Course Preference Thesis Proposal-revised 383xh

1

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction The senior year is one of the most crucial parts of being a student. Besides the pressures and stress brought about the different activities, examinations, and projects they are undergoing, this is where the turning point of their future career will be decided. They will have to decide what course they will enroll in the tertiary level which will eventually become their career in the future. One of the bases of their career choice is their family or parent profession or occupation, and because of their exposure to their parent’s occupation including its nature and effects to them. These have great influence in their decision. Furthermore, most of the student’s look up to their parents as their “idols” or one of good examples. With that, they tend to follow their parent’s footsteps. The career choice process of young people can easily 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” (Otto, 1989, p.2-3). Indeed, parents serve as major influences in the lives of their children (Otto, 1989). Of the factors that influence career choice processes, family , particularly parents, are the most influential determinants of career plans, occupational aspirations and occupational expectations {Hines, 1997; Lee, 1984; Leong, 1995; Parham and Austin, 1994). “Even if schools have the resources with which to meet young people’s career guidance needs, neither teachers nor counselors can replace the influence parents have on their sons and daughters career plans” (Otto, 1989, p. 1-3). According to Taylor, et.al, 2004, parents may also become overly involved in career decisions because they want their child to be more content in a career

2

than they are in their own jobs. Children may begin and identify and accept what parents say in order to please them. According to Kidssource online, “the family is a place in which children learn to interpret reality” (Way & Rossmann, 1996). Parents serve as significant interpreters for children of information about the world and children’s abilities (Hall, Kelly, Hansen, and Gutwein, 1996). Background of the Study A study on the factors influencing career choices of adolescents in Pennsylvania (Ferry, 2006), young adults, through interaction with the context of family, school and community learn about and explore careers that ultimately lead to career choice. The interdependence of family, school and community culture played a critical role in shaping the youth’s occupational choice. Youth in communities of more affluence appeared to have more family and school in career exploration, with resulted in consideration of a wider range of career options. Parents, followed by family , provided valuable learning experiences through their own role models and ing activities that assisted in exploring career interest. Work-bound youth’s parents frequently taught skills that provided youth with a broader understanding of their own aptitudes contributing to career choice. “My dad works on big caterpillar transmissions, and some of my uncles do that kind of work, we work together, and you know, I learned a lot from them, how to do anything. This is why, I’m a Diesel-Tech Major.” A major turning point in adolescent’s lives involves the career choice that they make after graduation in high school. Frequently, it is viewed by family and community as a mere start to workplace readiness; however, this decision plays

3

a major role in establishing youth in a career path opens as well as closes opportunities. Given the differences in the social and economic context of college-bound versus work-bound adolescents (Blustein, Philips, Jobin-Davis, Finkelberge, & Roarke, 1997). In this study, the researcher aims to provide information on how to choose the rightful course above all these factors specially the occupational attainment of their parents and its influence. This study may be a useful instrument to students who are confused in choosing the rightful course and be able to handle the factors that will affect his decision. This may help them decide whether to pursue a degree or course they are thinking of. Conceptual Framework This study reflects the observation that there has always been the desire to improve existing systems if not develop them. The evolution of data presentation has remarkably proven it. Even the purpose of the information and the medium used to assess it seems to evolve.

The paradigm illustrates the systems approach in the accomplishment of a task. This process means the interdependence of one component to the other. In brief, each part constitutes to the whole and the whole to each part, and each part to the whole. Taken in its acronym is the IPO or Input, Process and Output Schema. As seen in the paradigm, the components are: the Input, the Process, and the Output.

4

INPUT 1. Profile of Respondents 1.1Sex 1.2Age 1.3Sibling Position 1.4Parent’s Occupation 1.5Parent’s Educational Attainment 1.6Family Monthly Income 2 Students’ Preferred Course 3 Career Choice Factors 3.1 parent’s occupation 3.2 personal points of view

PROCESS

OUTPUT

1. Assessment of the students’ profile

2. Determination of he students’ preferred courses 3. Assessment of the

effects of parents’ occupation on the course preference of their children 4. Correlation of the students’ preferred courses and their personal profile variables

