CONSOLIDATED

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CHAPTER I
BACKGROUND OF THE STUDY
INTRODUCTION
As early as the eighth grade, students begin to have their career and
occupational interests (Tracey, Robbins & Hofsess, 2005). These interests develop as
they go through high school that is manifested on their interests and skills on specific
subjects, sports, and other extracurricular activities. It is in school where groundwork
for their chosen career starts. However, people can face a number of problems in
his/her career path. But through proper career planning, students can prepare to plan
for education, to upgrade their skills, to plan for career development and to enter the
workforce. Thus, career planning gives the students a clearer and detailed view in
their occupational journey. It is a calculated planning of where an individual wants to
go or what he/she wants to be in the future (Tanoli, 2016).
According to Minor (2014), it is essential to be prepared for changes with a set
of career goals, strategies and options based on interest, ability and values because
having a career plan will be advantageous since the economy and the job market
undergo frequent changes. Unguided career decision making often leads to wrong
course choices which results to a job mismatch, unemployment, underemployment
and other problems in the economy as well as to their individual and work progress
(Pascual, 2016).
Mismatch between employer needs and the knowledge and skills of the
current and future workforce has been found on employment reports from business
Altubar, J., Deocareza, T., Estacio, B., Lagman, Y., Oximas, C., (2019). CAREER READINESS ASSESSMENT OF
GRADE 10 STUDENTS IN SAN BEDA UNIVERSITY–RIZAL (Research Paper). San Beda University.
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and industry leaders. Postsecondary education is required by 80% of jobs nationally
(Achieve, 2012), and yet college and career readiness rates do not meet the needs of
the workforce (U.S. Department of Education, 2015). To close the gap between
education and workforce preparation, a more inclusive strategy is needed. Hence, it is
an important issue in tertiary school, in the labor market, and in the public arena
(National Association of Colleges and Employers, 2019).
In the context of the Philippines, the educational system recently underwent a
major transition from a 10–year basic education, to a 12–year curriculum with the
hopes of making the graduates of high school more college and career ready to
address the issue of increasing unemployment rates. However, some people think
otherwise, pointing out that even college graduates prior to the implementation of the
K to 12 program have difficulty finding career due to the fact that there is a scarcity of
jobs in the society (Hernando-Malipot, 2018).
According to Bersin (2018), there is an “increasingly wide gap between jobs
being created and the skills and experiences in the workplace to fill them”. This study
aims to assess the career readiness of the students, by measuring their proficiency in
the different areas of competencies as defined by Herr and Cramer, 1988, p. 231-234)
and by determining whether or not the students possess these skills. By doing this, the
career readiness of the students will be gauged by the researchers and this data can be
used as a basis for the assessment of the Career Guidance Program, since the students’
level of career readiness is a reflection of the program’s effectiveness in attaining its
goal—to help the students mature in their career development process.
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Additionally, Pascual (2016) claims that an individual’s level of success in
his/her chosen career is greatly attributed to the correct degree program that is most
appropriate to his/her personality, ability, and intellect. This means that an enhanced
and improved Career Guidance Program would become a significant contributing
factor to aid students in their career success since the program puts emphasis on the
students’ self-discovery of their character, aptitude, and interest.
Bearing these in mind, the researchers aim to identify the career readiness
grade 10 students of San Beda University–Rizal in Self Knowledge, Educational and
Occupational Exploration, and Career Planning (Herr & Cramer, 1988, p. 231-234).
This topic was chosen by the researchers since it has been observed that the institution
has a unique Career Guidance Program compared to other schools since as early as
grade 10, students are categorized into different career sections. Additionally the
recent shift in curriculum from a 10-year Basic Education to a 12-year curriculum
might have specific effects on the students’ career readiness. Based on the review of
related literature and studies, there are specific areas that plays a great part in the
career planning process of an individual, and one of those is the school.
STATEMENT OF THE PROBLEM
The researchers aim to determine the career readiness of the grade 10 students
of the Junior High School Department of San Beda University–Rizal. It also aims to
measure the proficiency of the students in the the following competencies: Self
Knowledge, Educational and Occupational Exploration, and Career Planning (Herr &
Cramer, 1988, p. 231-234) that could affect their career readiness.
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More specifically, this study aims to answer the following research questions:
1. What is the respondents’ profile based on the following:
a. Current section
b. Sex
c. Current career strand
2. How proficient are the grade 10 students of San Beda University–Rizal in self
knowledge in the following competencies:
2.1 Understanding the influence of positive self-concept
2.2 Skills needed to interact positively with others
2.3 Understanding the impact of growth and development
3. How proficient are the grade 10 students of San Beda University–Rizal in
educational and occupational exploration in the following competencies:
3.1 Understanding the relationship between educational achievement and career
planning
3.2 Understanding the need for positive attitudes toward work and learning
3.3 Skills needed to locate, evaluate, and interpret career information
3.4 Understanding how societal needs and functions influence the nature and
structure of work
4. How proficient are the grade 10 students of San Beda University–Rizal in career
planning in the following competencies:
4.1 Skills needed to make decisions
4.2 Understanding the continuous changes in male/female roles
4.3 Skills needed in career planning
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5. What is the overall profile of students in career readiness?
OBJECTIVES
This study intends to measure the proficiency of the students in competencies
of Self Knowledge, Educational and Occupational Exploration, and Career Planning
(Herr & Cramer, 1988, p. 231-234) that could affect the students’ career readiness in
order for the researchers to determine the career readiness of the grade 10 students of
the Junior High School Department of San Beda University–Rizal.
Specific Objectives:
In addition, the following are the specific objectives of the study:
1. Determine the respondents’ profile based on the following:
a. Current section
b. Sex
c. Current career strand
2. Measure the proficiency of the grade 10 students of San Beda University–Rizal in
self knowledge in the following competencies:
2.1 Understanding the influence of positive self-concept
2.2 Skills needed to interact positively with others
2.3 Understanding the impact of growth and development
educational and occupational exploration in the following competencies:
3.1 Understanding the relationship between educational achievement and career
planning
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3.2 Understanding the need for positive attitudes toward work and learning
3.3 Skills needed to locate, evaluate, and interpret career information
3.4 Understanding how societal needs and functions influence the nature and
structure of work
career planning in the following competencies:
4.1 Skills needed to make decisions
4.2 Understanding the continuous changes in male/female roles
4.3 Skills needed in career planning
5. Identify the overall profile of students in career readiness.
SIGNIFICANCE OF THE STUDY
The researchers aim to determine the career readiness of the grade 10 students
of the Junior High School Department of San Beda University–Rizal.
The research may benefit students who are in the midst of preparing for their
future occupation. This will provide information on the specific strengths and
weaknesses they have regarding career planning and readiness. With the help of the
necessary information given, this may give students a better understanding of the
skills they lack or needs improvement and the particular competencies required for
their chosen career.
Parents may also benefit in this research as they may be provided of how
career ready their child is. They may better guide their child on their educational and
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occupational plans. This could also serve as a basis in creating their own strategies on
helping their child on educational and occupational experiences and career planning.
Schools may benefit from this as they may implement various strategies on
improving the career readiness of the students. This research paper may be the
significantly advantageous to the Guidance and Counseling Office of San Beda
University as the office could determine what specific areas they should improve on
when tackling the career readiness to the students. By also determining their career
readiness, it can serve that as a basis for improving the Career Guidance Program of
the institution.
Lastly, since there are few studies that investigate San Beda University’s
program in the past 10 years, future researchers may benefit in this study to strengthen
or give a better understanding on similar topics. This could serve as a basis for future
studies that will be investigating on similar topics that are included in the scope of this
research.
SCOPE AND DELIMITATIONS
This study is descriptive in nature. It aims to determine the career readiness of
the grade 10 students of academic year 2018-2019 of San Beda University Rizal. It
also aims to assess the proficiency of the respondents in terms of the competencies in
Self-Knowledge, Educational and Occupational Exploration, and in Career Planning
through the use of a researcher-made self-assessment questionnaire that utilizes a 4-
point Likert Scale. The items in the questionnaire were based on the competencies
stated by Herr and Cramer (1988) in their book, “Career Guidance and Counselling
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through the Lifespan”. The researchers adopted the indicators stated in their book and
included them in the statements in the survey questionnaire. Data gathering was done
from February 16, 2019 to February 21, 2019 through the use of Google Forms.
The study will only be focusing on the three classifications of competencies,
Self-Knowledge, Educational and Occupational Exploration, and Career Readiness
(Herr & Cramer, 1988, p. 231-234). However, the researchers will not be
investigating all the competencies included under the three main classifications.
This study only analyzed the following competencies of the respondents under
Self Knowledge: Competency I: Understanding the influence of positive self-concept;
Competency II: Skills needed to interact positively with others; and Competency III:
Understanding the impact of growth and development (Herr & Cramer, 1988, p. 231-
232).
Educational and Occupational Exploration: Competency IV: Understanding the
relationship between educational achievement and career planning; Competency V:
Understanding the need for positive attitudes toward work and learning; and
Competency VI: Skills needed to locate, evaluate, and interpret career information
(Herr & Cramer, 1988 p. 232-233).
Career Planning: Competency IX: Skills needed to make decisions; Competency XI:
Understanding the continuous changes in male/female roles; and Competency XII:
Skills needed in career planning (Herr & Cramer, 1988, p. 233-234). The researchers
will not be comparing and correlating significant differences between the career
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readiness of the profiles of the respondents. Future researchers may use inferential
statistics to provide further analysis to the topic.
Since the study is descriptive in nature, the data will be treated with univariate
analysis and its central tendency will be measured by getting the mean of the
responses of each competency.
The researchers will not study the alumni of the Junior High School of San
Beda university to investigate their employability and career success. Furthermore,
this study will not monitor the academic performance of the students in college and in
senior high school.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The researchers aim to identify the career readiness grade 10 students of San
Beda University–Rizal in Self Knowledge, Educational and Occupational
Exploration, and Career Planning (Herr & Cramer, 1988, p. 231-234). This study aims
to determine the career readiness of the Grade 10 students of San Beda University-
Rizal. This chapter covers different ideas and variables that are vital to the research.
This also includes analysis and comparison of different philosophies and models of
career readiness.
CAREER GUIDANCE
Exploring and developing student’s abilities are the main goals of education.
In order for a student to achieve a successful career, he/she must have a well informed
career choice. Career guidance is needed to explore and plan for career endeavors that
are based on their interests, skills and values. Engaging in career guidance enhances
