factors affecting the course preferences of fourth year students - nincandra milagros bobiles

8/10/2019 Factors Affecting the Course Preferences of Fourth Year Students - Nincandra Milagros Bobiles

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FACTORS AFFECTING THE COURSE PREFERENCES OF FOURTH YEAR STUDENTS OF

NORTHERN CHRISTIAN COLLEGE LABORATORY HIGH SCHOOL: BASIS FOR THE

DEVELOPMENT OF A CAREER COUNSELING PROGRAM

NICANDRA MILAGROS B. BOBILES

NORTHERN CHRISTIAN COLLEGE

The Institution o! Bette! Lie

GRADUATE SCHOOLL"o"# Cit$

MASTER OF ARTS IN EDUCATION

%A&'inist!"tion "n& M"n"#e'ent(

O)to*e! +,-

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AC/NO0LEDGMENT

The researcher would like to convey her hundredfold thanks and appreciation to the following

people who helped her accomplish this study:

Dr. Caesar I. Agnir, president of orthern Christian College, for e!tending the scholarship

program to her to pursue a graduate degree as faculty mem"er of CC #a"oratory $igh %chool &

Dr. enita '. (lanco, dean of the )raduate %chool, for inspiring her to make this study more

logical and intelligi"le.

Dr. orma #. *ernando, dean of the College of Arts, %ciences, +ducation and %ocial ork, and

her adviser for her overall assistance and guidance&

Dr. or"erto %. )ali-a, a panel mem"er, for providing intelligent suggestions to improve the

paper&

Dr. aria ona A. Ada-a, a panel mem"er, for helping and giving valua"le suggestions&

'rof. elson %. #acadin, a panel mem"er, for sharing his time and friendly counsel&

Dr. Ana"elle C. *elipe, for her technical assistance and concern&

Dr. /irginia A. Duldulao, her former panel mem"er, who inspired her and for giving initial

guidance in the conduct of this study&

'rof. arnie Dela Cru-, for his moral support, e!pression of confidence in the researcher&

Dr. )erardo %. )arcia and 'rof. )eronima C. atias for their friendly advice and

encouragement&

'rof. 0oyce C. Castillo and 'rof. evelyn 'acol for their assistance and concern to make this

study more comprehensi"le&

'rof. ary (. )allardo and 'tr. )regorio Agatep, for their incessant prodding2s and assistance in

this study&

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Dr. (ernadette Ayunon and rs. Imeda Dosono for their delightful personal concern,

ev. *r. +dgardo (. (ugtong, %./.D., for his endless support, encouragement, and inspiration to

move on step "y step towards success&

0oselino ). (o"iles, the researcher2s late hus"and who had "een her strength and inspiration& and

her children #a"orem 0oey and arie Clare, for their love, sacrifices, understanding, inspiration and

patience that ena"led the researcher to finish this study&

$er parents, "rothers, sister in laws, nephews, nieces, relatives, friends, colleagues and all the

people who willingly shared their time, and cooperation to make this study a success& and,

A"ove all, to the Triumphant and Almighty )od, and )reat 'rovider, the source of her strength

and courage to finish this study.

N.M.B.B.

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DEDICATION

In Lo1in# Me'o!$

O '$ hus*"n&2 3ose4ino G. Bo*i4es2 5ho h"& *een

inst!u'ent"4 in )!e"tin# " t!u4$ 'e"nin#u4 4ie o! 'e.

M$ )hi4&!en2 L"*o!e' 3oe$ "n& M"!ie C4"!e2 5hose

un)e"sin# ins6i!"tion "n& "e)tion.

Sust"ine& 'e th!ou#hout this e&u)"tion"4

7ou!ne$ to ")hie1e.

N.M.B.B.

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ABSTRACT

TIT#+: FACTORS AFFECTING THE COURSE PREFERENCES OF FOURTH YEAR

STUDENTS OF NORTHERN CHRISTIAN COLLEGE LABORATORY HIGH

SCHOOL: BASIS FOR THE DEVELOPMENT OF A CAREER COUNSELING

PROGRAM

Author: icandra ilagros (. (o"iles

Adviser: orma #. *ernando, +d. D.

Institution: orthern Christian College

#aoag City

Degree: aster of Arts in +ducation

Date: 6cto"er 3715

%u"8ect: *actors Affecting Course 'references

This study determined the factors that affect the course preference of the fourth year students of

the orthern Christian College #a"oratory $igh %chool which was a "asis for the development of a

career counseling program.

%pecifically, it descri"ed the characteristics of students as to: se!, religion, socio9economic status

of parents, academic grades, personality traits, study ha"its, and multiple intelligences& identified their

course preferences& and determined the relationship of socio9demographic characteristics to career

preferences. esults were the "asis for the development of a career counseling development program.

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The study employed the descriptive method of research using a ;uestionnaire to gather data.

The mean, weighted mean, fre;uency and percentage were used to descri"e the varia"les while

the Chi9s;uare was used to esta"lish relationship of varia"les.

ost of the students were adolescents, males, and Catholics, and residents of #aoag City. Their

parents have an average monthly income of 'hp 17,777 which is enough for their "asic needs and the

schooling of their children in a private high school. The fathers of the respondents are mostly college

undergraduates while ma8ority of the mothers finished college. This indicates that "oth parents are

highly literate.

ost of the students have average academic grades. They have positive personality traits of.

They are moderately friendly, cheerful and some are slightly independent, industrious and socia"le.

$owever, they have poor study ha"its, although they look for additional readings on the Internet and

prepare well for e!aminations.

ith regard to multiple intelligence, the students, as a group are more inclined to have spiritual

and visual9spatial intelligences. This may "e due to the school "eing a Christian institution enforcing

spiritual discipline. The other intelligences are slightly evident in the students.

*or the students2 course preferences, ma8ority would like to pursue "accalaureate courses, some

prefer technical9vocational courses and a few plan on taking a highly professional course.

Correlation analysis revealed a significant relationship of their religion , the mother2s occupation

and parents monthly income with course preference.There was no significant relationship of the other

student characteristics


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The researcher developed a career guidance action plan and recommended its implementations to

guide and assist the students in the choice of a course to pursue "efore em"arking into the ne!t level of

education.

TABLE OF CONTENTS

P!e4i'in"!$ P"#es P"#e

Title 'age i

Thesis Committee ecommendation %heet ii

Approval %heet iii

Acknowledgment iv

Dedication vi

A"stract vii

Ta"le of Contents i!

#ist of Ta"les !iii

#ist of *igures !iv

#ist of Appendices !v

CHAPTER

I.THE PROBLEM

Introduction 1

6"8ectives 5

?


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Theoretical *ramework 5

Conceptual *ramework ?

$ypothesis 17

%ignificance of the %tudy 17

%cope and Delimitation of the %tudy 11

Definition of Terms 11

II. .REVIE0 OF LITERATURE

Course 'references 1>

*actors Affecting Course 'references 1?

%ocio9+conomic %tatus of 'arents 1?

Academic )rades 1@

'ersonality Traits 1

%tudy $a"its 31

ultiple Intelligences 33

The Impact of 'arents2 'references on Courses Taken 3

"y Their Children

/ocational )uidance 3?

6ccupational Information %ervices 3?

*unctions of 6ccupational Information 3@

eed for 6ccupational Information 3

Testing %ervices 43

'ersonnel %ervices in the Career Counseling 'rogram 44

Contri"utions of )uidance 'rogram to Academic Achievement 45

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$igher Confidence #evel hile in %chool and After %chooling 4

*actors Affecting Course 'references 4>

Career Counseling Development 'rogram 51

III METHODOLOGY

esearch Design 53

#ocale of the %tudy 53

espondents 5

Instrumentation 5>

/alidation of the Instrument 5?