Career Program for Senior High School Students of Baggao National High School

5

Figure 1.Schematic Diagram of the Study The inputs are those that bring about results. The initial consideration is on the students’ profile in of age, gender, sibling position, parent’s occupation, parent’s educational attainment and family income. Vital also are the students’ preferred course, career choice factors and personal point of views. The second component is the process. It is the component expressive of implementation. Its linkage with the inputs brings about the desired output which is the third component. The process includes the assessment of the students’ profile, determination of the students’ preferred courses, and assessment of the effects of parents’ occupation on the course preference of their children. Central

6

also is the correlation of the perceptions of students and their personal profile variables. The output is no less than a well devised career program for senior high students of Baggao National High School. Statement of the Problem The researcher aims to analyze how the parents’ occupation affects the course preference of fourth year students of Baggao National High School, school year 2013-2014. Specifically, the researcher seeks to answer the following questions: 1. What is the profile of the respondents in of: 1.1. Sex 1.2. Age 1.3. Sibling Position 1.4. Parent’s Occupation 1.5. Parent’s Educational Attainment 1.6. Family Monthly Income 2. What are the course preferences of respondents? 3. To what extent are the students influenced in their course preference by the following factors: 3.1. Parent’s occupation 3.2. Personal Point of View 4. Is there a significant difference in the course preference of students when grouped according to: 4.1. Sex 4.2. Age 4.3. Sibling Position 4.4. Parent’s Occupation 4.5. Parent’s Educational Attainment 4.6. Family Monthly Income

Hypothesis of the study The study is guided by the following hypothesis:

7

There is no significant difference between the course preference and the profile of student-respondents in of the following: a. b. c. d. e. f.

Sex Age Sibling position Parent’s Occupation Parent’s Educational Attainment Family Monthly Income

Significance of the Study In this study, the researcher will be able to understand and acknowledge the effects of parents’ occupation on the course preference of fourth year students of Baggao National High School. The results of this study may be useful in providing background or information in identifying a better career path. The study and its results might also suggest better ways of choosing rightful course to pursue by equipping them with strategies, techniques and approaches for career development. Students. Since this study

includes

related

issues

for

better

understanding on career choice, this study may be very significant for them in choosing the course they believe could lead them in a life-achieved career. Parents. This study may serve as basis in guiding their children to which course is most fitted for them. Teachers, This study may be adopted in helping teachers disseminate occupational information and modification of existing curriculum to meet student’s needs on career choice and its implications to career development. School Guidance Counselors. This study may assist them in promoting involvement and commitment in the implementation of career guidance in order

8

to assist every student to understand themselves of their capacities, acquaint them the opportunities in the world of work, and help develop in them the freedom of responsible decision-making skills, thus leading them to a welldeserved career. School s. This study may serve as “eye opener” for them by giving utmost concern for the long-term success of their students after high school, thus promoting career guidance and counseling in school and emphasizing the need for programs designed to promote equity and fairness in career choice. Scope and Delimitations of the Study This study will be limited to the assessment of the effects of parents’ occupation on the course preference of fourth year students of Baggao National High School, school year 2013-2014. Based from the school (Form 1) of BNHS, the respondent students are the seven sections of the fourth year classes: first, the science section – a section with a specialized science curriculum with a number of student-respondents of 13 and the regular classes comprising 6 sections with a distributed number of respondents; section 1 = 27, section 2 = 26, section 3 = 26, section 4 = 26, section 5 = 27, and section 6 = 27. Likewise, the study will be delimited on the students’ profile such as sex, age, sibling position, parent’s occupation, parent’s educational attainment, and family monthly income.

Definition of

9

The following terminologies are used throughout the thesis and are elucidated for better understanding, to wit: Aptitude – refers to the persons’ facility in learning/performing in a particular field such as aptitude for math, language, mechanical reasoning, etc. Assessment – the process of understanding a client through the use of assessment measures such as standardized test such as intelligence, achievement, aptitude, observation, interview, etc. Attainment – refers to someone’s accomplishment in a chosen field of endeavor. Career – identifies the many settings in which people find themselves. Career development – the lifelong behavioral process and the influences to every individual that leads to one’s work values, choice of occupation, creation of career patterns, decision-making style, role integration, self-identity, career identity, educational literacy and related phenomena. Counseling – a professional relationship between a guidance counselor and a client which requires a non-judgmental acceptance and empathetic understanding of the latter to be able to provide assistance in the latter’s’ decision-making. Course – refers to a program of a study to complete a college or university degree or subject. Effect – this term refers to the power or capacity to bring about a result. In this study, this term was used to refers to the possible association of parents’ occupation to the course preference of their sons and daughters. Development – shows that people are continually changing throughout life. Life is always in the process of becoming (UPIS-LCDP, 1998) Interest – can be manifested, expressed or assessed. This refers to a persons’ tendency to prefer some forms of activities/tasks more than others. Life – focus is on total person as well as all aspects of their growth and development over the lifespan (UPIS-LCDP, 1978)

