Chapter 4

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

This chapter presents the data gathered in the study and the

corresponding analysis and interpretation of these data.

Specifically, the discussion is divided into Part I and Part 2. Part I refers to

the responses of the students and advisers/guidance counselors relating to the

extent of achievement of the Career Guidance Program based on the DepEd

Memo No. 25, and correspondingly divided into 3 modules, namely: Module 1:

Embarking on a Journey of Self Awareness; Module 2: Examining the

Destinations; and Module 3: Charting Your Own Course. Part II focused on the

level of effectiveness of career Guidance Program in the secondary school of

Sual District, which includes: educational services, vocational services,

personal/psychological services and social services.

Profile of the Students and Advisers/Guidance Counselors

The respondents involved in the study are the Grade 10 students and

advisers/guidance counselors of the secondary schools of Sual District, that

include: Paitan Integrated School, Pangascasan Integrated School and Sual

National High School. The student respondents are characterized in terms of

age, sex, birth order, number of siblings, parents’ occupation and family monthly

income, while the advisers/guidance counselors are characterized in terms of

age, sex, civil status, highest educational attainment, position/rank and length of

service.
Students’ Profile

The profile of the Grade 10 students considered in this study are age, sex,

birth order, number of siblings, parents’ occupation and family monthly income.

The profile of the respondents is shown in Table 1.

Table 1

Profile of the Grade 10 Students

(n=200)

Profile Variables Frequency Percentage

Age
15 years old 20 10
16 years old 135 67.5
17 years old 41 20.5
18years old 4 2
Sex
Male 81 40.5
Female 119 59.5
Birth Order
1st 57 28.5
2nd 59 29.5
3rd 54 27
4th and above 30 15
Number of Siblings
1- 2 61 30.5
3–4 89 44.5
5–6 37 18.5
7–8 13 6.5
Parents’ Occupation
Government Employee 33 16.5
Non - Government Employee 69 34.5
Self Employed 71 35.5
Overseas Filipino Worker (OFW) 27 13.5
Family Monthly Income
P10,000.00 and below 106 53
P11,000.00 – P20,000.00 56 28
P21,000.00 – P30,000.00 21 10.5
P31,000.00 - P40,000.00 9 4.5
P41,000.00 and above 8 4
 Age. As could be seen in Table 1, majority (135, 67.5%) of the students

are 16 years old, 41 or 20.5% are 17 years of age, 20 or 10% are 15 years old

and only 4 or 2% is 18 years old. This data could justify that the age group for

Grade 10 is within 15 to 17 years old, but generally, most of the students are 16

years old considering that they started in Grade 1 when they were 7 years old.
 Sex. Among the total number of students who served as respondents of

the study, only 81 or 40.5% are males while 119 or 59.5% are females. This

concludes that, in any organization women always dominate men in terms of

number.

Birth Order. Based on the data, it could be noticed that the greatest

number of students (59, 29.5%) is the 2 nd birth order. Fifty-seven or 28.5% are

the first born or the eldest among the children, 54 or 27% are within the 3 rd and

birth order while 30 or 15% are the 4th and above birth order.

Number of Siblings. Among the 200 student-respondents, 89 or 44.5%

are belonged to the families with 3 – 4 siblings. Sixty-one or 30.5% are within the

families who have 1 – 2 siblings only, 37 or 18.5% are within the family who have

5 -6 siblings, while only 13 or 6.5% from among the student respondents whose

families have 7 – 8 siblings.

Parents’ Occupation. Seventy-one or 35.55 of the students’ parents are

self-employed, 69 or 34.5% are non-government employees, 33 or 16.5% are

government employees and 27 or 13.5% are overseas Filipino workers. From the

data, it could be noticed that most of the parents of the student respondents are

self-employed and do not have fix month income to sustain their families’

financial needs.

Family Monthly Income. As could be gleaned from the same table,

almost majority (106, 53%) of the student respondents whose family income is

P10,000.00 and below, 56 or 28% whose family income is from P11,000.00 –

P20,000.00, 21 or 10.5% whose family income ranging from P21,000.00 –

P30,000.00. Nine or 4.5% of the student respondents whose family income is

P31,000.00 – P40,000.00, while 8 or 4% is the least number of students whose

family income is from P41,000.00 and above. Based on the data, it is undeniable

that majority of the students in the public schools are belong to the low income

family. Most of the reasons why parents are sending their children to school, that

in the future their children after finishing certain degree could help alleviate the

economic condition of their family.

