Factors Affecting Senior High School Track

Preferences of Grade 9 Students of Don Bosco

Technology Center, Inc. Academic Year 2014-
2015: A Basis for Career Guidance Program

A Study
Presented to the
College Department
Don Bosco Technology Center

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Technical Education
Major in Industrial Electronics Technology,
Major in Mechanical Technology, and
Major in Furniture Technology

By

Joshua O. Japitan
Grant Emerson D. Camangyan
John Benedict L. Rodrigo
Jason Thom C. Paez
Johnrey T. Remeticado
Eleonido D. Bacarisas

March 2015

Ranilo Camacho
Adviser
 ABSTRACT

This study aims to determine the factors that affect the senior high
school track preferences of the Grade 9 students of Don Bosco Technology
Center of academic year 2014-2014. This study utilizes descriptive method of
research to determine the factors. It would see if dependent variables relating
to personality, family/relatives, interests and job opportunities were significant
factors influencing the track preferences of the respondents. The descriptive
research used quantitative methods to assess the feedback from the
respondents.

Scale/questionnaire is given to the respondents to conduct the study

personally and is collected after to gather all the results. Most of the literature
gathered talks about the factors that affect career preferences/choices,
namely personality, family, interests and job opportunities, which would
specialized in senior high school of the k-12 curriculum.

iii
 ACKNOWLEDGEMENT

This study had made through the guide and support of our Lord

Almighty. We would like also to thank Mrs. Abella and Arnold Ocampo who let

us borrowed a project data book sample in order to us researchers be guided

in our every single paperwork. We would also thank our beloved Research

teacher, Mr. Ranilo Camacho who taught our lessons very well and who

guided us to our way up here. We would also like to thank him for his very

long patience and generosity of his knowledge to us. We would also thank our

fellow students and our dear educators especially Mr. Arnel Singson, Mr.

Aubrey Sa-a, Mr. Anthony Tan and Ms. Loida Baran Who were there to help

us in times of problems and also to all the respondents of our survey who

really helped in study. Lastly, we would like to give thanks to the Japitan

family and our families who were very supportive to us and provided all our

needs for this study.

iv
 TABLE OF CONTENTS

Page

Approval Sheet

Project Title

Abstract iii

Acknowledgement iv

Table of Contents v

Chapters

1 The Problem and its Setting 1

Introduction 1

Conceptual Background 4

Theoretical Background 5

The Problem 8

Statement of the Problem 8

Significance of the Study 9

Scope and Limitations 10

Definition of Terms 11

2 Review of Related Literature 13

Personality 13

Family/Relatives 14

Interests 15

Job Opportunities 15

v
3 Methodology 19

Research Design 19

Locale of the Study 20

Research Respondents 21

Research Instruments 21

Data Gathering Procedure 21

Statistical Treatment of Data 22

4 Results and Discussions 24

Socioeconomic Profile of the Students 24

Age 24

Gender 24

Parents Educational Attainment 25

Parents Occupations 25

Socioeconomic Status 27

Fields of Study and Track Preferences 28

Field of Study 28

Track Preferences 29

Factors Affecting the Track Preferences 30

Personality 30

Family/Relatives 31

Interests 32

Job Opportunities 33

Resume on Factors Influencing Students Track Preference 35

vi
 5 Summary, Findings, Conclusions and Recommendations 36

Summary 36

Findings 37

Conclusions 38

Recommendations 39

Bibliography 40

Appendices 42

Appendix A Letter to Conduct Study 43

Appendix B Survey Questionnaire 44

Curriculum Vitae 48

List of Figures

Figure 1 Conceptual Framework 4

Figure 2 SCCt Interest Model 16

Figure 3 Research Design Framework 20

Figure 4 Extent of the Factors Influence on Track Preference 35

List of Tables

Table 1 Specification Grid on the Rating Scale/Questionnaire

Affecting the Students Senior High School Track
Preferences 22
Table 2 Frequency and Percentage Distribution by Age 24

Table 3 Frequency and Percentage Distribution of Parents

Educational Attainment 25

Table 4 Frequency and Percentage Distribution of Parents

Occupations 26

vii
Table 5 Frequency and Percentage Distribution by
Socioeconomic Status 27

Table 6 Fields of Study that the Students would Pursue 28

Table 7 Track Preferences of the Grade 9 Students 29

Table 8 Personality as a Factor on Students Track Choice 30

Table 9 Family/Relatives as a Factor on Students Track 31

Choice

Table 10 Interests as a Factor on Students Track Choice 33

Table 9 Job Opportunities as a Factor on Students Track 34

Choice

viii
 CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

The Philippines is one of the three countries remaining in the world,

namely Djibouti and Angola in Africa, and the only remaining country in Asia
with a 10- year pre-university program. This short period makes it difficult for
Filipinos to be competitive with other countries that have at least 12 years of
basic education. The majority who do not go to college are too young to enter
the labor force, thus, they would either be unemployed to set up businesses
or cannot legally enter into contracts.

With this apparent problem on education, the Department of Education

has started to implement the new K-12 Curriculum, which is a major reform in
the curriculum for all schools nationwide. This reform includes decongesting
and enhancing the basic education curriculum for learners to master basic
competencies, lengthening the cycle of basic education to cover kindergarten
through year 12. By prolonging the basic education, that is, adding
kindergarten and two years in high school, the program ensures that
graduates earn the necessary skills and reach the legal age for employment
to qualify entrance into the world of work, if they desire or need to do so. On
the other hand, graduates who opt to go to tertiary education are deemed
better prepared for college study (SEAMEO INNOTECH, 2012).

A major change brought about by K-12 curriculum is the addition of two

years in secondary education, known as Senior High School (SHS). The old
4-year secondary curriculum will be now renamed as Junior High School
(JHS) which starts from Grades 7 to Grade 10, and Senior High School will
follow through from Grades 11 to 12. The additional two years of SHS would
mean that the high school graduates are better prepared for whatever path
they will choose, and be of legal age (18 years old) to be lawfully employed
upon graduation.

The secondary education curriculum, in itself, would be reformed too.

All core subjects, namely: Science, Mathematics, Araling Panlipunan, MAPEH

1
and Edukasyon sa Pagpapakatao; will be taught using the spiral approach
wherein learning is a process of building upon previously learned knowledge.
The newest addition and one of the main highlights of K-12 curriculum is the
Career Pathways, more known as Tracks. It offers opportunities for
specialization in Academic, Technical-Vocational-Livelihood, Sports and Arts
fields. The students may choose based on aptitude, interests and school
capacity. The choice of the career track will determine the content of the
subjects the student will take in Senior High School as preparation for his/her
career.

The tracks aforementioned are as follows:

1. Academic, which is further subdivided into three strands:

a. Accountancy, Business and Management (ABM)

b. Humanities and Social Sciences (HUMSS)

c. Science, Technology, Engineering and Mathematics

(STEM)

2. Technical-vocational, which is further subdivided into four

strands:

a. Agriculture-Fisheries

b. Home Economics

c. Industrial Arts

d. Information and Communications Technology (ICT)

3. Sports

4. Arts and Design

At Grades 7 and 8, students will study exploratory subjects by taking

four Technology and Livelihood Education (TLE) courses for each Grade. At
Grades 9 and 10, TLE specializations are offered, then at Grades 11 and 12
career pathway specializations are offered. Career pathways lead to eligibility

2
for Certificate of Competency (COC), which TESDA issues to individuals who
satisfactorily demonstrate competence on a particular or cluster of units of
competency. The COC leads to certification beginning with NC 1 which
indicates the performance of a routine and predictable task, requiring little
judgment and supervision, and NC 2, the performance of a prescribed range
of functions.

Aside from certification of TESDA, other recognition may be issued by

other government or non-government agencies. For instance, art-related
career pathways may be assessed by the National Commission for Culture
and Arts (NCCA); sports-related career pathways may be assessed by the
Philippine Sports Commission (PSC); and foreign languages may be
assessed by TESDA or foreign language institutes.