10

Parents’ Occupation – it pertains to person’s regular work as a means of livelihood. In this study, this term refers to the occupation or job of the parents of the respondents. Personal Point of View – in this study, this term was used to refer to the respondents’ personal position on the numerous items contained in the research questionnaire which relates to their respective course preferences. Preference – it refers to someone’s decision what is better or best on his own perception. In this study, this term was used to refer to students’ choice/s in term of the curricular courses they would want to pursue in college. University – it refers to an institution offering various academic degrees on different subjects. It is also called HEIs or Higher Education Institutions.

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

This part presents relevant foreign and local literature which has significant bearing with the present study. These significant information and discussions greatly helped the researcher to gain deeper understanding of this study which focuses on the influence of parent’s occupation on the career choice of students.

A. Foreign Literature Brief History of the Career Development

11

The succeeding discussions presents in brief a historical background of career development—how it evolved across different periods to include notable theories related to career development and decision making. Parson’s work was the foundation for what is now known as Trait-AndFactor Theory (Parsons 1909; Sharf 1997). The theory assumes that all individuals have unique interests, abilities, and values, while each occupation has unique characteristics related to tasks, skills required, and rewards. As the oldest and most widely used of the career development theories, Trait-AndFactor theorists believe that these unique characteristics of both individuals and jobs can be measured objectively and will produce the highest amount of satisfaction for both workers and employers when they are correctly matched together (Ireh, 2000). This approach is much more assessment based and pays limited attention to a client‘s emotional or motivational states. In essence, the client narrows their occupational search by gaining an understanding of their career aptitude and interests based on one or more vocational interests John Holland‘s subsequent work (1966; 1973) was based on shared psychological features, such as skills and personality. From his testing, Holland eventually came to the conclusion that every person or occupation can be broken down into six categories, known as RIASEC codes: (Realistic–skilled trades/technical occupations; Investigative–scientific occupations; Artistic–artistic/literary/musical occupations; Social— educational/religious occupations; Enterprising–persuasive occupations; and Conventional–clerical/business occupations).

12

Assessments based on Trait-and-Factor Theory, where a person‘s thoughts and behaviors were assumed to stay fairly constant over their lifetime, continued to strengthen as more and more tests were created to match a person‘s personality and skills to a specific job. Another leading theorist for career counseling, John Krumboltz, developed the social learning theory of career decision making (1999), based on the idea that the development of career interests is the result of an infinite number of learning experiences. Abilities and emotions (along with environmental and cultural factors) either positively or negatively reinforce certain activities. Individuals will naturally gravitate toward areas that they feel are emotionally positive or are rewarded by their peers/society (Krumboltz, 1999). In the last few decades, career counseling has evolved from a pure trait-and-factor practice into a form of counseling where assessment results are seen as merely providing pieces of information used to form a more holistic picture of the client that includes defining the individual‘s reality through a narrative history with the counselor (Brott, 2001). One of the primary factors in this change is due to the significant differences in this postindustrial age. Campbell and Ungar (2004), in their article, it was stated that there is no longer a predetermined path or a logical linear progression from school to the workplace to retirement. Rather there is an opportunity to design a work life which is satisfying to the individual and which can be redesigned as needs.

Historical Overview of Parental Influence on Career Choice

13

It has long been assumed that parental dynamics and interactions play a significant role on their children‘s career development (Bratcher, 1982; Zingaro, 1983). A plethora of research investigations and articles related to parental influence have been published on these topics. However, there is still an inadequate amount of work to combine these articles or provide the empirical research and analysis needed to understand the depth of a family‘s influence upon a son‘s or daughter‘s vocational choice (Whiston & Keller, 2004). Regrettably, less than two hundred empirical studies have been conducted since Roe first advanced the idea that the family plays a part in individual‘s career choice over 50 years ago (Keller & Whiston, 2008). This lack of conclusive evidence has led vocational psychologists and career counselors to ―function with the underlying belief that people could make decisions that reflected their own dreams, ions, and talents in the world of work, unencumbered by family issues, cultural mores, racism, classism, and sexism, (Blustein, 2004). Since the 1980‘s, family therapists and career counselors have unearthed more information about the significant influence parents have on their children‘s development of vocational choices later in life (Kinnier, Brigman, & Noble, 1990; Lopez & Andrews, 1987). Even though adolescents actively begin demonstrating their independence from their parents in their high school years, these young adults are still very much dependent on their parents for their career growth. In fact, parents tend to create the strongest impression on their adolescent‘s vocational choice more than any other group including counselors, teachers,

