31Mar
ABSTRACT
This study examined the Exploring the Impact of Career Guidance Orientation of Students Perceptions of the Humanities and Social Science Strand, from students at Nasugbu East Senior High School. Phenomenological Research Design was used in the study to explain its overall conclusions. The sample population for this study consists of five (5) G12 HUMSS students. Most participants will probably enroll in college courses that align the HUMSS strand. The conclusion implies that the most significant factor influencing a person's decision to choose a career is career guidance orientation.
Participants revealed that the primary impacts of career guidance orientation on HUMSS students are inspiration, understanding, determination, guide, and motivation and the challenges are about learning, difficulty, determination, and hope that affect their challenges coping up with the student's face in accessing career guidance and these challenges help them in deciding for their own career path.
Moreover, the researchers recommended that schools expand career support programs by offering specialized workshops, mentorship opportunities, and personalized career assessments. Schools should also assist students in developing essential time management and planning skills through structured guidance and faculty support. Additionally, institutions should provide comprehensive career counseling services, including college preparation and professional development programs, to ensure that students can make well-informed academic and career choices.
Keywords: Mentorship, Self-Awareness, Career Development, Guidance, Academic Support
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The Humanities and Social Sciences Strand has a lot to offer, it covers subjects investigating societal issues, culture, and human behavior, and also provides profound knowledge about literature, arts, society, and politics. Students enrolled in this strand take courses intended to sharpen their minds, enhance their social skills, expose them to linguistic and cultural variety, and foster multidisciplinary critical thinking. Through career guidance or counseling, students can evaluate their own motivations for pursuing a strand, which will provide them with a wealth of information related to their talent and skills.
According to Elias et. al. (2023), career guidance is a counseling program aimed at assisting students in selecting the appropriate career direction based on their academic and vocational preferences. It involves both qualitative and quantitative evaluations of an individual’s knowledge, skills, information, and experience to recognize potential career opportunities.
As stated by Gu et. al. (2020), students' challenges in selecting a career were successfully lessened by the effect of a career counseling intervention on self-efficacy and career decision-making difficulty among high school students. High school students who take career-related education courses can benefit from interventions that boost their career self-efficacy when making critical decisions.
Approximately 50% of students in Nasugbu East Senior High School pursue Humanities and Social Sciences Strand. Majority of the students preferred this strand differing from other options due to the affordability of its courses.
To explore and understand the impact of career guidance orientation on Humanities and Social Sciences Strand students, the researchers aim to enable HUMSS Students to recognize their own knowledge and skills to be suitable in their chosen career path.
It is the researchers’ ambition to determine whether students of Humanities and Social Sciences Strand receive sufficient support and guidance in choosing their careers to develop a career guidance program called career path exploration which offers classes that allow students to explore different careers that can contribute to students in making their career choices.
Background of the Study
As schools shifted to online and modular learning, the epidemic has further highlighted the necessity for strong career advising programs, which has decreased access to traditional counseling services. Career guidance is an integral aspect of education that aids students in making informed decisions about their academic and career paths. For students in the Humanities and Social Sciences (HUMSS) strand, proper career guidance is essential to address challenges such as limited awareness of potential career opportunities and misconceptions about the strand’s value.
As indicated by Dodd et. al. (2021), career guidance refers to a variety of school-based interventions that aim to enable youth to succeed in both their personal and professional life and to get them ready for the transition to post-secondary education. Stated differently, it is predicated on the idea that increased professional preparedness among young people will result from more career guidance, both in terms of quantity and quality.
In lieu thereof, the research utilized the phenomenological research design to explore the impact of career guidance orientation on HUMSS students in Nasugbu East Senior High School. This study seeks to understand how career guidance orientation influences their perceptions of the strand and their readiness for academic and career success. By addressing this topic, the research aims to support the development of targeted programs that empower students to make informed decisions and improve their outlook on the HUMSS strand.
Statement of the Problem
The study aims to explore the impact of career guidance orientation on HUMSS students at Nasugbu East Senior High School, Brgy. Lumbangan, Nasugbu, Batangas, Academic Year 2024-2025.
Specifically, the study sought answers to the following questions:
1. How do HUMSS students perceive the effectiveness of career guidance programs in shaping their career choices?
2. In what ways do HUMSS students believe that career guidance has impacted their understanding of various career paths available to them?