the connection between academic and career experiences such as further education,
training, and employment, since it provides the students with required awareness,
knowledge, and skills needed in work. This may result to better career preparation and
management for it presents occupational orientation that students must have to
become well informed of what is needed in their career choices (Abubakar, 2013 p.
14).
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Career Guidance is the service that aids individuals in making educational and
occupational decisions as defined by Organization for Economic Co-operation and
Development (OECD) Career Guidance Policy Review. It organizes informations in
the labor market and opportunities in both educational and occupational fields for
individuals to access it more easily. Having career guidance ensures enough
knowledge and expertise to meet the challenges and changes in the economic world.
This lessens the mismatches in work and the rate of unemployment (Hansen, 2006,
par. 2). Career guidance helps the students know the strengths and weaknesses of the
different streams, courses and educational options and the career path it offers.
Consequently, the students can make an informed choice and get a career assessment
that helps avoid the risk of change in career path later in life.
Office of Career, Technical, and Adult Education (OCTAE, 2014) defines
career guidance as a comprehensive and developmental program designed to assist
individuals in making and implementing informed educational and occupational
choices. A Career Guidance and Counseling Program develops an individual's
competencies in self-knowledge, educational and occupational exploration, and career
planning. It nurtures the individual’s self awareness, self-directedness, and life skills
to set viable goals to continually learn and add value to their future workplace and
explore viable education. In addition to career options through the provision of
accurate and comprehensive information, it should also inculcate an appreciation for
the value of all occupations and how it contributes to the well-functioning of society
and it should equip students with skills and means to positively engage their parents
and other career influencers.
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According to The New Times (2016), career guidance is needed to help
organize one’s thoughts and ideas on career related decisions. It may boost the morale
and confidence and give new directions to the students which will be beneficial for
the whole society. The main purpose of career counseling is to help students choose a
field that is attuned with their skills and their job expectations (Edusys, 2018 p.2).
Recognizing individuals who fail to acquire career services “may allow more active
delivery of career development services to these students” (Domene, Shapka &
Keating, 2006 p.146).
CAREER GUIDANCE IN SAN BEDA UNIVERSITY- RIZAL
For almost a decade now, the Guidance and Counseling Office of San Beda
University-Rizal created a Career Guidance Program for the students of the Integrated
Basic Education Department. According to sanbeda.edu.ph, the program is geared
towards self-educating, development of competencies, career planning, and making
informed decision on their educational and occupational choices. Numerous
psychological and standardized tests are administered to students which includes
aptitude, personality, and career test. There are individual consultations, career
education during Growth in Christian Personhood classes, and career conferences and
symposiums are organized and conducted to complement and to supplement the tests
administered. The program starts as early as the elementary level and continues as the
students go through Junior and Senior High School.
Career conferences are conducted in the fourth quarter of grade 9. The
conference is designed for the students to be acquainted with different professions and
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careers. This is assisted by career interviews, a mandatory event where all students are
assessed with their knowledge and interest of their chosen degree program. Also,
interviews are held together with the students’ parents.
After the interview, the students’ performance are scrutinized by the guidance
counselors and facilitators since career sectioning is implemented in the educational
program of the grade 10 level. Different sections will have specialized electives and
statistics subjects, as well as research paper topics. Currently, students in the grade 10
level are sectioned into four categories: Pre-STEM Science, Pre-ABM, Pre-STEM
Engineering, and Pre-HUMSS.
According to Official Gazette (n.d), the K to 12 Program in the Philippines,
covers Kindergarten and 12 years of basic education - six years of primary education,
four years of Junior High School, and two years of Senior High School 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 (paragraph 1).
San Beda University offers Pre-Humanities and Social Sciences (HUMSS),
Pre-Accountancy, Business and Management (ABM), and Pre-Science. Technology,
Engineering, and Mathematics–Engineering (STEM-Engineering), and Pre-Science.
Technology, Engineering, and Mathematics–Science (STEM-Science) as the pre-
academic strands.
Humanities and Social Sciences or HUMSS is designed for students who
consider taking up journalism, communication arts, liberal arts, education, and other
social science-related courses in college. If students take this strand, they could be
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looking forward to becoming a teacher, a psychologist, a lawyer, a writer, a social
worker, or a reporter someday. This strand focuses on improving the student’s
communication skills (edukasyon.ph, 2019).
Science, Technology, Engineering, and Mathematics or STEM are
intertwining disciplines when applied in the real world. The difference of the STEM
curriculum with the other strands and tracks is it focuses on advanced concepts and
topics. Under the track, students who want become a pilot, an architect, an
astrophysicist, a biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a
doctor, and a lot more should take this track. Students who are also interested in
Marine Engineering should also take this track (edukasyon.ph, 2019).
Accountancy, Business and Management or strand would focus on the basic
concepts of financial management, business management, corporate operations, and
all things that are accounted for. ABM can also lead students to careers on
management and accounting which could be sales manager, human resources,
marketing director, project officer, bookkeeper, accounting clerk, internal auditor, and
other jobs that are related to the strand. (edukasyon.ph, 2019).
The recent shift in curriculum from a 10-year Basic Education to a 12-year
curriculum might have specific effects on the students’ career readiness. Based on the
review of related literature and studies, there are specific areas that plays a great part
in the career planning process of an individual, and one of those is the school.
In an article written by Malipot (2018) conveys that that the K to 12 system in
the Philippine will not solve the rising number of unemployment rather it would
enhance the youth to be skilled laborers. However, as the program’s goal is to
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prepare students for college and be job ready there were still college students who had
hard time finding jobs with a decent salary despite undertaking the K to 12 program.
The program may only worsen the problem with having a pool of laborers with no
jobs or opportunities available to hire the graduates. Additionally, a government
official suggested instead of implementing the program the government should put up
a nationalist, scientific and mass-oriented curriculum and system of education which
creates more decent jobs with decent wages through national industrialization which
would make available millions of jobs for Filipinos.
CAREER PLANNING
Career planning is the process wherein students explore and delve into their
interests and skills, plan career goals, and make future work success (Tanoli, 2016, p.
1). He declares that these are the actions an individual makes to obtain their goals in
career development. It is an ongoing process where interests and skills are explored,
goals are planned, and future work success are created. In a study conducted by
Shury, Vivian, Turner and Downing (2017), positive outcomes two and a half years
after graduation were seen from individuals who had clearer plans (p. 17).
Zhang and Huang (2018) explored the effect of career decision-making self-
efficacy in the relation between career-related peer support and career exploration in
their research. The study points that there are three dominant factors of career-related
support: career information and suggestion, emotional support, and peer role models.
Career-related peer support is deem to be beneficial in individual career exploration
and development. Attachment to peers and maintenance of relationships were
positively linked with environmental exploration and commitment to career choices in
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a study found by Felsman and Blustein (1999). In the study, career decision-making
self-efficacy serves as a mediator between career-related peer support and career
exploration. Since career information and suggestion, and peer models provided
proximal and distal support—”distal contextual support helps shape self-efficacy,
social cognitions, and interests, whereas proximal support influences the choice and
exploration process”—it promotes the career exploration of an individual directly and
indirectly through career decision-making self-efficacy.
Decision making gives individuals a chance to increase positive results while
decreasing the risks of failure that is part of the learning process. There are skills
important in decision making such as self-reflection, generating decision alternatives,
visualizing possible future outcomes, evaluating solution options, analyzing solution
options, assessing the uncertainty and application, collaborating and interacting for
group decision making, managing emotion and perception issues, and managing time
and tasks (Building Key Decision Making Skills, n.d par. 3)
There are many educators and parents who insists that early career planning
increases a child’s stress and anxiety but it alters a parent’s insight on affordability,
raise high expectations and encourage ambitions. Smith (2015) states that there are
ways to lessen the stress of parents and children on career planning. Parents, schools,
communities and business are included in guiding and training the students for their
future. Starting with strengths aid students in exploring their interests. This motivates
students to create high expectations and ponder critically on parts for improvement.
Another way is building on ambitions, showing them the bigger picture will help them
keep their options open and they start engaging more in school. Connecting the career
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path of the students to their courses that interests them with the help of counselors and
mentors will highly lead them to success. Learning that college access is not all about
exam scores, non-cognitive skills are also important such as resolving problems,
improving areas, and coping with stress. Lastly, looking outside the classroom
encourage students. This is an influential tool for career exploration. Students obtain
experiences when they go out that colleges value, while establishing skills of
teamwork and problem solving that will also lead to success (par. 3).
According to Zunker (2012), development of a more inclusive role in career
counseling is because of career life perspective. Career life illustrates the
interconnection of life roles over a lifespan. Super (1894) proposes that being
involved in life roles concurrently affect all life roles, and thus means that success in
one life role enables success in others. Moreover, the career life perspective presents
factors that affect one’s career decisions. To integrate career life perspective in an
individual, his/her lifestyle orientation must be clear. He states:
The individual’s commitment to work, leisure, volunteer activities, home, and
family are relevant topics. In addition, attention could be directed to individual
aspirations for social status, a particular work climate, education, training,
mobility and financial security.
These factors add profundity, direction and variety to the process of
counseling. Career life perspective helps counselors present new concepts that puts
meaning and clarity to the interrelationship of work and life. On this perspective,
work role is deemed to be crucial dictator of an individual’s life, although it is not the
only life role wherein a person can show his individuality. In addition, the
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interconnection of life roles proposes that rejoices and struggles are balanced through
activities and different roles. Therefore, in this context, a balanced lifestyle has a more
significant meaning. Comparing lifestyle factors with skills, interests, and personality
can identify the compatibility or differences. The never ending growth of career
counseling will surely incorporate the comprehensive nature of career life perspective
(p. 9 & 10).
SELF-KNOWLEDGE
The term self-concept, also referred to as self-knowledge, is described as the
total of a person’s perceptions about himself, whereby, perceptions are shaped
through an individual’s experience and interpretation of his environment where he is
living. This is supported by Rijswijk (2018) when he defined self concept as all of the
learned beliefs, attitudes, and opinions that a person acquired throughout the duration