14

friends, or even people working in the identified occupation of desire (Bardick, Bernes, Magnusson, & Witko, 2004). Hans Sebald (1989) uncovered in his longitudinal study on career choices making among adolescents, that they look to their parents as well as their peers in equal measure but separated which group they would talk to by the nature of the issue. For mundane issues such as what clothes to wear, what social events to attend and who to date; the peers were the dominant advisors. However, when the adolescent required information on topics such as career planning they looked to their parents an overwhelming majority of the time (Sebald, 1989, p. 944). Even with parents stating that their assistance with their child‘s career development is an important parental task, this influence has continued to be underutilized or even ignored by many school‘s counselors thereby neglecting one of the adolescent‘s most powerful resources. Even today, counselors at the college level resist the idea of working directly with parents when counseling their students, regarding career and academic advising, mainly to avoid possible interference and to protect student‘s confidentiality. As family systems began growing in popularity during the mid-to-latetwentieth century, Walter Bratcher was one of the original authors to discuss how this theory could be used to gain insight into career decision-making by young people. He subscribed to the notion that the family is the most powerful system to which human beings can belong and that the family is constantly fabricating the direction and choices of one‘s individual life, as well as relentlessly feeding back information over one‘s lifetime (Bratcher, 1982). Young people, who find a healthy

15

independence from the family during adolescence and young adulthood, may give rise to a more confident career search and experimentation that is needed by individuals to examine possible occupations. However, family dysfunction (relationships that are either enmeshed or severely disengaged may hinder an individual‘s self-afficacy (belief in one‘s ability to succeed) in vocational searching or decision making (Ryan, Solberg, & Brown, 1996). Families that are enmeshed are ones in which are excessively dependent on each other (i.e., have trouble making decisions on their own and/or relating to others outside their family) and families that are disengaged where are much more isolated and typically lack of affection and guidance. Joseph Zingaro (1983), another early voice advocating the benefits of family therapy as a tool for counselors in treating career indecision with clients, described how often the problem was not a young person‘s attempt to decide between one career choice and another, but it was the actual decision making that was the issue. For the indecisive person, any decision implies movement away from familiar surroundings (including his or parents), not movement towards a new goal (Zingaro, 1983). He goes on to discuss how a client, who is undifferentiated (i.e. unable to separate their emotions or the influence of others upon their own decision making), may have a difficult time making career choices as he or she cannot separate his or her parent‘s expectations versus his or her own goals and expectations (Zingaro, 1983).

16

As children begin to transition into adulthood through the formation of their own identity, the more comprehensive view of parental influence regarding the child‘s career development is preferred, from a counseling standpoint, as it takes into the entire context of the adolescent‘s decision-making (Middleton & Loughead, 1993). Parent‘s financial concerns and expectations also play a part in their direct or indirect influence on their children‘s career choice by adding their own biases and attitudes into particular occupational fields (―you need a job at a big business, not some nonprofit company helping the poor if you want to have a family in the future.) Additionally, parents must also be aware of their indirect communication they are sending to their children (Rainey & Borders, 1997). In the case of career education, what the parents do and how they act is a much more powerful influence on the adolescent than what they say. Furthermore, the young adult‘s understanding of his or her parent‘s expectations will influence their own career decisions, depending on whether the adolescent feels the need to go along with their parent‘s views or to rebel against them (Mau, Hitchcock, & Calvert, 1998).