Data )athering 'rocedure 5?

%tatistical Treatment 5@

%coring and Interpretation 5

IV. RESULTS AND DISCUSSION

Characteristics of the fourth year high school students 1

%e! 1

Age 1

eligion 3

esidence 3

%ocio9+conomic %tatus of 'arents 3

+ducational Attainment of 'arents 4

6ccupation of 'arents 5


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onthly Income 5

Academic )rades

'ersonality Traits >

%tudy $a"its @

ultiple Intelligence >7

Course 'references of *ourth Bear $igh %chool %tudents >5

elationship "etween Characteristics and Course 'references >

of espondents

elationship of Individual %tudent Characteristics >?and Course 'references of espondents

%e! >?

eligion >@

%ocio +conomic %tatus of 'arents >@

Academic )rades >

'ersonality Traits ?7

%tudy $a"its ?7

ultiple Intelligence ?1

Action 'lan for a Career )uidance Counseling 'rogram ?3

V. SUMMARY2 CONCLUSIONS2 AND RECOMMNDATIONS

%ummary ?@

*indings ?

Characteristics of espondents ?

Course 'references ?

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LIST OF FIGURES

Fi#u!e P"#e

1 Conceptual 'aradigm ?

3 orthern Christian College Campus ap 5

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LIST OF APPENDICES

A66en&i8 P"#e

A. #etter e;uest to the 'resident of orthern Christian College of #aoag City to conduct @?

the study.

(. #etter e;uesting Approval of the 'rincipal of orthern Christian College @@ #a"oratory $igh %chool of #aoag City to conduct the study.

C. Interview )uide Euestions Administered to Chosen *ourth Bear %tudents @to Improve the elia"ility and /alidity of the Instrument.

D. Euestionnaire *actors Affecting Course 'references of *ourth Bear %tudents of CC 1

#a"oratory $igh %chool.

+. esearch Dissemination *orum 174

esearch *orum 175

Thank Bou 175

'rogram 17

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esearch *orum 9 Attendance %heet 17>

'ictorial 17@

CHAPTER I

THE PROBLEM

Int!o&u)tion

Course preference has "ecome a comple! science with the advent of information technology and

the emergence of post industriali-ation resolution and 8o" competition. Industriali-ation and post

industriali-ation have made it possi"le for a common person to "e richer than the intellectual, as long as

he or she has ac;uired the necessary knowledge, skills and competence in certain e!pertise


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self9concept, cultural identity, glo"ali-ation, sociali-ation, role model, social support and availa"le

resources, such as information and financial assistance. (andura,et al.


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The school guides students in their course preferences through its guidance program. A guidance

and counseling program is an integral part of a school2s total educational program. It is developmental

"y design, focusing on the needs, interests and issues related to various stages of student growth.

'lanning for the future, com"ating career stereotyping, and analy-ing skills and interests are some of the

goals of the guidance program. %tudents must "e developed in the school according to their line of

speciali-ation. Career information must "e made availa"le to students, and representatives from "usiness

and industry must work closely with the school and the counselor in preparing students for the world of

work


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O*7e)ti1es

This study determined the factors affecting the course preferences of fourth year students of

orthern Christian College #a"oratory $igh %chool which was the "asis for the development of a career

counseling program. %pecifically, it sought to attain the following o"8ectives:

1. Descri"e the characteristics of the students in terms of:

a. se!

". religion

c. socio9economic status of parents


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powers, faculties and innate potentials within the human person, respecting the dignity and worth of

each individual.

The four pillars highlight the role of values and attitude towards a holistic and integrated

approach to education. #earningto "e starts with knowing oneself as a person. Doing self9introspection

and self9e!amination and knowing one2s strengths and weaknesses would ena"le one to select a career

that is suited to his personhood. Hnowing that the course a student is suited to his capa"ilities would

give him more self9confidence and self9 esteem and would lead to the fulfillment of his dreams and

aspirations in life. This is also in line with aslow2s $ierarchy of eeds.

Le"!nin# Theo!$ o C"!ee! Counse4in#. Hrum"olt-2s =#earning

Theory of Career Counseling which also applies to this study emphasi-es the importance of learning

e!periences and their effects on career and occupational selection. Career decision making is considered

to "e a vital skill that can "e used during one2s life time. There are factors that influence individual

preferences in the social9learning model and these are composed of numerous cognitive processes,

interactions in the environment and the inherited personal characteristics and traits from parents.

$owever, the educational and occupational preferences are directly o"serva"le results of actions

and of learning e!periences that involve career tasks. Career decision making is a learned skill, and the

more developed the skill, the "etter the career choice. (ut a learner who claims to have made a career

choice needs help too, "ecause the choice may have "een made from inaccurate information and faulty

alternatives. $ence, the success is measured "y students2 demonstrated skill in making decision. The

individual has no need to feel guilty if he is not sure of which career to enter.

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There are no courses and occupations that seem as "est for anyone. Challenges that involve

educational opportunities and availa"le work options should "e approached with a positive attitude that

promotes positive outcomes for the future.

Con)e6tu"4 F!"'e5o!9

The research paradigm in *igure 1 illustrates the theori-ed relationship of the characteristics of

the fourth year high school students and their career preferences. The characteristics are se!, religion,

socio9economic status of parents, academic grades, personality traits, study ha"its, and multiple

intelligences. 6ne or more of these factors may influence the students2 choice of a career to pursue.

%e!, whether male or female, affects the choice of career. It is an o"servation that most male

students prefer technical9vocational courses or "lue collar 8o"s while female students select white9collar

8o"s. $owever, with gender e;uality nowadays, more females have "een choosing fields which were

traditionally preferred "y males.

eligion, whether Catholic, Iglesiani Cristo, *our %;uare Church, nited

Church of Christ in the 'hilippines, Iglesia *ilipina Independiente, %eventh Day Adventist, (orn Again

Christian, and other denominations may also affect the course preference. The students2 faith in a

supernatural "eing who could help them in times of adversities and difficulties would give them the

patience and perseverance to face s;uarely the difficulties in a chosen career.

The socio9economic status of parents has "een o"served to greatly influence the courses their

children pursue "ecause they are the ones who pay for their schooling. %ocio9economic status includes

educational attainment, occupation, and family income. Although a certain course may "e suited to the

children2s capa"ilities and interests, if parents cannot afford it, the children cannot pursue it, unless

financial assistance comes from other sources.

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The academic ratings of students the different su"8ect areas reflect their intellectual a"ility and

interest. Thus these may "e good indicators of fields students could pursue careers in. In fact guidance

counselors usually use su"8ect ratings as one of the "ases in giving career guidance.

'ersonality traits, some of which are hereditary and others ac;uired through training or from

e!perience, may have significance in career choice. 'ersonality traits like drive, emotional sta"ility,

initiative, personal disposition, industry, conscientiousness have importance in the choice of a course.

ork ethics and attitudes are also very important factors in making a course preference.

%tudy ha"its are learners2 ways of dealing with their studies in terms of information9processing,

conceptuali-ation and pro"lem solving. It is also a system of learning and practicing the outcomes of

one2s training and e!periences. The students also learn from their o"servations of the way other

individuals handle their studies, and they develop ha"its as a result of their inclination and how they go

through their studies. There are courses that re;uire diligence in study ha"its and there are those that an

average students could go through in an easy9going manner. $a"its of study that a student has

developed early in life may also influence the course he will take. 0ohn Dryden


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Fi#u!e -. Con)e6tu"4 P"!"&i#'H$6othesis

There is no significant relationship "etween the profile characteristics of fourth year high school

students and their course preferences.