3. What challenges do HUMSS students face in accessing and utilizing career guidance resources, and how do these challenges affect their career orientation?
Scope and Delimitations of the Study
This study investigates the influence of career guidance orientation among students from the Humanities and Social Sciences (HUMSS) Strand in Nasugbu East Senior High School. It seeks to determine the impact of career guidance seminars on the students, how it affected their academic paths, career choice, and point of view towards the HUMSS strand.
However, the analysis centers on a catalog of a combination of human, academic, social, and other external factors and family and friend aspects, expectations regarding career direction, and personal perceptions that inform the decisions students make about their future education and career paths.
This research is limited to HUMSS students in Nasugbu East Senior High School which were meant to ensure focus and feasibility. The investigation is confined to senior high school students in the HUMSS strand, it does not include other academic tracks. The study will be carried out in a particular geographical and time frame which might be in a specific school year. Only a certain number of students will be taken from the school, the teachers or guidance counselors may not be allowed to join according to the boundaries of the study. This study also excludes aspects that are not related to career planning and guidance and education.
Significance of the Study
The results of this study, “Exploring the Impact of Career Guidance Orientation on HUMSS Students” are deemed significant to the following:
Students: This study is expected to provide clear and wide knowledge to students about the different strands which will give them the opportunity to align their talents and strengths when they choose a strand for their future goals. It will also lessen the students' possibility to face difficulties if they chose an inaccurate track.
Teachers: This study is expected to give information for Nasugbu East Senior High School teachers about the importance of students to have enough learnings about their abilities to pursue a strand through the help of career orientation, so that teachers can make decisions to improve students' understanding in choosing their career by educating them through teaching.
School Administrators: This study will be beneficial to the school administrators in order to develop strategies to give students satisfaction on the strand or track they will choose for them to achieve academic success.
Parents: The study can benefit parents as this will act as their source of information about the positive impact of career orientation on their children in order to assist them by offering improved assistance and direction throughout the decision-making process.
Future Researchers: This study may also benefit the future researchers as this will serve as an inspiration, guide, and source of information if they conduct research on the same topic.
Definition of Terms
These are the conceptual and operational definitions of the following words and phrases used in this study for clearer understanding of the research:
Difficulties. The challenges, problems, or obstacles that hinder progress, cause inconvenience, or create hardship in achieving a particular goal or completing a task.
Epidemic. A widespread outbreak of a disease that affects a large number of people within a specific geographic area, such as a city, country, or region, over a relatively short period of time.
Feasibility. The practicality and possibility of completing a project, plan, or idea. It involves evaluating the potential success, challenges, and resources required to achieve a particular goal or objective.
Lieu thereof. A legal and formal expression that means, in place of it, instead of something else, in substitution for something, as a replacement for something.
Geographical. Relating to the features of the earth's surface, or those of a particular area or place.
Self-efficacy. Refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.
Ambition. A strong desire to do or to achieve something, typically requiring determination and hard work.
Multidisciplinary. Combining or involving several academic disciplines or professional specializations in an approach to a topic or problem.
Intervention. the action or process of intervening. interference by a country in another's affairs. Action taken to improve a situation, especially a medical disorder.
Orientation. the act or process of orienting or the state of being oriented.
Chapter 2
REVIEW OF RELATED LITERATURE RELATED LITERATURES
This chapter presents an intensive review of related literature found to be relevant to the present study. This chapter likewise includes conceptual and theoretical frameworks, and research simulacrum.
Effectiveness of Career Guidance on HUMSS Students' Career Choices
According to Maestrado and Bucar (2024), when it comes to students' preparedness for associated career decisions, school counselors or their designates play a crucial role through career advisory advocacy initiatives. In doing so, the study ascertained the degree of execution of the Career Guidance Advocacy Program and its correlation with the senior high school students' real career choice.
As revealed by Suryadi et. al., (2020), career orientation is a key factor in predicting a student's future work situation. However, little is known about how much influence parents and counselors have on their students' or children's career inclination. This study investigates the relationship between adolescent-parent career congruence and the role of guidance counselors in career orientation.
Albien (2018) as cited in the article of Farao et. al. (2024) articulated that in light of the constantly shifting nature of the job market, career guidance is essential for assisting teenagers in understanding their interests, objectives, skills, and qualifications.