Issues related to career choices 1. Socioeconomic Status If one were permitted only a single variable with which to predict an individual‘s occupational status, according to Schulenberg, Vondracek, and Crouter (1984), ―it surely would be the socioeconomic status of that individual‘s

17

family of orientation. This statement is based on the concept that parents from different social classes develop their own social and cultural values based on their current social class. The parents subsequently on these social class values to their children preparing them for a similar occupational roles within that particular class structure. Socioeconomic status is defined as a family‘s current income, the parent‘s current occupation(s), the status associated with their occupation, and the parent‘s highest educational level (Brown, Fukunaga, Umemoto, & Wicker, 1996). As Brown and his team (1996) pointed out, social class affects occupational choices by providing tangible resources (money, transportation, higher quality schools, etc.), as well as the values and expectations, of that social strata on their children‘s career choices. Carrying this concept even further, whereas middle-class parents generally emphasize initiative and autonomy, those parents from the lower economic classes tend to encourage conformity. These lessons translate into what early work experiences the youth may have, what skills they develop, and eventually the kinds of work they will do as an adult (Bryant, Zvonkovic, & Reynolds, 2006). An additional variable that occurs as a result of a family‘s socioeconomic status is the financial stress that parents will feel more often in a working-class or lower-class environment, which may translate into more conflicts about careers between the adults and the adolescents (Conger, Ge, Elder, Lorenz, & Simons, 1994).

18

Weinger (2000), after analyzing the responses of 5-14 year old students from families that were classified as middle-class or poor, found that those from middle class valued their parent‘s income, felt it would help them obtain their professional career, and saw themselves in similar professional roles as their parents. However, the low income students did not feel their parents would naturally finance their education, nor did they have high-level, professional careers images of their parents after which they could model themselves. Although this study is not directly focused on young adults, it does convey the early messages that children adopt about their career options, based on their parent‘s influence from a socioeconomic viewpoint.

2. Gender and Career Choice Issues The word ―gender is defined as the behavioral, cultural, or psychological traits typically associated with one sex according to the Merriam-Webster Online Dictionary (2009) and provides the foundation for this section on gender related studies within the career development field. ―Gender role socialization is one of the earliest, and thus potentially one of the most powerful, forms of socialization.

B. Local Literature Several factors affect students’ choice of course in college. One of this is family related factors. Study revealed that Filipino immigrants and nonimmigrants rely heavily on their family’s decision-making.

19

Students cope by following their parents’ advice. They also have to cope with an expectation of financially ing the family upon completing their education. Studies from other Asian countries also show parents’ impact in decision making of students when it comes to students’ course preference (SaySay, 2011). Another study highlighted that parental involvement have positive impact on Hmong / Mong adolescents’ education and career choice (Thao, 2009). Furthermore, it is reported that parents are deeply involved and influential to their high-achieving children’s college choices. The report also found open houses, dialogue with college friends, alumni, and itted-student programs are extremely influential to students. The report claimed these sources are not well known, but very powerful to student’s decision making for their college. The study also found 26% of sampled students paid a specialist or advisor during the college decision process (Haerne, 2009). The studies presented are important to the present study since the studies explain the importance of taking parents’ advice and permission in choosing a college course. Respect for family is one of the most influential factors that impact Filipino students’ career decision. It is concurred that “Out of respect and loyalty, it may not be appropriate to express personal desires; rather, one may alter one’s interests to maintain harmony.” As a sign of respect, Filipino children want to do well for the sake of the family, follow parents’ advice about choosing a job or major in college and lastly, make sacrifices for the family (Finlayson, 2009). For practicality reasons, it is also reported that parents usually encourage careers

20

that will not cost much money, but at the same time, are stable sources of income. Careers in nursing, ing, and engineering are highly popular for Filipino families (Saysay, 2011). These writings discuss that the family decides in what college course students should take is also associated with the financial status of the family. Aside from family related factors, economic factors which includes the employability and availability of job in the future is also considered by students. Employability, i.e., the realistic feasibility of being employed in a stable job, then becomes an important factor in career decision-making. Coming from a collective culture, immigrant parents and children seek careers that will the whole family. Moreover, it is found that Asian American men and women tend to be more interested in technical fields, the physical sciences, and non-enterprising business positions over artistic, social, or socially interactive business careers (Leong, 2004). Aside from economic factors, exposure of students to career related technical and academic subjects also known as elective subjects in the Philippines also helps in students’ decision making in career choices in college. It was revealed that career technical Education (CTE) was perceived positively by middle school and high school counselors in Tenessee, and the need for career awareness should begin in a student’s early years before high school. However, there was a difference in perceptions of CTE by middle school and high school counselors. Both middle school and high school counselors felt that CTE teachers should have knowledge, skills and a teaching license (Finlayson, 2009).