Career Counseling Development'rogram

Cou!se 6!ee!en)es o

ou!th $e"! hi#h s)hoo4

stu&ents

Technical9/ocational

(accalaureate

$ighly9'rofessional

Ch"!")te!isti)s o ou!th $e"!

hi#h s)hoo4 stu&ents

%e!

eligion

%ocio9economic status of parents


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Si#nii)"n)e o the Stu&$

The results and findings of the study can "e useful to the different stakeholders

of the school, "oth internal and e!ternal, such as:

Stu&ents. This study can inform high school students a"out their course preferences and how

their profile characteristics influence them. This would lead them to a deeper analysis of their talents

and potentials, their personality traits and attitudes , as well as the financial status of their parents, so

that they can make the "est decision in the choice of a career.

P"!ents. Hnowing the factors that affect course preferences and understanding their children2s

choice will save them from unnecessary e!penses due to failures and shifting of courses. The findings

could serve as advice to them that they should not "e the one to decide on the course which their

children would pursue.

Te")he!s.The findings of this study provide teachers with a "asis for providing students initial

career guidance. sing the factors that are related to course preferences, teachers could help students

reali-e the careers which are "est suited to them.

Gui&"n)e )ounse4o!s.6ne of the ma8or functions of a guidance counselor is helping high school

students select courses that are suited to their capa"ilities and interests. This study, especially the career

guidance program developed, would "e very helpful to guidance counselors in performing this function.

S)hoo4 "&'inist!"to!s.The effectiveness of a career counseling program depends to a large

e!tent on the support a school administrator gives to it. This study can make the school administrator

aware of what are necessary to help students make wise and suita"le career choices so he can provide

the necessary administrative support to the career guidance program. The findings could "e a "asis for

crafting necessary policies and guidelines to improve their guidance service and create speciali-ation

tracks to develop the students2 skills and talents.

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Rese"!)he!s.This study could serve as a valua"le reference for other researchers undertaking a

similar study.

S)o6e "n& De4i'it"tion o the Stu&$

This study focused on the factors affecting the course preferences of fourth year high school students of

orthern Christian College #a"oratory $igh %chool #aoag City, school years 371393715.

*actors affecting course preferences were limited to se!, religion, socio9economic status of parents,

academic grades, personality traits, study ha"its and multiple intelligences. Academic grades of students

were their general average e!pressed in percentile rating o"tained during the third grading period as

indicated in their *orm 14@ or card.

Deinition o Te!'s

The following terms are defined as used in this study to give the readers "etter and clearer

understanding of the concepts and varia"les.

A*i4it$ is the general intellectual capacity of the fourth year student as shown in their third

grading academic grades in the different su"8ects.

A6titu&eis in the in"orn capacity of the students to e!cel in specific fields like

english, mathematics, music, arts, sports, etc. It is shown in the results of the multiple intelligences

;uestionnaire that was administered to the respondents.

Attitu&e is the learner2s perspective and disposition to a certain field or work or line of

interest.

B"))"4"u!e"te )ou!seis a 59year degree courses like teaching, nursing, commerce, social work

and others.

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C"!ee! )ounse4in# refers to a guidance service provided to fourth year students to assist them

decide on what course is "est for them with the help of a guidance counselor.

C"!ee! De1e4o6'ent Counse4in# P!o#!"'is a series of carefully planned activities to orient

students of the different careers in the world of work.

Ch"!")te!isti)sinclude personal and psychological data on the students, like age, se!, religion,

place of residence, parents2 socio9economic status, academic grades, personality traits, study ha"its and

multiple intelligences.

A#erefers to the students2 num"er of years of e!istence as of his nearest"irthday.

E&u)"tion"4 "tt"in'entis the highest level of schooling that a person, specifically the

parents, has reached.

Se8 refers to the maleness and femaleness of a person.

Re4i#ion.It is the religious group to which the students and their parents are mem"ers of.

So)ioe)ono'i) st"tus o 6"!entsis the social standing that parents have in society and

is indicated "y their income, educational attainment and occupation.

A)"&e'i) #!"&e is the general average rating o"tained "y the students in the different

su"8ects during the third grading period e!pressed in percentile rank.

Pe!son"4it$ t!"its are a person2s usual ways of reacting which manifested "y the

physical, intellectual, social and moral "ehaviors of an individual. %ome of these traits are

inherited, while others are ac;uired. It includes one2s physical make up, thoughts, feelings,

motives, emotions, e!periences and even one2s dreams and aspirations for the future.

Stu&$ h"*itrefers to the o"serva"le "ehavioral traits of a student in preparing for his

lessons and in doing his assignments.

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E8istenti"4 inte44i#en)e %5on&e! s'"!t( is the a"ility to "e sensitive and "e analytical a"out

ultimate reality. eality is determined "y individual e!perience.

S6i!itu"4 inte44i#en)e %s6i!itu"4 s'"!t( is the intelligence that makes a person whole,

integral and transformative.

Counse4in#is an activity designed to assist and guide students choice of a course.

Counse4o!is the person trained in guiding and assisting students make course choices.

Cou!se 6!ee!en)eis the college course that a student would like to pursue which would lead to

the profession he would like to "e a mem"er of.

Gui&"n)eis the process of assisting, showing, and directing a student to find and pursue a career

most suited to his interest and a"ilities.

Hi#h4$ 6!oession"4 )ou!serefers to a profession which re;uires schooling of more than five

years, like engineering, medicine, and law.

O))u6"tion refers to the work or employment which an individual will practice after completing

the re;uired academic preparation. In this study, occupation is classified either as a "lue collar or white

collar 8o".

B4ue)o44"! 7o*is a line of work which re;uires a lot of strength, manual e!ertion and stamina

and, whose workers wear heavy9duty work clothes "ecause of the rough conditions in which they work.

+!amples are carpenters, electricians, welder or plum"ers.

0hite)o44"! 7o* is "type of work that is performed in an office with clean and comforta"le

surroundings and where the workers wear neat clothes. +!amples are teachers, nurses, pu"lic

government employees.

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Te)hni)"41o)"tion"4 )ou!seis a post9secondary or short term course that needs mostly skills,

instead of a four9year professional preparation, such as workers in a hotel or restaurant. ,computer

technicians, midwives, radio mechanics, and others.

Vo)"tion"4 #ui&"n)eis the process "y which a guidance counselor or a teacher assists a student

to choose a vocation or work which he wishes to engage in the future and for which he must ac;uire

the necessary knowledge and skills.

CHAPTER II

REVIE0 OF LITERATURE

This chapter presents a review of literature and studies on course preferences, and the theories

and factors that have "een found to influence such preferences. These related literature were very

helpful in the conceptuali-ation of the research and in the interpretation of data gathered.

Cou!se P!ee!en)es

Course preferences refers to the students2 e!pressed choice or selection of a life9 time career or

employment. The high school years are the "est years for them to decide on what course to pursue in

college. It is important that students2 choices should "e within their line of interest and capa"ilities, to

make their lives happy, productive and fulfilling and "y which they could help in the country2s

economic growth and sta"ility.

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The socio9economic status of parents plays an influential role in student academic achievement

and in course preferences. %everal forces of social structure are considered ma8or determinants of

vocational choice. The family and the social class in which the individual is nurtured and reared will

help him determine his future vocation. It includes the parents2 educational attainment, family income,

the occupational prestige and the cultural orientation of the family. 'arents2 aspirations include the

father2s and mother2s vocational choice for their children and other aspirations in life.

'arents also sustain their child2s progress along courses with encouragement and praise, "y

providing material assistance such as "ooks, e;uipment and tutoring and "y allocating time to practice or

participate in certain activities < *lores, 3717=.