The first phase of K-12 implementation has been started on AY 2012-

2013, wherein the new curriculum is now being offered for Grade 1 and Grade
7. For AY 2014-2015, the pioneer Grade 7 class is now at Grade 9, and in
AY2016-2017, they would be the first batch of Senior High School graduates
of the K-12 program, as this class would be the first to take up Senior High.

The career specializations offered by the K-12 curriculum serves as a

stepping stone for the students to plan up and act upon on their chosen
career. As the future pioneer batch of Grade 12 graduates, the Grade 9
students of AY 2014-2015, are at the phase wherein they would choose their
specialization that they would take up for Senior High School. Thus, it is
important to determine the specialization that they are about to take and the
factors as to why they chose the said track.

3
Conceptual Framework

The focus of this study was undertaken by the following conceptual

framework shown in Figure 1 which has a three part process: the input,
process and output.

Input This includes the socio-demographic profile of the students, their

choice of field of study to specialize, their track preference and the factors that
affect their preference.

Process In the research process, this includes determining their track

preferences and determining the leading factors that affect their preference.

Output This study would identify the track preferences of Grade 9 students
of Don Bosco Technology Center and the factors that affect them which can
be used as basis for a career guidance program of the said school and for
certain institutions that would like to design and implement a Senior High
School program.

INPUT PROCESS OUTPUT

Socio-Demographic Tallying of Data Senior High School
Profile of Respondents Weighting the Extent Track Preferences
Track Preferences of Influence of the Leading Factor(s )
Factors that Affect Factors Basis for a Career
their Preferences Guidance Program
Insight for Design and
Implementation of
SHS Program

Figure 1: Conceptual Framework

4
Theoretical Framework

The study is anchored on the theory of Donald Super which focuses on

the development of life roles over the life span with emphasis on inter-role
congruence. His vocational concept as a part of self-concept is formed; it is
the driving force that establishes a career pattern one will follow through life
(Super, 1990). Vocational developmental tasks are derived from vocational
stages which provides framework for vocational behavior and attitudes. The
vocational developmental stages are as follows:

1. Growth (birth-age 14 or 15), characterized by development of

capacity, attitudes, interests, and needs associated with self-concepts;

2. Explanatory (ages 15-24), characterized by a tentative phase in

which choices are.

3. Establishment (ages 25-44), characterized by trial and stabilization

through work experiences;

4. Maintenance (ages 45-64), characterized by a continual adjustment

process to improve working position and situation; and

5. Decline (ages 65+), characterized by preretirement considerations,

reduced work output, and eventual retirement.

The crystallization task (ages 14-18) is forming a preferred career plan

and considering how it might be implemented. Pertinent information is studied
with the goal of becoming more aware of the preferred choice and the wisdom
of preference. The specification task (ages 18-21) follows in which the
individual feels the need to specify the career plan through more specific
resources and explicit awareness of cogent variables of the preferred choice.
The implementation task (ages 21-24) is accomplished by the completion of
training and entry into the career and develops a feeling of security in career
position.

The stabilization (ages 24-35) is reached when the individual is firmly

established in a career and develops a feeling of security in career position.
Finally, the consolidation task (35+) follows with advancement and seniority in

5
a career. Super also identified six dimensions that were thought to be relevant
and appropriate for adolescents:

1. Orientation to Vocational Choice (an attitudinal dimension determining

whether the individual is concerned with the eventual vocational choice
to be made);

2. Information and planning;

3. Consistency of Vocational Preferences (individuals consistency of

preferences);

4. Crystallization of Traits (individual progress toward forming a self-

concept);

5. Vocational Independence (independence of work experience); and

6. Wisdom of Vocational Preferences (dimension concerned with

individuals ability to make realistic preferences consistent with personal
tasks.)

This theory is found to be appropriate because of its stressfulness in

terms of developing a career plan that will guide the individual in choosing
his/her career pathway. Also, Supers six-dimension is appropriate for
adolescent is truly applicable because high school students fall under this
category.

Another theory adopted for the research is David Tiedemans Self-

Development Approaches to Career. Tiedeman believes that evolving ego-
identity is of central importance in the career development process.
Tiedeman referred to the evolving self-in-situation from the earliest awareness
of self to point at which individual becomes capable of evaluating
experiences, anticipating, and imagining future goals, and storing experiences
in memory for future reference with Tiedemans context of Erik Eriksons eight
psychosocial crises. Self-in-situation, self-in-world and the orientation of work
evolve as one resolves the psychosocial crises of life. Tiedeman therefore
conceptualized a paradigm for problem-solving as the mechanism of career
decision making. The paradigm covers four aspects of anticipation or

6
preoccupation (exploration, crystallization, choice, and clarification) and
three aspects of implementation of adjustment (induction, reformation,
and integration).

Tiedeman stressed out why individual change their courses of action

because of external factors because of external forces (such as the call of the
armed forces, an economic crisis, the work setting itself) or by broad
psychological drives (such as unmet needs, changing aspirations, role
diffusion). According to the prescribed sequence, a new decision unfolds and
must be made, beginning with exploration and eventually reaching integration.
If integration is not reached once again, the individual may adapt to a career
environment or may simply withdraw and begin a new search for eventual
integration.

The rationale between these two theories is one follows a vocational

self-concept which is a driving force that establishes a career pattern one will
follow through life but there are some factors could might altered this pattern.
These factors, such as external forces (called of armed services, economic
crisis, and work setting itself) and psychological drives (unmet needs,
changing aspirations, role diffusion) altered the career patterns of individual.

Super said that indecisiveness is a period in developmental process

when interests have not been fully crystallized. Individuals lead to
discriminate two or more choices of two or more occupational objectives when
uncertainty about future occurs. Tiedemann noted that as individuals become
more aware of the developing character of the career process itself, they are
more willing to make changes and to alter or redefine a decision.

7
 THE PROBLEM

Statement of the Problem

This study aims to determine the factors that affect the senior high
school track preferences of the Grade 9 students of Don Bosco Technology
Center of the Academic Year 2014-2015.

Specifically, it seeks to answer the following:

1. What are the socio-economic profile of the Grade 9 students in terms

of:

a. Age; d. Parents Occupation;

b. Gender; e. Socio-Economic
Status?
c. Parents Educational
Attainment;

2. What career/field do the respondents want to specialize and pursue

further once they graduated from Grade 10?

3. What track would the respondents prefer to take up for senior high
school?

4. What are the leading factors that affect the respondents preference
among these areas:

a. Personality c. Interests; and

b. Family/Relatives d. Job Opportunities?

5. To what extent do the four factors mentioned in Question 4 influence

the students track preference?

8
Significance of the Study

Learning is the aspect of development that connotes modification of

behavior, skills and knowledge that results from practice and experience
which sought for quality education.

The generalization of this present study would be a great contribution

to the vast knowledge in relation to students achievements. Vital results of
this investigation could be highly significant and beneficial specifically to the
following:

Researchers As future instructors of the K-12 curriculum, this study

will greatly help and inspire them to be more innovative and carry out the
programs of Department of Education (DepEd) that will be beneficial to both
the learners and teachers.

Students As the prospective Senior High School learners in the

future, the findings of this study would benefit and inspire them to formulate
and act upon on their career plans in the future.

Teachers As the ones who have a huge part in the teaching-learning

process, this study would help them to reassert and focus more on their fields
and subsequently cater a better learning experience for students, especially
for the teachers who would be teaching in Senior High School.

School Administrators This study would enable them to find ways

and means to improve the students abilities and skills that would empower
them to pursue meaningful careers. They can also gain insights into the
quality of education that they currently offer to the K-12 students.

Curriculum Planners This study would give insights to them in

designing and implementing a feasible Senior High School curriculum that
would teach the skills and knowledge that the students need.

Don Bosco Technology Center This is where the results of the

study shall serve as reference in the materialization of the K-12 Senior High
School Curriculum.

