Factors Affecting Career Choices Among Abm Senior High School Students in A Catholic College

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FACTORS AFFECTING CAREER CHOICES AMONG ABM SENIOR HIGH

SCHOOL STUDENTS IN A CATHOLIC COLLEGE
A Research Proposal Presented to

The Faculty of Senior High School of
La Consolacion College Bacolod
In Partial Fulfilment of the Requirements in

Practical Research II
CABALATUNGAN, ANGEL MAE P.

FLORES, KEZIAH PAULENE S.
GARCIA, ANGELIKA
LAMELA, NIÑA CASSANDRA C.
MAGBANUA, SOFIA M.
SANTORCE, MARK JASON J.
SARMIENTO, PIA MAE B.
TORRES, MILES I.
TORTOGO, LOVELY JOY D.
October 2019
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TABLE OF CONTENTS
Title Page i
Table of Contents ii
Introduction
Rationale 1
Statement of the Problem 4
Hypotheses 4
Framework 4
Methodology
Research Design 9
Population and Sampling Technique 12
Data Gathering Instrument 13
Validity 14
Reliability 15
Data Gathering Procedure 15
Ethical Consideration 15
Statistical Treatment 16
References 14
Appendices
Sample Size Computation 35
Letter to Senior High School Principal 36
Survey Questionnaire 37
1
INTRODUCTION
Rationale
Career choice is a complex and multifaceted phenomenon, which makes it

difficult to predict and understand (Sibson, 2011). The right career choice for the
students entering into the professional education is critical having high impact on
their professional life and future achievement (Ahmed et al., 2010). There have
been numerous studies regarding the factors that influence the career choice of
an individual around the world. Some international students will find it necessary
to reassess their majors or career choices, especially if incongruence develops
between their interest and abilities (Singaravelu, White, & Bringaze, 2005). In his
study of career choice of Nigerian youths, Shumba & Naong (2017) found that
many youths made wrong career choices due to ignorance, inexperience, peer
pressure, advice from friends, parents and teachers, or as a result of prestige
attached to certain jobs without adequate vocational guidance and career
counselling (Shumba & Naong, 2017). Determining the factors that influenced
the person’s career choice is essential.
Previous studies have used various classifications or scales to identify the

factors that influence students’ career choice, and often these factors are
grouped into the broad categories of extrinsic, interpersonal, and
intrinsic/altruistic (Sibson, 2011). There are various determinants that can
influence a student’s career choice, from individual’s perception, family, gender,
to even the person’s culture. The most significant single determinant of career
choice is the individual’s self-appraisal of their skills and attributes and how that
matches to the intellectual content and other demands of the specialty (Shadbolt
& Bunker, 2009). But other studies found that support and influence of significant
others played a vital role in students' career choices (Jones & Larke, 2003). A
powerful determinant of career choice relates to the need to consider family
circumstances. This is a significant reason to reject an initial career option based
on job satisfaction and intellectual challenge (Shadbolt & Bunker, 2009)
Among different studies around the world, parents are one of the most
common determinants of a person’s career choice. For example, in their study of
career choice among a sample of South African students, Bojuwoye and
Mbanjwa (2006) reported that their parents had a significant influence on their
career decisions but mothers were more influential (Shumba & Naong, 2017).
The influence of parents on the future job planning of their children has been well
researched in the literature (Iovu, 2013). Countries in their early stages of
economic development tend to encourage individuals into professions that
benefit the national economy and are guided by informal systems, such family,
caste, or class (Singaravelu et al., 2005). Much of the research on family
influence focus on individual parents’ careers, for instance, mothers or fathers
2
influencing children to take up a certain career (Mtemeri, 2017). Similarly,

Kniveton (2004) found that the family provides information and guidance directly
or indirectly and influences young people’s career choice (Shumba & Naong,
2017).
There are a lot factors that influence students when choosing their academic
careers, but family was the one factor that had the biggest influence on students
in this study (Fizer, 2013).
Many factors influence the career pathway a person enters. Most

individuals make this choice during their years in secondary school due to rigid
academic streams where they choose elective courses based on future
academic goals, and stay with this choice until program completion (Ausman et
al., 2013). Students studying in a school of a larger scale and enrolled in
homemaking courses are most prone to the influence of “personal factors” in
educational decisions (Su, Chang, Wu, & Liao, 2015). An individual’s choice of
career is likely to be influenced by several factors, including personal and cultural
values, family background, career expectations, etc. (Agarwala, 2008). Students
with family business background (FBB) are an important factor to business start-
up in the future (Xue Fa, David Yoon Kin, & Liang Chen, 2011). In line with this,
K- 12 program will be a transition period for the students in deciding what course
and career to pursue.
One significant reform in Philippine Educational System is the

implementation of K to 12 program (Abarro, 2016). The offering of Career Tracks
in Grades 11 and 12 could be an avenue for colleges and universities to
collaborate with the Department of Education (DepEd). In this way, resources of
colleges and universities who have no enrolees can utilize their resources to the
maximum level. In view of the need to help colleges and universities, the
province of Rizal, address this challenging situation and come up with the
necessary initiatives, this study on Factors Affecting Career Tracks Choices of
Grade 9 students was conducted (Abarro, 2016). To address the current
dilemma, the Philippine Congress ratified law in the implementation of K to 12
Enhanced Basic Education. The K to 12 Education Program, a functional basic
education system is composed of a year of Kindergarten Education, six years of
elementary and six years of secondary education, the six years of secondary
education is divided into four years of junior high school and two years of senior
high school (Braza & Jr., 2015). The Philippine K-12 curricular program provides
at least one year of Kindergarten education and a total of twelve years of basic
education similar with most of the countries in the world. The addition of two
years on the former ten-year basic education program was envisioned for
mastery of learning making learners better prepared for the world of work
besides the conventional belief of just preparing them for collegiate education
(Cabansag, 2014). The implementation of the K-12 curriculum in the Philippines
started in 2012 beginning with grade 1 and grade 7 learners and the succeeding
levels were introduced as these students get promoted to the next grade levels in
the ensuing school year (Cabansag, 2014). The Commission on Higher
3
Education came out with guidelines for the revised General Education Curriculum
by reviewing the college curriculum and fine-tuning the courses not just for
General Education, but for each specialization to complement the new subjects
that will be taught in senior high (C. Acosta & S. Acosta, 2016). The Department
of Education believed that enhancing the quality of basic education in the
Philippines is both critical and urgent. Hence, it intended to improve the quality of
basic education with the enhancement of the curriculum and the expansion of the
basic education cycle (Vol, 2018). Whatever career decision the high school
seniors eventually make, it is important to determine the career decision making
process they undergo. It is also important to know which factors they consider or
disregard in their career decisions. (Espero, 2004)
Majority of the local researches on career decisions and the factors

influencing them focus on adolescents (Espero, 2004), These new graduates are
envisage to become more competitive in the global business arena and to bring
more success that would contribute towards building the nation and be at par
with the rest of the world (C. Acosta & S. Acosta, 2016). Career choice are
determined by socio-economic factors, mental and physical abilities, personal
characteristics and the opportunities to which persons are exposed as reflected
in Donald Super’s theory on developmental self-concept theory (Braza & Jr.,
2015). Career preferences as defined by Martinez and Fuller (1999) pertains to
the identification of one’s work schedules and activities in relation to individual’s
abilities, skills, competencies and with the assistance of management in order
that he can take greater job and personal responsibility for his future. In other
words, this is a preferred career choice of an individual that should be decided
ahead of time (Janine & Anne, 2015).
Gathering and processing of career- related information involves

consulting with parents evaluating obtained information, asking other people’s
opinion, reading, studying, and praying about the information collected (Espero,
2004). Preparation is the stage when individual or individuals plan to adopt the
new program and undertake change in the immediate future (C. Acosta & S.
Acosta, 2016). The influences in choosing a vocation can affect one’s career life.
It is important for an individual to know his abilities and interests (Braza & Jr.,
2015). Many Filipino professionals desire working abroad for greener pastures
but they tend to land a job apart from the diploma they pursued in the Philippine
higher education institutions. Some persistent overseas workers submit
themselves to state policies on earning professional license besides having
earned the same in their home country in order to practice a profession abroad.
(Cabansag, 2014)
This study is essential for students to know that decisions are important,
so it will be the guide and basis for the career choices being selected later on.
There are diverse factors involving decisions of every individual into the path
entering the chosen career. Career planning and development in the 21 st century
must be prioritize to maximise individuals’ career potential for productive work
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and to help nations and organisations build or keep a competitive economic edge
(Khasawneh, 2013). Therefore, it is crucial to determine the factors that have
influenced student’s career potential and development researchers have reported
that youth gain information concerning planning for future careers from a priority
of sources (Khasawneh, 2013).
Statement of the Problem
This study aims to determine the factors affecting career choices as a

Senior High School Student in a Catholic College. Specifically, the study aims to
answer the following:
1. What is the extent of influence of family, school, and peer factors in the
choice of course to pursue in college as perceived by the ABM students
when they are taken collectively and when grouped according to grade
level and section?
2. Is there a significant difference in the factors that influenced the ABM

Senior High School students in their choice of career?
Hypothesis
The researchers hypothesize that:
1. There is no significant difference in the factors that influenced the ABM

Senior High School students in their choice of career.
Theoretical Framework
The study is based on Krumboltz’s Social Learning Theory and Albert