A)"&e'i) G!"&es

The learners2 academic grade is very important to "oth their personal and

professional life in many significant ways. The level of their academic performance is often related

to the right course preference that they choose


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programs of parents support and teachers communication to educate students "etter from all

"ackgrounds


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$ere are ten ma8or steps to achieve a winning personality


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A##!essi1eness. To "e accepta"le, aggressiveness must "e pleasant rather than argumentative,

and constructive rather than militant.

S6i!itu"4 1"4ues.A man endowed with high spiritual understanding naturally practices good

ethics in his dealings with mankind. $e has a good sense of the )olden ule and has his mind filled

with religious, intellectual and cultural values. $e is often referred to as spiritual, not "ecause he is

entirely religious "ut "ecause his spiritual ;ualities are prominently in evidence. In other words, he puts

his faith into action. %pirituality is seeing )od in common things, and showing )od in common tasks.

Stu&$ H"*its

The students2 study ha"its can either help or hinder them to accomplish their tasks. The way they

do the assigned task activity in school can prolong or shorten the time they spend in learning their

lessons. +ven the time they choose to study can already produce poor, satisfactory or very satisfactory

results on their performances. If one has poor study ha"its, he needs to improve on it. An improved

study ha"it can help him to learn effectively and finish his work efficiently in school which leads him

to achieve a high academic performance


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Lo#i)"4'"the'"ti)"4 inte44i#en)e %Nu'*e! S'"!t(. This is the a"ility to detect patterns,

reason deductively, and think logically. Those who are Fmath smartG have the capacity to analy-e

pro"lems logically, carry out mathematical operations, and investigate scientifically. Those with high

logical9mathematical intelligence are highly capa"le of thinking conceptually and a"stractly.

6ccupations suited are "eing an accountant, statistician, "anker, economist, engineer, scientist, computer

programmer, and software developer.

Musi)"4!h$th'i) inte44i#en)e %Musi) S'"!t(.It is the capacity to think in music, to "e a"le to

hear patterns, recogni-e them, and manipulate them. Those who are musically intelligent learn through

sounds, rhythms, tones, "eats, music produced "y other people present in the environment. usically

intelligent people also have the a"ility to perform, compose, and appreciate music and music patterns.

6ccupations are songwriter, composer, musician, conductor and music critic.

Bo&i4$9inestheti) inte44i#en)e %Bo&$ S'"!t(.This entails the potential of using one2s whole

"ody or parts of the "ody to solve pro"lems. Those with high kinesthetic intelligence communicate well

through "ody language and like to "e taught through physical activity, hands9on learning, acting out, and

role playing. These kinds of people have a keen sense of "ody awareness and have the a"ility to use

mental a"ilities to coordinate "odily movements


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people who think in pictures and have a keen sense of location and direction. These are suited to

"ecome either an artist, photographer, engineer, decorator, tour guide or scout ranger.

Inte!6e!son"4 inte44i#en)e %Peo64e S'"!t(.This is the capacity to understand the intentions,

motivations, and desires of other people


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S6i!itu"4 inte44i#en)e %S6i!itu"4 S'"!t(.This is the intelligence that makes us whole, integral

and transformative. It is not necessarily religious nor dependent upon religion as a foundation. It

includes the capacity to face and use suffering, and transcend pain, the capacity to "e fle!i"le, actively

and spontaneously adaptive, and high self9awareness.

The I'6")t o P"!ents; P!ee!en)es on the Cou!ses T"9en

*$ Thei! Chi4&!en

A new research found that parents have a lot more to do with the course preference of their

children. hile previous researchers have determined that their course inclination may "e inherited

genetically, and others say that the driving force is the up"ringing and the nurturing they get from their

parents, a new child9development theory "ridges those two models. The research indicates that the way a

child turns out can "e determined in large part "y the day9to9day decisions made "y the parents who

guide their child2s growth. FThis model helps to resolve the nature9nurture de"ate,G said psychologist

)eorge $olden at %outhern ethodist niversity in Dallas who conducted the research


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To $olden, courses are useful image for thinking a"out trails development "ecause one can

easily visuali-e concepts FdetoursG, Froad"locksG and Foff9ramps,G


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O))u6"tion"4 Ino!'"tion Se!1i)e

This service assists the students in choosing, preparing and training for entering and making

progress in their chosen career or occupation. To "e well9informed a"out an occupation, the following

outline can "e used: importance of an occupation, nature of the work, working conditions, personal

;ualities needed, preparation needed, opportunities for advancement and compensation.

There are several reasons for using occupational information. *irst, it can "e an important part of

the learner2s education and will help them develop a general understanding a"out the world of work.

%econd, education is concerned with the development of attitudes, and important part of one2s set of

attitudes relating to occupations and the people who hold them. Third, the learners can "e helped if they

come to understand that there are many reasons for working, and that money is only one of them.

*ourth, during these early years, the learners can "e presented with ideas which suggest that there are

certain common factors that make a 8o" well done or poorly done. *ifth, the learners can "e made to

understand that among tens of thousands of occupations, there are scores that can "e e;uated with

an individual2s education,

intelligence, and interest. Individuals must "e a"le to relate their occupation to their total

education, intelligence, and interests. Individuals must "e a"le to relate their occupation to their total self


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high school students is the lack of knowledge of the opportunities and re;uirements of the world of

work.

The value of information lies in its therapeutic function. The counselor often has

to deal with clients of low a"ility "ut high am"itions. In counseling these individuals, the counselor

must use occupational information therapeutically in order to assist them in scaling down these

am"itions without losing face. %uch persons may "e asked to secure information a"out the occupation

they prefer and then compare the educational re;uirements with their school marks and scores on

scholastic aptitude tests. The counselor should point alternative occupations, which lie within the same

field, as to occupations originally selected.

Nee& o! O))u6"tion"4 Ino!'"tion

As the young person2s move from childhood to adulthood, they "ecome interestingly aware of

their responsi"ility for productive effort in society. *or the mature individual, this is a stimulating

prospect, "ut for the an!ious youth, it can "e almost terrifying. The wealth of work opportunities is

"ewildering and frustrating, as it is fascinating. ot only is the student confused "y the prospect of

choosing one of the thousands of 8o"s, "ut parents and educators are no less an!ious a"out their roles in

this difficult task.

The learners want to know how they can "ring order out of the chaos of so many 8o"

opportunities and at the same time satisfy family mem"ers who may e!pect them to do "etter than they

did. The following ;uestions may arise: here shall the study "eginK $ow much money can I makeK

$ow many productive years do I haveK ho hires all the engineers, carpenters, teacher, etc. K ill I

have a steady work and enough income to educate my children when I grow oldK

3?


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In relation to this, 'ascual


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/ocational guidance counseling services necessarily include a career development program

which ena"les guidance counselors to assist individuals to identify and learn the skills "y which they can

"e more effective in planning for and choosing 8o"s, in making effective transitions and ad8ustments to

work, and in managing their own careers and career transitions effectively =.

'ascual ;uoted the ational Career Development Association


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journal=JournalOfBasicAndApplied&page=article&op=donload&path!"B!"#=$$%&path!"B

!"#='$)

*rom the a"ove literature and studies reviewed and the findings of the present study, the

researcher ac;uired enough "asis for the construction of a career path program for CC #a"oratory high

school students.

Testin# Se!1i)es

There are services employed "y some schools to determine the students2 strengths and

weaknesses in the areas of personality, aptitudes, interests, motivation and skills which are helpful in

matching them with a course. These course test results are intended for the individual2s own self9

awareness, growth and development.

Course tests use a series of ;uestions a"out the student2s interests. Answering the ;uestions in

a course test can help an individual figure out hisher preferences and strengths. It can also match

these preferences and strengths with a large data"ase of the perfect course, "ut it can "e a wonderful tool

to use to narrow down course preferences or open up avenues that might have never "een thought to "e

e!plored. The following are the tests that can "e used:

A6titu&e "*i4it$is a test classified as speed tests or power tests. In a speed test, ;uestions are

answered correctly in the allotted time. %peed tests tend to "e used in selecting the "accalaureate courses

and vocational level. A power test, on the other hand, presents a smaller num"er of more multifarious

;uestions. 'ower tests tend to "e used more for highly professional courses.