21

School counselors felt that they did not have enough time to provide career counselling to students. Being informed and ready to choose a career focus area in a student freshmen year could help make the transition from middle school to high school easier thus help prevent the student from dropping out of school before graduation. On the importance of integrating the academic curriculum in students’ preparation for a college course choice, it is explained that academics should be integrated with career-focused courses so students can see practical application for the academic courses such as mathematics, science, reading and writing (Plank, 2001). Personality and interest are not the only criteria for choosing a career.

C. Foreign Studies The first factor in career choice- environment may influence the choice of a career among students. For instance, a student who lived in an island may choose a career dealing with water, or they may opt to leave the island behind, never to have anything to do with water again. Maybe someone in the student’s life has made a significant impact or impression, leading to a definite career choice. Parents’ educational background may influence student views on whether or not to continue their education. Someone they saw on television may have influenced the student may have influenced the student, or parents may have demanded that they assume a family business. These are various environmental factors that would lead a student to a chosen career.

22

How students have seen themselves in a role in which personality is a determining factor may influence a chosen career. Some careers demand that you have the personality to match the qualities of the occupation. For example, sales people have to be outgoing. Splaver (1997) said “Personality” plays an important role in choosing of the right career. A student’s personality must be self-motivated type, as to investigate career possibilities from early on in their lives, and not the procrastinating type that waits until they are compelled to decide. Students must take seriously the role grades play in limiting opportunities in the future. Splaver went on to say, “It is important for you to have good understanding of yourself, your personality, if you are to make intelligent career plans” (Splaver, 1997). In an attempt to see how students took advantage and followed through on opportunities, the researcher interviewed University Wisconsin-Stout’s Assistant Director of issions, Barbara Tuchel, who indicated that students take the path of least resistance to enter the university. If a parent had exerted enough pressure on the student to enter a particular career field and the student had no current plans, then students followed their parents’ suggestion. Tuchel thought that students should be thinking about career decisions in their senior year of high school. It should become apparent at that time that the student will have to do something. Tuchel stated that the environment plays a large part in a students’ career choice. Students traditionally stay at home to either obtain education or start employment. Tuchel mentioned that marriage also played a large path in career decisions. She stated that the economics of marriage either

23

solidified the commitment to go on higher education or stopped career plans short,

depending

on

the

stability

of

marriage

(B.J.

Tuchel,

personal

communication, June 18, 2002). A study on career choice in Ethiopia by Stebleton (2007) indicated that the students had external locust of control and believes that there are numerous external factors which influence their career choice. The external factors include; political and economic considerations, previous and work experiences, and the influence of key individuals in a person’s life. Pummel, Harwood, & Lavallee (2008) reports that external influences that helps to shape on individual’s career choice are also influenced by significant others through social from peers. In a study by Ferry, Natalie (2006), young adults through interaction with the context family, school and community learn about and explore careers which ultimately lead to their career choice. One consistent finding in research suggests that adolescent’s own aspirations are influenced by their parents’ aspirations or expectations. Parental and encouragement are important factors that have been found to influence career choice. Children may choose what their parents desire simply to please them (Taylor, et.al. 2004). According to Oyamo and Amoth (2008), studies in Kenya show that rural students tend to seek help from parents more than urban students and that parents more than teachers play a major role in the career choice of students.

24

Generally, the choice of a career is influenced by parents, friends and counselors. Regarding career aspirations, Wilson and Wilson (1992) found male adolescents aspire to higher level careers than female adolescents, which was consistent with much of the findings completed around similar studies over the past few decades (O‘Brien, Friedman, Tipton, & Linn, 2000). This may be due to early socialization where boys, ―generally perceived that school activities were beneficial in relation to career planning, engaged in career planning earlier than did girls, and were more active in it than girls. Part of this perspective may come from the routine socialization of women who are constantly and consistently exposed to messages that her life should revolve around caring for a family and her career plans are secondary (Cook, Heppner, & O‘Brien, 2002). Although women‘s career choices have increased dramatically since the 1960‘s and 1970‘s (Hakim, 2006), women still find their occupational choices limited, in comparison to men‘s choices (Gadassi & Gati, 2009). Using a sample from pre-school aged students to high school seniors, McMahon and Patton (1997) surveyed 55 young people on their perceptions of work and their knowledge about influences and gender differences. They found that both males and females, from 4 years to 18 years old, consistently presented gender-stereotypical perceptions of occupations in certain industries. Boys were found to be especially critical of other boys who were working in

