Working Scholar, DBTC
56
CURRICULUM VITAE
PERSONAL INFORMATION
Name
: Eleonido B. Bacarisas
Date of Birth
: May 28, 1977
Address
: Cebu City
Contact number
: +63 943 234 5331
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: DON BOSCO TECHNOLOGY CENTER, Cebu City,
Phils B.S. in Technical Education Major in Furniture Technology (June 2014-Present) : CEBU INSTITUTE OF TECHNOLOGY – UNIVERSITY B.S in Mechanical Engineering (undergraduate) 1999 - 2003
Secondary
: DON SERGIO OSMEÑA SR.MEMORIAL NATIONAL HIGH SCHOOL, Labangon Bliss, Cebu City 1994 - 1995
Intermediate
:PUNTA PRINCESA ELEMENTARY SCHOOL Punta Princesa, Cebu City
57
SEMINARS AND TRAININGS
2015
Enhancing Learning Experiences through Interactive Teaching Strategies Saint Matthew’s Publishing Corporation JSU-PSU Mariner’s Court, Pier 1, Cebu City
WORK EXPERIENCE ______________________________________________________________ __ 1997 – 1998
ASSISTANT INSTRUCTOR (WOOD & FURNITURE TECHNOLOGY)
1998 – 1999
PACIFIC TRADERS MANUFACTURING INC, (Machine Operator)
2003 – 2006
MAITLAND SMITH PHILIPPINES INC. (Machine Operator)
2006 – 2012
LEXMARK INTERNATIONAL PHILIPPINES INC. (Material Handler)
58
CURRICULUM VITAE
PERSONAL INFORMATION
Name
: John Benedict L. Rodrigo
Date of Birth
: July 31, 1994
Address
: Venus St., Tisa Hills Village, Tisa, Cebu City
Contact number
: +63 923434 6907
E-mail
:
[email protected]
EDUCATIONAL BACKGROUND
Tertiary
: B.S. in Technical Education Major in Industrial
Electronics DON BOSCO TECHNOLOGY CENTER Pleasant Homes Subd., Punta Princesa, Cebu City 6000
Secondary
: UNIVERSITY OF CEBU Sanciangko St. Cebu City UNIVERSITY OF SAN CARLOS – SOUTH CAMPUS J. Alcantara St. Cebu City
Elementary
:DON BOSCO TECHNOLOGY CENTER Pleasant Homes Subd., Punta Princesa, Cebu City 6000 UNIVERSITY OF SAN CARLOS – SOUTH CAMPUS J. Alcantara St. Cebu City
59
SEMINARS AND TRAININGS
2015
Enhancing Learning Experiences through Interactive Teaching Strategies Saint Matthew’s Publishing Corporation JSU-PSU Mariner’s Court, Pier 1, Cebu City
2015
Safety Seminar Don Bosco Technology Center
2014
Leadership Training Seminar Don Bosco Technology Center
60
