Republic of the Philippines

Department of Education
Zamboanga Peninsula
Region IX
Zamboanga del Sur School of Arts and Trades
Kawit, Pagadian City

PRACTICAL RESEARCH I

“EMPLOYMENT AND CAREER OPPORTUNITIES AFTER GRADUATION OF SENIOR

HIGH SCHOOL AUTOMOTIVE STUDENTS”

RESEARCHERS:
APORADO, NARWIN
APOSAGA, LEMAR
BACSAN, JUNERY
CANOY, ELESER
CUTAD, PAUL JHON
IMPIL, GERALD
HUGO, VICTOR
MONTEROLA, ARLAN
OLIVEROS, JIMBHOY
EFREN, ORSILADA
RABOR, MARK RHYAN
PADILLA, JEKYLL
 APPROVAL SHEET

In partial fulfillment of the requirements for the practical research 1, this research paper entitled
“EMPLOYMENT AND CAREER OPPORTUNITIES AFTER GRADUATE SHS
AUTOMOTIVE SERVICING” prepared and submitted by: Narwin Aporado, Lemar Aposaga,
Junery Bacsan, Eleser Canoy, Paul Jhon Cutad, Gerald Impil, Victor Hugo, Arlan Monterola,
Jimboy Oliveros, Efren Orsilada, Mark Rhyan Rabor, Jekyll Padilla, is hereby approved and
accepted by the PANELIST.

JAHEIRDA C. ANDAN RUBY P. PENALES

Contemporary Arts Teacher Filipino Teacher

LILIBETH D. AUGUSTO REGINA NERISA S. HAINTO

ABM Teacher Statistics and Probability Teacher

Approved and accepted in partial requirements for the Practical research 1.

BRYNA JANE D. LANUZA

Teacher in PR1

CHAPTER I
INTRODUCTION
Automotive Servicing NC II is a technical-vocational program that trains students how to inspect,
maintain and repair light and heavy-duty automotive vehicles. The Auto Servicing NC II program
covers both mechanical and electrical components, including the battery, ignition, clutch, brakes,
lighting, steering and suspension systems. Automotive Servicing NC II is a technical-vocational
program that trains students how to inspect, maintain and repair light and heavy-duty automotive
vehicles. The Auto Servicing NC II program covers both mechanical and electrical components,
including the battery, ignition, clutch, brakes, lighting, steering and suspension systems. The
learning modules below may serve as a learning reference for Automotive Servicing NC I. These
modules have been prepared by the Department of Education's Tech-Voc Unit for Technical-
Vocational schools in the country. If you are really not sure if you will be able to pursue any degree
after Senior High or if you want to earn money immediately after graduation, then this track is for
you. Even without college, Technical-Vocational-Livelihood track will equip you with job-ready
skills in the future. This track also invests primarily on skills that can gain you requisite COCs
(Certificates of Competency) and NCs (National Certifications) which would be essential when
looking for better career opportunities in agriculture, electronics, and trade. This is also important
when applying abroad where the skills you gain would prepare you as you join the workforce. The
employment is a relationship between two parties usually based on a contract where work is paid
for, where one party, which may be a corporation, for profit organization, co-operation or other
entity is the employer and the other is the employee work, Automotive Servicing NC II is a
technical-vocational program that trains students how to inspect, maintain and repair light and
heavy-duty automotive vehicles. The Auto Servicing NC II program covers both mechanical and
electrical components, including the battery, ignition, clutch, brakes, lighting, steering and
suspension systems. Automotive Servicing NC II is a technical-vocational program that trains
students how to inspect, maintain and repair light and heavy-duty automotive vehicles. The Auto
Servicing NC II program covers both mechanical and electrical components, including the battery,
ignition, clutch, brakes, lighting, steering and suspension systems. The learning modules below
may serve as a learning reference for Automotive Servicing NC I. These modules have been
prepared by the Department of Education's Tech-Voc Unit for Technical-Vocational schools in the
country. If you are really not sure if you will be able to pursue any degree after Senior High or if
you want to earn money immediately after graduation, then this track is for you. Even without
college, Technical-Vocational-Livelihood track will equip you with job-ready skills in the future.
This track also invests primarily on skills that can gain you requisite COCs (Certificates of
Competency) and NCs (National Certifications) which would be essential when looking for better
career opportunities in agriculture, electronics, and trade. This is also important when applying
abroad where the skills you gain would prepare you as you join the workforce.
OBJECTIVES OF THE STUDY
1. Identify the possible opportunities employment in automotive service.
2. Determine the status of graduates in automotive strand in ZSSAT?
3. Evaluate how career opportunities helps the workers.
4. To analyze the statistical association between automotive strands?