Bandura’s Social Cognitive Theory in examining the factors that influence career
pathways among high school students. The two theories were chosen because
of their relevance to career issues, especially career development. They include
both social and cognitive factors while being sensitive to cultural aspects.
Students live in a social world where they interact with the environment as they
seek guidance towards careers. These theories deal with the cognitive aspects of
the students by making them aware of their decisions. John Krumboltz’s Social
Learning Theory, developed in 1979, emphasises the importance of behaviour
(actions) and cognition (knowing and thinking) (Linder-Pelz & Hall, 2015) The
essence of Krumboltz’s view is that certain generic processes, such as learning
experiences, affect the career development of all persons regardless of their
cultural affiliations (Mtemeri, 2017) hence the need to explore the factors that
influence career pathways among high school students in Zimbabwe. This theory
differs from other theories of career development in that its focus is on teaching
people career decision making techniques and how to use such techniques
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effectively in selecting career alternatives (Ireh, 2000). The types of learning

experiences that affect an individual are dependent on his or her culture (Lent &
Worthington, 2000). Krumboltz identified four factors that play important role in
the selection of a specific career: genetic endowment, environmental conditions,
learning experiences and task approach skills (Beale, 1998:297; Ireh, 2000).
According to the Social Learning Theory, genetic endowment refers to those
aspects of the individual that are inherited or innate rather than learned. This may
set limits on individual career opportunities. Environmental conditions are those
conditions that are generally outside the control of the individual and influence
skills development and career preferences. According to Krumboltz, learning
experiences include a) one’s career performances as a result of prior learning
experiences; b) individuals’ prior learning experiences that eventually influence
their career decisions; and c) that individuals’ prior learning experiences have a
direct effect on their career choices. According to Linder-Pelz & Hall (2015),
individuals may make observations about themselves and their environment that
they will then use to make career decisions. Observations about the self-include
capabilities, interests and work values (Ireh, 2000). Krumboltz emphasised task
approach skills such as goal setting, values clarification, generating alternatives
and obtaining occupational information in career decision making. Ireh (2000)
explained that the interaction between genetic endowment, environmental
conditions and learning experiences lead to the skills required for completing a
variety of tasks. The Social Learning Theory by Krumboltz is relevant to this
study because it includes environmental factors such as family, the learning
environment and gender. Our behaviour is shaped by beliefs about ourselves
and how we relate to society (Schnorr & Ware, 2001). According to Lavallee,
Gordon, & Grove (1996), people make assumptions and generalisations about
themselves and the world of work based on their limited experiences. In this
case, students in high schools have limited experiences to choose an appropriate
career hence the need for a counsellor and/or a supportive environment. In short,
Krumboltz’s theory of career decision making and development is based on
social learning or environmental conditions, genetic influences and learning
experiences. People choose their careers based on what they have learned.
Social Cognitive Theory (SCT), developed by Albert Bandura in 1986,
purports that contextual variables such as social support, which includes friends,
family and relatives, influence the career choice of an individual (Rao & Mehta,
2017). Social persuasion also affects an individual’s choice of career (Lent,
Brown, & Hackett, 2002) because there is dialogue between children and their
environment. Similarly, Bandura posited that when individuals watch their peers
succeeding, they are likely to believe that they can also succeed (Mills, 2009). In
this career development model, a person’s background (or contextual factors)
and individual characteristics influence his/her learning experiences and
consequently self-efficacy (Tang, Ph, Pan, Newmeyer, & Ed, 2008). According to
Bandura (1989:1) and Alexander, Seabi and Bischof (2010:497), because of the
bi-directionality of influence between behaviour and environmental
circumstances, people are both products and producers of their environment.
They affect the nature of their experienced environment through selection and
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creation of situations. This is in line with the SCT which states that realistic
encouragement that leads people to exert greater effort is likely to bring success
in career development (Bandura, 1988:285). The researcher found this theory
provided the framework to examine the environment that promotes development
in students’ quests for sustainable careers. The theory recognises both the
cognitive and environmental factors although this study concentrates more on
environmental factors. Social Cognitive Theory focuses on several cognitive
variables (for example, self-efficacy, outcome expectations and goals) and on
how these variables interact with other aspects of the person and his or her
environment (for example, gender, ethnicity, social support and barriers) to
shape the course of career development (Lent & Worthington, 2000). According
to Bandura (2002:269), the theory distinguishes three modes of agency: a)
personal agency exercised individually; b) proxy agency in which people secure
desired outcomes by influencing others to act on their behalf; and c) collective
agency in which people act in concert to shape their futures. Students in high
schools are influenced by these three modes when they choose careers, among
many variables, that they feel are appropriate for them. The environment, which
imposes itself on them, also impacts their choice of careers. According to Social
Cognitive Theory, career development is influenced by both objectives and
perceived environmental factors (Lent & Worthington, 2000). Examples of
objective factors include the quality of educational experiences to which a person
has been exposed to such as school counselling and the financial support
available from family or guardians for pursuing particular training. People live
their lives in socio-cultural milieus that differ in their shared values, customs,
social practices and institutional constraints and opportunities (Bandura,
2002:274).
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School
Family Peer
ABM
Career
Choice
Figure 1. Schematic Diagram

Framework shows that the career choice of an ABM student is influenced
by different factors. These factors are peer influence, family influence and school
influence.
A schematic is defined as a picture that shows something in a simple way,
using symbols. A schematic diagram is a picture that represents the components
of a process, device, or other object using abstract, often standardized symbols
and lines (Zhang et al., 2013)
The effect of peers on career choice can be considered impactful based

on the findings of Hashim & Embong (2015) showed that students in their teen
year are more inclined to be influenced by group norms due to the need to
establish a sense of personal identity where it is in-line with the normative
expectation of their peers. This is supported by (C. O. Eckerman and S. W.
Didow, 1988) that proves the influence brought by peers does exist alongside
that exerted by the parents. Recent research has supported the existence of peer
effects among college roommates as in Kremer and Levy (1999), and
Stinebrickner and Stinebrickner (2001) and among elementary school students
as in Hoxby (2000). This paper extends the literature by focusing on employment
outcomes for graduating seniors and using survey data to examine student's own
perceptions of the importance of peer influences (Manski, 1993). These findings
are not strange considering those students’ interests are often shaped by their
environment, the people they interact with and more so their life experiences as
they grow (Hall, 2010).
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The nature of the relationships and interactions established between

parents and children constitute the foundation of the vocational exploring
process. The quality of parent-child relationships, open communication, support
offered and trust, can influence exploring activities, vocational aspirations, future
plans, the perception of barriers which may occur in choosing a career (Paloş &
Drobot, 2010). Young people’s expectations regarding how they will combine
work and family in the future also play a role in influencing career choice
(Beauregard, 2007). Also, research shows that the child’s level of adaptation to
the environment is also influenced by the parental style. Also, research shows
that the child’s level of adaptation to the environment is also influenced by the
parental style. Supportive, firm and affectionate parents ensure a family climate
which favours the socializing process, and their children are characterized by a
higher degree of emotional stability, extroversion, sociability and empathy (Palo
& Drobot, 2010). Choosing a career represents a very important decision for a
person’s professional trajectory. Due to the fact that the decision-making process
starts quite early on, the child’s decisions are moulded by family influences.
Unlike the father, the mother involves herself more intensely when it comes to
career-related plans, by initiating concrete actions, but also by giving
psychosocial support. Family members are more influential in students’ career
choices as compared to other persons.
Thus, the greatest challenge in students’ career choice in many schools is
lack of exposure for teachers and students. Students make ignorant career
decisions based on how far the teacher’s guide them out of the career
information supplied from institutions of higher learning (Peter & Maria, 2012). In
the school environment, the teacher plays an important role on students’ career
choice. Prior research has found that students are influenced by high school
teachers and in particular career guidance and counsellors in making decisions
that affect their future such as their career choice (Peter & Maria, 2012; Dick &
Rallis, 1991). Career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. As students
try to make career choice while in secondary school, they face problem of
matching their career choices with their abilities and school performance
(Edwards & Quinter, 2011). Additionally, this study provides a foundation for
career counseling intervention in which adolescents struggling with occupational
issues may benefit from career interventions that respond not only to the nature
of their decisions but also to the family dynamics present during their decision-
making process (Allison, 2005).
.
9
METHODOLOGY
Research Design
A research design can be viewed as a plan, structure and strategy of a

research to find the tools to solve the problem and to minimize the variance
(Kothari, 2004; Creswell, 2003). Its function is to ensure that the evidence
obtained ensures that the initial question is answered as clear as possible.
According to Kothari and Crag (2014:30), research design facilitates the
attainment of the various research operations thereby making research as
efficient as possible and yielding maximum information with minimal amount of
effort, time and money. It is the overall plan for answering research questions
and hypotheses. The design spells out strategies the researcher adopts to gather
accurate, objective, and interpretable information (Polit & Beck, 2001; Tourigny et
al., 2011) used a non-experimental, quantitative research design known as a
descriptive, comparative design. The next sections discusses about the
quantitative and the descriptive research.
Quantitative researchers operate under the assumption of objectivity and
that there is reality to be observed and that rational observers who look at the
same phenomenon will basically agree on its existence (Johnson & Christensen,
2012). In the present study, objective findings validated the results of the study
because they were based on the actual findings from the field as the researcher
remained distanced from the participants. A quantitative approach is one in which
the investigator primarily uses positivist claims for developing knowledge
(Creswell, 2003). Quantitative research begins with a problem statement and
involves the formation of a hypothesis, a literature review, and a quantitative data
analysis. Creswell (2003) states, quantitative research “employ strategies of
inquiry such as experimental and surveys, and collect data on predetermined
instruments that yield statistical data” (p. 18). It typically employs experimental or
correlational designs to reduce error, bias and other noise that keeps one from
clearly perceiving social facts (Cronbach, 1975). Quantitative research seeks to
explain the causes of changes in social facts, primarily through objective
measurement and quantitative analysis (Firestone, 1987). A quantitative
approach was used in this study as it allowed the researcher to carry out an
objective analysis and generate factual knowledge through measurement.
Researchers who use quantitative tools and techniques that emphasise
measuring and counting are positivists in nature (Mkansi & Acheampong, 2012;
Mack, 2010; Krauss & Putra, 2005).The positivist approach depends on
quantifiable observations that lead to statistical analysis of data. Quantitative
data is analysed using statistics (Punch, 2005). It is the numerical representation
10
and manipulation of observations for the purpose of describing and explaining

the phenomena (Tewksbury, 2009; Muijs, 2010). Explaining phenomena using
measurements and statistics Hoy (2010) was the key to the current study since it
allowed the researcher to investigate and explain factors that influence the
choice of careers among high school students. Quantitative research methods
are characterised by the collection of information which can be analysed
numerically and presented in tables for easier analysis and interpretation. The
present study used tables and percentages to analyse factors that influence the
choice of careers among high school students. Díez Bedmar (2014) and Buys &
Hurbissoon (2011) agrees that the main characteristic of quantitative data is that
it consists of information that is quantifiable. This allowed the researcher to
quantify the magnitude and scope of the factors that influence career choices
among ABM Senior High School students.
The kind of quantitative approach we used is the descriptive research and