Ve!*"4 "*i4it$ includes spelling, grammar, and a"ility to understand analogies and follow

detailed written instructions. These ;uestions appear in most tests "ecause students usually want to know

how well they can communicate.

47


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Nu'e!i) "*i4it$includes "asic arithmetic, num"er se;uences and simple mathematics. In the

management level, tests are often presented with charts and graphs that need to "e interpreted. These

;uestions appear in most general tests "ecause students usually want some indication of their a"ility to

use num"ers even if this is not a ma8or part of the course.

A*st!")t !e"sonin# measures the a"ility to identify the num"er logic of a pattern and to

determine a solution. A"stract reasoning a"ility is "elieved to "e the "est indicator of fluid intelligence

and the a"ility to learn new things ;uickly. These ;uestions appear in most general tests.

A"stract reasoning tests date "ack to the research done "y the psychologists Charles %pearman in

the 1372s. %pearman used a statistical techni;ue called factor analysis to e!amine the relationship

"etween people2s score on different tests or su"9tests of intelligence. $e concluded that people who do

well on some intelligence tests also do well on others. Conversely, if people do poorly on an

intelligence test, they also tended to do poorly in intellectual tests. This led him to "elieve that there are

two or more factors common to all intellectual courses


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particular duties in the program, and checks on how effectively these duties are performed in assisting

and helping students attain their needs.

The guidance counselor is the principals agent in supervising the guidance program within the

school. He counsels students and arranges the schedule for individual counseling. He has direct

responsibility for seeing to it that adequate student records are available for counseling interviews. He

helps students seeking work to make proper use of placement services of the school system, and perform

many other similar duties.

The homeroom searchers and the registrar report to the counselors office significant data

concerning individual students. They themselves do certain types of counseling, cultivate a favorable

attitude toward the career guidance program, and cooperate with the counselor on other ways.

Subject teachershelp students discover their abilities and limitations, observe and report to the

counselor special attitudes, interest and personality traits of particular students, assist their students to

obtain information concerning opportunities in career selection and requirements of occupation closely

related to the subjects which they teach.

The school librariansees to it that the library functions as effectively as possible in providing

needed information concerning career selection and report to the counselor on special interest shown by

students in their reading.

Placement coordinator takes charge in finding a suitable place to start a wisely chosen career.

He helps students to see their services in a favorable market. He makes sure that the students are in the

right path toward their development, through their years of stay in the school, and this is continued in the

early years of their employment life (Mendoza,2001).

Contributions of Guidance Program to Academic Achievement

43


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Flores (2010), stated that the aim of the program is to address the behavioral,

social, and academic adjustment of students. Emphasis is placed on the academic achievement of

students "y improving school attendance and school "ehavior, increasing student achievement, and

enhancing students2 levels of self9esteem and attitudes toward school


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might "oth result from the schools2 organi-ational structure, leadership andor personnel strengths rather

than "eing casually related to each other.

F")to!s Ae)tin# Cou!se P!ee!en)es

%everal studies have identified some factors that influence students2 course or career preferences.

#eong, L of the students sample paid a specialist or advisor during the college

decision making process.

These studies are important to the present study since they e!plain the significance of taking

parents2 advice and permission in choosing a college course.

#ikewise, 'lanck,


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interested in technical fields, the physical sciences, and non9enterprising "usiness positions over artistic,

social, or socially interactive "usiness careers.

*or practical reasons, the parents usually encourage careers that will not cost much money, "ut at

the same time are sta"le sources of income. Careers in nursing, accounting, and engineering are highly

popular for *ilipino families "ecause of e!pectations of high paying 8o"s and these are usually chosen "y

financially9challenged families.

Tennessee Department of +ducation


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Another researcher = made an investigation on the importance of having an

effective career planning. It was found that students who receive help in e!ploring careers and planning

programs of study related to their career interest are more likely to see school as meaningful. $igh

school students who work as early as the eight grade develop a si!9year plan for all four years of high

school and two years after graduation. These students should work with their parents, teachers, and

school counselors to develop high school courses and future goals. %tudents who see a direct link

"etween school and the future are more definite in their career and post secondary goals. iddle schools

lay the foundation for career choices "y getting students to e!plore career fields which interest them, and

then in high school, counselors help students align the curriculum to the academic and industry

standards of those careers. The involvement of family, school administration and guidance counselor to

help students make good career choices in the future is emphasi-ed in the study who mentioned that

parents, teachers, and school counselors are "eing involved in students2 career decision9making process.

The researchers agreed that the American +ducation Career Development 'lan aims to prepare

students for the ne!t formal learning e!perience. (ut if little opportunities in career development

activities are provided, students are simply encouraged to attend school until they can go no further


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and career goals, and correlate courses of study to long-term goals. Students are expected to research

their future options and investigate the world of work in relation to self-knowledge and use that

information to make informed career decisions. Then, in high school, students are expected to create

strategies to achieve future career success and satisfaction by modifying their educational plans to

support their career goals, to evaluate and update their career-planning portfolios, and to apply academic

and employment readiness skills through programs such as work-based learning.

Furthermore, it was emphasized that a comprehensive and developmental view of

education and career planning, especially in middle schools is important. Middle school counselors are

instrumental in implementing effective education and career planning systems to help students with their

educational and career development.

Research has shown that the choices of the middle school students have a strong bearing on

their educational and career development for decades to come, particularly academic choices.

Furthermore, it is mentioned that school counselors and school counseling programs play key roles in

preparing students to successful transition to the next level, whether it is some type of postsecondary

education or joining the work force. In addition, the study emphasized that education and career

planning from a life-career perspective development and planning encompassing education, work, and

leisure. Therefore, extracurricular activities, hobbies, civic participation, and cultural experiences should

be part of middle school students education and career planning (SREB, 2006).

Erictas (2013) research found that most of the student-respondents preferred to take courses in

scientific fields with 40.6% preferring courses which include engineering courses, BS Statistics and BS

Geology. Most students preferred courses in the different fields of engineering, particularly civil and

electronic engineering. The next highest courses preferred by the 29 % of the students were the

4?


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professional courses. These are medicine-related courses, such as BS Pharmacy, BS Nursing and

Medical Technology course. The third most preferred group of courses are in the commercial category

with 20.3% indicating these as their choices. These are courses in accountancy and business

management. Next to the last preferred courses are those in the technical category, such as marine

technology, information technology and criminology. The least preferred category of courses by

students are agricultural- related with only 2.9% indicating these as their choice.

Similar to these findings are the results of the Brainard Occupational Preference Inventory which

showed that 30.4% of the student-respondents are suited to take professional courses. Occupations

included in this category include those related to medical, legal and social work, educational work, and

personnel work. This is followed by the commercial field with 23.2% indicating this as their choice.

This includes professions related to accounting, clerical work, selling and business management. The

scientific fields were selected by 17% of the students and these fields include courses that undertake

statistical, physical, biological and chemical researches. Thirteen percent of the respondents feel suited

to the mechanical-related jobs which perform machine design, machine operation, fine manual work,

and building construction work. Those who are suited for the agricultural field constitute 8.7% of the

distribution. These courses include jobs related to farm and design, small animal raising, forestry and

animal husbandry.

C"!ee! Counse4in# De1e4o6'ent P!o#!"'

According to *lores


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program likewise enhances the learning process for all students "y ensuring e;uita"le access for all

students to participate fully in the educational process .

