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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! +,-
1
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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&
3
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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&
$er parents, "rothers, sister in laws, nephews, nieces, relatives, friends, colleagues and all the
people who willingly shared their time, and cooperation to make this study a success& and,
A"ove all, to the Triumphant and Almighty )od, and )reat 'rovider, the source of her strength
and courage to finish this study.
N.M.B.B.
4
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DEDICATION
In Lo1in# Me'o!$
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.
5
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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.
vi
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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.
11
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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.
13
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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.
15
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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.
1
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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 $igh %chool has attained
#evel II accredited status as #evel II, among the 3? pu"lic and private secondary schools of Ilocos
orte
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Fi#u!e +. The
No!the!n Ch!isti"n Co44e#e C"'6us M"6 in&i)"tin# the &ie!ent *ui4&in#s
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interview guide ;uestions administered to the respondents were classified in four categories, namely:
decision9making, knowledge skills, understanding skills and process skills.
V"4i&"tion o the Inst!u'ent
The instrument was presented to the mem"ers of the thesis committee for their comments and
suggestions. %uggestions for revision were implemented, like using the "ipolar scale instead of the
#iker scale for personality traits, and the improvement of some of the indicators of study ha"its. Then
;uestionnaire was reproduced and tried out on 17 randomly selected third year students to test their
validity. The tryout sample did not have any difficulty in responding to the different items, thus the
instrument was considered valid.
D"t" G"the!in# P!o)e&u!e
The researcher re;uested permission from the 'resident of orthern Christian College through
the principal of the CC #$% 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