its goal is to describe a phenomenon and its characteristics. Descriptive research
design is a scientific method which involves observing and describing the
behaviour of a subject without influencing it in any way. Each of them employs
the process of disciplined inquiry through the gathering and analysis of empirical
data, and each attempts to develop knowledge. According to Dr. YP Aggarwal
(2008) descriptive research is devoted to the gathering of information about
prevailing conditions or situations for the purpose of description and
interpretation. Descriptive research is aimed at describing the distribution of
phenomena in a population, thereby ascertaining facts. For example, a
descriptive survey might be concerned with documenting the types of
manufacturing processes being used by small and large manufacturing firms.
Descriptive studies often represent the first scientific toe in the water in new
areas of inquiry. A fundamental element of descriptive reporting is a clear,
specific, and measurable definition of the disease or condition in question
(Grimes & Schulz, 2002).
According to (Salaria, 2012), the term descriptive research has often been
used incorrectly to describe three types of investigation that are different. It also
seeks to explain what is common, prevalent, or already exists in a population.
Descriptive study designs are useful for simply describing the desired
characteristics of the sample that is being studied. A descriptive study may also
try to generalise the findings from a representative sample to a larger target
population as in a cross-sectional survey. Observation and survey tools are often
used to gather data (Hashim & Embong, 2015). It does not attempt to predict or
manipulate an outcome; it is done in experimental or inferential research.
Descriptive research simply aims to answers the questions, who, what, when,
11
where, and how (Cozby PC, 2004). Descriptive statistics help us better
understand the data collected in research investigations and help simplify large
amount of data in a sensible way (Grimes & Schulz, 2002). Many times,
descriptive studies are done as the first step in a research investigation in order
to find more information on a given topic to generate hypotheses (M. E. Mashau,
2012). In descriptive research, the aim is to predict regardless of causality. Such
studies may be characterized as using what is called a “mixed methods research
design.” However, mixed methods research is not any research that has
qualitative and quantitative components or research that collects data
qualitatively and analyses it quantitatively instead, it is a rigorous use and
integration of both qualitative and quantitative approaches (e.g., experimental
research integrated with qualitative research) or collection of qualitative and
quantitative data from different sources, such as quantitative test data along with
qualitative interview data, to find out if findings from the two sources converge
(Nassaji, 2015). According to Dr. Y.P. Aggarwal (2008) descriptive research is
devoted to the gathering of information about prevailing conditions or situations
for the purpose of description and interpretation. This type of research method is
not simply amassing and tabulating facts but includes proper analyses,
interpretation, comparisons, identification of trends and relationships. The survey
research employs applications of scientific method by critically analysing and
examining the source materials, by analysing and interpreting data, and by
arriving at generalization and prediction. Since, the present study was
undertaken to study the administrative success of secondary school principals.
Hence, the descriptive survey research method was adopted. The descriptive
research approach is a basic research method that examines the situation, as it
exists in its current state. Descriptive research involves identification of attributes
of a particular phenomenon based on an observational basis, or the exploration
of correlation between two or more phenomena (Leedy & Ormrod, 2005).
Cohen, Manion, & Morrison (2011) explained that surveys gather data at a
particular point in time with the intention of describing the nature of existing
conditions, identifying standards against which existing conditions can be
compared or determining the relationships that exist between specific events.
The current study used survey design to assess factors that will influence the
choices of career pathways among ABM High school students in a Catholic
College.
Population and Sampling Technique

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The respondents of the study will be Grade 11 and Grade 12 ABM

students. Amongst this are 3 sections from ABM Grade 11 and 4 sections from
ABM Grade 12. The sample size of Grade 11 students is 101, with a population
of 134 while the Grade 12 students have a sample size of 125 and a population
of 181. The researchers will use stratified sampling technique and apply
Yamane's formula to determine the sample size for this study. A 95% confidence
level and P = .5 are assumed. The formula used was n = N / [1 + N ( e )2 ],
where n is the sample size, N is the population size, and e is the level of
precision.
The aim of all quantitative sampling approaches is to draw a
representative e sample from the population, so that the results of studying the
sample can then be generalized back to the population (Marshall, 1996). When
doing quantitative studies, we usually need a statistically representative sample.
A statistically representative sample, on the other hand, if small, often gives few
variations. Thus, one could say that the technique presented is a kind of
statistically non-representative stratified sampling useful in qualitative studies
(Trost, 1986).
Sampling is related with the selection of a subset of individuals from within
a population to estimate the characteristics of whole population. The two main
advantages of sampling are the faster data collection and lower cost. Each
observation measures one or more properties of observable subjects
distinguished as independent individuals (Singh & Masuku, 2014). Sample size is
important principally due to its effect on statistical power. Statistical power is the
chance that a statistical test will indicate a significant difference when there truly
is one. Statistical power is analogous to the sensitivity of a diagnostic test (Singh
& Masuku, 2014). The theory of stratified sampling deals with the properties of
the estimates from a stratified sample and with the best choice of the sample
sizes to obtain maximum precision. In this development it is taken for granted
that the strata have already been constructed (Cochran, 1977).
The entire set of cases from which researcher sample is drawn in called
the population. Since, researchers neither have time nor the resources to
analysis the entire population so they apply sampling technique to reduce the
number of cases. Stratified sampling is often used where there is a great deal of
variation within a population. Its purpose is to ensure that every stratum is
adequately represented (Taherdoost, 2018).We can have more precise
information inside the sub populations about the variables we are studying. We
can raise precision of the estimators of the variables of the whole population
(Barreiro & Albandoz, 2001). Yamane provides a simplified formula to calculate
sample sizes When this formula is applied, we get. n = N / [1 + N ( e )2 ]
presented some another calculation for sample size under different
circumstances in simple manner (Singh & Masuku, 2014).
Population is partitioned into multiple strata and samples then selected

uniformly each stratum, with important strata contributing relatively more samples
13
(Chaudhuri, Das, & Narasayya, 2007). We can have more precise information
inside the subpopulations about the variables we are studying. We can raise
precision of the estimators of the variables of the whole population (Barreiro &
Albandoz, 2001). If the items selected from each stratum is based on simple
random sampling the entire procedure, first stratification and then simple random
sampling, is known as stratified random sampling (Kothari, 2004). We can easily
derive the sample size requirements for congeneric measurements, but those will
require specifying planning values for all (Loeb et al., 2017).
Data Gathering Instrument
The main advantage of using a questionnaire is its effectiveness in

collecting quality data that is easy to interpret (Cohen et al., 2011) so that quality
findings will be achieved. It was imperative in the present study that participants
provided quality data to enhance reliability. According to Fox, Hunn, & Mathers
(2007), all questionnaires should take into account whether the questionnaire will
be self-completed. Questionnaires can be administered personally.
A questionnaire which is to be completed by the respondent needs to
have simple instructions and should be very clearly laid out with no complex
filtering (Fanning, 2005:2). In the current study, the researchers gave clear
instructions to the respondents on how to complete the questionnaire as it was
self-completed. The literacy level of the respondents should also be considered.
Respondents with low literacy levels may have greater difficulty completing a
self-completed questionnaire (Fox, Hunn, & Mathers, 2007; Bird, 2009:1311).
The literacy level was considered in the current study as the participants were
high school students and career guidance teachers who, it was assumed, would
understand the questions. The questions were written in simple language and
were brief. It has been established that the more motivated the respondent, the
more likely the researcher is to get a questionnaire in a survey returned. If a high
response rate is anticipated, then a self-completion survey is sufficient but, on
the other hand, if a low response rate is expected, then a personal interview
survey is likely to achieve higher acquiescence (Fox, Hunn, & Mathers, 2007;
(Mtemeri, 2017). The main motivating factors in this study were the way the
questions were structured. Most of the questions required that the participants
ticked the appropriate answer to the question. The questions were relevant to the
participants as they were in the process of choosing careers.
The questionnaire consisted of items that sought to; firstly, assess the
influence of family on their children’s career pathways. Secondly, the
questionnaire included items that assessed the impact of schools on students’
career choices. Lastly, there were items on the influence of peers on career
choices. ABM Senior High School Students of both grade 11 and 12 were asked
to respond to the statement using a four-point Likert scale ranging from 1
(Strongly Disagree) to 4 (Strongly Agree). The respondents will write down their
14
grade level on the space provided and they will then tick the boxes to which their
answers apply as to whether they strongly agree (4), agree (3), disagree (2), or
strongly disagree (1) based on the situations stated on the questionnaire. The
primary reason for using a Likert scale is that the data is easy to code (Song,
Son, & Oh, 2015).
The use of questionnaires as a method of data collection in educational

research globally has increased recently with competitive results as evidenced by
the studies that used questionnaires successfully (Rattray & Jones, 2007;
Chireshe, 2012; Edwards & Quinter, 2011; Mapfumo, Chireshe, & Peresuh,
2002). The current study sought to take advantage of this proven and tested
instrument to obtain valid and reliable data.
Validity of the Instrument
Validity is a researcher’s ability to draw meaningful and justifiable

inferences from scores about a sample or population (Daniels, 2016). This is in
line with Golfasni (2003), who purported that validity determines whether the
research instrument truly measures that which it was intended to measure and
the truthfulness of the research results. Although some qualitative researchers
have argued that the term validity is not applicable to qualitative research, but at
the same time, they have realised the need for some kind of qualifying check or
measure for their research. Although validity may seem expensive in terms of
time and human resources, it is necessary to ensure accuracy and validity of the
instrument. (Burton & Mazerolle, 2011) (Yaghmaie, 2003)
Questionnaire items were developed from the reviewed literature. The

researchers designed a questionnaire with items that were clear and used the
language that will be understood by all the participants. The questionnaire was
given to 15 experts for validity, and to check for errors and vagueness. Other
professionals in the area, such as senior career guidance teachers, were
consulted and made their comments regarding the ability of the questionnaire to
measure what it was designed to measure which were factors that influence
career choices among ABM senior high school students. Only items that involved
factors that influence the choice of careers (family, school, and peer) were
considered in the study. The critical value used for the validity test is 0.60 for a
computation with 15 jurors. Questions with a content validity ratio (CVR) of 0.60
and above will be marked as “RETAIN” while those questions with a content
validity ratio (CVR) below 0.60 will be marked as “REMOVE”
Reliability of the Instrument