9
 Community The community shall also benefit from the study in a
sense that they are vital to the development of the school (DBTC) and as
such, they would eagerly give support in the future development of this
school.

External Stakeholders The alumni, parents, local leaders and

organizations would be motivated to support the students right for education.

Government Agencies Agencies, especially the Department of

Education, are benefited for they will gain wisdom in providing quality service
to the students especially the secondary students through the realization of K-
12 program and would be motivated to continuously shape and improve the
quality of education in the country.

Future Researchers This study would serve as reference that would

help in conducting their own research studies.

Scope and Limitations

The study is to be conducted at Don Bosco Technology Center BED

Department. The said school is selected based mainly on the proximity of its
location to the researchers and on the kind of the education that they offer to
its clientele. DBTC is a Catholic school situated at Pleasant Homes
Subdivision, Punta Princesa, Cebu City. The schools education system is
characterized by reason, religion and loving kindness, and aims to instill
religious values to the students and at the same time giving emphasis to
technological work of education that hones their self-discipline, skills and
attitude while maintaining sense of self-responsibility. This study focuses on
the senior high school track preferences of their Grade 9 students of the
Academic Year 2014-2015. It will look into their socio-demographic profiles in
terms of gender, age, parents educational attainment, parents occupation,
and size of income, their choice of field of study to specialize, their track
preference, and the influence of personality, family/relatives, interests and job
opportunities on the said track preference.

10
 The researchers considered the Grade 9 students since they are the
first batch of prospective learners of Senior High School in the coming AY
2016-2017. Grade 9 also is where assessments for specializations are being
conducted, such as NCAE.

Definition of Terms

The following terms are operationally defined to enhance the

understanding of the readers of this study.

1. K-12 program is the newly implemented educational system in the

Philippines where in it covers Kindergarten and 12 years of basic
education to provide sufficient time for mastery of concepts and skills,
develop lifelong learners and prepare graduates for tertiary education,
middle-level skills development, employment and entrepreneurship.

2. Senior High School is the second part of secondary education

under the K-12 program, wherein the students would take up the
subjects under their career pathway specialization

3. Career Pathways optional courses that offers the student for

specialization in academic, technical-vocational, sports and arts, and
entrepreneurship.

4. Socio-Demographic Profile refers to gender, age, parents

educational attainment, parents occupation, size of income, and sibling
position.

5. Senior High School Track Preference It is the choice of the student

for senior high school specialization. The choices are as follows:
Academic, Technical-Vocational, Sports and lastly Arts and Design.
The Academic track has three strands: (1) Accountancy, Business and
Management, (2) Humanities and Social Sciences, and (3) Science,
Technology, Engineering and Mathematics. On the other hand, the
specializations under the Technical-Vocational fall either into four: (1)
Agriculture and Fisheries, (2) Home Economics, (3) Industrial Arts, and
(4) Information and Communication Technology.

11
6. Personality It refers to the desired careers that the children want to
be upon becoming adults.

7. Opportunities These are favorable juncture of circumstances. In this

study, opportunities would refer to the circumstances favorable
employment or pursuing a career, e.g. location, trends, high pay, etc.

8. Interests These are the qualities or things that attract ones attention
and make him/her want to learn more about something or to be
involved/engaged in something.

12
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a selection of literature and studies that has a

bearing on present study. The researchers have gone through intensive
readings of materials, both printed and online, all of which has a great
significance to the problem during the course of thesis writing. Most of the
literature gathered talks about the factors that affect career
preferences/choices, namely personality, family, interests and job
opportunities, which would be specialized in Senior High School of the K-12
curriculum.

Personality

There has been a lot of talk whether or not passion is the sole way for
choosing an individuals career path. But there are other significant factors
that can influence the career path, not just passion. Several recent studies
shows that understanding the personality the individuals own traits and
characteristics, rather than passion, are a key to career fulfillment and
success.
An article posted by Adecco UK (Adecco UK, 2015), a part of a Swiss
multinational human resource consulting company of the same name, states
that it is worth finding out what type of worker an individual is with the
increasing of employers utilizing personality and psychometric testing
procedures to analyze the employees attributes beyond qualifications. It is
also stated in the article that choosing a job to which an individual is
inherently suited rather than just able to convince the interviewer that he/she
is interested in the position will make him/her a happier, more productive
employee.
There are many methods for assessing personality type, and the most
common is the RIASEC model of the psychologist John L. Holland (Holland,
1973), which is developed from his theory which postulates that people
project self- and world-of-work views onto occupational titles and make career

13
decisions that satisfy their preferred personal orientations based on the
premise that personality factors. Hollands model constitute of six basic
personality types, namely: Realistic, Investigative, Artistic, Social,
Enterprising, and Conventional. From the 6, the model provides the possibility
of a 720 different personality patterns. The results will show the tendencies of
a person to lean towards a certain type of personality, which would provide a
list of careers that might suit the person best.
Another study that establishes the influence of personality on career
choice is of Dr. Claudia Harzer and companions of University of Zurich
(Harzer, et.al, 2012), which focuses on the character strengths of an individual
and how it affects their career. From interviews of over 1,000 working people,
their study shows that the degree of positive experiences increases with the
number of personal character strengths, or so-called signature strengths,
applied at work. This would imply that understanding what roles a person are
best suited to based on his/her personality is what will make him/her the most
happy at work.

Family/Relatives

Respect for family is one of the most influential factors that impact
Filipino students career decision. It is concurred that Out of respect and
loyalty, it may not be appropriate to express personal desires; rather, one may
alter ones interests to maintain harmony. As a sign of respect, Filipino
children want to do well for the sake of the family, follow parents advice about
choosing a job or major in college and lastly, make sacrifices for the family
(Finlayson, 2009). For practicality reasons, it is also reported that parents
usually encourage careers that will not cost much money, but at the same
time, are stable sources of income. Careers in nursing, accounting, and
engineering are highly popular for Filipino families (Saysay, 2011).
In an online blog article by Angerman, family background is one of the
major factors to examine for those who seek career guidance. When talking
about family background issues, the extent of influence of the parents and
the extended family has on the person is at focus both at positive and
negative ways. This includes the place where he grew up, the economic

14
realities facing the family, illness, the countries of origin, among others
(Angerman, 2009).

Interests

Social cognitive career theory (SCCT) is grounded in Banduras (1986)

social cognitive theory, and explores how career and academic interests
mature, how career choices are developed, and how these choices are turned
into action. This is achieved through a focus of three primary tenets: self-
efficacy (beliefs people have about their ability to successfully complete the
steps required for a give task), outcome expectations (beliefs related to the
consequences of performing a specific behavior), and goals (decisions to
begin a particular activity or future plan) (Lent et al., 1994).
The SCCT interest model, as depicted in Figure 2, shows that career
interests are regulated by self-efficacy and an outcome expectation, which
means people, will form lasting interests in activities when they view
themselves as competent at it and when they anticipate that performing it will
produce valued outcomes. It can also be seen from the figure that emergent
interests (along with self-efficacy and outcome expectations) promote
particular goals for activity involvement. In other words, as people develop an
affinity for an activity at which they feel efficacious and expect positive
outcomes, they form goals for sustaining or increasing their involvement in
that activity.

Job Opportunities

There are many opportunities that wait for every career that one wants
to pursue. Some people may stumble upon better occupation opportunities,
thanks to the strategies and steps that they follow. Investigating for career
opportunities is well worth taking time (Mind Tools, 2014). By doing this, one
can discover opportunities that are perfectly matched to his/her interests or
skills, find out about promotions and job openings before anyone else, and
identify ways of expanding the knowledge and skills needed for that career.