25

stereotypical female jobs (e.g. a male cook or male nurse) (McMahon & Patton, 1997). Kniveton, in his 2004 research, discussed how parents are the ones providing the strongest influences on their children‘s career development through and advice related to their own experiences. Citing previous studies (Creed & Patton, 2003), Kniveton believed in the theory that not all people feel they have free choice when it comes to choosing a career (i.e. a lack of direct control over their lives). He used a relatively short questionnaire. The items were all measured with Likert type scale responses to interview 348 young people) to help explore who these young adults felt were helping them with their career exploration. The data were examined, first, through the whole sample and, later, were subdivided to examine the results through birth order and gender. The study demonstrated that males, more than females, were interested in obtaining a job but that most other considerations were about equal between the two groups. The results of Kniveton‘s study also showed that parents had a much larger influence than that of the teachers, with the same sex parent being the most influential over the adolescent.

D. Local Studies The matter of choosing a career in the Philippine setting is clearly a family affair. Most studies on career choice reveal the crucial role of parental influence

26

in the career choices of Filipino adolescents. This reflects the high value Filipinos place on close family ties to the point of making sacrifices for the family welfare (Go, 1994). In a study conducted by Almerio (2003), it was found out that a big picture of big family with low educational attainment and inadequate investment was the sole foundation of choosing a course, which was psychologically motivated. The respondent’s level of preferred intelligence did not match to their chosen course. This could be drawn from the required level of the course in contrast with their level of preferred intelligences. The necessity of developing a career development program was need in order to prevent any misfits and to assist students in the process of crystallizing their career in life. She recommended that this program b effectively implemented. In a related study conducted by Siguan, Jr. (1994), it was found out that the student’s self-concept showed no significant influence on their career preferences. The academic achievements of students proved to be significant related to their career preferences. The school where students came from has no influence on their choice of career. He recommends that a more improved and functional guidance provided in school to help students make sound career choices. Siguan, Jr. (1994), reiterated that the guidance services in school must be collaborative efforts of the , guidance counselors, and teachers. Classroom teachers are encouraged to perform their best in improving teachinglearning processes, considering that academic achievement of student influences their career preferences.

27

According to the study of Pabiton, (2007), it was found out that interest, abilities, skills and values are the most influential factors towards a chosen occupation. These imply that like other graduating students from high school, the participants seemed to have chosen occupation. Pabiton (2007) also noted that the students be given all the chances to learn and develop the skills and attitudes required for various occupations. Pabiton (2007) further recommends that career counselors could give more emphasis on this environmental factor during individual and small group career counseling. According to the study of Salazar-Clemena (1992), career counseling in the Philippines show common reasons for the curricular choices of college and high school students; their interest in the field, opportunity for employment, personal or family welfare, financial returns, and influence of role models – mostly family . Agana (1982) cited other factors that emerged in more recent studies include prestige, iration, status, ability, influence of media, security, peer and family influence, and opportunity to go and work abroad. According to Elmer (1989), as cited by Soriano, A.S. and Roces in their study, career planning is life goal-setting. Without such a plan, it is like making a journey to an unfamiliar destination without a map. He proposed a Career Planning Guide that will help the students in choosing their appropriate course from planning a career, steps in planning career, goal-setting and self-

28

understanding. Also, it reveals that guidance and counseling is intervention of underemployment of individuals, thus, career preparedness must be initiated.

Chapter 3 RESEARCH METHODOLOGY This part presents the accompanying instruments that will be used in the study to include the method of research, the locale and respondents of the study, data gathering procedures, sampling procedures and the statistical tools that will be utilized in the study.