15
Reliability is generally defined as the degree to which a measure of a

construct is consistent and dependable. Leedy & Ormrod (2005) further define
reliability as the consistency with which a measuring instrument yields certain
results when the entity being measured has not changed. Consistency of the
instrument was achieved through a number of initiatives. The researchers initially
used selected grades 11 and 12 students as respondents to check for
consistence of results. To ensure that the questions were not ambiguous, a pilot
study was carried out to 30 respondents. Cronbach’s alpha was used for
assessing the reliability scales to produce stable and consistent results.
Cronbach’s alpha is a statistic commonly quoted by authors to demonstrate that
tests and scales that have been constructed or adopted for research projects are
fit for purpose (Taber, 2018). This is particularly troubling because single item
reliabilities are generally very low, and without reliable items the validity of the
item is poor at best and at worst unknown(Tan, 2009). Cronbach’s alpha is a test
reliability technique that requires only a single test administration to provide a
unique estimate of the reliability for a given test (Woollins, 1992).
Data Gathering Procedure
Permission was sought from all relevant authorities including the Principal
of the Catholic college where the study will be conducted. The researchers
presented the written permission from the Principal to the teachers of grades 11
and 12 before the survey will be carried out inside the classrooms. The
researchers physically took the questionnaires to the respective classrooms after
permission from the teachers is asked. Survey was conducted during homeroom
classes, breaks, and free time of grades 11 and 12 so as not to disrupt regular
classes.
Ethical Consideration
The researchers asked a permission to conduct a survey with the
respondents’ full consent and were conducted in a vacant time. The protection of
the privacy of the respondents has been ensured, the researchers made sure
that the entire questionnaire’s data are safely secured to avoid leakage.
Adequate level of confidentiality of the research is ensured.
Statistical Treatment
16
Responses to the questionnaire by ABM senior high school students was

statistically analysed with the data requirements of the study.
For Problem 1, to determine the extent of influence of the identified factors
affecting the ABM Senior High School students in choosing the course they
would pursue in college, mean and standard deviation was used.
For Problem 2, to determine if there is significant difference in the factors
that influenced the ABM Senior High School students in their choice of career,
Anova was used.
Results were interpreted using the following guide:
Range Interpretation
3.25 - 4.00 Very Great Extent
2.50 - 3.24 Great Extent
1.75 - 2.49 Low Extent
1.00 - 1.74 Very Low Extent
Results and Discussion
Table 1. Extent of Influence of Family, School, and Peer Factors When

Taken Collectively and Grouped According to Grade Level and Section
Verbal
Variable Groups x̄ SD
Interpretation
1 2.90 0.851 Great Extent
Grade level
Section 4 3.07 0.867 Great Extent
Taken Collectively 2.91 0.842 Great Extent

17
Table 2. Significant Difference in the Factors That Influenced

ABM Senior High School Students in Their Choice of Career
in Terms of Family Influence
P- Status of
Indication Groupings n x̄ SD Significance
Value Hypothesis
Grade 1 102 2.78 0.913 0.6619 NOT
ACCEPTABLE
Level 2 125 2.82 0.948 SIGNIFICANT
1 40 2.88 0.589
2 22 2.60 0.667
3 40 2.92 0.755
NOT
Section 4 31 2.84 0.804 0.3531 ACCEPTABLE
SIGNIFICANT
5 31 2.96 0.759
6 31 2.76 0.619
7 32 2.72 0.682
Table 3. Significant Difference in the Factors That Influenced ABM Senior

High School Students in Their Choice of Career
in Terms of School Influence
Status of
Indication Groupings n x̄ SD P-Value Significance
Hypothesis
Grade 1 102 3.10 0.728 0.4888 NOT
ACCEPTABLE
1 40 2.97 0.531
2 22 2.64 0.572
3 40 2.95 0.696
NOT
SIGNIFICANT
5 31 2.97 0.701
6 31 2.85 0.553
7 32 2.84 0.625
18
Table 4. Significant Difference in the Factors That Influenced ABM Senior

High School Students in Their Choice of Career in Terms of Peer Influence
P- Status of
Value Hypothesis
Grade 1 102 2.75 0.878 0.9826 NOT
ACCEPTABLE
1 40 2.74 0.667
2 22 2.70 0.542
3 40 2.88 0.839
NOT
SIGNIFICANT
5 31 2.60 0.643
6 31 2.68 0.528
7 32 2.70 0.660
Table 4 shows that there is no significant difference in the factors that

influenced ABM Senior High School students in their choice of career in terms of
peer influence when grouped according to grade level and section. Thus, the null
hypothesis is accepted.
Adolescents are still members of parental family units and occupy the
social roles of children toward whom parents have since their births exerted
important socialization functions, a basic issue in adolescent socialization is the
extent to which adolescent development proceeds in response to peer or to
parental influences (Brofenbrenner, 1970; Hartup, 1979; Kandel & Lesser, 1972).
The closeness of peer group relationships would be a critical factor in

determining peer influence on substance use (Grube, 1991). The role of close
peer relationships in facilitating the resolution of the exploration and commitment
tasks of career development in late adolescence was investigated
(Felsman,1999). Much is made of the influence of peer culture on college
students, but the processes by which peers influence learning and development
remain largely opaque to higher education researchers and administrators
(Reen,2003). Peer providers experience unique recovery and growth processes.
Outcomes are examined using positive psychology concepts: psychological well-
being, posttraumatic growth, and generativity, as well as established recovery
and empowerment measures (Moran, Russinova, Stepas, 2012).
Peer influence differs on how they affect the students of grade 11 and
grade 12. The findings states that... In contrast to the sections, different sections
imply different results that vary from each other as seen in the table wherein
sections depict different outcome.
19
Table 5. Significant Difference in the Factors That Influenced

ABM Senior High School Students in Their Choice of Career
P- Status of
Value Hypothesis
Grade 1 102 2.90 0.851 0.7622 NOT
ACCEPTABLE
1 40 3.01 0.850
2 22 2.75 0.816
3 40 2.97 0.874
NOT
SIGNIFICANT
5 31 2.87 0.825
6 31 2.87 0.832
7 32 2.86 0.803
Review of Related Literature

The aim of this study was to identify the factors affecting the career
choices among ABM Senior High School students in a Catholic college. This
chapter examines literature to determine the extent of influence of family, school,
and peer factors in the choice of course to pursue in college as perceived by the
ABM students when taken collectively and grouped according to grade level and
section, and the significant difference in the factors that influenced the ABM
Senior High School students in their choice of career.
The literature is presented under the sub- headings derived from the
researcher’s research questions. The sub headings are: family influence and
career pathways; the role of schools in career pathways; the impact of gender on
career pathways and the influence of peers on career choice. The gaps filled by
the current study are highlighted.
Family Influence and Career Choices

20
Research on family influence has increased rapidly during the last couple
of years, yet an understanding of family influences on career choices still remains
sparse. Much of the research on family influence focus on individual parents’
careers, for instance, mothers or fathers influencing children to take up a certain
career. This research considers family members’ influence on career choices
which includes parents, siblings and extended family members. The first
interactions of a child with people takes place within its home among members of
its family who include parents, siblings and relatives (Bollu-steve & Sanni,
2013:92). A child is affected by a number of family-related factors such as the
marital relationship of the parents, the socio-economic status of the family, the
atmosphere of the home (whether parents are warm or hostile), the
environmental condition, occupational status of the parents and the number of
siblings in the family (Bollu-steve & Sanni, 2013:92). The family dynamics
therefore play a pivotal role in the career readiness of the students. Several
studies bear testimony that parental involvement influences high school students’
career choices, for example, in Romania (Marinas, Igret, Marinas & Prioteasa,
2016:276), in Pakistan (Baloch & Shah, 2014:546; Saleem, Hanan, Saleem &
Shamshed, 2014:841; Abbasi & Sarwat, 2014:811), in America (Bates, 2015:69;
Walaba & Kiboss, 2013), in Albania (Uka, 2015), in the Philipines, (Aguado,
Laguado & Deligero, 2015:237), in Kenya (Obwoge & Kibor, 2016:478; Egunjobi,
Salisu, & Ogunkeye, 2014) in Nigeria (Ogunyewo, Afemikhe, Ajio, & Olanlesi-
aliu, 2014; Ezeweani & Atomatofa, 2012:79), in Tanzania (Amani, 2016:79) and
in South Africa (Fatoki, 2014; Mutekwe, Modiba, & Maphosa, 2011) studies
revealed that parents influence the choice of careers among high school
students.
In America, Hairston, (2000) purported that the career process of young
people can be compared to rocks in a rock polisher. All kinds of people grind
away at them but parents are the big rocks in the tumbler. Other American
studies also reveal that, even if schools had the resources with which to meet
young people’s career needs, neither teachers nor counsellors can replace the
influence parents have on their children (Taylor, Harris, & Taylor, 2004; Hairston,
2000). Besides parents, other American family members are viewed as influential
in their children’s career choices (Tillman, 2015; Griffin, Hutchins, & Meece,
2011; Ojeda & Flores, 2008; Domene, Shapka, & Keating, 2005). Similarly,
Kracke (2002:20) revealed that German families influence students’ career
choices. All these studies were carried out in completely different environments
from the current study. Parents influence career choices in a number of ways, for
example, parental support and encouragement. A study carried in Kenya reflects
that when adolescents require information on topics such as career planning,
they consult their parents (Edwards & Quinter, 2011:82). Although the study was
similar to the current study in terms of focus and objectives, the study used a
qualitative approach which limits the objectivity and generalisability of results.
Another study in Kenya also examined the influence of parental support in their
children’s careers (Korrir & Wafula, 2012:87) however, the study was carried out
to examine the factors that influence the choice of careers in the hospitality
21
industry in Kenya. The current study did not focus on a particular career but
careers in general and is carried out in a Catholic College.
A study was conducted to investigate the influence of family background
on the academic performance of secondary school students in Nigeria. It was
found that supportive parents are important for their children’s career decision
making and for the success of their careers (Barker, 2010:6; Clutter, 2010)).
Bollu-steve and Sanni (2013:92) established that Nigerian parents influenced
students’ performance and eventual career choices. Despite the differences in
the aims of these studies, they acknowledged the importance of parental support
of their children’s education and career choices. The current study particularly
focused on family influences on career choices. African studies, for example, in
Kenya (Mokoro, Wambiya & Aloka, 2014:1465) and in Nigeria (Abiyo & Eze,
2015:26; Abiola, 2014:231), have highlighted that many of the settings in which
children and youth participate are dependent on the choices of their parents.
Thus, parents’ decisions, choices of where to live, what to provide materially and
relationally in the home and how to structure out-of-school time for children,
impacts children’s development in ways that are meaningful for later success in
the world of work (Abiola, 2014:231). Beggs, Bsutham and Taylor (2008:391)
refer to “helicopter parents” who have a tendency to intervene in their children’s
college life from choosing a university to helping them choose individual courses.
In this case, parents are seen as inseparable from their children’s career choices.
This parental/child attachment has been raised in the Social Learning Theory that
informs this study when it emphasises the impact of the environment on learners.
eer choices, for example, Eccles (2007) revealed that, in America, parents’
education and occupation were associated with academic achievement. Parental
education was referred to as a determining factor in the selection of careers by
British students (Dustmann, 2004). It was revealed by Pfingst (2015:91) in
Australia and Abiola (2014:231) in Nigeria that highly educated parents have
more resources, both financially and in terms of academic advice, to support their
children than poorer parents. Similarly, in Albania (Uka, 2015) and in America
(Dustmann, 2004), parental education levels contribute to children’s career
pathways. An earlier study by Fisher & Padmawidjaja (1999) revealed that
American parents who were college educated were able to instil in their children
the desire to have experiences and accomplishments that would enable them to
surpass their parents’ educational and occupational levels. A father’s educational
level was found to have an effect on the Irish adolescents’ career- forming
attitudes (O’Shea & Kirrane, 2008:545). The results of O’Shea and Kirrane’s
(2008) study indicated that the attitude towards managing the career/family
interface becomes progressively more positive from the primary level of the
father’s education through to the postgraduate level. Canadian parents with
higher levels of education are more able to provide assistance for their children’s
educational and career planning (Domene et al., 2005). However, Obiyo and Eze
(2015:26) disputed the fact that parental education influenced Nigerian children’s
choice of careers. The current study sought to investigate whether parental
education had an influence on children’s career choices. Careers of parents may
22
have an influence on children’s career choices. For example, Indian parents’