STATEMENT OF THE PROBLEM

This study assessed the reading of the employment and career opportunities after
graduation of SHS Automotive students, intervention activities to be given by the teacher (TVL)
after identifying the students’, opportunities of Senior high school automotive servicing.

Specifically, it aims to answer the following queries:

1. What qualifications do you bring to the opportunities to the job?

2. What are the possible opportunities employment in automotive strand?
3. What opportunities for advancement of automotive servicing are there?
4. What happens to the students after they graduate in senior high school automotive?
HYPOTHESES

The opinion of this research is to determine and identify the career opportunities and
employment that related to Automotive Servicing in Pagadian City. As researchers, we will
influenced all those NCII holders to evaluate to us their opinion about Automotive Service and
how it can help those kind of opportunities to them.
In addition we will using a survey questionnaire in gathering data in order for us to get
information about their experience and self-opinion about our research topic. Therefore if we will
finish gathering those data we will finally determine the effects of having career opportunities
among workers.

THEORITICAL FRAMEWORK
The paramount roles of the university are a commitment to the pursuit of knowledge in a spirit of
perceptive intellectual inquiry and that of nurturing desirable values to promote a civilized society
characterized by people of a sharpened intellect and inquisitive mind. The university also performs
the function of preserving, exploring and transmitting a body of knowledge and societal values to
succeeding generations. In the words of Dr. Perkins, President of Cornell University, "Knowledge
acquired must be transmitted, or it dies. Knowledge acquired and trans-mitted must be used, or it
becomes sterile and inert... The acquisition of knowledge is the mission of research; the
transmission of knowledge is the mission of teaching; and the application of knowledge is the
mission of public service" (Perkins, 1966: 7). Consistent with the teaching function, the university
is the venue where independent sensibilities and an attachment to the past are devel-oped through
critical inquiry into varied art forms and expressions, through the evolution of tradition, culture
and values reflecting human experience and the presence of the unchanging values of
righteousness and freedom nurtured by the intellectual ferment of the time. Passage through the
processes of higher education consistent with the classical role of the university, favourable
development of a whole man poss-1 Employment and career opportunities after graduation essing
capabilities to perform his role in the society of which he is a part. In developing countries, the
university and its role of developing a whole man assume political dimensions in the development
process. According to Lipset(1964), "The university has the primary responsi-bility to train the
future elites. This is particularly true for the profes-sional and governmental roles. In the
developing nations, the role of the university is particularly significant, since almost all elite roles
in the modernizing sectors are filled from the ranks of the university-educated." However, the
effective utilization of university-educated people in advanced countries resulted in acting as an
equilibrating force in their society whereas in developing countries they are, in some instances a
disequilibrating force. This is because university students and the intel-lacteal elite are usually in
the vanguard of movements to modernize or change and against the hold of tradition. (Black,
1966). Furthermore, the increasing number of educated unemployed caused by a slow rate of
economic growth in developing countries constitute the bubbling lava in a social volcano always
threatening the equilibrium of the social system. In the 20th Century-,' the objective of accelerating
economic growth and development has accentuated the function of the university in providing with
an education sufficient to manage fast-growing indus-tries, the army and government bureaucracy.
This role, coupled with the rapid pace of scientific and technological advancement, has had a
profound influence on the universities. Instead of developing a whole man, universities are
concerned with providing highly specialized skills to meet the demands of complex
technologically-oriented industry and a sophisticated governmental apparatus and technocratic
society (Mandel, 1972: 15). This is one way in which the university is linked to the economic and
political system of society. Because of this linkage, the university has a pre-eminent position
among contemporary institutions, with the result that students have accused the University of being
the hand-maiden of the establishment. They assert that the university is training them to fit into an
existing and unjust social order (Abrams, 1960: 129). Concomitant with the need for specialized
knowledge came the growth of new professions in the universities. These professions have gained
academic prominence and intellectual identity precisely because they used the university as their
chief port of entry (Cowen, 1962: 25). This is a reflection of the continuing acceptance of the role
of the 9 An overview of the problem of higher education and employment in the Philippines
university, i.e. the selection, formation, and certification of an elite group, the learned profession,
etc. (Trow, 1970: 2 and Conway, 1970: 47). This function of the university has several
consequences. These are: (a) "Knowledge is now in so many bits and pieces and administration so
distant that faculty members are increasingly figures in a 'lonely crowd', intellectually and
institutionally" (Kerr, 1963: 10). Thus a person possessing highly specialized knowledge is
isolated and, once unemployed, he has less job options, thus causing him to be permanently stuck
in the profession he was trained for. (b) Acquiring credentials has become an obsession, and is
endemic among the faculty and staff in the universities so that aspiring faculty has less time to
provide intellectually-challenging classroom instruction and an enlighten student-faculty
interaction (Cowen, 1972: 24). (c) Lip set (1972: 32) commented that the university "as the major
accrediting institution of society has reduced the informal influence of students within the
university. The higher estates of the university, administration and faculty, have sought to maintain
their traditional authority and prerogatives, while reducing their own 'responsibility' for the quality
of the personal and intellectual lives of their students. This development is not simply or even
princi-pally a function of the growth of the university, it reflects even more the increased
'professionalization' of the faculty, the extent to which 'teaching' as such has continued to decline
as the main identification of the role of being a professor". Apart from training a large amount of
the technically specialized manpower required by industry and the government bureaucracy, the
universities perform research and other related service functions. The research function is
considered as a central necessity in a highly tech-necrotic age where society demands universities
"to carry a prime responsibility for rolling back the frontiers of human ignorance, for extending
public comprehension of the world and its history, including man himself and his varieties of
culture" (Shaven, 1971: 58).