Advisers/Guidance Counselors’ Profile

The advisers/guidance counselors’ profile include their age, sex, civil

status, highest educational attainment, position/rank and length of service, which

the researcher believed that these profile are secondary data which are deemed

important in the conduct of this study.

Table 2 presents the profile of the advisers/guidance counselors.

Age. As shown from Table 2, majority (5, 45.5%) of the

advisers/guidance counselors are within the age group of 21 – 30 years old,

Table 2

Profile of the Advisers/Guidance Counselors

(N=11)

Profile Variables Frequency Percentage

Age
21 – 30 years old 5 45.5
31 – 40 years old 4 36.4
41 – 50 years old 2 18.2
Sex
Male 3 27.3
Female 8 72.2
Civil Status
 Single 6 54.5
Married 5 45.5
Highest Educational Attainment
With Master’s Degree Units 3 27.3
MA Degree Holder 7 63.6
Doctor of Education 1 9.1
Position/Rank
Teacher I 7 63.6
Teacher III 1 9.1
Master Teacher 2 18.2
Guidance Counselor 1 9.1
Length of Service
0 – 5 years 7 63.6
6 – 10 years 1 9.1
21 years and above 3 27.3
while 4 or 36.4% are between 31 – 40 years old, and only 2 or 18.2% are within

the age bracket of 41 – 50 years old. Generally, almost majority of the

advisers/guidance counselors are still young.

Sex. The table shows that most of the Grade 10

student-advisers/guidance counselors are female (8, 72.2%) compared to male

which are only 3 or 27.3%. It also indicates that female really comprised a higher

number in the field of academic institution, both as classroom teachers and as

administrators.

Civil Status. The table shows that 6 or 54.5% of the Grade 10student-

advisers/guidance counselors are still single. That also reflect to the age and

position/rank of the advisers as reflected on the data, whom most of them are still

at their young age and occupying Teacher I rank. Five or 45.5% are married.

Highest Educational Attainment. From among the 11 advisers/guidance

counselor, 7 or 63.6% are masters’ degree holder, 3 or 27.3% are having their

masters’ degree units only 1 is a graduate of doctoral degree. The result also

shows that all Grade 10 student-advisers prefer to finish their graduate studies

rather than to remain in their bachelors’ degree.

Position/Rank. Based on the data, more than majority (7, 63.6%) of the

Grade 10 student-advisers are Teacher I, 2 or 18.2% are Master Teachers and

only 1 or 9.1% are Teacher III and Guidance Counselor respectively.

Length of Service. As could be gleaned from the same table, it is also

remarkable that most of the Grade 10 advisers (7, 63.6%) are in the field of
 teaching for 0-5 years, while 3 or 27.3% are in teaching position for 21 years and

more and only 1 or 9.1% is in teaching field for 6-10 years.

Extent of Achievement of the Grade 10 Students Based

on the Career Guidance Program

The extent of achievement of the Grade 10 students on the Career

Guidance Program or DepEd Memo 251 was determined using the following

modules: Module 1: Embarking on a Journey of Self Awareness; Module 2:

Examining the Destinations; and Module 3: Charting your Own Course.

Module 1: Embarking on a Journey of Self Awareness

Table 3 shows the findings on the extent of achievement of the Grade 10

students on the Career Guidance Program based on Module 1.