careers were found to be influential on students’ choice of careers (Junior, 1987).
Bandura’s Social Cognitive Theory emphasises vicarious learning where
individuals learn by observing. By observing learned parents relating with the
outside world, students are likely to model such parents. The current study found
out whether parents’ careers influenced their children’s choices of careers.
The quality of the relationship between Indian parents and their offspring
was considered to influence the younger generation’s preferences for their future
careers (Kumar, 2016). This means that the kind of relationship between the
parents and their children has an impact on career choices. This is reflected in
America where children who had healthy independence from family during
adolescence and young adulthood were more confident in career choices than
those who had dependent relationships (Koech et al., 2016). Aldefer (2004:573)
indicated that American adolescents who cannot separate effectively from their
families are not free to make choices based on information and their own desires
but are more likely to do what their families expect them to do. It appears that
parental influence has limits and if these limits are not adhered to, they can affect
children’s career choices. Neimeyer’s (1993:222) results were similar to those of
Clutter (2010). Neimeyer (1993:222) said that Americans are active agents who
individually and collectively co-construct the meaning of their experiential world.
Children need help from parents to a certain extent but also need to be given
autonomy to explore their world on their own. The assertion above is in line with
SCT which asserts that children are the products and the producers of the
environment (Alexander et al. 2010:497). The current study sought to investigate
whether similar results on parental influence would be obtained. Parents are
seen to influence their children in taking up entrepreneurship as their careers.
According to Aslam, Jahan and Rahman (2012:122), Pakistani parents’ previous
experiences of entrepreneurship in practice, both directly and indirectly through
their family background in business, is significantly associated with their attitude
regarding an entrepreneurial mind-set. A child could have a positive attitude
toward entrepreneurship if his or her parents have their own businesses or are
otherwise self-employed but parents who experienced depressing circumstances
with their own businesses may force their children not to become entrepreneurs
(Aslam et al., 2012:120). In other words, parents who have done well in business
may encourage their children to be entrepreneurs but those parents who
struggled in their businesses may not. This is in line with the Social Learning
Theory which informs this study which advocates that the learning environment is
critical. In this case, the entrepreneurship environment determines whether the
children venture into entrepreneurship or not. If the parents failed to achieve a
goal in their own careers, that would affect their children’s vision in that the
parent may discourage the child from taking up that career. Aslam et al.’s (2012)
study cited parental influence on entrepreneurship whereas this study focused on
career choices in general. The above study did not focus on high school students
but children in general. The current study focused on high school students only.
Brody, Stoneman and McCoy (1994:279) purport that Canadian parent’ beliefs
and values about school can transfer to their children and, in turn, affect the
23
value their children place on learning and eventually on the choice of careers.
Parents transmit their own norms and values and belief systems to their children
in the hope that the offspring will find them useful in guiding their own decisions
and actions. This is referred to as internalisation (Brody et al., 1994:279). The
same principle may also apply to parental influence on children’s career choices.
In addition, parental nurturing motivates children to please their parents and meet
expectations (Ellefsen & Beran, 2007:178). Similarly, in Hong Kong, students
value the opinions of their parents (Law & Yeun, 2011:61). This implies that
parents can foster interest in certain careers in their children from childhood. The
current study sought to ascertain the extent to which parental values influence
children’s career choices. According to Bardick, Berns, Magnusson and Witko
(2004:106), Canadian adolescents tend to appreciate their parents’ opinions
more than any other source for answers to career related issues. Many parents
of Canadian adolescents are in the position to influence their children’s career
development because they have observed their children’s development, know
their interests and strengths and have developed a trusting relationship with them
(Bardick et al., 2004:106). Comparatively, in Singapore, it was revealed that
parental involvement had a significant influence on the selection of nursing
careers (Tan-Kuick & Ng, 2011). The Singaporean study agrees with an earlier
study in America which purports that mothers’ parenting techniques and the
nature of their emotional bond with their teenagers may determine whether the
adolescents participate in the decision making process (Brody et al., 1994:279).
Furthermore, American families were found to be sources of emotional,
material, financial and networking support for their children regarding career
decision making (Duffy & Dik, 2009:33; Borgen & Hiebert, 2006:369). This means
that the bond between the mother and the child back dated to infancy continues
to persist into adolescence, influencing the choice of careers. This is in line with
Hashim and Embong (2015:83) who revealed that Malaysian parents, especially
mothers, are influential in the career choices of secondary school students. The
present study sought to establish if the Canadian, American, Singaporean and
Malaysian experiences described above were also applicable to the Philippines.
American parents help their children through the expectations they have
for their children’s post-secondary education and through home based
involvement in their children’ careers (Trusty, Ng & Watts, 2005:66). Home based
involvement is the degree to which parents discuss educational and career
related matters with their children. It could be the assistance parents give to their
children through homework and educational tours which are biased towards the
parents’ expectations of their children as they eventually choose their careers.
Similarly, Duffy and Dik (2009:33) opined that the power and influence of a family
on initial career decisions and subsequent job choices is critical in helping
children with career concerns. Parents provide not only a source of identification
for their children’s career development but also guide them to formulate feelings
about occupations (Fisher & Padmawidjaja, 1999). The present study was aimed
at establishing whether Filipino parents’ involvement in home based activities
influenced children’s career choices.
24
Students may learn from models in their world whether in urban or rural
areas. The immediate world of children is the family. Models could come in the
form of family members or other relatives (Braza & Guillo, 2015:83; Ogunyewo,
Afemikhe, Ajio, & Olanlesi-aliu, 2014; Egunjobi, Salisu, & Ogunkeye, 2014). This
is in line with Bandura’s Social Cognitive Learning Theory which informs this
study that advocates the importance of role models and vicarious learning. Role
models in the family may include parents, older siblings and extended members
of the family such as uncles, aunts and cousins. Therefore, students may pursue
careers as a result of certain individuals in the family who were role models. In
Zimbabwe, Mapfumo et al. (2002:163) stated that relatives were considered to be
the main influence in career choices of children in their vicinity. Mapfumo et al.’s
(2002) study also revealed that societies perpetuate certain behaviours among
male and female children through the way they are brought up. Mapfumo et al.’s
study did not specify the factors that influence career choices but revealed that
the family (which is one of the factors in this study) has an important role to play.
The study looked at career perceptions and visions of boys and girls in
secondary schools in Zimbabwe. The current study aimed at establishing
whether parents act as role models as revealed above and influence students’
choice of careers.
Bartle-Haring, Yaunkin and Day (2012:203) argued that there are other
contextual factors beyond schools that are related to school engagement such as
parental involvement, family routines, family connectedness, parenting practices
and family social support including parental expectations for academic
achievement. If families are not well coordinated, the children may not be
motivated by them in their choices of careers. It is not only the parents and other
family members who influence children to choose careers but other family
dynamics such as family cohesion and conflicts within families. Although it is not
the purpose of this study to reveal these dynamics, they may influence families in
assisting their children in choosing their careers. Families do not always
influence students’ choice of careers. For instance, in South Africa, Mashinge
and Oduntan (2011:25) and Dodge & Welderufael (2014) found that families do
not influence career choices. Ma and Yeh (2010:24) established that Chinese-
American youths’ parental values were not a significant predictor of career
aspirations, plans and vocational outcome expectations. Their study also
reflected that, as children grow older, the desire to find fulfilment in a career
versus pleasing the family can influence adolescents’ decisions about their
career choices. The family’s interference with their children’s career decisions
may have a negative influence on the career choices in later stages. Similarly, in
Nigeria, parents and relatives played insignificant roles in the choice of library
and information science careers Olaosebikan & Olusakin, (2014) and Egunjobi et
al., (2014) also revealed that Nigerian parents did influence their children’s
nursing careers. Although Egunjobi et al.’s study could be affected by bias as the
researcher used purposive sampling and also focused on a particular career,
these revelations are still relevant. The downside of non-probability sampling
techniques in general and purposive sampling in particular is that an unknown
proportion of the entire population will not be sampled. The sample may or may
25
not represent the entire population accurately therefore the results of the
research cannot be generalised. Over and above purposive sampling, Egunjobi
et al.’s study used participants from nursing colleges and only focused on nursing
careers which makes it different from the current study which looks at secondary
school students’ career choices. Moreover, the current study used stratified
random sampling which gives it an edge and also looked at careers in general
not a specific career as did Egunjobi et al.’s study. Stratified random sampling
captures key population characteristics in the sample therefore the results can be
generalised. The present study sought to establish whether, in the Philippines,
similar results that family has an insignificant influence on children’s career
choice is correct. The next section discusses the influence of schools on
students’ career choices.
School Influence and Career Choices
Career guidance is offered at institutions of learning such as schools,
colleges and universities among others. High schools are a transition to higher
institutions of learning and the world of work so they have a critical role in
assisting students choose careers (Baloch & Shah, 2014:547). If students have
too many choices of careers or have not made a decision on which career to
take, school career guidance is helpful in selecting their study paths and in
identifying their potential strengths to enhance their competitiveness for positions
(Dodge & Welderufael, 2014; Sun & Yuen, 2012:204). Krumboltz’s theory of
Social Learning Theory of career development, which informs this study,
emphasises teaching people career development techniques so that they can
give career guidance in schools. Similarly Lapan, Tucker, Kim and Fosciulek
(2003:329) stated that the transition from high school to university or the world of
work has been understood as one of the most difficult developmental challenges
confronting adolescents and that school plays a pivotal role in guiding the
students towards a career. The current study sought to find out whether career
guidance offered in schools influences students’ career choices. Edwards and
Quinter (2011:85) emphasised the influence of Kenyan schools in students’
choices of careers when they argue that it is in schools where students learn
about and explore various careers before they make career choices. Korrir and
Wafula’s (2012:87) study highlighted the influence of the school on choosing a
career. It investigated the factors that influence the choice of hospitality careers
at Moi University. They concluded that Kenyan students’ interest in this career
could have been developed at high school. The study was carried out at a
university and looked at a particular career. The current study does not look at a
particular career but careers in general. Also, the participants in Korrir and
Wafula’s study are different from the current study which looks at high school
students in Zimbabwe. Similarly, Faitar & Faitar (2013) emphasised that
American students were influenced at high school to follow STEM subjects which
eventually prepare students for careers that are scientific in nature.
Decision making is an important tool in career choice. This is in line with
Krumboltz’s Social Learning Theory which informs this study that emphasises
26
career decisions. According to Ferreira and Lima (2010:298), decision making is