of his lifetime. This covers the concepts about who the students are physically,
emotionally, spiritually and other aspects that make up a person.
Social situations can have an impact on an individual’s thoughts, feelings, and
behavior. The behavior of a person is an outcome of “both the situation (e.g., cultural
influences, social roles, and the presence of bystanders) and of the person (e.g.,
personality characteristics).” Situationism is the perspective that environment or
surroundings determine a person’s behavior and actions while dispositionism is the
view that behavior is influenced by internal factors such as attributes, personality
traits and temperament (Social Psychology and Influences on Behavior, n.d.).
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In a study conducted in Pakistan by Zara and Malik (2018) targeting 13-15
year old students, it is said that this age group struggles with role crises as the students
lack decision making skills and the acquisition of personal identity (p.1). Thus,
guidance about self concept is important at this stage as it impacts their decision
making skills about what they want to do in the future. Furthermore, it was confirmed
that young people (ages 15-16) need clear understanding about their self so that the
students can be able to identify the most suitable elective they want and choose it for
their desired fields at this stage according to their abilities (Zara and Malik, 2018,
p.2). This is possible only if they have mature career decision making abilities (Wasif,
2010). It is widely accepted that no one can be successful in any career at any stage of
his life until he has a certain level of career maturity.
Career maturity is described as one’s capability to effectively manage
occupational development tasks that one comes across during the developmental path
from the exploration stage through to the withdrawal stage (Super’s Theory, 2017). It
can be one of the indicators in career readiness of the students and young people.
A student who has a clear understanding about himself (regarding his likes and
dislikes in careers and academic who knows his strengths and weaknesses) is at a
better position to decide which career path to choose. This clear understanding about
self leads to mature career decision-making which is difficult otherwise and this self
understanding directly helps to understand the path a young person will undertake
(Nasir & Lin, 2013; Dhillon & Kaur, 2005).
Positive self-concept as defined by Bergmann (2000, p.417) is a growing
belief about a person that helps them cope successfully with the events in their life,
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and then to make a positive impact on the lives of the people around them. A study
conducted in India by Ryberg (2018) has confirmed that non cognitive skills or those
behaviours which facilitate success in school and workplace, such as motivation,
persistence and self- control are vital towards a person’s transition to adulthood. The
researcher investigated the characteristics of positive self-concept to examine whether
this competence in middle childhood (ages 11-12) predicts whether this competence
in youth (ages 18-19) are in school, work, both or are not currently in education or
employment. Findings suggest that positive self-concept is associated with youth
staying in school rather than working, and young women staying in school rather than
taking an medical entrance exam for graduate school, and its effect size is comparable
to those of cognitive skills or those behaviors referred to as conscious mental
activities, which include thinking, reasoning, understanding, learning, and
remembering. (sen 5). The study concludes that having a non cognitive skill and
positive self concept plays an important role to the lives of young people in a diverse
setting.
Additionally, strong interaction skills can help you be successful in almost any
career you choose because this helps you to communicate and build relationships with
others. Interpersonal skills or often called “people skills,” intends to incorporate both
your innate personality traits. Effective interpersonal skills can have a positive impact
on a person’s career advancement. A study by Pellack (2004) notes that Reference
librarians are expected to interact effectively with a variety of clientele and are taught
skills such as approachability, showing interest, and verbal and non-verbal cues.
Librarians who have a knack for interpersonal skills do very well both at the reference
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desk and interacting with their co-workers (sen.2). An area that is rarely addressed in
the literature (or in library school) is that of educating librarians about how to
establish professional, collegial relationships with one another. It is assumed that if a
reference librarian can interact well with patrons, in a professional manner, he or she
will be able to successfully ‘fit into’ almost any reference department (sen.4). This
study concludes the importance of interpersonal skills within the Reference
Department and ideas for improving these skills to enhance co-worker relations.
Markus and Kitayama (1991) and Triandis (2001) confirm that people from an
individualistic culture, a culture that focuses on individual achievement and
autonomy, have the greatest tendency to commit the fundamental attribution error or
the failure to recognize when the behavior of another is due to situational variables.
Individualistic cultures, which tend to be found in western countries such as the
United States, Canada, and the United Kingdom, promote a focus on the individual.
Therefore, a person’s disposition is thought to be the primary explanation for her
behavior. In contrast, people from a collectivistic culture, that is, a culture that focuses
on communal relationships with others, such as family, friends, and community are
less likely to commit the fundamental attribution error (par 7).
Bhagat (2014) studied the relationship of employee’s perception of their
professional skill recognition and appreciation on their emotional state toned with
motivational behavior at workplace (p.49). The success of institutions, industries or
any work sectors is influenced by employee motivation. The positively driven
motivation with emotional stability increases the work efficiency of employee (p.47).
He states that if the employer starts to value their employees and their contribution,
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they are on the right path to motivate their employees which leads to employees
appreciating their own skills in a positive way. Then, when the employer’s suggest
improvement or correct performance or behavior, they do so in an environment of
openness and acceptance. The employee is more likely to change, and the employer’s
achieve their goal to motivate employees. The study concludes that the more the
employers recognize their employee’s skills which leads to being stable emotionality,
this will most likely impact the employee’s perception of their professional skill
recognition. Compared to employees who have unstable emotionality have reported
no recognition and appreciation of professional skills at workplace (par.10).
Moreover, employer demands competencies from their employees such as
critical thinking and problem solving, teamwork and collaboration, leadership and
followership, ethical decision making, and career management. Individuals who are
good at critical thinking and problem are proficient in obtaining, interpreting, and
utilizing knowledge (par.4). On the other hand, teamwork and collaboration helps a
person work with others effectively and easily. Conflicts can be solved civilly and
negotiations can be made quickly (par. 8). Leadership is the capacity to support the
skills of others to reach common goals, an individual is able to lead, motivate, and
designate tasks, while followership is the capability of obeying and heeding well, an
individual is able to take part and deliver what is expected (par. 7). Ethical decision
making is the process of evaluating moral indications. Individuals are able to gather
and assess data, think of fallback plans, and foresee risks and possible outcomes (par.
5). Lastly, career management is about “exploring opportunities, gaining experience,
and building skills that help one clarify their career goals and reach them.” Individuals
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are able to understand themselves more and be aware of the qualities they have in
order to prepare for future work (Career Readiness: Get Ready for What’s Next, n.d
par. 12).
PERSONAL GROWTH AND DEVELOPMENT
Personal Development and Career Development are inseparable with each
other since they are both constant processes that a person undergoes. Tanoli (2016)
defines career development as ongoing process where interests and skills are
explored, goals are planned, and future work success are created; Meanwhile,
personal development is a lifelong process where an individual evaluates his/her
abilities and traits for him/her to be able to reflect on their aims and goals in order for
him/her to make the most out of his/her potential (What is Personal Development?,
n.d.). Moreover, early life development and formative experiences at home and in
school help a growing child identify the competencies required to strengthen his/her
future employability and confidence which can lead to a more fulfilling and
successful occupational life. In addition to that, personal development greatly
contributes to the enhancement of work qualities and career performance (Personal
Development for Career Success and Lifestyle Happiness, n.d), which, in turn, will
make an employee experience a better feeling of achievement and make him/her more
motivated towards her work.
EDUCATIONAL AND OCCUPATIONAL EXPLORATION
24
Educational Achievement is depicted as the outcome of performance that
signifies the scope of specific goals a person has reached that are the focus of
instructional environments such as school, college and university. It is deemed to be a
“multifaceted construct” that compromises different fields of education since it
mostly involves attainment of knowledge and understanding in a particular
intellectual area. The importance of educational achievement plays a huge part in
anyone’s life. Grade Point Average (GPA) or standardized tests are used to measure
an individual’s academic achievement that are crucial in discerning whether a student
can move to higher education. One’s career can be influenced by the educational
achievement a student can attain (Steinmayr, Meissner, Weidinger & Wirthwein,
2014).
In obtaining high educational attainment, a student must be positive as study’s
lead author. Chen et al (2018) asserts that “A good attitude opens the door to high
achievement, which means better attitude gets a person into a good circle of learning”.
The study presents that students who liked Mathematics did better on the subject than
those who showed no interest at all. The relationship between positive attitude and
educational attainment is “mutual and bi-directional” (par. 16).
On the other hand, occupational exploration is a way to learn about jobs and
careers. It can help individuals match attributes to distinct occupations and help you
distinguish skills that you may want to ameliorate (National College Transition
Network, 2011 par. 3). Anderson and Mounts (2012) state that greater congruence
between personality and occupation predicts higher level of occupational exploration
as shown in research, which results to longer tenure and job satisfaction. Yet there are
25
individuals who fail to explore well, as evidenced by discouraging facts: “Most
university graduates do not work in jobs related to their field of study five years
following graduation; adolescents tend to stabilize in occupations in their mid to late
20’s primarily because of financial and family obligations rather than because of
satisfaction with their careers; 64% of workers would choose another career if they
could start over; and the majority of workers feel they could have been more satisfied
and productive if they had known how to make better career decisions (p. 91)”.
In their study, there are already factors that intersect to create a crucible for
occupational identity development and career exploration during late adolescence.
Anderson and Mounts (2012) state that cognitive structures for formal operational
thought are in place, enabling adolescents to think flexibly about self and options.
Individuation from the family encourages thinking about the self as a separate and
unique person. Normative events such as high school graduation promote
consideration of possible selves and financial independence. And last, exposure to
new environments, whether work or university, challenges viewpoints and encourages
development of new skills and selves (p. 91).
Career ladder is a system in which helps a person enhance professional
development (Nelson, J and Cook,P., 2008). Professional development, a fundamental
part of career ladder, is continual process of maintaining quality. It is implemented
continuously that must match the competency level of individuals. In enhancing
professional development, individuals must improve their skills (Hariyati et al., 2017).
According to Akkermans, Paradniké, Van der Heijden and De Vos (2018), career self-
management skills are needed by students in gaining occupation-specific knowledge
26
and skills to successfully maneuver the trials that they will face in their careers. They
suggest that career adaptability and career competencies are essential career resources
in life satisfaction and academic performance (par. 1). These career resources can play
a significant role in motivational process among individuals. When an individual has