Table 3

Distribution on the Extent of Achievement of the Students on the

Career Guidance Program Based on Module 1
Distribution of Perception
Module 1:Embarking on a Journey of Self Awareness Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
The students: f 2 5 4 4 22 90 60 24
1 develop awareness of their own personality through a
journal writing activity. % 18.2 45.5 36.4 2 11 45 30 12
feel that their self-portrait bag is more than enough to f 1 7 3 2 14 70 72 40
2 symbolize themselves. % 9.1 63.6 27.3 1 7.1 35.4 36.4 20.2
identify their skills and talents through their self- f 1 7 3 4 14 70 82 28
3 portrait bag. % 9.1 63.7 27.3 2 7.1 35.4 41.4 14.1
understand themselves by exploring who they are f 8 3 4 14 62 74 44
4 and what they are capable of through sharing their
% 72.7 27.3 2.0 7.1 31.3 37.4 22.2
self-portrait bag.
are able to express themselves about their interests f 1 6 4 2 8 44 74 68
5 and talents by making a dream collage. % 9.1 54.5 36.4 1 4.1 22.4 37.8 34.7
Average Weighted Mean 4.2 3.7
Overall Extent of Achievement of the Career Guidance
3.9
Program Based on Module 1
Descriptive Rating Very Satisfactorily Achieved
Legend: 1- Barely Achieved; 2- Fairly Achieved; 3- Satisfactorily Achieved; 4-Very Satisfactorily Achieved; 5- Excellently Achieved

As could be gleaned from the table, 5 or 45.5% of the Advisers perceived

that the development of awareness of their own personality through a journal

writing activity was very satisfactorily achieved while 90 or 45% of the Grade 10

students claimed that said indicator was satisfactory achieved. Other areas that

indicate on embarking a journey of self- awareness, most number of advisers

and students believed that they have satisfactorily achieved the following

indicators: The students: “ feel that their self-portrait bag is more than enough to

symbolize themselves,” (7, 63.6%; 72, 36.4%); “identify their skills and talents

through their self-portrait bag,” (7, 63.6%; 82, 41.4%); “understand themselves by

exploring who they are and what they are capable of through sharing their self-

portrait bag,” (8, 72.7%; 74, 37.4%); and “able to express themselves about their

interests and talents by making a dream collage,” (6, 54.5%; 74, 37.8%).

In summary the overall extent of achievement of the students on career

guidance program based on Module 1 is 3.9 or very satisfactorily achieved.

Module 2: Examining the Destinations

Table 4 presents the findings on the extent of achievement of the students

on Career Guidance Program based on Module 2.

 In most situations, the advisers (7, 63.6%) and students (78, 39.4%)

perceived that the students’ understanding on the curricular characteristics of the

four Senior High School Students (SHS) tracks through a group charade activity

was very satisfactorily achieved. Moreover, the following indicators: the students

“develop awareness of the tracks and strands offered in school,” (6, 54.5%; 102,

52%); “identify the possible tracks and strands they want to pursue through

emphasis on self-awareness,” (5, 45.5%; 76, 38%) the advisers and students

Table 4

Distribution on the Extent of Achievement of the Students on

Career Guidance Program Based on Module 2
Distribution of Perception
Module 2:Examining the Destinations Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
The students:
f 1 7 3 14 64 78 42
1 understand the curricular characteristics of the four
Senior High School Students ( SHS) tracks through a
% 9.1 63.6 27.3 7.1 32.3 39.4 21.2
group charade activity
develop understanding on the different strands of the f 1 6 4 22 88 74 16
2 SHS tracks through a mystery box activity. % 9.1 54.5 36.4 11 44 37 8
develop awareness of the tracks and strands offered f 6 5 4 8 44 102 38
3 in school. % 54.5 45.5 2 4.1 22.4 52 19.4
identify the possible tracks and strands they want to f 2 5 4 2 4 50 76 68
4 pursue through emphasis on self- awareness. % 18.2 45.5 36.4 1 2 25 38 34
understand the importance of SHS through a lecture/ f 1 4 6 2 48 66 84
5 symposium. % 9.1 36.4 54.5 1 24 33 42
Average Weighted Mean 4.3 3.8
Overall Extent of Achievement of the Career Guidance
4.0
Program Based on Module 2
Descriptive Rating Very Satisfactorily Achieved
Legend: 1- Barely Achieved; 2- Fairly Achieved; 3- Satisfactorily Achieved; 4-Very Satisfactorily Achieved; 5- Excellently Achieved

claimed that was very satisfactorily achieved. On the development of students’

understanding on the different strands of the SHS tracks through mystery box

activity, most of the advisers (6, 54.5%) and students (88, 44%) perceived that
were satisfactorily achieved. Most of the advisers (6, 54.5%) and students (84,

42%) also claimed that the achievement of the career guidance program was

excellently achieved.