a complex process which can often be difficult and confusing for many
Spaniards. In general, career guidance interventions in American schools are
concerned, not with telling students what to do, but with helping them acquire
knowledge, skills and attitudes that will help them make better career choices
and transitions hence ameliorating the problem of career decisions (Watts &
Sultana, 2004:111). Similarly, Hansen (2006:34) stated that, in Switzerland,
school career exploration and career decision-making activities can be used to
broaden students’ awareness of their interests and abilities as well as the career
opportunities that exist. Decision making is one of the basic tenets of Bandura’s
Social Cognitive Theory which emphasises self-efficacy. According to Social
Cognitive Theory, self-efficacy entails the belief in one’s capability to succeed on
a given task. Hence, students are likely to choose careers based on whether they
have the capacity to do well in their chosen careers. If career guidance enhances
the acquisition of self-efficacy, it was critical for the current study to establish its
influence in the Philippines. Kimiti and Mwova (2012:366) reported that Kenyan
school career guidance positively influenced career decision-making,
understanding of careers and career related adjustments about students’ career
choices. Moreover, the study revealed that when students are not guided in their
choice of careers, they do not know what is good for them or even what they
want. Hence, a lack of career guidance may cause students to make wrong
choices and enrol for studies they know little or nothing about (Kimiti & Mwova,
2012:366). This implies that schools play a pivotal role in preparing students for
future careers. Similarly, a South African study by Shumba and Naong
(2012:171) found that career choices are decided long before the learners come
to universities. The majority of respondents in the above South African study
attributed their career choices at universities to subject choices they made whilst
they were still in schools. It is the role of the school from early adolescence, to
assist learners to find meaning in their present and future lives (Mampane &
Bouwer, 2011). American school engagement involves behavioural as well as
emotional components that play a mediational role in the association between
developmental assets such as careers and academic competence (Li, Lerner, &
Lerner, 2010). According to Jackson and Nutini (2002:58), the goal of American
school counselling is not to determine a delimited career choice but rather to
expand students’ learning about potential career and educational interests,
abilities, beliefs and options. Nigerian school youths who are ignorant of the
nature and requirements of various occupations can find the issue of selecting an
occupation difficult and complex (Petters & Asuquo, 2009). As such, schools
engage a variety of activities to help students cope with the complexity of career
choices. Hence, career guidance was seen in Nigeria as enabling guidance
counsellors to assist individuals to identify and learn the skills for more effective
planning and choosing jobs, in making effective transitions and adjustments to
work and in managing their own careers and career transitions effectively
(Ojokuku & Sajuyigbe, 2015). The current study sought to establish the extent to
which the Catholic college’s career guidance and counselling services influence
the choice of careers among high school students.
27
Mghweno, Mghweno and Baguma (2014:13) established that Tanzanian school

career guidance teachers play a key role in preparing students to successfully
proceed to the next level, whether for further education or a job. The same study
also revealed that access to guidance and counselling services influence
students’ attitude towards studies, which will consequently influence their career
choices (Mghweno et al., 2014:13). The current study sought to establish
whether the above results could be obtained in the Philippines. Due to the
difficulties encountered in making career choices in schools, many students in
Israel seek guidance from career guidance teachers (Gati, Amir, & Landman,
2010). This is in line with Krumboltz’s (1996:58) Social Learning Theory, one of
the theories informing this study, which purports that career guidance teachers
could take a proactive stand in encouraging clients to try out new activities to
determine whether new interests can be identified. A Nigerian study confirmed
the role of school career guidance teachers when it established that school
career guidance counselling has an effective and significant influence in
increasing the students’ career awareness when compared to a group with no
career counselling (Eyo & Edet, 2011). The major finding of Eyo’s study was that
students who are exposed to career guidance are more equipped with career
seeking techniques when compared to those who did not get the guidance.
Hence, the more in-depth the counselling the students receive, the more
proactive they become. Career guidance teachers in schools have an important
role in advocating for broad based career plans that focus on the student’s
interests and abilities and that will increase future career options (Mghweno et
al., 2014:13). Similarly, Zayas and McGuigan (2006:1529) emphasised the role
of career guidance teachers when they stated that American school guidance
teachers are uniquely positioned to stimulate students’ interest in the health
professions. In the same American study, it was revealed that many of the focus
group participants felt career guidance teachers were largely helpful.
Bardick et al. (2004:114) revealed that a proactive career counselling approach
that benefits Canadian students would include building trusting relationships with
students, encouraging them to closely examine and explore their occupational
interests, providing students with information about the stages of decision making
involved in career planning and guiding them in their search for information about
careers. This could build trust and legitimacy in the counsellor making him or her
influential in the students’ career choices. Bardick et al. (2004:114) further
purported that counsellors who wish to become more influential in students
career planning may need to become more actively involved in students’
everyday lives. Career guidance is not only confined to the classroom but could
be extended to the external world. The current study sought to establish whether
counselling at the Catholic college played a pivotal role in students’ career
choices. In developed countries, career guidance is not solely the duty of school
counsellors and teachers but also includes independent counsellors. Such
counselling may require a fee which could deter some students from getting that
help. However, Balin and Hirschi (2010:174) advocate that the students who do
not go to independent counsellors to seek help may benefit from classroom
career guidance, where they may have the chance to build relationships with
28
school counsellors and become more comfortable in seeking one-to-one