Moreover, Shahaf et. al. (2022) stated that the significance of career guidance programs for students pursuing Humanities and Social Sciences (HUMSS) is crucial. Programs that are effective should incorporate activities that foster communication, collaboration, and problem-solving skills, as well as practical experiences, mentorship, and skill development workshops. Additionally, programs should integrate family and peer involvement to foster supportive networks. Career guidance programs can empower HUMSS students to make informed and rewarding career decisions, but continuous research is essential to improve these programs for maximum impact.
In addition, Sumayya et. al. (2019) declared that students can set their career goals with the help of career guidance and counseling, which can also help them make wise career decisions by giving them clear information about the education and skills they need to achieve their goals.
Evaluating the Impact of Career Guidance on HUMSS Students’ Career Aspirations
Shiba et. al. (2022) revealed that the increasing complexity of career planning has made it essential for students to receive proper guidance in exploring their academic and professional options. This paper examines the perceptions of HUMSS students regarding the impact of career guidance on their understanding of various career paths. It explores how career counseling, aptitude assessments, and exposure to different fields shape their awareness of potential professions. Furthermore, this study highlights the role of career guidance in helping HUMSS students align their academic choices with their interests, skills, and long-term goals. By understanding students' perspectives, this research aims to assess the effectiveness of career guidance programs in equipping them with the necessary knowledge to make informed career decisions.
Similarly, Boeve-de Pauw et al. (2022) declared that to assist the student in making informed decisions regarding their career path, career counseling is a crucial part of the action plan. Career advising mostly entails an interactive strategy to assess students' viewpoints, self-efficacy, and other variables that fit them into one or a few professions.
Holman (2014) as cited by Yip et. al. (2024) stated that it is now required of schools to actively assist youth in gaining the values, attitudes, abilities, and information needed to plan, navigate, and influence their futures. The school education system's ability to offer efficient job counseling has improved growing importance. It is acknowledged as a crucial element that produces numerous effects and significant cost-benefits, particularly within terms of improving young people's employment prospects and preparedness.
According to Gimarano (2024), Senior High School students must make important career decisions because they will influence their future academic and professional trajectories. Effective career counseling requires an understanding of the variables influencing self-efficacy and job choices. Teachers and counselors can increase students' self-efficacy and assist them in making informed career decisions by fortifying career support networks in schools. By providing a basis for future research on how career guidance interventions might further support students in their transition to higher education and employment, the study further increases our understanding of career development in the Philippine educational setting.
Furthermore, Watts (2013) as cited by Sharapova (2023) indicated that career education as group activities designed to assist learners in acquiring competencies essential for career development, career counselling activities focused on individuals’ career issues and career information addressing courses, occupations and career paths.
Theoretical Framework
The anchorage of this investigation was established on the Strong’s Theory of Vocational Interest also known as the Strong’s Interest Inventory by Edward Kellogg Strong Jr. (1927) as cited by Harris et. al., (2015). The Strong Interest Inventory (SII) is a well-known interest inventory that is employed in career assessment. As a result, career assessments are frequently employed in career counseling. The objective of this assessment is to provide individuals with a better understanding of their interests, thereby enabling them to make more informed career decisions. Additionally, the SII is a popular tool for educational guidance. Psychologists, career counselors and others who use the Strong will discover that they have a methodologically complex instrument that will present clients with a wealth of information to consider, as well as the resources they need to make sound career selections.
The theoretical perspective is applicable in the present study as it comprises various aspects encompassing components in Career Orientation. The interconnectedness of this concept linked the impact of career guidance orientation among HUMSS students at Nasugbu East Senior High School relative to critical thinking in problem solving and decision making, self-awareness, career clarity, and boost confidence.
Moreover, acknowledging the importance of this theory would strengthen the development of activities and programs for Career Guidance Orientation as it will provide substantial parameters for inputs in its realization.
Conceptual Framework
Based on the explained conceptual theory used in this study, the researcher found out that in order to make deep knowledge and careful judgment about the relationships of the variables, it required critical analysis of the variables that can provide activities in enhancing students’ critical thinking skills in making career decisions.
Figure (1) illustrates the research simulacrum of the study. It shows the objectives and the estimated outcome of the study. On the input, the title is stated which is focused on HUMSS student’s career guidance orientation. The statements of the problem are recorded in the process as it represents the processes to be done according to it. The findings of this study are to establish career guidance programs to give students in Nasugbu East Senior High School sufficient knowledge in their chosen track.