15
 Figure 2: SCCT Interest Model

Self-efficacy expectations

Performance
Sources of Intentions or outcomes (e.g.
self-efficacy
Activity
goals for goal
Interests selection
and outcome activity attainment,
16

expectations involvement and practice skill

development)

Self-efficacy expectations

Copyright 1993 by R.W.Lent, S.D. Brown, and G. Hackett. Reprinted with permission.
 Opportunities exist for schools to take greater advantage of the fact
that their students are working by integrating employment and school
experiences to the benefit of adolescents vocational development. Guidance
counselors can play a key role in spearheading such efforts. Many youth do
not see their jobs as connected with their future work lives or as having any
influence on their occupational preferences. More can be done to develop
internships and work-school cooperative programs that might involve
workplace visits or job shadowing, for example. Through such programs,
youth are exposed to the possibilities of working in particular kinds of settings;
they can learn about the requirements to fill certain kinds of jobs and do
particular types of tasks (Hamilton & Hamilton, 2000).
Opportunities in career choice would include academic settings,
technical schools, entry-level job openings, job shadowing, vocational
guidance, job placement, and industry contacts. Super (Super, 1957) stated,
surprisingly enough, that intelligence has little to do with getting entry-level
positions; rather, maturity, as in physical size and manner, is valued more by
the employer than intelligence. An academic background that closely meets
the desired qualifications for a job is a critical factor. Likewise shop skills are
essential for some jobs in that they would benefit someone pursuing a
machine trades career.
Extracurricular activities are beneficial to a job hunt. A record of clubs
and activities provides evidence of leadership and the ability to work in
groups. The careers most suited for someone with many extracurricular
activities on her/his resum are sales, junior executive positions, and an
educational career. Work experience has been seen as the way a student
demonstrates responsibility and dependability. Those that are in the position
to have the best contacts are students with parents who hold supervisory or
executive positions. Super stated that can be a hard fact to face, sometimes it
is not what one does know, but who does he know (Super, 1957). Schools
and employment services have played a huge role, therefore, in the social
mobility of students entering the workforce. Schools and employment
agencies have matched the qualifications of the job to the education level of
the career seeker, using computers, and eliminating barriers of distance quite
easily.
17
 Vocational guidance is a final factor in getting a job. Vocational
counseling could reduce the number of changing vocational choices early in
ones life. Psychological testing, one means of helping a student focus on an
appropriate career choice, resulted in better employment records, as shown
for example in the stability, promotions earnings, and employer ratings
throughout the students career (Super, 1957).

18
 CHAPTER 3

METHODOLOGY

This chapter contains the research design and the methodology used
in the conduct of this study. It incorporates the sampling technique, sources of
data, the research subjects, population of the study, the instrument utilized to
gather data, as well as the statistical tools employed in processing the data.
This chapter is showing how the researcher came to the necessary data for
this study, and how these data were analyzed, interpreted and presented in
the easiest way possible.

Research Design

This study utilizes the descriptive method of research to determine the

factors that affect the senior high school track preferences of the Grade 9
students of Don Bosco Technology Center of the Academic Year 2014-2015.
It would see if dependent variables relating to personality, family/relatives,
interests and job opportunities were significant factors influencing the track
preferences of the respondents. This descriptive research would use
quantitative methods to assess the feedback from the respondents.

The research design, depicted in Figure 3, follows an Input-Process-

Output framework. The Input portion includes the socio-demographic profile of
the students, their choice of field of study to specialize, their track preference
and the factors that affect their preference. The Process portion includes
determining their track preferences and determining the leading factors that
affect their preference. And at the end, the Output portion would have the
track preferences of Grade 9 students of Don Bosco Technology Center and
the factors that affect them which can be used as basis for a career guidance
program of the said school and for certain institutions that would like to design
and implement a Senior High School program.

19
 INPUT PROCESS OUTPUT
Socio-Demographic Tallying of Data Senior High School
Profile of Respondents Weighting the Extent Track Preferences
Track Preferences of Influence of the Leading Factor(s )
Factors that Affect Factors Basis for a Career
their Preferences Guidance Program
Insight for Design and
Implementation of
SHS Program

Figure 3: Research Design Framework

Locale of the Study

Don Bosco Technology Center (DBTC) is a sectarian educational

institution managed and operated by the Salesian Brothers and Fathers of
Don Bosco. It occupies a five-hectare school area situated at the foot of
Buhisan hills within Pleasant Homes Subdivision at the suburbs of Cebu City,
particularly at Brgy. Punta Princesa. Aside from the three main buildings, the
school also has a gymnasium, two football fields, an indoor futsal court,
basketball courts, a tennis court, chapel and audio-visual facilities. The school
also has workshops and laboratories for mechanical, furniture, electronics,
electrical and computer courses. The students of the Basic Education
Department (BED), which offers Grade 1 to Grade 10, of the institution are all
boys; while the College and TVED (Technical-Vocational Education)
departments share a co-ed status.

20
Research Respondents

The research respondents in this study are all of the Grade 9 students
of the BED department of DBTC of Academic Year 2014-2015. The whole
batch is divided into four (4) sections, with an average of 45 students per
section. From the total population of 190 students, the study garnered an
87.89% respondent turnout.

Research Instruments

For this study, a survey rating scale/questionnaire was used to gather

the respondents feedback. Table 1 shows the specification grid of the 16-item
rating scale/questionnaire for the respondents regarding the factors that affect
the students senior high school track preference.

Part I of the questionnaire covers the socio-demographic profile of the

respondent; such as age, gender, parents educational attainment, parents
occupation, and socio-economic status. Part II covers the career/field that the
respondent would pursue and their track preference as mentioned in Chapter
1. Lastly, the respondents were asked of their preferred response in a 16-item
rating scale that is under Part III, wherein they would rate each item on a
scale from 1 to 5, with 1 as not influenced and 5 as very much influenced.

Data Gathering Procedure

Approval to distribute the questionnaires and conduct the study was

secured from the school administrator. The researchers then distributed the
survey forms and conducted the study personally. The study was
administered during the last 10-15 minutes of the morning part of their Final
Exam.

21
Table 1: Specification Grid on the Rating Scale/Questionnaire on the Factors
Affecting the Students Senior High School Track Preference

Content Item Numbers Total Items

Part I: Student Profile
A. Gender
B. Age
C. Parents Occupation
D. Parents Educational
Attainment
E. Socioeconomic
Status
Part II: Career Preferences
and Track Preferences
A. Career/Field to
Specialize
B. Track Preference
Part III: Factors Affecting
Senior High School Track
Preference for Students
A. Childhood 14 4
Aspirations
B. Family/Relatives 58 4
C. Peer Influences 9 12 4
D. Job Opportunities 13 16 4
Total: 16

Statistical Treatment of Data

For Part I and II, which covers the profiling of the respondents,
frequencies and percentages are used.

For Part III, weighted mean was used with the following formula:

where:

= weighted mean

(f x w) = summation of the product of each frequency and the

assigned weight

n = number of respondents

22
 Part III comprises a 5-point Likert scale, with 1 for the lowest and 5 for
the highest. The following describes the weight and the mean range of the
degree of influence, represented by each point:

WEIGHT MEAN RANGE DESCRIPTION

5 4.20 5.00 Very Much Influenced, deeply concerned

4 3.40 4.19 Influenced, concerned to some extent

3 2.60 3.39 Somewhat Influenced, sometimes concerned

2 1.80 2.59 Less Influenced, slightly concerned

1 1.00 1.79 Not Influenced, no concern

Graphs are used to illustrate the summarized findings from the survey.

23
 CHAPTER 4

RESULTS AND DISCUSSIONS

In this chapter, the statistical results of the study are divided into 3
(three) parts and each have a corresponding table for every topic/matter at
focus. The first part consists of the socioeconomic profile of the Grade 9
students of Don Bosco Technology Center. The second part of the statistical
results is the fields of study they want to pursue and their track preferences.
The third part consists of the factors influencing students track preferences
and the extent of which said factors influence the track preference. There
would also be discussion regarding the data that be included.