29

Method of Research Used The study attempts to assess the effects of parents’ occupation on the course preference of fourth year students of Baggao National High School. The descriptive method of research shall be utilized. This method of research according to Jack K. Fraenkel and Norman E. Wallen (1993, p.287), describes an existing relationship between variables and the degree to which two or more quantitative variables are related and it does so by the use of a correlation coefficient, similarly, Consuelo G. Sevilla, et.al. (1990, p.111), also states that this design helps one determine the extent to which the different variables are related to each other and the population of interest. Locale of the Study This study shall be conducted in Baggao National High School , a public General Secondary School. BNHS is headed by a Secondary School Principal III and assisted by two (2) Secondary School Head Teacher III. The school has Fifty Three (53) permanent teachers (Master Teacher II – 2, Master Teacher I – 3, Teacher III – 27, Teacher II – 4, Teacher I – 17) and one (1) Local School BoardFunded teacher. Of the total teacher populace, six (6) have earned units in Doctoral Degree, thirty nine (39) has graduated from the Masters Degree, and 10 others are currently enrolled in their masters degree. The school likewise has its Bookkeeper, Disbursing Officer and Guidance Counselor – all with a permanent status of appointment. The Baggao National High School, together with the of its stakeholders, is greatly pole vaulting to the next higher of level of accomplishments in almost all avenues of the educational system. Thus, the school has facing the challenge to continue its commitment to enforce its vision –

30

committed to a culture of excellence providing services of educating potential in a value laden, collaborative, and cooperative learning experiences thereby enabling him/her to become independent, responsible, God-loving and patriotic citizen of the country. The school likewise pushes its way in galvanizing its mission – that is to provide education that is equitably accessible to all Baggaoeños and lay the foundation for lifelong economic, political and social aspects of progress and development. The vision and mission stand firm in meeting the demands of the academe amidst challenges of the K-12 Basic Education Curriculum. BNHS remains focused and will remain committed to serve its clientele – the learners.

LEGEND: Color represents the school site (i.e. Barangay) where the respondents are studying. Respondents of the Study The respondents of the study are fourth year students of Baggao National High School. The seven sections of the fourth year with an enrolment of 315

31

students shall be the subject of the study. Out of the 315 fourth year students, the researcher will pick in random about 176 students to participate in the study. Table 1 shows the distribution of respondents of the study. Table 1 Distribution of Respondent Students by Section

Actual Enrolment

Distribution of Respondents

Science Class

23

13

Fourth Year - 1

48

27

Fourth Year – 2

52

30

Fourth Year – 3

47

26

Fourth Year – 4

47

26

Fourth Year – 5

49

27

Fourth Year – 6

49

27

Total of respondents

315

176

Sections

Sampling Procedure The target population for this descriptive-correlation study consisted of 175 students randomly picked out of the 315 fourth year from the seven (7) fourth year sections of the Baggao National High school in Baggao, Cagayan. In a given time, the researcher shall conduct the survey through the assistance of the class advisers. The researcher shall coordinate with the adviser for the retrieval of the accomplished questionnaire and submit lately to the researcher for the immediate analysis and treatment of the data gathered as stipulated in the questionnaire. Research Instrument

32

The researcher will conduct a survey as a research instrument in gathering data. The questionnaire shall be distributed to all student-respondents through their class advisers. The survey shall include demographic questions concerning the frequency of the parents’ educational attainment in of occupation and course preference of student-respondents, the influences that affect the respondents’ preferred course and the factors that affect the respondents’ career choice. The researcher will use the 1-5 scale, 1 as the lowest and 5 as the highest. The questionnaire to be used in this study is patterned from the study conducted by Atienza, R.M., Silvestre, J.D., Tacsay, H., and Torres, M.A. F. entitled “The Effects of Parents’ Occupation on the Course Preference of the Fourth Year Students of Rogationist College, School Year 2009-2010". –I need to see the questionnaire first before I can give a substantial explanation on the items included and modified to suit the statement of the problem. Changes in some portions will be made to suit the needed data intended for this study. Data Gathering Procedures The researcher, by the second week of January, 2014 will write letters of request addressed to the secondary school principal and the class advisers of fourth year classes for the floating and distribution of questionnaires attaching therein the questionnaire to be used. A request letter shall also be prepared

33

addressed to the respondent-students for their participation in providing needed data for the study. The researcher will personally float the questionnaire to the respondents to ensure 100% retrieval and to readily assist the respondents in whatever query they may ask towards the study. The questionnaire, upon retrieval from the respondent-teachers will immediately be subjected for consolidation and analysis ready for interpretation. Statistical Treatment of Data In the analysis of the profile of the respondents and the status of the effects of parents’ occupation on the course preference of students, the descriptive statistics shall be used such as simple frequency percentage and mean will be used to determine the results of the given information from the questionnaires. Chi square shall be used to determine if a relationship exist between the course preference and age, gender, sibling position, parent’s occupation, parent’s educational attainment, and family monthly income. Analysis shall also aim at determining the effect of the presence or absence of change agents, including the institution itself as a change agency.