Chapter 3
RESEARCH METHODS AND PROCEDURES
This chapter presents the methods of research used. It also includes the research design, locale and participants of the study, research instrument, construction and validation of instrument, ethical considerations, data gathering procedures and analysis of data.
Research Design
This study used Qualitative Approach using phenomenological research design. This type of approach aims to understand the lived experiences of people. Also, it gives an idea on how individuals or a group of people react or experience a certain phenomenon. A phenomenon is a rare occurrence or an experience of an individual that is not common. In this study, the researchers explored the impact of career guidance orientation on HUMSS students.
Locale of the Study
The study was conducted in Nasugbu East Senior High School located at Brgy. Lumbangan, Nasugbu, Batangas. The aforementioned school was selected as the research site due to its diverse school settings and the varying number of students, allowing for a more comprehensive understanding of the problem.
Participants of the Study
Using Convenience Sampling, the researchers selected five (5) senior high school students (two males and three females), aged between 15-17, who were convenient to be involved in the study. This saved researchers’ time and effort in looking for participants who joined in the interview.
Research Instrument
Data were collected using a semi-structured interview tool consisting of three (3) items covering the effects of being career oriented among HUMSS students.
Construction and Validation of the Instrument
The research instrument was constructed with the expert guidance of the research adviser. Several item questions were formulated and forwarded to the adviser for review and suggestions.
Ethical Considerations
Part of the ethical consideration of this study was to secure the consent of the participants to voluntarily participate. Before they participated in the study each participant was given a copy of the consent. The researchers made sure that the consent was carefully explained to them. It was further emphasized to the participants that participation in the study was voluntary and that they have the option not to participate in the study. Ethical principles were considered to preserve the integrity and dignity of the participants.
Data Collection Procedure
The school principal of Nasugbu East Senior High School granted permission for the researchers to conduct this study prior to the distribution of the research instrument. The request letter was forwarded to the Office of the School Principal. Following the approval, the researchers informed the participants of the research's goal before the interview and allowed for questions to address any concerns. Then the researchers gave the interview material to the study's target participants, giving them plenty of time to complete them.
In addition, the research sought the assistance of participants to be able to honestly answer the prepared questions.
Data Analysis
Qualitative data were analyzed using Manual thematic analysis to describe concepts.
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the data gathered analysis and interpretation to answer the problem which this study aims to achieve.
EFFECTIVENESS OF CAREER GUIDANCE ON HUMSS STUDENTS' CAREER CHOICES
Table 1: Effectiveness of Career Guidance on HUMSS students
| P1 | “Ah…makikita naming mga HUMSS, ng mga HUMANISTA, I mean ‘yung mga Grade 12 na sa pamamagitan ng career guidance na nasuot naming ‘yung mga gusto naming tahakin sa aming buhay, nabibigyan kami ng motibasyon para ipagpatuloy naming ang aming pag-aaral.” {“Ah...we HUMSS, HUMANISTS, I mean Grade 12 students, will see that through the career guidance we received, we are given the motivation to continue our studies.”} | MOTIVATION |
| P2 | “So ah…good day po, so as a student po, nakikita po namin or ng HUMSS 12 ang epekto ng career guidance programs sa pamamagitan po ng mas malinaw na pag-unawa sa kanilang mga talent at interes, bukod po doon, ‘yung pagkakaroon ng impormasyon sa iba’t ibang career paths po, ‘yung daan po ganyan at sa pagbuo ng mga konkretong plano para sa kinabukasan.” {“So ah…good day, so as a student, we or HUMSS 12 see the impact of career guidance programs through a clearer understanding of their talents and interests, besides that, having information on different career paths and in developing concrete plans for the future.”} | SELF-AWARENESS |
| P3 | “Nakikita ko bilang gabay sa aking pangarap kung saan ako papatungo sa darating na mga taon.” {“I perceive it as a roadmap to my aspirations for where I will be headed in the years ahead.”} | GUIDE |
| P4 | “Para po sa akin is nagpapakita po siya sa pamamagitan po ng pagsuot ng gusto po namin in future tapos irarampa po para rin po in future po, may experience na rin po kaming lahat kung ano ‘yung gusto namin. Opo, kasi po doon po malalaman ng mga estudyante kung ano po talaga ang gusto nila ang mapag-isipan po nila ng maaga para po in future, alam na po agad nila ‘yung gusto nila.” {“In my opinion, it reflects the idea of dressing in a way that represents our aspirations for the future, and by doing so, we will demonstrate what we desire. This is important because it allows students to discover their true interests early on, enabling them to have a clear understanding of their goals for the future.”} | GUIDE |
| P5 | “Ah…sa pamamagitan ng career guidance ay tinuruan kami kung ano ‘yung mga posibilidad na mangyari sa career na gusto naming kunin. Ganon na rin, tinuruan din kami kung paano gumawa ng mga resume at kung ano pa ‘yung mga experiences.” {“Ah…via career counseling, we learned about the various options available for the profession we aimed to follow. Similarly, we were instructed on crafting resumes and the additional experiences required.”} | EDUCATION |
Interpretation for table 1:
All of the answers of the participants are about motivation, self-awareness, guide or guidance, and education. Table 1 shows the positivity of career guidance orientation in enhancing their skills and talents which lead them in their proper chosen strand. One participant (1) said that career guidance gave them motivation, two participants (2) expressed in their statements that career guidance became their guide on pursuing their chosen strand, another one (1) stated that self-awareness is achieved, while the other one (1) stated that education is provided.