higher level of career competencies, he/she has clearer view on his/her preferences
and has the ability to set objectives and act upon it. While career adaptability allows
individuals to handle their current and future career situations, and to conform one’s
behavior to the evolving environment (par. 9).
Berry (2013) discusses the effects of wider society where a student lives,
learns and works on career options, decisions and future development (par. 6). The
study suggests that there are plausible ways of how career develops, specific interest
being the age range of individuals. In Erikson’s (1980) and Vaillant’s (1977) studies,
they explain that age range from 16-25 shows the development of self-concept and
identity, and that work is essential whilst determining socialisation and exploration
are deemed as important in the studies of Levinson (1978), Schein (1978), and Super
(1987) (par. 10). Decisions made by the students are influenced by sociological
factors which are societal rules, practices, and forms of knowledge. These factors
restrict the choices of individuals although having access to higher education, the
degree to which they participate in socialisation also influences the career
development of young people.
Venable (2019) points that there are many factors that have an effect on career
choice (par. 1). She explains that there are three life stages in career development. The
first stage is childhood fantasies where early ideas about careers are formed (par. 3).
27
Culture also forms our principles and expectations as they are involved in our lives,
including jobs and careers. Awareness of the principles and expectations of one’s
culture can help in understanding how career choices are made (par. 4). In one’s life,
there are various roles he/she plays and often these roles can change over time. An
individual’s self-perception in these roles, their needs of them and the external factors
that influence them may affect his/her view on career and how he/she makes career
decisions (par. 7). Interests also have an impact on career decisions. The personality
characteristics and personal preferences of an individual must match their job
characteristics (par. 6). And one of the earliest career development fields is
considering one’s skills, talents, and abilities and how they match certain occupations
(par. 10). Lastly, social and economic conditions are also deem as a factor since the
context of society and economy is where most career decisions are made. Changes in
the economy and job market can have an impact on how careers develop (par. 11).
CAREER READINESS
Career-ready students as defined by Gybsers and Lapan (2009) are students
who have an adaptive style of interacting in the present and use that style to
assertively move self-defined career futures that add meaning and purpose to their
life. These students have the knowledge and skills to visualize their plans in the
future. Additionally, it is referred to as being prepared in the key learning skills and
techniques necessary to be successful in the chosen field of work (Conley, 2010).
INTERRELATIONSHIP OF LIFE ROLES
28
Usually, students who come from underprivileged or low-income families are
those who are not career-ready and lower-level of achievements are expected of them.
Their families tend to have lower levels of support and are poorly equipped because
of financial aid issues and affordability barriers (McWhirter, Torres, Salgado &
Valdez 2007). A study conducted by Fan, Cheung, Leong, Cheung, S. (2012, par 1.)
in Hong Kong put emphasis on the family dynamics. They investigated the Chinese
indigenous personality traits and found that the way Chinese people deal with the
relationship between themselves and their family and their sense of responsibility to
their family define an important aspect of personality. Compared to the American
college students who perceived more family intrusiveness from parents tended to be
confused or disengaged from career decision making (Berrios- Allison, 2005).
The influence of the family or parents on college students’ career decision has
always been emphasized in the Western Culture since the students would typically ask
parent’s assistance in career decisions (Whiston & Kelly, 2004). The study aimed to
explore the relationship between perceived family intrusiveness and career readiness
of Hong Kong and American college students, and showed that college students from
Hong Kong in the study reported that they lacked readiness for their career decision
making since students coming from a collected- oriented culture would often make
career decisions based on the request of the parents. Contrast to American students
who were more inclined to take responsibility for their own choices in career decision
making and might be less likely to report difficulties.
29
Since this study aims to assess the career readiness of the Grade 10 students of
San Beda University-Rizal, the research tackles about the competencies in terms of:
Self-knowledge, Educational and Occupational Exploration, and Career Planning.
Rijswijk (2018) describes self-knowledge as the entire insight of a student on
himself/herself. In a study conducted by Steinmayr, Meissner, Weidinger &
Wirthwein (2014), educational achievement is the result of performance that marks
the extent of goals a person has reached. The educational achievement a student
obtains can influence his/her career. While occupational exploration aids individuals
in matching attributes and distinguishing skills needed in work. It was also explained
that career planning is an ongoing process wherein student’s interests and skills are
explored and goals for the future are planned (Tanoli, 2016 p.1). It also discussed that
career-ready students are those students who have the knowledge and skills to
visualize their plans in the future (Gybsers and Lapan, 2009), as the goal of this study
is to determine the career readiness of the Grade 10 students. The competencies in the
three factors dictate the level of career-readiness the students have and thus reflects
the Career Guidance program San Beda University-Rizal provides.
30
Chapter III
DEFINITION OF TERMS
This chapter defines the important terminologies used across this paper. This
chapter would serve as a guide for the readers, as this would help them understand the
terminologies used within the operational and conceptual framework.
Career Adaptability is a career resource that allows individual to manage his
occupation and to adjust in the changing environment (Akkermans, Paradniké, Van
der Heijden and De Vos, 2018).
Career Conferences are conducted in the fourth quarter of academic year of the
grade 9. This activity is designed for the students to be acquainted with different
professions and careers. This is assisted by career interviews, a mandatory event
where all students are assess with knowledge and interest of their chosen degree
program.
Career Guidance Program is a program created by the Guidance and Counseling
Office in San Beda University wherein numerous psychological/standardized tests
such as aptitude, personality, and career test, individual consultations, Career
Education during GICP classes, and career conferences and symposiums are
organized.
Career Maturity is described as one’s capability to effectively manage occupational
tasks that one comes across during the developmental path from the exploration stage
through to the withdrawal stage. (Super’s Theory, 2017).
31
Career Planning encompasses the stages involved in discovering a career path,
including self-assessment, research, experimentation, decision making, job searching,
and accepting a job offer (The Balance Careers, 2018).
Career Readiness is the fulfillment of needed competencies that prepare individuals
to enter the workforce successfully.
Career Ready refers to individuals who attained an “Excellent” rating for the
competencies of Self-Knowledge, Educational and Occupational Exploration, and
Career Planning.
Career Section pertains to the divisions of the grade 10 students in terms of their
academic strands, as a precursor to the academic tracks that are offered in senior high
school.
Career Streaming Interview is an activity that grade 9 students are required to
undergo to assess the knowledge, skills, and interests of the students. The career
section of a student is determined through this interview.
Competencies refers to the areas of career skills such as Self-Knowledge,
Educational and Occupational Exploration, and Career Planning (Herr & Cramer,
1988).
Curriculum refers to the academic content in a specific course or program taught in a
school. (The Glossary of Education Reform, n.d)
32
Educational Achievement is the result of performance that indicates the range of
specific goals a person has achieved that were the focus of school, college, and
university (Steinmayr, Meissner, Weidinger & Wirthwein, 2014).
Family Intrusiveness refers to the influence of family on the career decisions of
students (Whiston & Kelly, 2004).
Occupational Exploration is a process than a person undergoes for him/her to learn
about jobs and careers. It helps an individual match attributes and distinguish skills
(National College Transition Network, 2011).
Pre-Accounting, Business, Management is a grade 10 career section that focuses on
entrepreneurship in their elective subject and Basic Accounting and Bookkeeping in
their Statistics (San Beda, n.d).
Pre-Humanities and Social Sciences is a grade 10 career section that deals with
creating a research paper about any of the disciplines of humanities and social
science. This includes but is not limited to psychology (about human behavior and
thinking), law and politics (about assessing different rules and regulations), and
literature review and analysis.
Pre-Science Technology, Engineering and Mathematics (Engineering) is a grade
10 career section that trains students in creating plates, scale models, and building
designs.
33
Pre-Science Technology, Engineering and Mathematics (Science) is a grade 10
career section where students are tasked to produce a scientific experimental research
paper by the end of the academic year.
Self-concept is a learned beliefs, attitudes, and opinions that a person acquired
throughout his/her lifetime (Rjswjck, 2008).
Self-directed is when an individual makes his/her own decisions and handling his/her
own work (Cambridge Dictionary, 1995).
Self-educating is the capability or engagement in educating one’s self (Merriam-
Webster Dictionary, 1828).
Self-efficacy refers to the individual's belief in his/her ability to implement the
appropriate actions required to effectively manage occupational roles
and career issues (Lawler, 1994).
Self-knowledge is the understanding of one's own capabilities, character, feelings, or
motivations (Merriam-Webster Dictionary, 1828).
34
CHAPTER IV
METHODOLOGY
Improper career guidance leads to wrong career choice. Unguided career
decisions often lead to the wrong choice the student’s make (Minor, 2014). The
researchers aim to determine the career readiness of the grade 10 students of the
Junior High School Department of San Beda University–Rizal. It also aims to
measure the proficiency of the students in competencies of Self Knowledge,
Educational and Occupational Exploration, and Career Planning (Herr & Cramer,
1988, p. 231-234) that could affect the students’ career readiness. This chapter covers
the methods and procedures used in gathering data to answer the research questions.
RESEARCH DESIGN AND APPROACH
Descriptive statistical analysis was used to identify the mean of the self-
assessment test to answer all of the items in the questionnaire. According to
Kowalczyk (2017), a descriptive method of research is a study designed to depict the
participants in an accurate way. It characterizes people who take part in the study.
Since the goal of this study is to determine the student’s career readiness in Self-
Knowledge, Educational and Occupational Exploration, and Career Planning (Herr &
Cramer, 1988, p. 231-234), the descriptive method of research is the most appropriate
method to use.
35
SAMPLING TECHNIQUE
The researchers utilized stratified random sampling procedure for selecting the
participants in this study. It was used because the researchers want to highlight a
specific subgroup within the population. This fortified that the researchers have
obtained sufficient sample points to support a separate analysis of any subgroup.
Moreover, stratified random sampling provided a precision, as stratified sample often
requires a smaller sample, which saved money. This it to ensured an equal
representation of the different strata of the population for this study. The stratification
was based on different career sections namely Pre-Science, Technology, Engineering,
and Mathematics–Science (Pre-STEM Science), Pre-Science, Technology,
Engineering, and Mathematics–Engineering (Pre-STEM Engineering), Pre-
Accountancy, Business, and Management (Pre-ABM), Pre-Humanities and Social
Sciences (Pre-HUMSS). The selection of respondents was through random sampling
through the use of an online randomizer. The proportional allocation was used to
identify the distribution of students per strata, while equal allocation was used to
determine the distribution of students per section in their respective strata. This was
attained by computing for the sample using the Slovin’s formula:
N
Slovin’s Formula = n (Sample Size)
1+( N )¿ ¿
N = Population
n = Sample Size
270
= 161.2 ~ 161
1+(270) ¿¿
36
Table 1.1
Overview of Distribution of Respondents
STRATA Sample (Per Section) Sample (Per Strata)
Pre-HUMSS 22 (10-15) 22
Pre-STEM Science 23 (10-11) +23 (10-12) 46
Pre-STEM Engineering 23 (10-14) + 23 (10-16) + 69
23 (10-17)
Pre-ABM 24 (10-13) 24
Process:
Proportional Allocation Formula:
(Number of students )
x n = Sample Size for each class
N
Table 1.2
Proportional Allocation of Respondents per Section
37
Pre-STEM Science (10-11) 39 ~ 23