The automotive technology program is a sequence of designed to prepare student for careers in the
automotive service and repair profession. Learning opptunities enable student to develop
academic, technical and professional knowledge and skills required for job acquisition, retention,
and advancement. The program emphasizes a combination of automotive mechanics theory and
practical application necessary for successful employment. Program graduates will receive an auto
technology diploma that qualifies them as well rounded entry-level technicians. Automotive
service technicians and mechanics held about 763,700 job in 2008. Automotive repair and
maintenance shops and automobile dealer employed the majority of these workers, with 31 percent
working in shops and 28 percent employed by dealers. Employment of automotive service
technicians and mechanics is expected to increase by 5 percent between 2008 and 2018, slower
than the average for all occupations. Continued growth in the number of vehicle in use in the
United States will lead to new jobs for workers performing basic car maintenance and repair. More
entry-level workers will be needed to perform these services, such as oil change and replacing
worn brakes. Additionally, the average lifespan of vehicle is increasing, which will further increase
the demand for repair services, especially post warranty work. The increasing use of advanced
technology in automotive in automobile will also lead to new opportunities for repair technicians,
especially those with specialized skills or certifications. Worker with expertise in certain makes or
models of vehicles, or with an advanced understanding of certain system, such as hybrid fuel
technology, will be demand

CONCEPTUAL FRAMEWORK

AUTOMOTIVE STRAND
SHS GRADUATES

BUSINESS EMPLOYMENT COLLEGE

RELATED NOT RELATED

The conceptual framework of this study is illustrated in a schematic diagram reflected in.

As shown in the figure, the study treated two variables, namely, Students’ Employment
and career opportunities after graduation of SHS Automotive Students.

This study postulated that Employment and career opportunities after graduation of SHS
Automotive Students, to process of transforming itself from being a opportunities job career of
path of attempting to progress on operational/manufacturing capabilities. For advancing
technology capability dimension, they mostly relied on international collaborations. Without a
holistic frame of strategic technology management (STM), most of the collaboration has been of
limited help and many students are progressing very slowly on technology capability.
SIGNIFICANCE OF THE STUDY

This aim depending on the type of work employees does or which sector she or he is
working in. A wide range of career opportunities are available for people working in the
automotive servicing, consistently after graduation of senior high school automotive student in
fact, it continues to grow as of now as well. With the right training one can advance to higher
positions conveniently. Of the senior high school automotive service.