SOCIOECONOMIC PROFILE OF THE STUDENTS

Age

Table 2: Frequency and Percentage Distribution by Age

Age Frequency Percent

13-14 8 4.79%
15-16 158 94.61%
17 and above 1 0.59%
TOTAL 167 100%

Table 2 clearly shows that majority of the respondents are 15 16

years old with a frequency of 94.61%. This implies that the common age of

Grade 9 students is between 15 16 years of age.

Gender

All of the respondents are males on the basis that Don Bosco
Technology Center is an all-boys school.

24
Parents Educational Attainment

Table 3: Frequency and Percentage Distribution of Parents Educational

Attainment

Mother Father
Educational
Frequency Percent Frequency Percent
attainment
High School
1 0.59% 6 3.59%
Graduate
College Level 0 0% 0 0%
College
126 75.44% 134 80.23%
graduates
Unknown 40 23.95% 27 16.16%
TOTAL 167 100 167 100

From the table above, it can be seen that the majority of the mothers
are college graduates, which comprises 75.44% of the mothers. The same is
also applicable for the fathers, majority of which are college graduates at
80.23%. This may imply these college graduates are already professionals
that have useful skill sets and knowledge for their fields.

One can find the unknown category that is added in the table. This is
so because in the course of tabulation, some respondents did not fill in the
specific field mostly on the reason that they did not know on what level of
education their parents achieved the highest, among others.

Parents Occupations

Parents occupations are classified into two; blue collar and white collar
occupations. a white-collar worker is a person who performs professional,
managerial, or administrative work. White-collar work is performed in an
office, cubicle, or other administrative setting. Other types of work are those of
a blue-collar worker, a working class person who performs manual labour.

25
 Blue-collar work may involve skilled or unskilled manufacturing, mining,
sanitation, custodian, work, oil field, construction, mechanical,
maintenance, warehousing, firefighting, technical installation and many other
types of physical work. Often something is physically being built or
maintained.

Table 4: Frequency and Percentage Distribution of Parents

Occupations

Occupation Mother Father

Frequency Percent Frequency Percent

White collar 50 29.94% 37 22.15%

Blue collar 50 29.94% 100 59.88%
None 49 29.34% 10 5.98%
Unknown 18 10.77% 20 11.97%
TOTAL 167 100 167 100

Table 4 clearly shows us the difference between the husbands and the
wives. Under the none category parents mostly do not have occupations and
would default as being housewives/househusbands. Their primary role is that
of a child-care provider, supporting their children's physical, intellectual, and
emotional development while sharing or outsourcing other aspects of home
care. Also under the same category are parents that are retired or deceased.
The unknown refers to the case wherein the respondents did not know the
parents occupation of their parents.

For mothers, the distribution is evenly distributed among the white-

collar and blue-collar occupations, each comprising 29.94% of the mothers
population. These are followed by none category, just short of 0.60% to
make the three categories even. On the other hand majority of the fathers
occupations are blue-collar. This is indicative of the work environment that
they specialize on and the skill set that they have to carry out the work
assigned.

26
Socioeconomic status

Socioeconomic status of the respondents was measured through the

annual income of both parents. They are then classified into high-class
(annual income of more than Php 300,000.00), middle-class (annual income
ranging from Php 120,000.00 to Php 300,000.00) and low-class (annual
income less than Php 120,000.00).

Table 5: Frequency and Percentage Distribution by Socioeconomic

Status

Socioeconomic status Frequency Percent

High 106 63.47%
Middle 36 21.56%
Low 3 1.80%
Unknown 22 13.17%
TOTAL 167 100%

From the table, it can be seen that majority of the students are of high-

class families, making up 67.28% of the population, and is followed by

students of middle-class families, comprising 21.56% of the respondents. It

can be implied that the parents of the high-class families are financially able

enough to sustain the family, enrol their sons at a religious private school like

DBTC, and still be able to acquire their needs and wants.

27
FIELDS OF STUDY AND TRACK PREFERENCES

Field of Study

The following table shows the frequency of the fields of study of Grade
9 students that they want to pursue.

Table 6: Fields of Study that the Students would Pursue

Field of Study Frequency Percent

Medicine 20 12%
Engineering 67 40%
Business 23 14%
Languages 4 2%
Arts 11 7%
Sciences 7 4%
Social Sciences 3 2%
Education 0 0%
Management 6 3%
Others 26 16%
TOTAL 167 100%

Table shows the fields of study of the respondents. Majority of the

students would pursue the Engineering field, comprising 40% of the

population. 12% of the respondents would pursue Medicine, 14% would go for

Business, while 16% of the respondents would specialize in the fields that

werent mentioned in the survey questionnaire, such as Architecture or Music.

A sensible explanation as to why majority of the respondents are to

take the Engineering field lies on the training of their technical skills that is

provided by Don Bosco Technology Center. The school also distinguishes

itself by giving emphasis to technological work of education for effectiveness

of work education for self-discipline and responsibility. With that training, they

are armed with skills and knowledge that would give them an edge in the

Engineering field.

28
Track Preferences

The following table shows the frequency and the percentage of the
track preferences of Grade 9 students.

Table 7: Track Preferences of the Grade 9 Students

Track Preferences Frequency Percent

Academic 98 59%
HUMSS 27 16.17%
ABM 23 13.77%
STEM 48 28.74%
Technical-Vocational-Livelihood 30 18%
Home Economics 9 5.39%
Agriculture-Fishery 1 0.59%
Industrial Arts 9 5.38%
ICT 11 6.59%
Sports 21 12%
Arts and Design 18 11%
TOTAL 167 100%

Table 7 shows the track preferences of the respondents. Majority of

the students prefer the Academic track specifically on STEM which comprises

28.74% of the population, followed by HUMSS at 16.17% and ABM at

13.77%.

It would make sense that the students that would pursue Engineering

and Medicine would take up STEM strand. Compatibility would be essential in

this stage, for if one does not know what strand or track would lead to his

career, he may end up choosing the wrong one and regret it later on.

29
FACTORS AFFECTING THE TRACK PREFERENCES

Career choice requires self-assessment. Students have to be well-

informed to make wise decision about careers as information is crucial on
making a satisfying career choice. There is a need to update information in
order to reflect any changes in the self-analysis or in goals. It is vital that
options be open to prepare the students for a broad range of possible careers.
This study explores factors that influenced students selection of specific track
for senior high school. One hundred sixty-seven student respondents rated
the extent career factors influenced students career choices.

Personality

Personality helps a person in finding the career that he is inherently

suited in (Adecco UK, 2015). As his characteristics define his behavior at
work, this may affect his productivity.

Table 8 shows that personality is being put to consideration in choosing

a career that they will specialize on the Track that they preferred. Ranked
first is the fitting of the personality to career choice. Second is the increase in
productivity due to the traits that the person has.

Table 8: Personality as a Factor on Students Track Choice

(N=167)

Weighted D Rank
Personality
Mean
1. My personality fits best in my chosen career 4.05 I 1
that I would take from this Track.
2. My traits and understanding of them will give 3.96 I 3
me an advantage on landing to my pursued
career.
3. I am more productive in the career that Ill 3.97 I 2
practice due to my traits.
4. My attributes should be ideal for the career 3.95 I 4
that I would focus on.
TOTALITY 3.99 I

30
 Some students believe that their understanding of their traits give them
an edge in landing in his pursued career (Rank 3). Lastly, some students do
believe that their attributes should be ideal for the career on focus (Rank 4).
The totality mean of 3.99 meant that Personality influenced the students
track preference. Students do consider personality as factors, but most of
them didnt let it influence their decisions that much, on a possibility that they
can adjust to the occupation or career that they will be focusing on.

Family/Relatives

Many Filipinos do take upon the parents or relatives suggestion on

what they should specialize when they grow up. Sometimes they suggest
careers that wouldnt cost that much, and at the same time, are stable
sources of income.

Table 9 on the family/relatives showed that the students are aware that
their own families would give support to him on their chosen career, which
Ranked 1. This factor Influenced the students choice on his Track. Of
course there are a lot of other factors that he may consider, and he may less
likely be influenced by his family based on their socioeconomic status and the
ability to financially support his schooling.