x 161 = 23.3
Total Population = 39 270
Pre-STEM Science (10-12) 39 ~ 23

x 161 = 23.3
Total Population = 39 270
Pre-ABM (10-13) Total 40 ~ 24

x 161 = 23.85
Population = 40 270
Pre-STEM Engineering (10- 38 ~ 23

x 161 = 22.51
14) Total Population = 38 270
Pre-HUMSS (10-15) Total 37 ~ 22

x 161 = 22.03
Population = 37 270

x 161 = 22.51

x 161 = 23.11
RESEARCH RESPONDENTS
The respondents of this study were the Junior High School Grade 10 students
of San Beda University-Rizal of the Academic Year 2018-2019. There were a total of
161 respondents, with the age range of 15-18 years old. 22 students came from the
Pre-HUMSS section; 46 students came from the Pre-STEM Science sections; 69
students came from the Pre-STEM engineering sections; lastly, 24 students came from
the Pre-ABM section.
They were chosen as the sample population since they were the students who
underwent the Career Streaming Program and career sectioned. The researchers
assumed that the respondents would be answering the questionnaire to the best of
their ability and with utmost honesty. Furthermore, it was also assumed that the
respondents have acquired most of the competencies that are expected of them in
38
terms of career readiness in the areas of Self-knowledge, Educational and
Occupational Exploration, and Career Planning.
INSTRUMENT USED
In order to collect the required data, a researcher-made survey questionnaire
was extensively used in this study. As stated by McLeod (2018, p.1), a questionnaire
is a research instrument consisting of a series of questions for the purpose of gathering
information from respondents. Moreover, questionnaires provided a relatively cheap,
quick and efficient way of obtaining large amounts of information from a large
sample of people.
The researchers used a self-assessment test, which utilized a 4-point Likert
Scale. Furthermore, is had a scale that proposes a range of answer alternatives —
from one extreme stand to another, with “strongly agree” as the highest value to
“strongly disagree” as the lowest. The test was divided into 4 main parts, 1 for
respondents profiling and 3 parts for the Career Readiness Assessment (Self-
knowledge, Educational and Occupational Exploration, and Career Planning). Each of
the 3 parts for Career Readiness was further subdivided into different competencies.
The items in the questionnaire were based on the competencies stated by Herr
and Cramer (1988) in their book, “Career Guidance and Counselling through the
Lifespan”. The researchers adopted the indicators stated in their book and included
them in the statements in the survey questionnaire. The questionnaire contains 69 of
items. 18 are for Self-Knowledge; 23 are for Educational and Occupational
Exploration; and 23 are for Career Planning.
39
The test was scored by adding all the values of the responses in statements of
each competency. After that, the summation of the values of the statements was
divided by the total number of statements in that subsection. However, since the
wording of questions, level of language sophistication, and type, form and sequence
of statements are crucial and critical since they may affect the respondents’ answers,
the researchers made alterations to the statements to tailor fit it to a Junior High
School respondent. Thus, each competency will have a separate interpretation, which
is based on the interpretation table stated in the latter part of the chapter. All the
numerical interpretations of the competencies are divided by the total number of
subsections to determine the overall rating of career readiness in the three general
competencies, Self-Knowledge, Educational and Occupational Exploration, and
Career Planning.
VALIDATION OF INSTRUMENT
The questionnaire designed for the study was subjected to a validation process.
It was presented to teachers, Julie Ann C. Poso (English Teacher), Joan Rae G.
Macarandan (Statistics Teacher), Leah Guilda B. Aducal (Elective Teacher), who are
employed in the same university for content validity. The researchers also sought the
help of the Guidance and Counseling Office of San Beda University-Rizal specifically
Benjamin P. Coloma III (Guidance and Counselling Office Head) for further
validation and checking of the survey questionnaire. The statements in the survey
questionnaire were based on the competencies and indicators stated in the book
“Career Guidance and Counselling through the Lifespan” written by Herr and
40
Cramer (1988). The comments and suggestions of the experts were also taken into
consideration in the process of making the questionnaire.
DATA GATHERING PROCEDURE
The researchers oriented the respondents first before handling out the link of
the forms. Google forms was utilized for the data collection process because it is web-
based and automated. It increased productivity by saving time and reducing research
costs. It also provided more accurate and quicker analyzation of results since it
minimized the traditional labor-intensive tallying procedure most Likert Scale type of
surveys have to undergo. During the gathering of data, the researchers ensured that all
the parental consent forms were given back. After all data were gathered, the
researchers started analyzing the data.
RESEARCH ETHICS APPROACHES
In the beginning of the survey questionnaire, the objectives of the study were
clearly and directly explained to the respondents so that they are certain of where their
answers and what their responses were used for. In observance of the Data Privacy
Act of 2012, parental consent forms were given out to all the participants prior to the
survey testing. Additionally, there is a respondent consent form that explains the
objectives of the study and the explicit entrusting of the consent of personal
information and respondents.
41
Moreover, the respondents’ consent were taken before they can proceed to the
other sections of the survey questionnaire. To ensure the work efficiently, the
researchers equally piloted the administrative procedures.
To ensure that duplication and falsification of respondents were strongly
avoided, the respondents were required to sign in their electronic mail (e-mail)
accounts before they can submit their answers. This ensured that only one form per
respondent was valid and that once they have submitted their form, they will no
longer be able to alter the answers that was submitted. Even though the respondents
were required to enter their e-mail account, their names were still kept confidential
and they have the decision whether to input their name or not in the respondent
information section of the questionnaire.
DATA ANALYSIS
The researchers exploited the quantitative design which is defined as a
structured way of collecting and analyzing data obtained from different sources. It
involved the use of statistical, mathematical, and computational tools to derive results
(SIS International Market Research, 2018, p.6). Quantitative approach is the most
appropriate design to use in the study since it allows the researchers to examine the
relationship of the variables. Moreover, the outcome is easily measured, the results
can be clearly shown through objective data, easier to compare, summarize, and
generalize. This relies on random sampling and organized data collection instruments
that fit different experiences into predetermined response categories.
42
STATISTICAL TREATMENT
Since the study was quantitative in nature, the data gathered were examined
statistically using univariate analysis, specifically the central tendency of the
arithmetic mean.
The arithmetic mean was used to calculate the career readiness in the specific
competencies of the students.
The formula is:
Σx
=mean
n
Where:
X = value of the statements
Σ = the summation of
n = total number of items in the subsection
The mean values were interpreted based on the guide presented below:
43
Table 2.1
Verbal Interpretation Scale of Career Readiness
Response Weighted Mean Verbal Interpretation Description
The students exhibit

almost all of the
indicators of each
Strongly Agree 3.25 - 4.00 Excellent
competency and has a
high rating of career
readiness.
The students approach

the attainment of almost
all of the indicators of
Agree 2.5 - 3.24 Good each competency. They
may lack a few skills
needed for them to be
career ready.
The students fail to

demonstrate most of the
indicators of each
Disagree 1.75 - 2.4 Fair
competency, and they
have little knowledge
about career planning.
The students do not have

the skills needed to
become career ready and
Strongly Disagree 1.00 - 1.74 Poor
have made no plans for
their educational and
occupational path.
The arithmetic mean was used to calculate the career readiness in the general
competencies of Self-Knowledge, Educational and Occupational Exploration, and
Career Planning of the students.
The formula is:
Σx
=mean
n
44
Where:
X = mean per specific competency
Σ = the summation of
n = total number of specific competencies per general competency
The mean values were interpreted based on the guide presented below:
Table 2.2
Verbal Interpretation Scale of Career Readiness
Response Weighted Mean Verbal Interpretation Description
The students exhibit

almost all of the
indicators of each
Strongly Agree 3.25 - 4.00 Excellent
competency and has a
high rating of career
readiness.
The students approach

the attainment of almost
all of the indicators of
Agree 2.5 - 3.24 Good each competency. They
may lack a few skills
needed for them to be
career ready.
The students fail to

demonstrate most of the
indicators of each
Disagree 1.75 - 2.4 Fair
competency, and they
have little knowledge
about career planning.
Strongly Disagree 1.00 - 1.74 Poor The students do not have

the skills needed to
become career ready and
have made no plans for
their educational and
45
occupational path.
The researchers utilized the Slovin’s formula to obtain the sample size for the
grade 10 population. After that, proportional allocation method was used to indicate
the sample size for each section.
The Slovin’s formula is:
N
=n
1+( N )¿ ¿
Where:
N = Population
n = Sample Size
As for the Proportional Allocation Method we utilized the formula:
(Number of Students )
x n = Sample Size for each class
N
Where:
N = Population
N = Sample Size
46
CHAPTER V
RESULTS AND DISCUSSIONS
This research aims to determine the career readiness of the Grade 10 students
of San Beda University- Rizal. This chapter presents the results and discussions of the
accumulated data from the respondents through the survey questionnaires.
Table 1
Profile of Respondents
Career Sections Sample No. of Sample (Per Percentage No. of Male No. of Female
(Per Sections Strata) Respondents Respondents
Section)
Pre-Humanities and Social 22 1 22 13.66% 14 (10-15) 8 (10-15)

Sciences
Pre-Science, Technology, 23 2 46 28.57% 14 (10-11) 9 (10-11)

Engineering, and 17 (10-12) 6 (10-12)
Mathematics (Science)
Pre-Science Technology, 23 3 69 42.86% 19 (10-14) 4 (10-14)

Engineering, Mathematics 16 (10-16) 7 (10-16)
(Engineering) 19 (10-17) 4 (10-17)
Pre-Accountancy, Business, 24 1 24 14.91% 18 (10-13) 6 (10-13)