Therefore they study is deemed significant to the following stakeholder for the following

Reasons:

 To the students – The respondent are the center of the research because ultimately they
development awareness of themselves, strength, and weaknesses for their career
development by continually summarizing at reflecting upon what there are learning from
home, school, and community. In totally, students are in charge of their choice.
 To the teacher - This study will give information to the teacher and the students such that
they can focus on the skill needed by the student if ever the latter would pursue the career
they have chosen.
 To the administration – The result of the study will help the school administration in putting
of an effective integrated career information and guidance system that plays a very helpful
rule in guiding students towards making the best possible career decision.
 To the parent – In this study parents will realize how important they are as a source of
encouragement in which children are free to explore different areas of career references.
This study will look forward in giving their children in assurance to acquire quality
education that would enable them to obtained better job, better income, and brighter future.
 To the researcher- the process an outcome of this study will produce a great satisfaction
competence, and professionalism to the field. Although the topic of the study is focus on.
SCOPE AND LIMITATION OF THE STUDY

The scope and limitation of this study involved the following delimiting parameters, which
are projected to determine the study’s unique features and skills for the automotive Senior high
school students. This study focus on reading comprehension level basis for intervention program
of the senior high school student in automotive. This study is conducted in Zamboanga del sur
school of arts and trade of Pagadian City during in school year 2019 – 2020.The research subjects
of this study were the selected 30 respondents from senior high school student who finish studying
automotive service in Zamboanga del Sur School of Arts and Trade.

DEFINITION OF TERMS

Automotive – The automotive industry is a wide range of companies and organization involved in
the design, development, manufacturing, marketing, and selling of motors vehicles. It is one of the
world or service. It can also be thought of as an industry or market that shares common operating
characteristic. Dividing an economy into different sectors allows for me in depth analysis of the
economy as a whole

Sector – A sectors is an area of economy in which businesses share the same or a related product
or service. It can also be thought of as an industry or market that shares common operating
characteristic. Dividing an economy into different sectors allows for me in depth analysis of the
economy as a whole.

Employment- Employment is a relationship between two parties, usually based on a contract where
work is paid for, where one party, which may be a corporation, for profit, not-for-profit
organization, co-operative or other entity is the employer and the other is the employee.

Career- The progress and action taken by a person throughout a lifetime, especially those related
to that person’s occupations. A career if often composed of the jobs held, titles earned and work
accomplished over a long period of time, rather than just referring to one position.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The automotive industry is a wide range of companies and organizations involved in the design,
development, manufacturing, marketing, and selling of motor vehicles. It is one of the world's
largest economic sectors by revenue. The automotive industry does not include industries
dedicated to the maintenance of automobiles following delivery to the end-user, such as
automobile repair shops and motor fuel filling station. The word automotive is from the Greek
autos (self), and Latin motives’ (of motion) to refer to any form of self-powered vehicle. This term,
as proposed by Elmer Sperry (need quotation to verify] (1860-1930), first came into use with
reference to automobiles in 1898.The automotive industry began in the 1860s with hundreds of
manufacturers that pioneered the horseless carriage. For many decades, the United States led the
world in total automobile production. In 1929, before the Great Depression, the world had
32,028,500 automobiles in use, and the U.S. automobile industry produced over 90% of them. At
that time the U.S. had one car per 4.87 persons. After World War II, the U.S. produced about 75
percent of world's auto production. In 1980, the U.S. was overtaken by Japan and then became
world's leader again in 1994. In 2006, Japan narrowly passed the U.S. in production and held this
rank until 2009, when China took the top spot with 13.8 million units. With 19.3 million units
manufactured in 2012, China almost doubled the U.S. production, with 10.3 million units, while
Japan was in third place with 9.9 million units. From 1970 (140 models) over 1998 (260 models)
to 2012 (684 models), the number of automobile models in the U.S. has grown exponentially.