interactions later in the process. School career counselling may be the answer
for those who may have problems with attaining professional guidance offered
elsewhere. Balin and Hirschi (2010:174) argued that Swiss school career
guidance or group work activities can help students develop career adaptability.
School career guidance was seen as influential in preparing Kenyan students for
their career choices (Ogutu Owino & Odundo, 2016; Edwards & Quinter,
2011:85). The present study sought to find out whether career guidance at the
Catholic college influenced students’ career choices.
Balin and Hirschi’s (2010) study was carried out in the German speaking
region of Switzerland. They concluded that Swiss students should work on more
career guidance activities that will provide awareness, comfort and skills for
career exploratory behaviours. This, they believed, would develop career
adaptability, such as learning about the educational and vocational system and
transitions, the actual opportunities and barriers of the system and individuals,
decision-making skills and the importance of seeking help from professionals
(Balin & Hirschi, 2010:165). It is notable that the participants in this study were
predominantly white Europeans however the current study is a clear effort to find
how Africans, particularly Filipino students, are influenced by career guidance in
schools. Balin and Hirschi’s results could have been affected by other variables
that affect foreigners. The current study used students of a Catholic college.
Teachers were found to influence students’ choice of careers. Several
studies revealed the influence of teachers on a variety of careers, for example, in
Pakistan (Abbasi & Sarwat, 2014:811), in America (Faitar & Faitar, 2013), in the
Philippines (Aguado et al., 2015:237) and in Nigeria (Gbenga & Toyin, 2014:59).
High school teachers were found to guide students toward IT careers
(McInerney, Didonato, Giagnacova & O’Donnell, 2008:46). In addition, McInerney
et al. (2008:47) stated that prior experience with technology in high school or
university directs students towards IT careers. Walters (2010:222) identified the
characteristics of teachers that Australian learners identified as supportive of
their career pathways. They include: connecting pedagogical practices with
students’ interests, being passionate about their subject matter, having good
content knowledge, making learning experiences relevant, setting high
expectations of students, being a good explainer of complex ideas and being a
good classroom manager. This is consistent with Social Cognitive Theory which
emphasises the development of career guidance for learners. In other words, the
day-to-day activities of the teacher are crucial in motivating students towards a
career. The participants of Walters’ study were gifted students in their first year at
university. In the current study, not only gifted students were considered but
mixed ability students were considered to establish whether teachers influenced
students’ career choices in the Philippines.
The Yorkshire Times (2012:2) revealed that at Tong High School in
England, staff training and development put teachers at the forefront as they
discovered that teachers were best placed to inspire the students’ career choices
29
and bring out the best in the students. The Yorkshire Times discovered that
teachers at their schools had an influence over respondents' career choices. The
same study also confirmed that enthusiastic, knowledgeable and committed
teachers lead young people towards careers. Bright, Pryor, Wilkenfeld and Earl
(2005:31) reiterated the importance of teachers in career guidance when they
purport that teachers were second most important grouping in helping students
choose their careers. The poll by The Yorkshire Times (2012:2) which examined
the reasons why respondents picked a certain job, found that 50 percent of the
participants made the decision as a result of a particular teacher. According to
Kniveton (2004:47), British school teachers can identify aptitudes and abilities
and encourage students to take certain subject options, take part in work
experience or employment visits. The current study sought to ascertain whether
Filipino school teachers influenced students’ career choices in high schools.
School subjects were found to play a major role in influencing students to prefer
certain careers over others. Studies have revealed the influence of school
subjects on students’ choices of careers. For instance, in Pakistan (Andin, Harun,
Hamzah, & Johari, 2017), and in America (Faitar & Faitar, 2013), school subjects
were found to influence students in choosing careers. The quality of teaching,
student participation in school activities, school practices and policies and
learning materials for the students were found to impact on career choices
among learners (Shumba & Naong, 2012:171). Schools therefore guide students
towards certain careers by exposing them to a variety of activities. The current
study sought to establish the extent to which the Catholic college influence
career choices among its high school students.
Mexican American high school students identified school mentors as
helpful when they provide verbal encouragement for students’ career goals or
when the mentors were available for support as students made decisions about
their future careers (Walaba & Kiboss, 2013; Durosaro & Nohu, 2012:144; Flores
& Obasi, 2005). Flores & Obasi (2005) further reiterated the importance of a
mentoring relationship which could advance learners’ career development if
mentors provide the requisite skills to gain entry into and progress in a
profession. Mentors can assist mentees in identifying the necessary resources to
achieve career goals (Flores & Obasi, 2005). Similarly, Canadian school
mentors, in the form of teachers, career guidance teachers and sometimes
school heads, were found to be influential in students’ career development (Fried
& MacCleave, 2009:495). Furthermore, mentors can provide students with an
introductory network of professionals in the field and by introducing students to
colleges (Flores & Obasi, 2005). American teachers who act as mentors in
schools constitute an individual social support network (Zayas & McGuigan,
2006:1529; Flores & Obasi, 2005). Several other studies, for example, in the
Philippines (Aguado et al., 2015:237), in Pakistan (Abbasi & Sarwat, 2014:811),
in Nigeria (Ogunyewo et al., 2014), in Kenya (Migunde, Agak & Odiwuor,
2012:235) and in South Africa (Shumba & Naong, 2012:171) have confirmed the
influence of mentors on students’ choices of careers. The current study sought to
establish whether school mentors influence students’ choices of careers.
30
Mexican American high school students most often identify having role
models in schools who lead by example, who are supportive and provide direct
career guidance to students as influential in their career decision making (Koech,
Bitok, Rutto, Koech, Okoth, Korrir & Ngala, 2016:61). Similarly, in a study in
America, high school students’ job satisfaction and career decisions were related
to positive experiences with their role models, such as school guidance
counsellors, indicating that visiting the school guidance office was effective in
achieving job satisfaction (Rowland, 2004:10). It is also believed that role models
help students develop educational and career interests that they might not have
considered. The above assertions highlight the need of all stakeholders in career
guidance in schools in assisting students to make correct career decisions. This
is in line with the Social Cognitive Theory which informs this study that advocates
that role models inspire learners. The present study sought to find out whether
role models influence students’ choices of careers. Field trips and school career
days were found to have a significant influence on students’ choices of careers.
For example, in the United Kingdom, field trips were found to have an impact on
students’ choices of careers (Higgins, Dewhurst & Walkins, 2012:175). Similar
studies in America also found that field trips and career days influence students’
career choices (Nabors, Edwards & Murray, 2006:666; Behrandt & Frankline,
2014:13), in Czechoslovakia (Prokop, Tuncer & Kvasnicak, 2007:253). Similar
findings were obtained in Pakistan (Shakil, Faizi & Hafeez, 2011:14), in Ireland
(Higgins et al., 2012:224) and in Ghana (Amoah et al., 2015:64) where the
importance of field trips in influencing students’ choices of careers was revealed.
The current study sought to establish whether the Catholic college’s career days
influenced students’ career choices.
The type of school also has a significant influence on the careers chosen
by students. Studies in the Bahamas (Rowland, 2004:9) and in Kenya (Chemeli,
2013:56) showed that the type of school had a bearing on choices of careers.
Schools are categorised differently all over the world. There are government
schools, mission schools, private schools, boarding and day schools. These
schools may have different cultures which influence the careers that are
preferred by students. In the current study, different types of students which
included boarding, living in urban, rural and nearby towns and cities, were
considered.
Another important aspect about schools with regard to career choices was
the geographical location of the school (Roy, 2016:5; Fizer, 2013:33; Perna,
Rowan-Kenyon, Thomas, Bell, Anerson & Chunyan, 2008:140). The constraints
on providing career counselling vary across schools based on the characteristics
of the students the school serves and the location of schools, in particular, district
or state (Perna et al., 2008:140). The current study was carried out in Zimbabwe
and included both rural and urban high schools and intended to establish
whether the location of the school influenced students’ career choices. In
contrast, Ko, Lee, Leung, Vikis and Yoshida (2007:486) established that
geographical location of the school has no influence on British students’ career
choices. The reason for these contrasting results could be the participants that
31
were used in the study. The participants in Ko et al.’s (2007) study were
foreigners living in Britain. The next section discusses the influence of gender on
career choice.
Peer Influence and Career Choice
Peer influence cannot be underestimated as it was found to be influential
in career choices. Faitar & Faitar (2013) and Alika (2010b:180) in America,
Abbasi and Sarwat (2014:181), Edwards & Quinter (2011) in Nigeria, Shumba
and Naong (2012:171) in South Africa and Kimiti and Mwova (2012:364) in
Kenya found that students were influenced by their peers in a variety of ways
such as peer counselling, peer interaction, peer advice and peer relationships.
Peer counselling is a way of relating, responding and helping aimed at exploring
feelings, thoughts and concerns with the hope of reaching a clear understanding
(Odirile, 2012:2). In schools, peer counselling is a phenomenon that was
established to help students in schools solve problems (Bett, 2013:479). The
main goal of peer counselling is to enable students to appreciate each other as
well as to understand the importance of education (Odirile, 2012:3). Studies in
Kenya (Kaaria, Nyaga, Oundo & Mureithi, 2014:215; Marangu, Bururia & Njonge,
2012:84) revealed that peer counsellors are important in mentoring students,
sharing information and supporting each other. Bett (2013:482) purported that
the rationale of peer counselling is based on the assumption that people who
share similar characteristics and ages tend to influence one another. Similarly,
Chireshe (2013:353) in Zimbabwe reiterated the importance of peer counselling
in schools when he argued that information was easily disseminated through
peer counselling. Peer counselling is consistent with Social Cognitive Theory
which informs this study which purports that social variables, such as peers, may
influence earners’ career choices.
Peers influence career choice through peer interactions. It was revealed in
Uganda (Okiror & Otabong, 2015) and in Kenya (Walaba & Kiboss, 2013) that
peer interactions influence students in choosing careers. As the students interact,
they share information about careers. This is in line with Krumboltz’ Social
Learning Theory which emphasises the importance of learners interacting with
one another in their environment. Students’ interactions with peers play a central
role in how students think about themselves (Yi-Hui, 2006). In his study in China,
Yi-Hui (2006) revealed that students’ interactions with peers of diversified
interests, races and backgrounds have the potential to stimulate reflection,
knowledge and beliefs which may lead to new ways of thinking about the world,
other peers and eventually themselves. For peers to understand the world of
work, their interaction makes it possible for them to venture into careers they
were unaware of. Kiuru (2008:36) also revealed the importance of peer
interaction in Finland when he stated that the academic orientation typical of the
peer group to which they belong may potentially have a long term impact on
individual adolescents’ vocational careers. Faitar & Faitar (2013) and Roy
(2016:4) in America, Goethner, Obschonka, Silbereisen and Canter (2009:25) in
Germany, Njeri (2013:45) in Pakistan, Kimiti and Mwova (2012:364) in Kenya,
32
Shumba and Naong (2012:364) in South Africa, and Egunjobi et al., (2014) in
Nigeria reiterated the influence of peer advice on career choices. According to
Migunde et al. (2012:235), when Kenyan students interact with their friends, they
may take into consideration the career advice they receive. The current study
intended to establish whether peer advice had an influence on ABM Senior High
School students of the Catholic college in their endeavours to choose careers.
In the absence of proper career guidance and teacher mentorship,
students resort to peer mentorship. According to Njeri (2013:45) and Okiror and
Otabong (2015:180) in Kenya, students turn to peers who have similar
experiences for mentorship, information and guidance on career issues
especially when other proper avenues like school career guidance are not
properly functioning. In Kenya, Koech et al. (2016:61) emphasise the influence of
peer mentorship in students’ choices of careers. However, in United Arab
Emirates (Ausman, Javed, Ahmed, Samad, Pour, Mathew, Shaikh, Sharbatti &
Screedharan, 2013:20), peer mentorship was found to have little influence on
medical students’ choices of careers. Ausman et al.’s study (2013) concentrated
on a certain group of people who were already training for a particular career
while the current study looked at students who are yet to engage in a career.
Peer relationships were also found to be influential in students’ choices of
careers. Kiuru (2008:35) purports that, in Finland, peer group members who are
closely related are likely to end up in similar educational trajectories as they are
likely to accept opinions from members who are similar to themselves. Kiuru
(2008:34) further states that peer group members resembled each other, not only
in their educational expectations, but also their subsequent educational
trajectories. In a Nigerian study by Bankole and Ogunsakin (2015:330), peer
relationships were revealed as a significant factor in helping students choose
careers. Pakistani students who were close to each other in terms of friendship
were likely to influence each other to take certain careers (Andin et al., 2017).
The current study sought to establish the influence of peer relationship on
students’ choices of careers.
Alika (2010b:180), Ho (2006:85) and Obwoge and Kibor (2016:478)
espouse that peer encouragement was found to be a critical factor in influencing
American students’ choice of careers. This is in line with Bandura’s Social
Cognitive Theory which states that realistic encouragement leads to greater effort
and eventually to greater success. Since high school students are adolescents,
they may rely on people of their own age. Peers also encourage students to
choose entrepreneurship. Malaysian students were influenced by their peers to
choose entrepreneurship as their careers (Mustapha & Selvaraju, 2015:167)
Similarly, in America, Kacperczky (2012:16) purports that entrepreneurial actions
hinge on having access to information about entrepreneurial opportunities and
influential peers enhance entrepreneurial rates by providing information to
identify such opportunities. Although Kacperczky’s (2012:4) study was carried out
at a university, it established that university peers may facilitate the transfer of
entrepreneurial initiatives and attitudes by alleviating the uncertainty associated
with these careers. The current study was carried with ABM Senior High School
33
students with the intention to find out whether students in high schools were
influenced by peers to choose entrepreneurship as career.
Hashim and Embong (2015:81) agree that the student’s peer group is the
single most potent source of influence with regard to career choices. Adolescents
are easily influenced by their peers because they rely on their friends to provide
validation of the choices that they make, including career decisions. The current
study sought to find out whether validation of students’ choices of careers comes
from fellow students. A number of challenges were raised about the effectiveness
of peer counselling in schools. Chireshe (2013:353), for example, cited lack of
training among peer counsellors and Kamore and Tiego (2015:257) enumerated
that failure by Kenyan peer counsellors to resolve their own problems impacted
negatively on their duties as peer counsellors. Contrary to earlier findings, it has
been observed in America that there was no significant relationship between
peer group influence and career choices in humanities among secondary school
adolescents (Alika, 2010b:183). Peers were found to be less likely to influence
high school students in choosing careers. The American study only concentrated
on students who were in humanities.
Summary
Literature has highlighted factors that influence career pathways. The role
of school on career guidance and the influence of the family were cited as factors
influencing career pathways among ABM Senior High School students in a
Catholic college. Peer influences were also discussed with regards to their
influence on students’ career choices.
Conclusion
The essence of the study was to establish factors that influence the choice
of career among ABM Senior High School students in a Catholic college. As
reflected by the findings of the study, it can be concluded that the family influence
has a significant role in influencing among ABM senior high school students’
career choices. Parental education and careers, parental encouragement and
advice are critical among the respondent’s choices of career. It can also be
concluded that schools play a pivotal role in students’ choices of careers, career
guidance, career guidance teachers, class teachers, and the subjects that
students do at school. And also, friends and classmates of the respondents were
found to influence in terms of choice of career.
Recommendations
34
The following are recommendations from the current study as informed by