Table 9: Family/Relatives as a Factor on Students Track Choice

(N=167)

Weighted D Rank
Family/Relatives
Mean
5. My parents and/or relatives took the same 3.23 S 2
career that I would pursue.
6. Preferences are made by a relative since they 3.14 S 3
will provide for the expenses.
7. My family will give me support on the chosen 4.12 I 1
career for me.
8. I believe that they are the one who are 2.96 S 4
responsible to choose a career for me since
they may know what is best for me.
TOTALITY 3.37 S

31
 Other factors that Somewhat Influenced the students track choice on
the aspect of family/relatives include: going for the same career as the other
members of the family (Rank 2), preferences made by the benefactor of the
expenses (Rank 3), and the responsibility of the family to choose on the basis
of knowing what is best (Rank 4).

The totality mean of 3.37 meant that the family/relatives Somewhat

Influenced the track preference of the students. The results from the
Socioeconomic Profile of the Students presented the High socioeconomic
level of the students families, the parents educational status being college
graduates, and the parents occupations which the majority having White-
Collar jobs which could assure their students of at least college support. It
would imply that the students can think less on worrying on sustaining college
support themselves.

Interests

Most students, when making career choices, will say I want something
interesting. The interests have already influenced many choices that a
person has made, from the choice of breakfast in the morning to the late-night
movie to watch before going to bed. And those are likely to have similar
influence to career choice, the main emphasis on choosing a Track.

Table 10 on the interests showed that the students are particularly

interested in the career that they will pursue from the Track that they will take
up, which Ranked 1. This factor Very Much Influenced the students choice
on his Track. Particularity on the interest sparks a persons curiosity about an
object or an activity, and in turn, will surely find a way so that he can to learn
most from it and earn something valuable from it.

32
 Table 10: Interests as a Factor on Students Track Choice

(N=167)

Weighted D Rank
Interests
Mean
9. I am particularly interested in this career that 4.26 VI 1
Ill pursue from this Track.
10. I like doing things related to the career that 4.19 I 2
I would specialize in this Track.
11. An experience piqued my interest for this 3.92 I 4
career.
12. I see myself as competent at this career 4.05 I 3
that Ill pursue from this Track.
TOTALITY 4.11 I

Other factors that Influenced the students track choice on the

interests aspect include: liking the work related to the career (Rank 2), vision
of being competent in the career (Rank 3) and a case of an experience
triggering the interest (Rank 4).

The totality mean of 4.11 meant that interests Influenced the track
preferences of the students. There may be other major factors that, in one
way or another, overshadow interest as being very much influencing, such as
the nature of the career, skills, and limitations, among others.

Job Opportunities

There are many opportunities that surround the career a person wants
to pursue. Being investigative with opportunities makes him discover more,
and those opportunities would make his career life better.

Table 11 on the job opportunities showed that the students are aware
on the opportunities surrounding their chosen career, which Ranked 1. This
factor Influenced the students choice on his Track. This would imply that the
student is able to investigate, knows what opportunities are present in the
career and which among the opportunities would be the one that the person
would surely seize.
33
 Table 11: Job Opportunities as a Factor on Students Track Choice

(N=167)

Weighted D Rank
Job Opportunities
Mean
13. There are abundant opportunities I can 3.96 I 3
avail from the career I would pursue.
14. The Track that I chose will help me to find a 3.99 I 2
suitable career easily.
15. The career that I would pursue is timely in- 3.78 I 4
demand.
16. I am fully aware of the opportunities that 4.02 I 1
surround the career that I seek.
TOTALITY 3.99 I

Other factors that Influenced the students track choice on the

opportunities aspect include: easiness of finding a suitable career (Rank 2),
awareness of the abundant opportunities available (Rank 3) and the
timeliness of the demand of the career (Rank 4).

The totality mean of 3.99 meant that interests Somewhat Influenced

the track preferences of the students. The students may consider the
opportunities less in making track preferences, but it shouldnt be disregarded,
especially in todays fast-paced world, wherein many opportunities are open
for people to grab.

34
Resume on Factors Influencing Students Track Preferences

Figure 4: Extent of the Factors' Influence on

Track Preference
4.5 4.11
3.99 3.99
4
W 3.37
3.5
E
3
I M
G E 2.5
H A 2
T N 1.5
E
1
D
0.5
0
Personality Family/Relatives Interests Job Opportunities
Factors Affecting Students' Track Preference

MEAN RANGE DESCRIPTION

4.20 5.00 Very Much Influenced (VI)

3.40 4.19 Influenced (I)

2.60 3.39 Somewhat Influenced (S)

1.80 2.59 Less Influenced (L)

1.00 1.79 Not Influenced (N)

Figure 4 shows that the Personality, Interests and Job Opportunities

Influenced a students track preference. This shows that the students
personality traits, likes and interests and awareness to job opportunities
influenced them to some extent and gave them direction which would guide
them towards a career decision. Family/Relatives somewhat affect their
preference because the students can rest easy and trust on the support that
their families give them.

35
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter discusses the summary, findings and conclusions of the

study. Recommendations are also forwarded in this chapter.

Summary

This study was conducted to determine the factors that affect the
senior high school track preferences of the Grade 9 students of Don Bosco
Technology Center of the Academic Year 2014-2015.

Specifically, it seeks to answer the following:

1. What are the socio-economic profile of the Grade 9 students in terms

of:

a. Age; d. Parents Occupation;

b. Gender; e. Socio-Economic
Status?
c. Parents Educational
Attainment;

2. What career/field do the respondents want to specialize and pursue

further once they graduated from Grade 10?

3. What track would the respondents prefer to take up for senior high
school?

4. What are the leading factors that affect the respondents preference
among these areas:

a. Personality c. Interests; and

b. Family/Relatives d. Job Opportunities?

36
 5. To what extent do the four factors mentioned in Question 4 influence
the students track preference?

Findings

Based on the conducted survey, the profile of the Grade 9 students in

terms of age, gender, parents educational attainment, parents occupation
and socio-economic status of the academic year 2014-2015 were gathered,
the researchers found out the following:

1. 94.61% of the Grade 9 students are 15-16 years of age, 4.79% are 13-
14 years of age and 0.59% of the respondents is 17 and above years
old.

2. All Grade 9 students are male respondents.

3. It was determined that 75.44% of the students fathers are college

graduates, while 80.23% of their mothers are also college graduates.

4. It was also determined that 29.94% of their mothers occupations are

both white and blue collar works while 59.88% of their fathers are blue
collar workers and 22.15% are white collar workers.

5. There are Sixty- seven (67) or 40% respondents choose Engineering

as the field of study they want to pursue. Twenty three (23) or 14%
choose Business, Twenty (20) or 12% choose Medicine, Eleven (11) or
7% choose Arts, Seven (7) or 4% choose Sciences, Six (6) or 3%
choose Management, Three (3) or 2% choose Social Sciences and
Twenty six (26) or 16% choose Other courses not mentioned in the
survey, like architecture or tourism.

6. There are Ninety eight (98) or 59% respondents that would take up
the academic track. Thirty (30) or 18% choose technical-vocational-
livelihood track, Twenty one or 12% choose Sports track and
Eighteen (18) or 11% choose Arts and Design track.

37
 7. Personality (3.99), Interests (4.11) and Job Opportunities (3.99)
influence the students track preference. On the other hand,
Family/Relatives (3.37) somewhat influence the students track
preference.

Conclusion

Based on the findings, the followings conclusions are drawn.

1. The Grade 9 students of Don Bosco Technology Center A.Y. 2014-

2015 are of ages 15-16, and all are males on the premise that DBTC is
an all-boys school. The parents of the students are college graduates,
majority of them having white-collar jobs, while a considerable number
having blue-collar jobs and/or staying at home as housewives. Majority
of the students belong to families with high socioeconomic status.

2. Majority of the students would pursue a career in Engineering, followed

by Medicine, Business and other fields.