The guidance counselor2s focus in designing this program is to value and respond to the diversity

and individual differences among students. It is developmental "y design "ecause it includes se;uential

activities and is implemented with the support of teachers, administrators, students, parents, community

mem"ers, and other academic stakeholders


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Rese"!)h Desi#n

This study employed the descriptive method of research to determine the factors affecting the

course preferences of the high school students of CC, #a"oratory $igh %chool.

As a descriptive study, it descri"ed the characteristics of fourth year students in terms of se!,

religion, socio9economic status of parents, academic grades, personality traits, study ha"its, and the

talent and a"ilities of the students as determined "y $oward2s test of multiple intelligences. It also

identified the course preferences of fourth year students.

sing the chi9s;uare, this study, determined the relationship "etween the course preferences of

the students and the independent varia"les. *rom the data and information gathered, the researcher

developed a career counseling development program.

Lo)"4e o the Stu&$

The study was conducted at orthern Christian College9#a"oratory $igh %chool


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The CC #a"oratory $igh %chool achieved accredited status on %eptem"er 3>, 1@? when the

College sought the accreditation of its curricular programs during the incum"ency of Dr. ue"en

(atoon, the third president of the institution. At present, the CC #a"oratory $igh %chool has attained

#evel II accredited status as #evel II, among the 3? pu"lic and private secondary schools of Ilocos

orte


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Fi#u!e +. The

No!the!n Ch!isti"n Co44e#e C"'6us M"6 in&i)"tin# the &ie!ent *ui4&in#s

53


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57/122


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interview guide ;uestions administered to the respondents were classified in four categories, namely:

decision9making, knowledge skills, understanding skills and process skills.

V"4i&"tion o the Inst!u'ent

The instrument was presented to the mem"ers of the thesis committee for their comments and

suggestions. %uggestions for revision were implemented, like using the "ipolar scale instead of the

#iker scale for personality traits, and the improvement of some of the indicators of study ha"its. Then

;uestionnaire was reproduced and tried out on 17 randomly selected third year students to test their

validity. The tryout sample did not have any difficulty in responding to the different items, thus the

instrument was considered valid.

D"t" G"the!in# P!o)e&u!e

The researcher re;uested permission from the 'resident of orthern Christian College through

the principal of the CC #$% to conduct the study and to administer the ;uestionnaire. The researcher

asked the help of the fourth year adviser to assist her in gathering the data.

The researcher validated the academic grades written on the ;uestionnaire of each respondent

using the students *orm 14@ or rating card and *orm 14? or 'ermanent ecord. %ince the study was

conducted during the third ;uarter, their general average grade in their third grading period was used as

their academic grades. Thus document analysis was also used to gather "ackground information of the

students like occupation and educational attainment of parents, and academic grades.

The top ten


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St"tisti)"4 T!e"t'ent

The data gathered were tallied, ta"ulated and analy-ed accordingly.

*re;uency counts and percentages were used to descri"e the characteristics of the students, such

as se!, age, address and religion, the parents2 socio9 economic status such as educational attainment of

parents, monthly income and occupation.

The mean descri"ed the students2 personality traits and study ha"its.

umerical and descriptive ratings were used to descri"e the academic grades gathered from the

*orm 14@ or Card and *orm 14? or 'ermanent ecord .

Chi9%;uare was used to measure relationships "etween two nominal varia"les. The semantic

differential


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Academic grades data were measured and interpreted as:

7L and a"ove /ery )ood

@L @.L )ood

@7L 9 @5. Average

?L 9 ?.L 'assed

?5L and "elow *ailed

The personality traits were scored and interpreted with the range scale of:

3.194.77 /ery $igh indication

1.193.7 $igh indication

1.7791.7 oderate indication

7.7197. %light indication

%tudy ha"its were measured and interpreted "y using the range scale such as:

5.19.77 /ery )ood

4.195.7 )ood

3.194.7 Average

1.193.7 'oor

1.7791.7 /ery 'oor

ultiple intelligences were measured and interpreted "y using point system for scoring:

5197 +!actly

41957 uch

31947 ell

5?


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11937 A #ittle

1917 ot At All

Ch"6te! IV

RESULTS AND DISCUSSIONS

This chapter presents the data gathered, the analyses and interpretations made

of the findings.

Ch"!")te!isti)s o the Fou!th Ye"! Hi#h S)hoo4 Stu&ents

The fourth year high school students of orthern Christian College #a"oratory $igh %chool

were descri"ed in terms of certain demographic and psycho9social characteristics. These are presented in

Ta"les 1 to @.

Se8

5@


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As shown in Ta"le 1


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ith regard to residence, 44


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%ocio9+conomic %tatus of 'arents

a. *ather2s +ducational Attainment

College ndergraduate J #ower

College )raduate

". other2s +ducational AttainmentCollege ndergraduate J #ower

College )raduate

(%OA nits

c. *ather2s 6ccupational Category

(lue Collar

hite Collar

d. other2s 6ccupational Category

hite Collar

(lue Collar

e. onthly Income

'17,771 '37,777


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6n the other hand, more mothers or 4.73L= finished college while 34 .17L= are college

undergraduates. It was noted that a few college9graduate mothers have even earned some master of

arts units. This finding suggests that some college9undergraduate fathers are married to wives who are

college graduates, thus it must "e the mothers who have a stronger influence in the education of their

children, especially their enrolment in a private Christian school.

O))u6"tion o P"!ents.The occupations of parents were categori-ed into either white9collar and

"lue9collar 8o"s. The same num"er 4L= of fathers and mothers have "lue9collar 8o"s. The

fathers are mostly carpenters, tricycle drivers, or small "usinessmen. The remaining three


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Another varia"le "y which the fourth year high school students were descri"ed is their

academic grades during the third grading period of %B 371393714. These are presented in Ta"le 4.

The data in Ta"le 4 show that the academic grades of the students are not normally distri"uted.

ine


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1 *riendliness 1.5 oderately *riendly

3 Cheerfulness 1.55 oderately Cheerful

4 Hindness 1.33 oderately Hind

5 Independence 7. %lightly Independent

Industriousness 7.?1 %lightly Industrious

> %ocia"ility %lightly %ocia"le

? 'atient 7.1 %lightly 'atient

@ 'romptness 7.5 %lightly 'rompt

Dependa"ility 7.5 %lightly Dependa"le

17 Assertiveness 7.35 %lightly Assertive

#egend: R"n#e Des)!i6ti1e Inte!6!et"tion3.1 4.77 /ery $igh indication

1.1 9 3.7 $igh indication1.77 9 1.7 oderate indication

7.71 9 7. %light indication

A seven9point scale was used and descriptive interpretations of the data ranged from*er+ high

indication


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with compatible methods of working within teams and alongside co-workers have depended upon the

right personality. Once a career has been secured, ambition and sincerity, along with promotions may

determine an employees future. (http://www2.uwstout.edu/content/lib/thesis/2002/2002borchertm.pdf=.

Personality is important for the student to make a favorable impression on potential employers,

which is an important issue during the interview process prior to being hired. The development of

desirable personality traits in the young is often a challenge for parents and teachers, especially if the

student or parent has a future career in mind. The students personality must be related to the

requirements for the chosen course.

It is helpful to consider the attitudes of people hold about themselves when choosing a career.

What makes up the cognitive map of a personality may never be fully known. This cognitive map is

made up of constructs or traits considered desirable and valuable when choosing a career. The

environment, such as formal education, has played a major role in the formation of such constructs.

That is why the development of these traits is an important concern for parents and teachers (Borchert,

2002).

Stu&$ H"*its

The study ha"its of the students were also descri"ed. This is "ased on the assumption that study

ha"its are strong influence for work ha"its. $ow a student works on his lessons can greatly determine

how he will work on his 8o" in the future. The study ha"its of the students are presented in Ta"le .