and Mathematics
TOTAL 161 7 161 100% 117 44
RESULTS
The table above shows the number, sample size and percentage of each
section. The Pre-HUMSS section has a sample size of 22 which makes up 13.66% of
the total sample. The Pre-ABM section has a sample size of 24 which makes up the
14.91% of the total number of respondents. The Pre-STEM Engineering has the
largest sample size, percentage and number of sections. With three sections in the
47
whole grade 10 batch, they make up 42.86% of the population and have a sample size
of 69. Lastly, the Pre-STEM Science is the second largest sample size, which is 46,
with a percentage of 28.57%.
Table 2
Proficiency of Grade 10 Students in Understanding the Influence
of Positive Self-Concept
Weighted Mean
Career Competency Verbal
Sections Mean Interpretation
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
Pre-ABM 3.13 3.29 3.08 3.29 3.33 3.25 3.46 3.33 3.27 Excellent
Pre-HUMSS 2.91 2.83 3.26 3.17 2.65 2.83 3.22 3.48 3.04 Good
Pre-STEM 3.33 2.98 3.08 3.26 3.08 3.25 3.41 3.23 3.20 Good
Engineering
Pre-STEM 3.36 3.02 3.28 3.43 3.25 3.21 3.36 3.32 3.28 Excellent
Science
OVERALL 3.18 3.03 3.17 3.24 3.07 3.13 3.36 3.34 3.19 Good
MEAN
RESULTS
The table above shows that the proficiency of Pre-ABM and Pre-STEM
Science students in understanding the influence of positive self-concept have
competency means of 3.27 and 3.28 respectively, which are both interpreted as
excellent. Meanwhile, Pre-HUMSS and Pre-STEM Engineering have competency
means of 3.04 and 3.20, which are interpreted as good in the verbal interpretation
scale. Overall, the grade 10 students scored 3.19 in this competency which is
interpreted as good.
48
DISCUSSION
Table 2 indicates that Pre-ABM and Pre-STEM Science students are excellent
while Pre-HUMSS and Pre-STEM Engineering are good in understanding the
influence of positive self-concept on career readiness. Rijswijk (2018) defined self-
concept as all of the learned beliefs, attitudes, and opinions that a person acquired
throughout his lifetime. Self-concept covers the ideas about who the students are
physically, emotionally, spiritually and other aspects This result implies that Pre-
ABM and Pre-STEM Science have a higher understanding on the influence of
positive self-concept and higher career decision making skills which means that they
are capable of managing the occupational development tasks effectively. Whereas,
Pre-HUMSS and Pre-STEM Engineering have good skills in understanding the
influence of positive self-concept and career decision making skills (Zara & Malik,
2018 p.2; Super’s Theory, 2017).
Pre-ABM students scored lowest on Question 3 which is acquiring the skills
they need over the course of their life. They scored highest on Question 7 that is about
their understanding on how the influences around them affect their behavior. This
reflects how aware Pre-ABM students are of the impact of their environment on their
actions and how these students need to acquire more skills throughout their life.
Pre-HUMSS students have the lowest mean of 2.65 on Question 5 that is about
the appreciation of students’ skills and abilities. Additionally, they also scored a
relatively low mean for Question 2 which is about awareness of their skills and
abilities. Meanwhile, the highest mean of the Pre-HUMSS students is 3.48 on
Question 8 that is about having the knowledge that self-perceptions affect people’s
49
actions. This implies that the students of Pre-HUMSS need to be further aware of
their skills. Subsequently, they do not fully appreciate their abilities which in turn
affects their actions. This deficiency of skill appreciation indicates that the students of
Pre-HUMSS may not be performing at their maximum potential since their self-
perception hinders them from performing well in school and perhaps in the workplace
in the future.
On the other hand, Pre-STEM Engineering students’ lowest mean is 2.98 on
Question 2 that discusses about ability awareness. In addition, Questions 3 and 5 both
have a relative low mean of 3.08, which are about acquiring skills over the course of
their life and showing appreciation towards their abilities respectively. The results
imply that these students have acquired little skills over the course of their life and
have showed little appreciation towards their skills. Thus, they need to improve in
acknowledging the full extent of their capabilities.
Pre-STEM Science students scored high on Questions 7 and 8 with means of
3.36 and 3.32 respectively, which are about knowing the effect of the influences on
their behavior and understanding that the way they see themselves affect the way they
act. This suggests that students of Pre-STEM Science control their behavior well
since they are able to recognize the internal and and external factors that affect it
(Social Psychology and Influences on Behavior, n.d.).
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Table 3
Proficiency of Grade 10 Students in Skills Needed to
Interact Positively with Others
Weighted Mean
Career Sections Competency Verbal
Mean Interpretation
Q9 Q10 Q11 Q12 Q13
Pre-ABM 3.17 3.21 3.21 3.08 3.33 3.20 Good
Pre-HUMSS 2.74 2.87 2.78 3.00 3.09 2.90 Good
Pre-STEM Engineering 2.75 3.08 3.10 2.95 3.16 3.00 Good
Pre-STEM Science 2.96 3.17 3.17 3.06 3.40 3.15 Good
OVERALL 2.9 3.08 3.07 3.02 3.25 3.06 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in interaction
skills has a competency mean of 3.20; Pre-HUMSS has a 2.90; Pre-STEM
Engineering has a competency mean of 3.00 and Pre-STEM Science has a
competency mean of 3.15. All the means are interpreted as good. Overall, the grade
10 students scored a mean of 3.06, which is good in the verbal interpretation scale.
DISCUSSION
Table 3 indicates that all career sections have good skills needed to interact
positively with others. Stable interaction skills can help one to be successful in almost
any occupation a person prefers because this helps an individual to interact and build
relationships. Competent interpersonal skills can have a positive impact on a person’s
51
career improvement. Interpersonal skills, often called “people skills,” aim to
consolidate both innate personality traits.
Overall, it can be assumed that the grade 10 students find it easy to work well
and work for others since the means are closely similar. The overall mean for
Question 10, which is about followership, is 3.08 and the overall mean for Question
11, which is about how easy it is to work well for others, is 3.07. Both are verbally
interpreted as good. The result implies that the students can take direction well and
deliver what is expected from them by their superiors (e.g. employers, managers,
etc.). Not only that, but they are able to empower their members to achieve a common
goal (Career Readiness: Get Ready for What’s Next, n.d). However, development of
this competency by the students is still recommendable for them to further succeed in
their career.
Table 4
Proficiency of Grade 10 Students in Understanding the Impact
of Growth and Development
Weighted Mean
Q14 Q15 Q16 Q17 Q18 Mean Interpretation
Pre-ABM 3.38 3.38 2.75 3.04 2.96 3.10 Good
Pre-HUMSS 3.17 3.09 2.17 2.74 2.87 2.81 Good
Pre-STEM Engineering 3.26 3.39 2.82 3.10 3.11 3.14 Good
Pre-STEM Science 3.28 3.36 2.57 3.11 3.08 3.08 Good
OVERALL 3.27 3.31 2.58 3.00 3.01 3.03 Good
RESULTS
52
The table above shows that the proficiency of Pre-ABM students in
understanding the impact of growth and development has a competency mean of 3.10
which is interpreted as good. Meanwhile, Pre-HUMSS has a 2.81 competency mean
that is good. Pre-STEM Engineering has a competency mean of 3.14 that is good.
Lastly, the Pre-STEM Science has a competency mean of 3.08 which is good.
Overall, the grade 10 students scored a mean of 3.03 which is interpreted as good.
DISCUSSION
Table 4 above indicates that all career sections are good in understanding the
impact of growth and development. Career and Personal Development are closely
related to each other since both are constant processes that an individual undergoes
throughout his lifetime. Tanoli (2016) defines career development as a lifelong
process whereas, personal development is an ongoing process where a student
evaluates his skills and is able to reflect on his personal goals in order to make the
most out of his potential. Students who are able to distinguish the skills employers
demand from them can have a more satisfying and successful career life. This is also
an indication of the quality of work and performance done by them (Personal
Development for Career Success and Lifestyle Happiness, n.d). Furthermore, this
reflects that all grade 10 students are able to make most out of their potentials (What
is Personal Development?, n.d.)
Overall, the grade 10 students scored relatively low means on Questions 16-
18, which are about coping up with stress, keeping oneself physically healthy, and
keeping oneself mentally healthy respectively. Question 16 has a mean of 2.58;
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Question 17 has a mean of 3.00; and Question 18 has a mean of 3.01. This implies
that the students may find the working in the future difficult since not having healthy
practices may lead to increased difficulty in the workplace since an employee will
encounter a number of challenges, just like job dissatisfaction, workplace injury,
stress, discrimination, and bullying. All of which can affect the physical, emotional,
and mental health of the students which could lead to distress and hardship (Work and
Your Health, n.d.).
Table 5
Proficiency of Grade 10 Students in Understanding the Relationship
Between Educational Achievement and Career Planning
Weighted Mean
Q19 Q20 Q21 Q22 Q23 Q24 Mean Interpretation
Pre-ABM 3.42 3.21 3.38 3.33 3.17 3.21 3.29 Excellent
Pre-HUMSS 3.22 3.26 2.96 3.26 3.13 3.09 3.15 Good
Pre-STEM 3.21 3.2 3.16 3.16 3.1 2.92 3.13 Good