3. In the area of Personality factors, fitting the personality to career is the

leading factor. The same goes for awareness of the family support on
the area of family factors, particular interest on the career among
interest factors, and awareness of the opportunities surrounding the
chosen career among the factors regarding job opportunities.

4. The students are influenced by Personality, Interests and Job

Opportunities factors in choosing their Track preference.
Family/Relatives factors somewhat influence the students in choosing
their Track preference.

38
Recommendations

Based on the findings, and conclusions drawn, the following

recommendations are forwarded:

1. A career guidance program is to be developed, aiming at the students

self-awareness of their personality, interests, strengths and
weaknesses, among others. From that, the guidance counsellor can
provide guidance towards orientation and choice of Track, a precursor
towards pursuing chosen careers.

2. Career and Track course options are to be provided to the students as

early as possible so that they will not be misled with information that
they will acquire in choosing their future career.

3. Competency-based curriculum that responds to industrys needs is to

be implemented so that students are guided in their career choice.

4. Information seminar is to be developed so that the students may know

essential information regarding careers, annual incomes, personal
information awareness and the like.

39
 BIBLIOGRAPHY

Angerman, A. (2009, October ). Family Influence on Careers. Retrieved

March 1, 2015, from
http://www.highlandslifeandcareercenter.com/highlands-
forum.php?authid=3

environment. (2015). Dictionary.com Unabridged. Retrieved March 01, 2015,

from http://dictionary.reference.com/browse/environment

Finlayson, Kathy. (2009). Perceptions of career Technical Education by

Middle School and High School Counselors and the Effect of
these Perceptions on Student Choice of Career and Educational
Planning. A published Dissertation. Union University. Published
by UMI Dissertation Publishing, copyright by Proquest LLC.

Hamilton, S. F., & Hamilton, M. A. (2000). Research, intervention, and social

change: Improving adolescents career opportunities. In L. J.
Crockett & R. K. Silberensen (Eds.), Negotiating adolescence in
times of social change (pp. 267283). Cambridge, UK:
Cambridge University Press.

Harzer, C., & Ruch, W. (2012). The application of signature character

strengths and positive experiences at work. Journal of
Happiness Studies.

Holland, J. (1973). Making Vocational Choices: A theory of careers. Prentice-

Hall.

personality. (2015). Dictionary.com Unabridged. Retrieved March 01, 2015,

from http://dictionary.reference.com/browse/personality

SEAMEO INNOTECH (2012). K to 12 Toolkit. SEAMEO INNOTECH.

Copyright 2012.

40
Super, D. (1957). The psychology of careers. New York, NY: Harper and
Brothers.
Super, D. E. (1990). A life-span, life-space approach to career development.

What type of worker are you? (2015).Addeco UK. Retrieved March 01, 2015,
from http://www.adecco.co.uk/en-GB/news/Pages/what-type-of-
worker-are-you.aspx

41
APPENDICES

42
 APPENDIX A

Don Bosco Technology Center

College of Engineering and Technical Education
Punta Princesa, Labangon, Cebu City

March 11, 2015

Mr. Judan S. Sta.Teresa

High School Principal
Don Bosco Technology Center
Punta Princesa, Labangon, Cebu City

Dear Mr. Sta. Teresa

We, the Technical Research students of Don Bosco Technology

Center-College Department, of the course, Bachelor of Science in Technical
Education would like to conduct a research study in your school/company.
The study is entitled: FACTORS AFFECTING SENIOR HIGH SCHOOL
TRACK PREFERENCES OF GRADE 9 STUDENTS OF DON BOSCO
TECHNOOGY CENTER IN ACADEMIC YEAR 2014-2015.

In this regard we would like to request your good office that we

would be allowed to distribute our questionnaires to the Grade 9 students.
Rest assured that whatever information gathered will be held confidential.

Your response to this request will help in completing our study

and making it a success.

Respectfully yours,

THE RESEARCHERS

Joshua Japitan
John Benedict Rodrigo
Jason Thom Paez
Eleonido Bacarisas
Grant Emerson Camangyan
John Rey Remeticado

Noted by:

Mr. Ranilo Camacho

Thesis Adviser

43
 APPENDIX B

FACTORS AFFECTING SENIOR HIGH SCHOOL TRACK PREFERENCES

OF GRADE 9 STUDENTS OF DBTC
A.Y. 2014-2015

Survey Questionnaire

This survey is purely confidential and is purposely designed to determine the

factors which could have influenced you in choosing your track preference for
Senior High School and establish a basis for a Career Guidance Program.
Please answer this survey questionnaire TRUTHFULLY in order for the
researchers to be able to gather reliable data for this research work.

PART I: BACKGROUND OF THE STUDENT RESPONDENT

Name: ________________ Address (optional): _______________________
Date of Birth (optional): _________ Place of Birth (optional): _________
Age: ___________ Gender: ____ Year and Section (optional): ________
Birth Order (eldest, middle child, etc.): ___________

Parents:
Father Mother
Name (optional)
Age (optional)
Occupation
Annual Income
Highest Educational
Attainment

PART II: CAREER PREFERENCES AND TRACK PREFERENCES

DIRECTION: Place a check mark on the space before the option that you
have chosen.

1. Do you have a career or a field that you want to specialize in after

graduating from Grade 10? (Yes/No)_____

If yes, what career(s)/field(s) do you want to specialize and/or pursue

further once you have graduated from Grade 10? (choose at least 1)

( ) Medicine
( ) Engineering
( ) Business
( ) Languages
( ) Arts
( ) Sciences
( ) Social Sciences
( ) Education
( ) Management
( ) Others, please specify: ____________
44
2. What Senior HS course/track would you like to pursue? CHOOSE
ONE ONLY. Follow the directions specified at the end of each option
after selecting it.
( ) Academic Track (go to question 3a)
( ) Technical-Vocational-Livelihood (go to question 3b)
( ) Sports Track (do not answer question 3)
( ) Arts and Design Track (do not answer question 3)

3. What Senior HS strand/specialization would you like to pursue?

(CHOOSE ONE ONLY)
3a. Academic Track
a. ( ) Humanities and Social Sciences (HUMSS)
b. ( ) Accountancy, Business and Management (ABM)
c. ( ) Science, Technology, Engineering and Mathematics
(STEM)

3b. Technical-Vocational-Livelihood
d. ( ) Home Economics
e. ( ) Agriculture-Fishery
f. ( ) Industrial Arts
g. ( ) Information and Communications Technology (ICT)

45
PART III: FACTORS INFLUENCEING STUDENTS TRACK PREFERENCE

The Track that you have chosen would help you in pursuing further
specialization towards your preferred career. A list of factors could have
influenced you in choosing your Track for Senior High School. On a scale
from one to five, check ONE answer that would best describe the extent of
each factor (as expressed in each of the statements) had influenced you or
still influencing you. Each response option on the scale is rated as in the
following:

Rating Description
5 Very Much Influenced
4 Influenced
3 Somewhat Influenced
2 Less Influenced
1 Not Influenced

Personality 5 4 3 2 1
1. My personality fits best in my chosen career that I would take
from this Track.
2. My traits and understanding of them will give me an
advantage on landing to my pursued career.
3. I am more productive in the career that Ill practice due to my
traits.
4. My attributes should be ideal for the career that I would focus
on.

Family and Relatives 5 4 3 2 1

5. My parents and/or relatives took the same career that I would
pursue.
6. Preferences are made by a relative since they will provide for
the expenses.
7. My family will give me support on the chosen career for me.
8. I believe that they are the one who are responsible to choose
a career for me since they may know what is best for me.

Interests 5 4 3 2 1
9. I am particularly interested in this career that Ill pursue from
this Track.
10. I like doing things related to the career that I would
specialize in this Track.
11. An experience piqued my interest for this career.
12. I see myself as competent at this career that Ill pursue
from this Track.