The mean score of 3.53 is indicative of poor study ha"its among the students. The only items

with mean ratings ranging from 3.?1 to 4.37, all of which are interpreted as a*erage are F surfing the

Internet for additional readings,G, Fpreparing for an e!am long "efore schedule to avoid cramming,G and


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Freviewing lessons to attain mastery.G The rest of the items got mean scores ranging from 1.>1 to 3.5>

all of which are interpreted as poor stud+ habits.

These findings show that the students rarely make use of the li"rary, read lessons on their own,

without "eing told or even if there is no e!am, or read in advance. They also rarely seek the assistance

of someone, whether the parent, a teacher or a private tutor. $iring a private tutor has the lowest mean

"ecause it entails additional e!pense for the parents.

These findings support the previously discussed average grades of the students. It is not a

surprise that their mean academic ratings are merely a*erage.This may "e due topoor stud+ habits.

These findings pose a pro"lem and a challenge to parents and teachers to help students develop good

study ha"its so that they can make good course choices.

T"*4e @: St"te'ents !e4e)tin# stu&$ h"*its o the !es6on&ents

INDICATORS OF STUDY HABITS MEAN INTERPRETATION

>


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T"*4e . Su''"!$ o the stu&$ h"*its 6!oi4e o the !es6on&ents

STUDY HABITS FRE-(

1 /ery )ood < 5.19.77= 7 7.77

3 )ood < 4.195.7= 7 7.77

4 Average


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3 /isual Intelligence 47.4? uch

4 usical9hythmic Intelligence 3.5 ell

5 #ogical9athematical Intelligence [email protected] ell

aturalist Intelligence 3@.@ ell

> (odily9Hinesthetic Intelligence [email protected] ell

? Interpersonal Intelligence [email protected]? ell

@ /er"al #inguistic Interpersonal [email protected] ell

Intrapersonal Intelligence 3?.7 ell

17 +!istentialist Intelligence 33.7 ell

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM#egend: R"n#e Des)!i6ti1e Inte!6!et"tion

51 7 %tatements descri"e the students e!actly


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The researcher likewise o"served the respondents to "e musically inclined. any can sing well,

others play the guitar and the piano. %ome write songs and compose music. (ut it is surprising why

their mean score for musical intelligence is merely within the range of ell inclined.

The students are also ell inclined toward mathematics. ost of the males are good in dealing

with num"ers in their physics and mathematics classes, "etter than the females. The males are generally

rational, good in finding patterns and esta"lishing cause and effect relationships. %o, they can "e good

accountants, statisticians, "ankers, economist, engineers , computer programmers and software

developer in the future.

The students have "een o"served to "e very much interested in their (iology classes, thus they

are ell inclined towards naturalist intelligence. They can recogni-e and classify numerous species like

the flora and fauna. The female respondents are o"served to "e more inclined to this field than the males

in their "iology class.

ith regard to "odily9kinesthetic intelligence, ma8ority of the students can dance

well, whether folk or modern dance. %ome males and females are mem"ers of the dance troupe in

school, "oth males and females are active in participating activities related to the physical self that can

make precise "odily movements with ease and agility. %everal are also inclined toward sports. They

en8oy physical challenges like sports and athletics. They can "e a good dancers, athletes and actors in

school programsactivities.

The students generally get along well with their classmates and schoolmates, as

well as teachers. This is an indication of their interpersonal intelligence. They know how to work well

with others, regardless of age. They are generally and naturally friendly and outgoing. They have "een

o"served to "e good team players and learn "est when they can relate to other people.

>7


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The respondents are also ver"ally and linguistically inclined, although the females have "een

o"served to "e more interested in learning languages and improving in communication skills than the

males. During school programs, more females are willing to deliver speeches, like opening remarks,

welcome address and etc.

The students are also o"served, like working on their own. %everal seem to "e a"le to

understand themselves, their moods and reactions, thus they strive to control their "ehaviors. one of

the students indicated having an inclination toward e!istentialist intelligence. This is understanda"le

considering the age and interests of the students.

A summary of the num"er of students who indicated and inclination toward the different

intelligences is presented in Ta"le @.

T"*4e ?. Su''"!$ o the nu'*e! o !es6on&ents "44in# un&e! e")h inte44i#en)e o!

in)4in"tion.

TYPE OF FRE-(

1 %piritual Intelligence 34 >.17

3 /isual Intelligence ? 1?.7?

4 #ogical9athematical Intelligence 5 .?>

5 aturalist Intelligence 5 .?>

>1


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/er"al #inguistic Intelligence 3 5.@?

> Interpersonal Intelligence 3 5.@?

? (odily9Hinesthetic Intelligence 1 3.55

@ usical9hythmic Intelligence 1 3.55

Intrapersonal Intelligence 1 3.55

17 +!istentialist Intelligence 7 7.77

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM

QThere are students whose intelligence or inclination have more than one.

As discussed earlier more than half of their num"er are spiritually inclined "ecause of the school

"eing church9related. This does not mean, however, that they will pursue courses that are religious in

nature. o"ody shows any e!istentialist intelligence or inclination since this would not "e manifested

yet at their age and e!perience.

Cou!se P!ee!en)es o Fou!th Ye"! Hi#h S)hoo4 Stu&ents

The course preferences of the students are shown in Ta"le . Although the course preferences

were indicated in specific courses, these were grouped into three.

T"*4e : The nu'*e! o !es6on&ents )"te#o!ie& un&e! thei! )ou!se 6!ee!en)es.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

C"te#o!$ o the Cou!se P!ee!en)es F!euen)$ %N>-( Pe!)ent

(accalaureate Course 31 1.33

Technical9/ocational Course 1> 4.73

$ighly 'rofessional Course 5 .?>

TOTAL - -,,.,,

>3


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>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

There are 1>


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The significant relationship "etween religion and career preference may "e e!plained "y the fact

that CC is a religion9oriented institution and the students undergo several religious or spiritual

activities during the school year. %ome of them may really intend to pursue a religious vocation.

The mother2s occupation significantly influences a child2s career choice "ecause in *ilipino

culture, the mother is the one who provides care and nurturance to her children, while the father earns

for the family2s sustenance. Thus the mother is emotionally closer to the children and may lead them to

follow her footsteps with regard to occupation.

T"*4e -,. Re4"tionshi6 o Stu&ent Ch"!")te!isti)s "n& Cou!se P!ee!en)es o

Res6on&ents

Ch"!")te!isti)s ChiSu"!e C!iti)"4 V"4ue Inte!6!et"tion

V"4ue

%e! 1.@4 . ot %ignificanteligion >.>1 . %ignificant

%ocio9+conomic %tatus of 'arents

*ather2s +duc2lAttainment 4.3? . ot %ignificant

other2s +duc2l

Attainment 3.73 .5 ot %ignificant

>5


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*ather2s 6ccupation 4.?4 . ot %ignificant

other2s 6ccupation 14.7 . %ignificantonthly Income ?.1? . %ignificant

Academic )rades .@5 .5 ot %ignificant'ersonality Traits 4.7@ .5 ot %ignificant

%tudy $a"its 4.>3 . ot %ignificant

ultiple Intelligences 3.43 . ot %ignificant

#egend:

Si#nii)"ntpR7.7

Not Si#nii)"ntpS7.7

The finding that parent2s income significantly influences a child2s course preference supports

*lores2


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The courses were categori-ed into technical9vocational, "accalaureate and highly professional.

There are more 15 >


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a course is preferred regardless of parent2s education. It should "e recalled that ma8ority of the fathers

of the students are college undergraduates and most of their mothers finished college.