The findings of the study align with the literature reviewed, specifically about the themes of motivation, self-awareness, guide, and education experienced by Senior High School (SHS) students in seeking for career guidance. Sumayya et. al. (2019) declared that students can set their career goals with the help of career guidance and counseling, which can also help them make wise career decisions by giving them clear information about the education and skills they need to achieve their goals.
In addition, the study’s findings on self-awareness is associated in the work of Albien (2018) as cited in the article of Farao et. al. (2024) articulated that in light of the constantly shifting nature of the job market, career guidance is essential for assisting teenagers in understanding their interests, objectives, skills, and qualifications.
Generally, the study’s findings showed the positive impact and effectiveness of fostering career guidance orientation in shaping the students’ mind to align their skills, characteristics, and talents in their chosen strand, students’ can also be educated, motivated, and guided in pursuing their career paths.
EVALUATING THE IMPACT OF CAREER GUIDANCE ON HUMSS STUDENTS’ CAREER ASPIRATIONS
Table 2: Evaluating the Impact of Career Guidance on HUMSS students
| P1 | “Ah siguro ano, nabibigyan, katulad naming mga HUMSS na nabibigyan kami ng inspirasyon dahil naramdaman namin kung paano magiging mahirap, kung gaano ka-challenging ‘yung mga tatahakin namin, nabibigyan kami nito ng inspirasyon para magpatuloy pa.” {“Ah…via career counseling, we learned about the various options available for the profession we aimed to follow. Similarly, we were instructed on crafting resumes and the additional experiences required.”} | INSPIRATION |
| P2 | “So ah…’yung gabay po sa karera ay nakakatulong sa pag-unawa ng mga mag-aaral sa iba’t ibang landas sa karera po sa pamamagitan ng pagbibigay ng impormasyon, pagtukoy ng iyong mga interes, ‘yung skill po or talents and sa pagbubukas po ng pananaw and pagbibigay ng direksyon sa pagpaplano po through future.” {“So ah... the career guidance helps students understand different career paths by providing information, identifying your interests, skills or talents, and by opening up perspectives and providing direction in planning for the future.”} | UNDERSTANDING |
| P3 | “By expressing their wants and desires that impacted their career path to become the profession they want.” (“By expressing their wants and desires that impacted their career path to become the profession they want.”) | DETERMINATION |
| P4 | “Para po sa’kin, hindi naman po nakakaapekto ‘yung pag-ano po ng career guidance gawa po para din po siyang nakakatulong po sa’ming mga HUMSS student gawa po habang ina-apply po iyon, parang mas napapag-isipan po ng maganda po ‘yung mga gusto.” {“For me, it doesn't really matter what career guidance is, it is also meant to help HUMSS students like us while applying it, it seems like it is much more likely to think about what they want.”} | GUIDE |
| P5 | “Sa pamamagitan ng career guidance ay muling na-remind kami kung ano ‘yung pangarap talaga naming, kung ano talaga ‘yung career na gusto naming kunin. Ganon na rin, na-motivate kami na tuparin ito.” {“Through career guidance, we were reminded of what real true dreams were, what career we really wanted to pursue. Likewise, we were motivated to pursue it.”} | MOTIVATION |
Interpretation for table 2:
All of the answers of the participants are about inspiration, understanding, determination, guide, and motivation. Table 1 shows the importance of having the existence of career guidance orientation due to its good impact on students' career choices. One participant (1) mentioned that career guidance become his inspiration to continue on reaching his dreams, the second one (1) said that career guidance help her to gather information and identifying her skills that lead to her understanding of career paths which lead to creating a plan for future, one participant (1) is motivated by career guidance and stated that by expressing their wants and desires, their dream profession would be achieved, another one (1) declared that guidance is provided in making career decision, while the other one (1) said that career guidance motivated him.