46
Job Opportunities 5 4 3 2 1
1. There are abundant opportunities I can avail from the career I
would pursue.
2. The Track that I chose will help me to find a suitable career
easily.
3. The career that I would pursue is timely in-demand.
4. I am fully aware of the opportunities that surround the career
that I seek.

I've learned that making a 'living' is not the same thing as 'making a life'.
Maya Angelou

THANK YOU FOR ANSWERING!!! HAVE A NICE DAY! :D

47
CURRICULUM
VITAE

48
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Grant Emerson D. Camangyan

Date of Birth : August 30, 1995
Address : 638-B Rosal St. Camputhaw, Cebu City
Contact number : +63 922 696 4620
E-mail : Grant_yan@yahoo.com

EDUCATIONAL BACKGROUND

Tertiary : DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils

B.S. in Technical Education Major in Industrial
Electronics Technology

Secondary : ABELLANA NATIONAL HIGH SCHOOL, Osmea Blvd,

Cebu City, Phil.

Intermediate : LAHUG ELEMENTARY SCHOOL, Lahug, Cebu City, Phil.

49
SEMINARS AND TRAININGS

2013 Electrical Installation and Maintenance NC II

Don Bosco Technology Center
Pleasant Homes Punta Princesa, Cebu City

2015 Enhancing Learning Experience through Interactive

Teaching Strategies Seminar
St. Mathews Publishing Corporation
JSU-PSU Mariners Court Pier 1, Cebu City
March 7, 2015

EMPLOYMENT HISTORY

July 2015- Dec 2015 Jollibee Corporation

Jollibee-Escario Freemont Foods inc.
Escario St. Camputhaw, Cebu City

Oct 2012-July 2015 AVR Assistant

DBTC
Punta Princesa, Cebu City

50
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Jason Thom C. Paez

Date of Birth : September 22, 1993
Address : 466K Tres de Abril St., Cebu City
Contact number : +63 9323260099
E-mail : paez_jason@yahoo.com

EDUCATIONAL BACKGROUND

Tertiary : DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils

B.S. in Technical Education Major in Mechanical
Technology
Vocational Don Bosco Training Center
L. Flores Tupas St., Cebu City
Secondary : University of San Carlos
Basic Education DepartmentSouth-South Campus
J. Alcantara St., Cebu City
Elementary : University of San Carlos
Basic Education Department- South Campus
J. Alcantara St. Cebu City

51
SEMINARS AND TRAININGS

2014 Machining NC II
Don Bosco Technology Center
Pleasant Homes Punta Princesa, Cebu City

2015 Enhancing Learning Experience through Interactive

Teaching Strategies Seminar
St. Mathews Publishing Corporation
JSU-PSU Mariners Court Pier 1, Cebu City
March 7, 2015

EMPLOYMENT HISTORY

Present Working Scholar/Student

Reseach and Communications Department

Don Bosco Technology Center

52
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Joshua O. Japitan

Date of Birth : February 12, 1996
Address : Blk. 20 Lumad Bonbonan A.Lopez St., Labangon,
Cebu City 6000
Contact number : +63 942 273 4591
E-mail : japitanj@yahoo.com.ph

EDUCATIONAL BACKGROUND

Tertiary : B.S. in Technical Education Major in Industrial

Electronics
DON BOSCO TECHNOLOGY CENTER
Pleasant Homes Subd., Punta Princesa, Cebu City 6000

Secondary : CEBU CITY NATIONAL SCIENCE HIGH SCHOOL

Salvador Ext., Labangon, Cebu City 6000

Elementary :Salutatorian
LABANGON BLISS ELEMENTARY SCHOOL
Balaga Drive, Labangon, Cebu City 6000

53
SEMINARS AND TRAININGS

2015 ASUS-NVIDIA Gamers Gathering

Laguna Garden Caf Restaurant, Ayala Center Cebu
Cebu Business Park, Archbishop Reyes Ave., Cebu City

2015 Enhancing Learning Experiences through Interactive

Teaching Strategies
Saint Matthews Publishing Corporation
JSU-PSU Mariners Court, Pier 1, Cebu City

2015 IDEA Global Entrepreneurship Seminar and Workshops

Radisson Blu Hotel, Serging Osmea Boulevard, Cebu
City
UJS-R Main Campus, Magallanes St., Cebu City

54
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Johnrey T. Remeticado

Date of Birth : November 8, 1993
Address : Lantawan, San Fernando, Cebu
Contact number : +63 9322872880
E-mail : remeticado.johnrey@yahoo.com

EDUCATIONAL BACKGROUND

Tertiary : DON BOSCO TECHNOLOGY CENTER, Cebu City, Phils

B.S. in Technical Education Major in Mechanical
Technology

Secondary :GREENHILLS NATIONAL HIGH SCHOOL, Greenhills,

San Fernando, Cebu

Intermediate : LANTAWAN ELEMENTARY SCHOOL, Lantawan, San

Fernando, Cebu

55
SEMINARS AND TRAININGS

2012 Machining NC II
Don Bosco Technology Center
Pleasant Homes Punta Princesa, Cebu City

WORK EXPERIENCE
______________________________________________________________
__

2012- 2014 Electrical Assistant

Working Scholar, DBTC

56
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Eleonido B. Bacarisas

Date of Birth : May 28, 1977
Address : Cebu City
Contact number : +63 943 234 5331
E-mail : edchellbee@yahoo.com

EDUCATIONAL BACKGROUND

Tertiary : DON BOSCO TECHNOLOGY CENTER, Cebu City,

Phils
B.S. in Technical Education Major in Furniture
Technology
(June 2014-Present)
: CEBU INSTITUTE OF TECHNOLOGY UNIVERSITY
B.S in Mechanical Engineering (undergraduate)
1999 - 2003

Secondary : DON SERGIO OSMEA SR.MEMORIAL NATIONAL

HIGH SCHOOL, Labangon Bliss, Cebu City
1994 - 1995
Intermediate :PUNTA PRINCESA ELEMENTARY SCHOOL
Punta Princesa, Cebu City

57
SEMINARS AND TRAININGS

2015 Enhancing Learning Experiences through Interactive

Teaching Strategies
Saint Matthews Publishing Corporation
JSU-PSU Mariners Court, Pier 1, Cebu City

WORK EXPERIENCE
______________________________________________________________
__

1997 1998 ASSISTANT INSTRUCTOR (WOOD & FURNITURE

TECHNOLOGY)

1998 1999 PACIFIC TRADERS MANUFACTURING INC,

(Machine Operator)

2003 2006 MAITLAND SMITH PHILIPPINES INC.

(Machine Operator)

2006 2012 LEXMARK INTERNATIONAL PHILIPPINES INC.

(Material Handler)

58
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : John Benedict L. Rodrigo

Date of Birth : July 31, 1994
Address : Venus St., Tisa Hills Village, Tisa, Cebu City
Contact number : +63 923434 6907
E-mail : johnbenedictrodrigo@yahoo.com

EDUCATIONAL BACKGROUND

Tertiary : B.S. in Technical Education Major in Industrial

Electronics
DON BOSCO TECHNOLOGY CENTER
Pleasant Homes Subd., Punta Princesa, Cebu City 6000

Secondary : UNIVERSITY OF CEBU

Sanciangko St. Cebu City
UNIVERSITY OF SAN CARLOS SOUTH CAMPUS
J. Alcantara St. Cebu City

Elementary :DON BOSCO TECHNOLOGY CENTER

Pleasant Homes Subd., Punta Princesa, Cebu City 6000
UNIVERSITY OF SAN CARLOS SOUTH CAMPUS
J. Alcantara St. Cebu City

59
SEMINARS AND TRAININGS

2015 Enhancing Learning Experiences through Interactive

Teaching Strategies
Saint Matthews Publishing Corporation
JSU-PSU Mariners Court, Pier 1, Cebu City

2015 Safety Seminar

Don Bosco Technology Center

2014 Leadership Training Seminar

Don Bosco Technology Center

60