Engineering
Pre-STEM Science 3.32 3.17 3.19 3.26 3.08 2.85 3.15 Good
OVERALL 3.29 3.21 3.17 3.25 3.12 3.02 3.18 Good
RESULTS
understanding the relationship between educational achievement and career planning
has a competency mean of 3.29 which is interpreted as excellent. Meanwhile, Pre-
HUMSS has a 3.15 competency means good. Pre-STEM Engineering has a
54
competency mean of 3.13 which is interpreted as good. Lastly, the Pre-STEM Science
has a competency mean of 3.15 which is good. Overall, the grade 10 students scored a
mean of 3.18 in this competency which is interpreted as good.
DISCUSSION
Table 5 indicates that all career sections are good while Pre-ABM are
excellent in understanding the relationship between educational achievement and
career planning. Educational Achievement is depicted as the outcome of performance
that signifies the scope of specific goals a person has reached that are the focus of
instructional environments such as school, college and university. Whereas, career
planning is the process wherein students explore and delve into their interests and
skills, plan career goals, and make future work success (Tanoli, 2016, p. 1). One’s
career can be influenced by the educational achievement a student can attain
(Steinmayr, Meissner, Weidinger & Wirthwein, 2014).
Pre-ABM scored relatively lowest on Question 23 with a mean of 3.17 which
is about having skills that can be used in many different occupations and relatively
highest on Question 19 with a mean of 3.42 which focus on the use of one’s skills to
achieve their goals. This suggests that though the students do not have a wide array of
skills for various jobs in the future, they can still apply their skills set in their
occupational choice for them to become successful.
Pre-STEM Engineering students’ scored high in Questions 19, 21, and 22 with
means of 3.21, 3.16, and 3.16 respectively. This indicates that they know how to
utilize their skills to reach their objectives, how their skills affect their career goals
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and how their current education is important in their future. This suggests that the
student exert effort in school since they understand that obtaining a high educational
achievement is a major factor in students’ education and occupation after senior high
school.
Pre-STEM Science students scored the lowest on Question 24 with a mean of
2.85 which focuses on understanding the importance of learning in the workplace and
highest on Question 19 with a mean of 3.32 that is about knowing how to use one’s
skills to achieve goals. This suggests that these students know how to apply their
skills to reach their goals but they need to further comprehend the relevance of
learning in the work environment.
Table 6
Understanding the Need for Positive Attitudes Toward Work and
Learning
Weighted Mean
Q25 Q26 Q27 Q28 Mean Interpretation
Pre-ABM 3.29 3.25 2.92 3.08 3.13 Good
Pre-HUMSS 3.13 3.26 2.48 2.78 2.91 Good
Pre-STEM Engineering 3.33 3.07 2.70 2.90 3.00 Good
Pre-STEM Science 3.55 3.21 2.96 3.04 3.19 Good
OVERALL 3.33 3.2 2.77 2.95 3.06 Good
RESULTS
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understanding the need for positive attitude toward work and learning has a
competency mean of 3.13 which is interpreted as good. Meanwhile, Pre-HUMSS has
a 2.91 competency mean that is good. Pre-STEM Engineering has a competency mean
of 3.00. Lastly, the Pre-STEM Science has a competency mean of 3.19 which is good.
Overall, the students score a mean of 3.06 for this competency, which is interpreted as
good.
DISCUSSION
All career sections have low means in Question 27 which is about their
behavior and attitude towards schoolwork. According to Bowman (2018), students
tend to have negative tendencies towards schoolworks due to a lot of factors. One
factor indicates that schoolworks take long too long to complete. In a survey that
Bowman conducted, 7000 students (average age of 13) resisted to show initiative
towards schoolwork that takes an hour to finish. Another factor is that the value of
schoolwork is misunderstood and that its not well taught to students. The latter see
homeworks solely for their academic value.
Pre-HUMSS and Pre-STEM Science scored low means in Question 28 which
is about their habit that are useful in learning. Students who cram, procrastinate, and
get distracted tend to become a habit thus indicates that the students resist the urge to
learn more (Loveless, n.d.).
Pre-STEM Engineering scored a high mean in Question 25 which is about the
perception of students on useful their prefered job is in the society. This suggests that
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students who see their job as beneficial tend to become more interested and positive
towards learning to reach their career goals.
Table 7
Skills Needed to Locate, Evaluate, and Interpret Career Information
Weighted Mean
Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37
Pre-ABM 3.33 3.25 3.21 2.79 3.04 3.5 3.42 3.42 3.33 3.25 Excellent
Pre-HUMSS 3.09 2.91 3.09 2.57 3.09 3.13 3.26 3.22 3.26 3.07 Good
Pre-STEM 3.08 3.08 2.92 2.54 2.93 3.25 3.02 3.21 3.16 3.02 Good
Engineering
Pre-STEM 3.17 3 2.85 2.7 3.09 3.19 3.06 3.32 3.19 3.06 Good
Science
OVERALL 3.17 3.06 3.02 2.65 3.04 3.27 3.19 3.29 3.24 3.10 Good
RESULTS
The table above shows that Pre-ABM students skills in needed to locate,
evaluate, and interpret career information has a competency mean of 3.25 which is
interpreted as excellent Meanwhile, Pre-HUMSS has a 3.07 competency mean that is
good. Pre-STEM Engineering has a competency mean of 3.02 that is good. Lastly, the
Pre-STEM Science has a competency mean of 3.06 which is good. Overall, the
students scored a mean of 3.10 in this competency, which is interpreted as good.
DISCUSSION
58
The table above presents the skills needed to locate, evaluate, and interpret
career information. All career sections have a verbal interpretation of good except for
Pre-ABM where they have a verbal interpretation of excellent. It is noticeable that in
Questions 35 and 36 the Pre-ABM students scored a mean of 3.42, which is the
highest score among the four strands. The questions are about the students’
knowledge of how the change in supply and demand for workers may impact
different occupations and how career trends affect education and training. This
implies that Pre-ABM students have self-management skills which is supported by
Akkermans, Paradniké, Van der Heijden and De Vos (2018), that career self-
management skills are needed by students in gaining occupation-specific knowledge
and skills to successfully maneuver the trials that they will face in their careers.
Table 8
Understanding How Societal Needs and Functions Influence the Nature
and Structure of Work
Weighted Mean
Mean Interpretation
Q38 Q39 Q40 Q41
Pre-ABM 3.46 3.21 3.17 3.33 3.29 Excellent
Pre-HUMSS 3.3 3.26 3.13 3.26 3.24 Good
OVERALL 3.41 3.21 3.12 3.25 3.25 Excellent
RESULTS
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understanding how societal needs and functions influence the nature and structure of
work has a competency mean of 3.29 which is interpreted as excellent. Meanwhile,
Pre-HUMSS has a 3.24 competency mean that is good. Pre-STEM Engineering has a
competency mean of 3.23 that is good. Lastly, the Pre-STEM Science has a
competency mean of 3.23 which is good. Overall, the students scored a mean of 3.25
in this competency which is interpreted as good.
DISCUSSION
Table 8 indicates that all sections have good skills except for Pre-ABM who
has excellent skills in understanding how societal needs and functions influence the
nature and structure of work. Berry (2013) discussed on the effects of wider society
on career options, decisions, and future development. Decisions made by the students
are influenced by sociological factors which are societal rules, practices, and forms of
knowledge. These factors restrict the choices of individuals although having access to
higher education, the degree to which they participate in socialization also influences
their career development.
Pre-ABM have scored lowest on Question 40 with a mean of 3.17 which is
understanding how occupational and industrial trends relate to training and
employment and highest on Question 38 with a mean of 3.46 which is about knowing
how work will affect one’s lifestyle in the future. These suggest that they need to
develop their awareness of the importance of these conditioning process in the future
however they know how work will influence their way of life in the future.
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Pre-HUMSS scored relatively lowest in Question 38 with a mean of 3.3 which
is about knowing how work will affect one’s lifestyle in the future and relatively
highest in Question 39 and 41 that focuses on the knowledge of students regarding
how the needs of the society affect the supply of goods and services and
understanding how the global economy affects each individual. This implies that Pre-
HUMSS students lack knowledge on how the societal needs affects the occupational
environment and the economy but they know how the worldwide economy influences
each individual’s career path.
Pre-STEM Science students’ lowest mean is 3.08 on Question 40 which is
understanding how occupational and industrial trends relate to training and
employment and highest mean is 3.42 on Question 38 which is about knowing how
work will affect one’s lifestyle in the future. The results suggest that these students
need to improve on their knowledge regarding the importance of education and
employment but are knowledgeable on how their occupation will affect the way they
live in the future. This knowledge of the effect of their job on their lifestyle aids them
in preparing their career path and career plans as early as now.
Table 9
Proficiency of Grade 10 Students in the Skills Needed to Make Decisions
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Weighted Mean
Q42 Q43 Q44 Q45 Q46 Q47 Mean Interpretation
Pre-ABM 3.13 3.21 3.29 3.17 2.96 3.00 3.13 Good
Pre-HUMSS 2.91 2.74 3.09 3.22 2.78 2.91 2.94 Good
Pre-STEM Engineering 3.10 2.92 3.03 3.11 2.77 2.89 2.97 Good
Pre-STEM Science 3.28 3.23 3.3 3.42 2.89 3.08 3.20 Good
OVERALL 3.11 3.03 3.18 3.23 2.85 2.97 3.06 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in the skills
needed to make decisions has a competency mean of 3.13 which is interpreted as
good. Meanwhile, Pre-HUMSS has a 2.94 competency mean that is good. Pre-STEM
Engineering has a competency mean of 2.97 that is good. Lastly, the Pre-STEM
Science has a competency mean of 3.20 which is good. Overall, the students scored a
mean of 3.06, which is interpreted as good.
DISCUSSION
Overall, the students scored relatively low on Questions 46 and 47, which are
about knowing how to apply for and knowing how to secure financial assistance for
college respectively. Question 46 has a mean of 2.85 and Question 47 has a mean of
2.97. Both means are interpreted as good. Smith (2015) argues on the importance of
college planning. He asserts that only a small percentage of students who come from
impoverished families (a number as low as 9%) graduate college and earn a
bachelor’s degree.
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Compared to the other means, Question 45 which is about knowing ones’
strengths and weaknesses in relation to the degree program that they are interested in
college is the highest, which scored 3.23 and interpreted as good. This implies that
the students have the ability to assess their capabilities and to know what career path
best suits their current set of skills in relation to their interests.
Overall, the results imply that the students are only beginning to concretize
their educational path in senior high school and college. However, they still need to be
oriented on the steps for college application and school transfer. Moreover, Question
43, which is about whether or not the students are sure of their degree program in
college has a mean of 3.03. Additionally, the students need more guidance regarding
the course that they will be taking.
Table 10
Proficiency of Grade 10 Students in Understanding the
63
Interrelationship of Life Roles
Weighted Mean
Q48 Q49 Q50 Q51 Q52 Q53 Q54 Q55
Pre-ABM 3.21 3.33 3.38 3.38 3.42 3.54 3.38 3.21 3.36 Excellent
Pre-HUMSS 2.96 3.30 3.61 3.13 3.48 3.61 3.30 3.04 3.30 Good
Engineering
Science
OVERALL 3.09 3.29 3.46 3.25 3.46 3.57 3.34 3.08 3.32 Excellent
RESULTS
understanding the interrelationship of life roles has a competency mean of 3.36 which
is interpreted as excellent. Meanwhile, Pre-HUMSS has a 3.30 competency mean that
is good. Pre-STEM Engineering has a competency mean of 3.26 that is excellent.
Lastly, the Pre-STEM Science has a competency mean of 3.35 which is excellent.
DISCUSSION
Table 10 indicates that Pre-ABM, Pre-STEM Engineering, and Pre-STEM
Science are excellent in understanding the interrelationship of life roles on their
careers. Donald Super (1984) asserts that an individual is engaged simultaneously in
various life roles over his life span. Hence, success in one role leads to success on
another since these are interrelated This interrelationship suggests that the joys and
frustrations in life are balanced by different events. In other words, work is not only
64
the life role that one should focus on, rather an individual must also focus on other
aspects in his life to develop self-concept and express individuality (Zunker, 2012).
Table 11
Proficiency of Grade 10 Students in the Skills Needed in Career Planning
Weighted Mean
Sections Q56 Q57 Q58 Q59 Q60 Q61 Q62 Q63 Q64 Mean Interpretation
Pre-ABM 3.17 3.04 2.96 3.25 3.29 3.08 3.13 3.21 2.92 3.12 Good
Pre-HUMSS 2.87 3.09 3.00 3.22 2.91 3.00 2.91 3.00 2.74 2.97 Good
Pre-STEM 2.93 2.56 2.59 3.16 3.08 2.84 3.05 3.00 2.75 2.88 Good
Engineering
Pre-STEM 3.04 2.74 2.81 3.34 3.21 3.00 3.00 3.13 3.08 3.04 Good
Science
OVERALL 3.00 2.86 2.84 3.24 3.12 2.98 3.02 3.09 2.87 3.00 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in the skills
needed in career planning has a competency mean of 3.12 which is interpreted as
good. Meanwhile, Pre-HUMSS has a 2.97 competency mean that is good. Pre-STEM
Engineering has a competency mean of 2.88 that is good. Lastly, the Pre-STEM
Science has a competency mean of 3.04 which is good. Overall, the students scored a
mean of 3.00 which is interpreted as good.
DISCUSSION
All career sections scored relatively low on question 64 which is about the
development of their career plan. This suggests that have a hard time forming their
65
own career plan. This can form problems in the future if the students are not prepared
for what is to come in the following years. This implies that these students experience
low career-related peer support. This is supported by Zhang and Huang (2018),
declaring that career-related peer support is considered to be valuable in individual’s
career exploration and development. Another indication that students have a hard time
forming their own career plans is due to a lot of factors such as the commitment to
work, leisure, volunteer activities, home, and family (Super, 1894). Students drive
their attention to other contriviances such as social and financial status. All sections
scored high in question 59 which is the requirement of changes as they proceed
further in life. This is an indication that the students are well-aware of formation and
adjustment to their skills which in turn make them versatile.
Table 12
Proficiency of Students in Self-knowledge
Competency Mean
Career Sections Self-Knowledge Verbal
C1 C2 C3 Mean Interpretation
Pre-ABM 3.27 3.20 3.10 3.19 Good
Pre-HUMSS 3.04 2.90 2.81 2.92 Good
Pre-STEM Engineering 3.20 3.00 3.14 3.11 Good
Pre-STEM Science 3.28 3.15 3.08 3.17 Good
OVERALL 3.19 3.06 3.03 3.10 Good

RESULTS
The table above shows that the proficiency of Pre-ABM students in self-
knowledge has a competency mean of 3.19 which is interpreted as good. As for Pre-
HUMS, they have a competency mean of 2.92 that is good e. Pre-STEM Engineering
66
has a competency mean of 3.11 that is good. Lastly, the Pre-STEM Science has a
competency mean of 3.10 which is good.
DISCUSSION
The table above indicates that all career sections have a verbal interpretation
of good. Rijswijk (2018) described self-knowledge as the total of a person’s
perceptions about himself, whereby, perceptions are shaped through an individual’s
experience and interpretation of his environment where he is living. Pre-STEM
Science and Pre- ABM scored high on competency one which focuses on
understanding the influence of positive self-concept with a weighted mean of 3.27 and
3.28. Since these students have higher positive self-concept the likelihood of staying
to their strand is higher compared to Pre-HUMSS and Pre- STEM Engineering. These
students are more likely to be career-ready as they may graduate on time and not
change majors when they are in college. As noted by Ryberg (2018) in his study, the
competence of high positive self-concept is associated and a determinant of a career-
ready student.
Pre-HUMSS and Pre-STEM Engineering students scored relatively low with
2.90 and 3.00 on competency 2 which is about skills needed to interact with others
positively. These suggest that these students spend more time on analytical skills such
as thinking and reasoning, thus making their interpersonal skills suffer. Comparing
the latter to Pre- ABM and Pre-STEM Science students, these students had higher
scores with 3.20 and 3.15 since these students are naturally expected to have
interpersonal skills because they will be relating mainly with customers for Pre-ABM
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students, and patients for Pre-STEM Science students. Pellack (2014) notes that
interacting well with patrons, in a professional manner, anyone will be able to
successfully fit into almost any reference department.
Table 13
Proficiency of Students in Educational and Occupational Exploration
Competency Mean Educational and