The study’s findings align with the literature reviewed, particularly regarding the notions of inspiration, understanding, determination, guide, and motivation experienced by Senior High School (SHS) students with the existence of career guidance orientation. Holman (2014) as cited by Yip et. al. (2024) stated that it is now required of schools to actively assist youth in gaining the values, attitudes, abilities, and information needed to plan, navigate, and influence their futures. The school education system's ability to offer efficient job counseling has improved growing importance. It is acknowledged as a crucial element that produces numerous effects and significant cost-benefits, particularly within terms of improving young people's employment prospects and preparedness.
Furthermore, the study’s findings on guide or guidance directly correlates with the academic work of Watts (2013) as cited by Sharapova (2023) indicated that career education as group activities designed to assist learners in acquiring competencies essential for career development, career counselling activities focused on individuals’ career issues and career information addressing courses, occupations and career paths.
Overall, the study’s findings are about inspiration, understanding, determination, guide, and motivation, demonstrating that students seen the significance and good impact of having a career orientation to guide them in creating their own career paths for their future.
CHALLENGES IN ACCESSING CAREER GUIDANCE RESOURCES AMONG HUMSS STUDENTS
Table 3: Challenges in Accessing Career Guidance Resources
| P1 | “Siguro ‘yung mga hamon na kakaharapin namin sa pagtahak ng aming mga future is ‘yung hindi pag-interact naming sa panibagong tao, ‘yung mga natututunan namin, ‘yung kung papaano kami matututo sa mga problemang tatahakin namin. Sa pamamagitan ng pag-develop namin sa aming mga sarili at maka-gain kami ng knowledge sa bawat challenges.” {“Maybe the challenges we will face in our futures such as not interacting with new people, what we learn, how we will learn from the problems we will face. By developing ourselves and gaining knowledge from each challenge.”} | LEARNING |
| P2 | “So ah…as an individual po, ‘yung mga mag-aaral po sa HUMSS, HUMSS students ay makakaharap po ng mga struggle po tulad nung limitadong access lamang po ng impormasyon and kakulangan po sa gabay po mula sa guro, at sa kawalan po ng praktikal na karanasan and naaapektuhan nito ang kanilang oryentasyn sa karera dahil nahihirapan silang magdesisyon at magplano para sa kanilang kinabukasan or future po ng isang tao.” {“So ah...as an individual, those who enrolled as HUMSS students will possibly face struggles such as limited access to information and lack of guidance from teachers, and lack of practical experience, and this affects their career orientation because they have difficulty in making decisions and planning for their future or a person’s future.”} | DIFFICULTY |
| P3 | “Bilang isang mag-aaral na nasa ilalim ng HUMSS strand, maraming hamon ang aking kinakaharap bukod sa pag-aaral, meron ding hamon sa buhay, gayunpaman ginagamit ko ang mga hamon na ito bilang gabay at aral sa aking karera na siyang nagpapatibay na lumaban sa araw-araw.” {“As a student under the HUMSS strand, I face many challenges aside from studying, there are also challenges in life, however I use these challenges as a guide and lesson in my career that strengthens me to fight every day.”} | DETERMINATION |
| P4 | “Para po sa’kin mahirap po, para pong nagdadalwang isip din po kami gawa po ang hirap po kung saan papasok, oo, mahirap kasi minsan walang nag-a-advice sa’yo tapos hindi mo alam ang gagawin mo kaya sariling desisyon. Nakakaapekto kasi hindi mo alam kung anong pipiliin mo or kapag walang nag-g-guide sa’yo parang walang maganda, nag-d-decide ka pero hindi nasa tama.” {“For me it's hard, it's like we're having second thoughts, it is hard because sometimes no one advises you and you don't know what to do so you have to make your own decision. It affects you because you don't know what to choose or when no one guides you, it seems like nothing is good, you decide but it's not the right one.”} | DIFFICULTY |
| P5 | “Ang challenges na nakaharap ko sa pagpili ng career ko para sa future ay ‘yung makalaban ko mismo ‘yung sarili ko dahil nawawalan ako ng pag-asa sa career na pinili ko dahil sa mga naririnig ko sa iba at siyempre naaapektuhan ang confidence ko na tuparin iyon pero sa pamamagitan ng career guidance, tinulungan ako muli na magkaroon ng pag-asa na tuparin ito.” {“The challenges I faced in choosing my career for the future is when I had to fight against myself because I was losing hope in the career I have chosen because of what I heard from others and of course it affected my confidence to pursue it, but through career guidance, I was helped to regain hope to pursue it.”} | HOPE |