U.S. Automotive Sector The Organization Internationale des Constructeurs d’Automobiles ranks the
United States as the second-largest producer of automobiles, second only to China in the number of motor
vehicles produced per year. In 2014, the country's annual production of 11.66 million passenger and
commercial vehicles is greater than the combined production of Germany and South Korea, the next two
countries on the list, according to OICA's annual report.The Center for Automotive Research estimates that
over 16 million units – including passenger, commercial and other vehicles – were produced that same year.
In 2015, the U.S. automobile sector is estimated to be worth approximately $620 billion, contributing
between 3% and 3.5% of the nation’s GDP, according to a research paper by CAR.The U.S. automotive
sector employs over 1.7 million people and pays over $500 billion in annual compensation, and it is
responsible for creating jobs in multiple sectors that support the automotive industry. OEM remains one of
the largest subsectors created by the automobile industry, employing over 2.4 million people in
manufacturing spare parts and accessories not directly manufactured by automakers. In 2014, it also
contributed $206 billion to state and federal coffers in tax revenue.

Working within the automotive industry is fast-paced and an exciting career choice, with over 17
million cars and motorcycles registered in Australia that all need to be serviced and repaired. The
automotive industry is currently on the road to a more environmentally friendly future and
technological innovation will be a crucial feature as cars continue to evolve to meet the needs of a
low carbon economy. Australia’s automotive industry is a major contributor to the nation’s
lifestyle and economy. The automotive sector is the largest manufacturing industry in Australia,
with nearly 52,000 people directly employed by the three local vehicle manufacturers, dozens of
importers and thousands of related components manufacturers. Rapid changes in technology are
influencing the many industries, most notably in the repair and maintenance subsector, where
advances in automotive manufacturing mean that maintaining skills currency is a front-of-mind
issue. Companies are also identifying gaps in basic skill levels, associating industry recruitment
difficulties with an absence of ‘job-ready’ candidates. A high proportion of companies engage with
the vocational training system in response to their skill needs, influenced partly by the reasonably
strong uptake of apprenticeships in the industry. Students looking to start a career in the automotive
industry should begin their training with the Certificate II in Automotive Studies (Pre-Vocational),
this will give students a great introduction to the industry and kick start their career today.

Basic automotive terminology, system and component identification, knowledge and introductory
skills in hard tools, equipment. Basic servicing, and use of service information. Also, careers and
various job opportunities in the senior high school automotive service industry will be discussed.
As part of the NATEF Accreditation, topic are aligned to the maintenance and light repair
(MLR) requirements. English language art reinforced. Work based learning strategies appropriate
for this course include job shadowing. Apprenticeship and cooperative education are available for
this course skills, community service of the senior high school leadership activities provide the
opportunity to apply essential standard and workplace readiness skills through authentic
experience and get the national certification from TESDA and for find the job Automotive
servicing.
 CHAPTER III
RESEARCH METHODOLOGY
This chapter shows the methods and techniques used by the researcher’s is qualitative for
the study. This chapter also contains the population and description of the respondents, the
statistical tools, and the data gathering procedures.

RESEARCH DESIGN
The research that the research used is the descriptive design. Descriptive method is a type
of research design where the research describes the characteristics of a population or the
phenomenon being studied, giving description about employment and career opportunities after
graduate senior high school.

RESEARCH SUBJECTS
The research respondent of this study is the senior high school graduate of Zamboanga del
Sur School of Arts and Trades (ZSSAT) with the minimum of 30 respondents.

RESEARCH TECHNIQUE
The technique we use to my research is cooperation to my group and we use cell phone and
internet to communicate the respondents.

RESEARCH INSTRUMENT
The researchers use is qualitative and the instrument they use is survey and questioner and
that’s the instrument we to gather data to my research.

DATA GATHERING PROCEDURE

 The researchers asked permission to the teachers in-charged of the junior and Senior High
School from the Zamboanga del Sur School of Arts and Trades of Pagadian City to conduct a
survey. After gaining permission, the researchers conducted a survey questionnaire to the student
randomly choosen to answer the questionnaires. The researchers then collected the data and
analyzed it. After analyzing the data, the researcher tallied and tabulated the gathered data and
enterpret it.

STATISTICAL TREATMENT
After the researchers collected and analyzed the data, they we’re properly coded in
preparation for the computation.
The following statistical tools were used:
1. Mean is the sum of all the number and divide by how many numbers there are, where
×= ∑𝑥
n

2. Percentage is rate, number, or amount in each hundred where x is sample and n is the
population size
3. Proportion P is a parameter that describes a percentage value associated with a population
where X is the sample and n is the population
P=x
n