Career Sections Occupational Verbal
Exploration Mean Interpretation
C4 C5 C6 C8
Pre-ABM 3.29 3.13 3.25 3.33 3.25 Excellent
Pre-HUMSS 3.15 2.91 3.07 3.26 3.10 Good
OVERALL 3.18 3.06 3.10 3.25 3.15 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in their
exploration in education and occupation has a competency mean of 3.25 which is
interpreted as excellent. Meanwhile, Pre-HUMSS has a 3.10 competency mean that is
good. Pre-STEM Engineering has a competency mean of 3.08 that is good. Lastly, the
Pre-STEM Science has a competency mean of 3.17 which is good.
DISCUSSION
All career sections are good in the verbal interpretation scale except for Pre-
ABM that excelled in educational and occupational exploration. All of the students
68
have scored high on competency 8 which is about understanding that societal needs
and functions influence the nature and structure of work. Having this understanding
helps individuals determine their career choice since all of these occupational
interactions take place “within the context of society and economy” (Venable, 2019).
In addition, the students scored relatively low on competency 5, which is
about understanding the need for positive attitudes on learning and work. This reflects
that the students’ need awareness that both career development and personal
development are closely related to each other since both are constant processes that an
individual undergoes throughout his/her lifetime. Students who are able to distinguish
the skills employers demand from them can have a more satisfying and successful
career life. This is also an indication of how enhanced the qualities of work and
performance are done by them (Personal Development for Career Success and
Lifestyle Happiness, n.d). Furthermore, this reflects that all grade 10 students are able
to make most out of their potentials (What is Personal Development?, n.d.)
Table 14
Proficiency of Students in Career Planning
Competency Mean
Career Sections Career Planning Mean Verbal
C9 C10 C12 Interpretation
69
Pre-ABM 3.13 3.36 3.12 3.21 Good
Pre-HUMSS 2.94 3.30 2.97 3.07 Good
OVERALL 3.06 3.32 3.00 3.13 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in career
planning has a competency mean of 3.21 which is interpreted as good. Meanwhile,
DISCUSSION
The table indicates that the students scored a mean of 3.06 and 3.00 on
competencies 9 and 12, which are about the skills needed to make decisions and
career plan. The students scored relatively low in these competencies. These imply
that they needed more guidance on their decisions, since these must reflect the
development of different life roles so that they may be able to nurture the formation of
their self-concept. Consequently, a more developed self-concept will aid in the
formation of their career path.
Table 15
Summary of Respondents' Proficiency on the Three Competencies
70
Weighted Mean
Career Sections Career Verbal
Self-knowledge Educational & Career Readiness Interpretation
Occupational Planning Mean
Exploration
Pre-ABM 3.19 3.25 3.21 3.22 Good
Pre-HUMSS 2.92 3.10 3.07 3.03 Good
OVERALL 3.10 3.15 3.13 3.13 Good
RESULTS
The table above shows that the proficiency of Pre-ABM students in career
readiness has a competency mean of 3.22 which is interpreted as good. Meanwhile,
DISCUSSION
Overall, the grade 10 students are good in their career readiness since they
scored a mean of 3.13. The students approach the attainment of almost all of the
indicators of each competency. They may lack a few skills needed for them to be
career-ready, particularly in interacting with others, understanding the impact of
growth and development, understanding the need for positive attitudes toward work
and learning, knowing how to evaluate, locate, and interpret career information,
making decisions, and making a career plan.
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CHAPTER VI
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Improper and misguided career guidance often lead to the wrong choice of the
students make towards their career in the future. The goal of this research paper is to
know if the Grade 10 students of San Beda University- Rizal are career- ready. This
chapter contains the summary of findings and the conclusions obtained from the study
participants. It also includes recommendations as a reference for future studies.
SUMMARY OF FINDINGS
This study was descriptive in nature, therefore the researchers used descriptive
statistics to interpret the data collected from the respondents. Data were gathered
using research-made self-assessment survey questionnaire that was validated and
reviewed by the research advisers who are part of the faculty of San Beda University-
Rizal and the head of the Guidance and Counseling Office of the same institution. The
researchers used Google Forms for convenience of the respondents and the accuracy
of results. The study was conducted during academic year 2018-2019, and the data
was gathered from February 16, 2019 until February 21, 2019 at the San Beda
University-Rizal. Respondents were selected through stratified random sampling. The
grade 10 population were divided into 4 strata, namely Pre-STEM Science, Pre-
STEM Engineering, Pre-ABM, and Pre-HUMSS. These strata are further subdivided
into the different sections depending on the number of classes per career section. Only
161 out of 270 students were asked to answer the questionnaire for the study, which
was obtained using the Slovin’s formula.
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1. In terms of the profile of the respondents, the total number of respondents are
161 with 117 male and 44 female from all grade 10 sections.
2. In the proficiency of students in self-knowledge, the grade 10 students scored
good in the verbal interpretation scale with an overall mean of 3.10.
3. In the proficiency of students in educational and occupational exploration, the
grade 10 students scored good in the verbal interpretation scale with an overall
mean of 3.15.
4. In the proficiency of students in career planning, the grade 10 students scored
good in the verbal interpretation scale with an overall mean of 3.13.
5. In the overall proficiency of the students in the three competencies, the grade
10 students scored good in the verbal interpretation scale with an overall mean of
3.13.
CONCLUSIONS
The researchers discovered important findings that came out of this study. The
following are the conclusions drawn from the results of this study:
1. The grade 10 students have understood the influence of self-concept and
possess interaction skills but need further development in understanding the
impact of growth and development.
2. The grade 10 students have comprehended the relationship between
educational achievement and career planning, discerned how societal needs
affect the nature of work, and the necessity to have positive attitude toward
work and learning, and however need further improvement in comprehending
how career self-management skills are needed in order to gain occupation-
74
specific knowledge that can help them face the trials in the future and to
ameliorate their attitude and behavior towards work since this will affect the
way they live henceforth.
3. The grade 10 students have obtained needed skills for decision making and
understood the interrelationship of life roles but still need more guidance and
to focus on developing skills needed for career planning.
4. Overall, the grade 10 students need further development to be career ready in
terms of self knowledge, educational and occupational exploration, and career
planning.
RECOMMENDATIONS
The researchers discovered important findings that came out of this study.
Since this paper only focused on the assessment of the career readiness of the Grade
10 students of San Beda University- Rizal, other important topic that can be a subject
for further are the following:
1. Students may seek more professional help and support, exert more effort on
their school performances, and evaluate their options to be aware of the skills
required in the workplace.
2. Parents may engage more in their child’s career planning and guide them in
their career decisions by helping them connect their career path to their
interests to make more accurate career decisions, providing them career
information and suggestion, and emotional support.
75
3. Schools may use this research to further study on what skills the students need
to improve and create programs that will build on the skills needed to be
career ready.
4. The Guidance and Counseling Office may conduct various activities or
worksheets (e.g goal setting checklist, values checklist, career assessment
workbook) to focus on the self understanding and decision making skills of
students.
5. Future researchers may also include the parents in their study since the survey
was only given to students. This may give an idea on how to tackle the student
and parents’ career choice for the student if there are any factors that may be
found.
6. Additional studies can be conducted to measure the career readiness of the
Senior High School alumnus of San Beda University- Rizal and the impact of
career guidance to their career decision making.
7. Since the study tackles about career readiness, future researchers can
investigate in comparing the differences in the career guidance programs of
different schools in the Philippines by measuring the career readiness of the
students.
8. Future researchers may find other areas on career readiness that can provide
the skills, habits, and knowledge necessary to the students that are not yet sure
of the path they want to take.
9. Future researchers may also explore the ideal skill sets required in every
academic strand in Senior High School. The population would be the Grade 10
76
students as they will be the ones graduating High School and entering Senior
High School.
10. A more focused and specific study can be conducted to help the Guidance and
Counselling Office aid the students in improving their weaknesses.
11. Future researchers may conduct interviews for more in-depth background on
the student’s knowledge towards career readiness.
12. Future researchers may administer a correlation of the factors that influence
the career readiness of students and how the Career Guidance Program affects
these.
13. Future researchers may also study on the college and professional performance
of the alumni of San Beda University–Rizal to interpret employability and
other not part of the scope of this paper.
77
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APPENDIX A: PARENTAL CONSENT FORM AND LETTER
90
APPENDIX B: CLASSLISTS REQUEST LETTER
91
APPENDIX C: SAMPLE CAREER READINESS SURVEY QUESTIONNAIRE
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APPENDIX D: CAREER READINESS COMPETENCIES AND INDICATORS
(Herr & Cramer, 1988)

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1

BACKGROUND OF THE STUDY

subjects, sports, and other extracurricular activities. It is in school where groundwork

their occupational journey. It is a calculated planning of where an individual wants to

go or what he/she wants to be in the future (Tanoli, 2016).

According to Minor (2014), it is essential to be prepared for changes with a set

course choices which results to a job mismatch, unemployment, underemployment

and industry leaders. Postsecondary education is required by 80% of jobs nationally

education and workforce preparation, a more inclusive strategy is needed. Hence, it is

(National Association of Colleges and Employers, 2019).

In the context of the Philippines, the educational system recently underwent a

jobs in the society (Hernando-Malipot, 2018).

According to Bersin (2018), there is an “increasingly wide gap between jobs

level of career readiness is a reflection of the program’s effectiveness in attaining its

goal—to help the students mature in their career development process.

Additionally, Pascual (2016) claims that an individual’s level of success in

and improved Career Guidance Program would become a significant contributing

students’ self-discovery of their character, aptitude, and interest.

grade 10 students of San Beda University–Rizal in Self Knowledge, Educational and

recent shift in curriculum from a 10-year Basic Education to a 12-year curriculum

career planning process of an individual, and one of those is the school.

STATEMENT OF THE PROBLEM

Cramer, 1988, p. 231-234) that could affect their career readiness.

1. What is the respondents’ profile based on the following:

c. Current career strand

knowledge in the following competencies:

2.1 Understanding the influence of positive self-concept

2.2 Skills needed to interact positively with others

2.3 Understanding the impact of growth and development

3. How proficient are the grade 10 students of San Beda University–Rizal in

educational and occupational exploration in the following competencies:

3.1 Understanding the relationship between educational achievement and career

3.3 Skills needed to locate, evaluate, and interpret career information

planning in the following competencies:

4.1 Skills needed to make decisions

4.2 Understanding the continuous changes in male/female roles

4.3 Skills needed in career planning

5. What is the overall profile of students in career readiness?

This study intends to measure the proficiency of the students in competencies

of Self Knowledge, Educational and Occupational Exploration, and Career Planning

the Junior High School Department of San Beda University–Rizal.

In addition, the following are the specific objectives of the study:

1. Determine the respondents’ profile based on the following:

c. Current career strand

2. Measure the proficiency of the grade 10 students of San Beda University–Rizal in

self knowledge in the following competencies:

2.1 Understanding the influence of positive self-concept

2.2 Skills needed to interact positively with others

2.3 Understanding the impact of growth and development

3. Measure the proficiency of the grade 10 students of San Beda University–Rizal in

educational and occupational exploration in the following competencies:

3.1 Understanding the relationship between educational achievement and career

3.3 Skills needed to locate, evaluate, and interpret career information

4. Measure the proficiency of the grade 10 students of San Beda University–Rizal in

career planning in the following competencies:

4.1 Skills needed to make decisions

4.2 Understanding the continuous changes in male/female roles

4.3 Skills needed in career planning

5. Identify the overall profile of students in career readiness.

SIGNIFICANCE OF THE STUDY

of the Junior High School Department of San Beda University–Rizal.

their chosen career.

significantly advantageous to the Guidance and Counseling Office of San Beda