the findings of the study:
The current study was only carried out in one Catholic college in Bacolod
City. It is therefore recommended that a further study that includes all the public
and private schools in Bacolod City will be carried out. This would enable
generalisation of results to Bacolod City as a whole.
The study focused only on three main factors that influence the choice of
careers among ABM Senior High School students in a Catholic college. There
are other factors that were not investigated as reflected in the model that is
proposed from the current study. Other studies can be carried out to establish
other factors that may influence the Senior High School students in choosing
careers.
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45
APPENDICES
Sample Size Computation
N
n=
1+ N ( e )2
Where:
n = Sample Size
N = Population Size
e = Desired Margin Error
Grade 11 = 134 Grade 12 = 181

N
n=
1+ N ( e )2
N
n=
1+ N ( e )2
181
n=
1+181 ( 0.05 )2
134
n=
1+134 ( 0.05 )2
181
n=
1+181 ( 0.0025 )
134
n=
1+134 ( 0.0025 )
181
n=
1+0.4525
134
n=
1+0.335
181
n=
1.4525
134
n=
1.335
n = 125 students
n = 101 students
46
La Consolacion College Bacolod

Senior High School Department
August 29, 2019
To Mr. Manuel A. Delumpa Jr., LPT, MAEd,
Warmest Greetings!
We, the research group from Gr. 12 – St. Crispin, would like to ask for your
permission to allow us to conduct a survey among the ABM students. This is in
view of our quantitative research, regarding, “Factors affecting career choices
among Senior High School students in a Catholic college”.
The survey would last only about 15 – 20 minutes and would be arranged at a
time that we’ll be allowed. Participation in this survey is entirely voluntary and
there are no known or anticipated risks to participation in this study. All
information provided will be kept in utmost confidentiality and would be used only
for academic purposes. The names of the respondents and the name of your
school will not appear in any publications resulting from this study unless agreed
to.
If you agree, kindly sign below acknowledging your consent and permission for
us to conduct this study/survey at your school and return the signed form on an
enclosed envelope.
Your approval to conduct this study will be greatly appreciated. Thank you in
advance for your interest and assistance with this research.
Sincerely, Noted by:

Mark Jason J. Santorce Dr. Carmen C. Menes, PhD
Researcher Research Adviser
Approved by:
Mr. Manuel A. Delumpa Jr., LPT, MAEd

Senior High School Principal
47
Survey Questionnaire
FACTORS AFFECTING CAREER CHOICES AMONG ABM SENIOR HIGH

SCHOOL STUDENTS IN A CATHOLIC COLLEGE
This questionnaire seeks to find out what factors will influence the choice
of careers among ABM high school students in Catholic School. The study is part
of the academic requirement of grade 12 students and is helpful to career
guidance and counselling services provision of the catholic school and other
schools. You do not need to write your name as no respondent will be traced or
identified from this study whatsoever as confidentiality and anonymity are
guaranteed. There are no right or wrong answers. The researchers are only
interested in your own opinion. All data and information generated from this study
will be treated as strictly private and confidential. You are therefore kindly
requested to complete the questionnaire as honest as possible. Thank you for
participating in this study.
Grade level: ______
FAMILY INFLUENCE Strongly Strongly

Agree Disagree
Agree Disagree
1. My father influenced me into the career I
want to pursue.
2. My mother influenced me into the career I
want to purse.
3. The family business is a factor in my
choosing a career.
4. The dominant profession in my family is
also my preferred career.
5. My father’s career had an impact on my
career choice.
6. My mother’s career had an impact on my
career choice.
SCHOOL INFLUENCE Strongly Strongly

Agree Disagree
Agree Disagree
1. Career guidance is comprehensively
offered at our school.
2. School career days influenced my career
choice.
3. My class teacher was influential to the
career I want to pursue.
48
4. The subjects I have influenced my career

decision.
5. School career exploration and career
decision making activities broaden my
career horizon.
6. My preferred career is linked to my
favourite subjects.
7. Career Screening lead toward to my
choice.
PEER INFLUENCE Strongly Strongly

Agree Disagree
Agree Disagree
1. My friends influenced my career choice.
2. My classmates influenced me what to
take.
3. Peer advice on career guidance helped
me what to take.
4. I chose a career that is similar to my
friends/best friends.
5. I embrace the advice I get from friends at
face value. (I trust the advice of my friends)
49
Table 1. Extent of Influence of Family, School, and Peer Factors When

Taken Collectively and Grouped According to Grade Level and Section
Standard Verbal
Question Item Description Mean
Deviation Interpretation
My father influenced
1 me into the career I 2.87 0.931 Great Extent
want to pursue.
My mother
influenced me into
the career I want to
purse.
The family business
3 is a factor in my 2.74 0.963 Great Extent
choosing a career.
The dominant
profession in my
family is also my
preferred career.
My father’s career
5 had an impact on 2.52 0.889 Great Extent
my career choice.
My mother’s career
6 had an impact on 2.71 0.923 Great Extent
my career choice.
Career guidance is
comprehensively Very Great
7 3.27 0.626
offered at our Extent
school.
School career days
8 influenced my 3.06 0.720 Great Extent
career choice.
My class teacher
was influential to the
career I want to
pursue.
The subjects I have
career decision.
School career
exploration and
career decision
making activities
broaden my career
horizon.
12 My preferred career 3.11 0.732 Great Extent
50
is linked to my
favourite subjects.
Career Screening
13 lead toward to my 3.15 0.684 Great Extent
choice.
My friends
career choice.
My classmates
15 influenced me what 2.55 0.821 Great Extent
to take.
Peer advice on
career guidance
helped me what to
take.
I chose a career
17 that is similar to my 2.53 0.874 Great Extent
friends/best friends.
I embrace the
advice I get from
friends at face
value. (I trust the
advice of my
friends)

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FACTORS AFFECTING CAREER CHOICES AMONG ABM SENIOR HIGH

A Research Proposal Presented to

In Partial Fulfilment of the Requirements in

CABALATUNGAN, ANGEL MAE P.

Career choice is a complex and multifaceted phenomenon, which makes it

Previous studies have used various classifications or scales to identify the

influencing children to take up a certain career (Mtemeri, 2017). Similarly,

Many factors influence the career pathway a person enters. Most

One significant reform in Philippine Educational System is the

Majority of the local researches on career decisions and the factors

Gathering and processing of career- related information involves

Statement of the Problem

This study aims to determine the factors affecting career choices as a

2. Is there a significant difference in the factors that influenced the ABM

The researchers hypothesize that:

1. There is no significant difference in the factors that influenced the ABM

The study is based on Krumboltz’s Social Learning Theory and Albert

effectively in selecting career alternatives (Ireh, 2000). The types of learning

Figure 1. Schematic Diagram

The effect of peers on career choice can be considered impactful based

The nature of the relationships and interactions established between

A research design can be viewed as a plan, structure and strategy of a

and manipulation of observations for the purpose of describing and explaining

The kind of quantitative approach we used is the descriptive research and

Population and Sampling Technique

The respondents of the study will be Grade 11 and Grade 12 ABM

Population is partitioned into multiple strata and samples then selected

Data Gathering Instrument

The main advantage of using a questionnaire is its effectiveness in

The use of questionnaires as a method of data collection in educational

Validity of the Instrument

Validity is a researcher’s ability to draw meaningful and justifiable

Questionnaire items were developed from the reviewed literature. The

Reliability of the Instrument

Reliability is generally defined as the degree to which a measure of a

Data Gathering Procedure

Responses to the questionnaire by ABM senior high school students was

Results were interpreted using the following guide:

Results and Discussion

Table 1. Extent of Influence of Family, School, and Peer Factors When

Taken Collectively 2.91 0.842 Great Extent

Table 2. Significant Difference in the Factors That Influenced

Table 3. Significant Difference in the Factors That Influenced ABM Senior

Table 4. Significant Difference in the Factors That Influenced ABM Senior

Table 4 shows that there is no significant difference in the factors that

The closeness of peer group relationships would be a critical factor in

Table 5. Significant Difference in the Factors That Influenced

Review of Related Literature

Family Influence and Career Choices

have an influence on children’s career choices. For example, Indian parents’

career decisions. According to Ferreira and Lima (2010:298), decision making is

Mghweno, Mghweno and Baguma (2014:13) established that Tanzanian school

school counsellors and become more comfortable in seeking one-to-one

The following are recommendations from the current study as informed by

Agarwala, T. (2008). Factors influencing career choice of management students

Golfasni, N. (2003). Understanding reliability and validity in qualitative research.

Junior, F. S. (1987). BEYOND WAGE AS A MAJOR DETERMINANT OF

engagement. Journal of Youth and Adolescence, 39(7), 801–815.

Labour Market Information among in-School Youths in Calabar, Nigeria.

Richard Tewksbury, University of Louisville. Journal of Theoretical and

Sample Size Computation

e = Desired Margin Error