%ince "oth fathers and mothers are at least literate, ma8ority of the students prefer the

"accalaureate course, although some choose a technical9vocational and a few a highly professional

course.

a8ority of the fathers have "lue collar 8o"s while mostly of the mothers have white collar 8o"s.

Almost one9fourth of the respondent9parents have high monthly income, ma8ority of them are average

and a few parent have a low monthly income. This may e!plain why the fourth year students of

orthern Christian College, #a"oratory %chool prefer to pursue a "accalaureate course, instead of a

highly professional course, although some indicated liking technical9vocational course. It is a fact that

highly professional courses are more e!pensive than "accalaureate courses. And since the respondent2s

parents have merely average income, they cannot afford to let their children take e!pensive courses.

'arents with higher income would prefer a more e!pensive course for their children.

A)"&e'i) #!"&es. Data in Ta"le 17 show that there is no significant relationship "etween

academic grades and course preference as shown "y the o"tained chi9s;uare


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Pe!son"4it$ t!"its. There is no significant relationship "etween personality traits and course

preference since the o"tained chi9s;uare


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This means that multiple intelligence is not a factor in the course preference of the respondents.

This may "e "ecause the students are not aware of their specific intelligences or inclinations. (esides,

the measure to intelligence or inclination may not truly measure the a"ility of the students. This means

that regardless of their sphere of intelligence or inclination, the respondents make their own choice of

courses to pursue.

ACTION PLAN

o! "

CAREER GUIDANCE PROGRAM

It is part of the academic mission of the orthern Christian College to promote e!cellence and to

assist students in analy-ing their capa"ilities and interests so that they can "e assisted to make wise and

practical career choices. It is imperative, therefore, that the school, particularly the #a"oratory $igh

%chool, should have a Career )uidance 'rogram.

Career )uidance is a part of the entire guidance program of the school and, through the

cooperation of the guidance counselors, administrators, teachers, li"rarians, and parents, the following

o"8ectives can "e attained:

1. $elp the high school graduates make decisions and choices involved in planning of their

future career and in choosing their 8o", preparing for it, and doing it&

3. Assist students to form valua"le impressions and general understanding of the world of work

and workers&

4. Develop positive and relevant attitudes such as promptness, regular attendance, industry and

harmonious working relationship&

5. +na"le students to choose an appropriate course suited to their personality and level of

understanding&

. otivate and encourage learners to participate in co9curricular activities to widen their

knowledge and skills&

>. Create an updated list of agencies interested in 8o" placement&

>


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priate careermoves.

Information

%ervice

To help the

students get toknow morea"out the

world of work

and the factors

that impingeupon it.

Career eek

Career )uidance

'rogram

Information

Dissemination

$olding a

careerorientationprogram where

different

professionalsare invited to

talk a"out their

professions.

epresentativeof colleges and

universities are

invited to talk

on the variouscourses offered

in their

schools.

Distri"ution of

printedmaterials such

as career or

course"rochures,

course

we"sites, etc.

'resentation

of film clipsdocuments onthe different

career choices.

eading of

"iographical

sketches of

ov.

Dec.

)uidance

Counselorsesource %peakers

#ecturers

Teachers

and advisers

%tudents

Collegesand

universities

< 'u"lic J 'rivate=

?5


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possi"le careermodels.

'lacement

%ervice

To facilitate

the entry intothe proper

setting

Training

program

Conduct of

appropriatetraining

programs such

as musical or

dance schoolgymnastics,

art, etc.

The selection

and entry into

the appropriatehigh school

setting


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pursued.

To iron out

difficulties to

work outcertain

ad8ustmentsre;uired.

Counseling

esearch and

+valuation

To deter9mine the

success rates

of graduates in

the educationalor occupational

setting entered

and to decideon the

modification or

strengtheningof certain

program

activities usedfor preparing

the students.

To determinewhether

strategies techni;ues

employed for

careerguidance and

planning are

appropriate,

effective andsatisfying in

"ringing a"outthe goals of theCareer

'rogram.

Assessment

+valuation of

The Career

'rogramimplemented.

se of assess9

ment

;uestionnaire

arch

April

)uidance

Counselors

%taff

AdvisersTeachers

%chool

$eadsAdminis9

trators

%tudents

?>


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CHAPTER V

SUMMARY2 CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the highlights of findings, conclusions generated

and recommendations made.

Su''"!$

This study descri"ed the factors affecting the course preferences of fourth year high school

students of orthern Christian College #a"oratory $igh %chool of #aoag City, Ilocos orte, %chool

Bear 371393715.

%pecifically the study, 1= descri"ed the characteristics of fourth year students of CC

#a"oratory $igh %chool in terms of a= se!, "= religion, c= socio9economic status of parents, d= academic

grades, e= personality traits, f= study ha"its g= multiple intelligences& 3= identified the course preferences

of fourth year students& 4= determined the relationship of course preferences of students to the following

independent varia"les& 5= developed a career counseling program.

The study employed the descriptive method of research design which determined the factors

affecting the course preferences of the fourth year high school students of orthern Christian College,

#a"oratory $igh %chool with 51 students as respondents& descri"ed the perceived factors that affect the

course preferences of high school students& and identified the course preferences of high school students.

The mean, weighted mean, and fre;uency were used to descri"e and analy-e the factors affecting

the course preference and its perceived impact on the students. Chi9s;uare was used to determine the

relationship of course preferences of students and the factors affecting the choice.

The 7.7 level of significance was used in the interpretation of findings on relationships.

Fin&in#s

?


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Ch"!")te!isti)s o the !es6on&ents.

A#e.ost of the students were adolescents with a mean age of 1> years. The youngest age was

1 years old and the oldest, 31 years old&

So)ioe)ono'i) st"tus o 6"!ents.The parents had an average monthly income of 'hp 17,771

which is a"ove the poverty line as esta"lished "y the ational +conomic Development and Authority.

The fathers were mostly college undergraduates while ma8ority of the mothers finished college. (oth

parents are literate.

A)"&e'i) #!"&es.The academic grades of most of the students were good& some average and

few very good.

Pe!son"4it$ t!"its.The respondents manifested positive personality traits as a group.

Stu&$ h"*its. )enerally the respondents had poor study ha"its, although they use the Internet to

look for references, study well for an e!am and study in advance. .

Mu4ti64e inte44i#en)es.The respondents as a group are well inclined toward spiritual intelligence

and a little toward visual9spatial intelligence. Their inclination for the other types of intelligences was

minimal.

.Cou!se P!ee!en)es

a8ority of the students preferred to take up "accalaureate courses, others technical9vocational

courses, and a few highly professional courses.

Re4"tionshi6 Bet5een Ch"!")te!isti)s

An& Cou!se P!ee!en)es

There is a significant relationship "etween religion, mother2s occupation, parents monthly

income and course preference.

@7


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There is no significant relationship of course preference to se!, academic grades, personality

traits, study ha"its, and multiple intelligences.

Con)4usions

(ased on the findings, it is concluded that most of the students who are adolescents are

Catholics, have fathers who are college undergraduates and mothers who are college graduates with an

average monthly income that ena"les them to send their children to a private high school.

The students2 academic grades are average. , most of them are good performers, some

performing average and only a few are very good learners and the rests are passing. ith regard to

personality traits, most are descri"ed as slightly friendly, cheerful, and assertive. (ut as a whole their

traits are positive.

The students have poor study ha"its and they are slightly inclined toward spiritual and visual9

spatial with regard to multiple intelligences.

These findings indicate the need for a career guidance program to "e formulated to aid them in

making course choices suited to their a"ilities.

Re)o''en&"tions

The career plan for students developed in this study must "e adopted "y the College and

implemented continuously. It should start at grade ? or the first year high school to gi

factors affecting the course preferences of fourth year students - nincandra milagros bobiles

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