Interpretation for table 3:
All the responses of the participants are about learning, difficulty, determination, and hope. Table 1 shows how students’ cope up with the challenges they face all throughout their journey in aligning their skills and talents in their chosen strand. One (1) said that the challenges they face is a source of knowledge, two participants (2) stated that they faced difficulties in accessing and utilizing career guidance resources, one (1) uttered that challenges may be faced by students, he saw it as determination to continue, while the last one participant (1) articulated that through utilizing career guidance, he found hope to pursue his dreams.
The findings are not aligned with the literature reviewed, researchers found studies connected with the study’s findings, particularly regarding the themes about learning, difficulty, determination, and self confidence. Njoko (2018) Ramjit (2015) as cited by Mailula (2021) stated that career guidance plays a crucial role in the lives of high school students since this is the period when they begin to seriously assess their career choices, interests, and envision their future paths. These choices can significantly influence the development of students. This is particularly essential in disadvantaged environments where there is limited access to quality resources and expertise, a scarcity of relatable role models, unfavorable community dynamics that may dampen enthusiasm for various careers, and other limitations that might cause students to believe there are no viable opportunities available to them.
Generally, these findings highlight the forms of coping up with challenges that students’ face in accessing career guidance resources and how these challenges help them in deciding for their own career path.
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and recommendations of the study.
Summary of Findings
- All answers of the participants are about motivation, self-awareness, guide or guidance, and education. One participant (1) said that career guidance gave them motivation, two participants (2) expressed in their statements that career guidance became their guide on pursuing their chosen strand, another one (1) stated that self-awareness is achieved, while the other one (1) stated that education is provided.
- All answers of the participants are about inspiration, understanding, determination, guide, and motivation. One participant (1) mentioned that career guidance become his inspiration to continue on reaching his dreams, the second one (1) said that career guidance help her to gather information and identifying her skills that lead to her understanding of career paths which lead to creating a plan for future, one participant (1) is motivated by career guidance and stated that by expressing their wants and desires, their dream profession would be achieved, another one (1) declared that guidance is provided in making career decision, while the other one (1) said that career guidance motivated him.
- All the responses of the participants are about learning, difficulty, determination, and hope. One (1) said that the challenges they face is a source of knowledge, two participants (2) stated that they faced difficulties in accessing and utilizing career guidance resources, one (1) uttered that challenges may be faced by students, he saw it as determination to continue, while the last one participant (1) articulated that through utilizing career guidance, he found hope to pursue his dreams.
Conclusions
- The study’s findings showed the positive impact and effectiveness of fostering career guidance orientation in shaping the students’ mind to align their skills, characteristics, and talents in their chosen strand, students’ can also be educated, motivated, and guided in pursuing their career paths.
- The study’s findings are about inspiration, understanding, determination, guide, and motivation, demonstrating that students see the significance and good impact of having a career orientation to guide them in creating their own career paths for their future.
- These findings highlight the forms of coping up with challenges that students’ face in accessing career guidance resources and how these challenges help them in deciding for their own career path.
Recommendations
- School Administrators should create effective career guidance activities to enhance the students’ skills and self-awareness.
- Students with experiences on being career oriented should encourage other students to undergo career guidance to make right career decisions.
- Teachers should talk about how students can locate resources for career counseling so they can quickly access and apply the advice for their future professional decisions.
BIBLIOGRAPHY/REFERENCES
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