Generally, based on the perception of the advisers and students, the

achievement of the students on career guidance program based Module 2

(Examining the Destinations) was very satisfactorily achieved with an overall

mean of 4.0.

This module informs the learners of the possible resources they may use

in realizing their dreams through the Senior High School (SHS) tracks. It also

enlightens the learners on the significant role of self-awareness in the process of

choosing an SHS track. Furthermore, this module introduces the learners to the

benefits of Senior High School and how it will equip them with skills needed for

whichever path they may choose after SHS, be it higher education, employment,

or entrepreneurship. This module also encourages the teachers to communicate

with their Schools Division Superintendent regarding the availability of the SHS

tracks in their division as this is a big factor to consider by the learners in

deciding which track they will pursue.

Module 3: Charting Your Own Course

The data on the extent of achievement of the students on Career

Guidance Program based on Module 3 is shown in Table 5.

Table 5

Distribution on the Extent of Achievement of the Students on

Career Guidance Program Based on Module 3
Distribution of Perception
Module 3: Charting Your Own Course
Advisers (N=11) Students (n=200)
 1 2 3 4 5 1 2 3 4 5
The students: f 2 5 4 14 68 78 40
1 organize their decision- main process by following a
prescribed decision-making format. % 18.2 45.5 36.4 7 34 39 20
develop their decision-making skills, from simple f 2 6 3 10 64 72 54
2 choices to critical and life- changing decisions. % 18.2 54.5 27.3 5 32 36 27
realize the value of self-awareness in the process of f 1 5 5 8 50 88 54
3 choosing a Senior High School track through the
activities that put emphasis in the individual’s % 9.1 45.5 45.5 4 25 44 27
personality.
communicate their career plan effectively to others f 1 6 4 8 68 78 46
4 and more importantly, to themselves, through peer
sharing and plan organization. % 9.1 54.5 36.4 4 34 39 23
f 1 5 5 4 2 34 64 94
5 determine a SHS track that they will pursue. % 9.1 45.5 45.5 2 1 17.2 32.3 47.5
Average Weighted Mean 4.3 3.9
Overall Extent of Achievement of the Career Guidance
4.1
Program Based on Module 3
Descriptive Rating Very Satisfactorily Achieved
Legend: 1- Barely Achieved; 2- Fairly Achieved; 3- Satisfactorily Achieved; 4-Very Satisfactorily Achieved; 5- Excellently Achieved

Notably, most number of the advisers (5, 45.5%) claimed that the students

determine a SHS track that they will pursue was very satisfactorily and

excellently achieved while the students (94, 47.5%) claimed that they excellently

achieved. Other indicators like the students “organize their decision main

process by following a prescribed decision-making format,” (5, 45.5%; 78, 39%);

“develop their decision-making skills from simple choices to critical and life-

changing decisions,” (6, 54.5%; 72, 36%); “realize the value of self-awareness in

the process of choosing a SHS track through the activities that put emphasis in

the individuals’ personality,” (5, 45.5; 88, 44%); and “communicate their career

plan effectively to others and more importantly, to themselves, through peer

sharing and plan organization,” (6, 54.5; 78, 39%), the advisers and students

opined that the extent of achievement of the career guidance program based on

Module 3 or “Charting Your Own Course,” were very satisfactorily achieved.

 In summing up, the result of the overall achievement of the students on

career guidance program based on Module 3 was 4.1 or very satisfactorily

achieved.

With the K to 12 career program, educators and parents are optimistic that

the country’s future high-school graduates will be able to maximize their talents

and potentials, and take their careers into the next level.

Being world-class high-school graduates, means having a tremendous

opportunity to bolster the students’ creativity, considering how they can innovate

with today’s advanced technology. With the proper guidance and support, the

next batches of college graduates in the country can very well compete with

graduates from any university in the world.

Level of Effectiveness of the Career Guidance Program in the

Secondary Schools of Sual District

The level of effectiveness of the Career Guidance Program in the

Secondary Schools of Sual District was determined using the following areas:

educational services, vocational services, personal/psychological services and

social services.

Educational Services

Table 6 indicates the information on level of guidance program in terms of

educational services.

As could be seen in the succeeding table, the most number of advisers

and students perceived that guidance program was very effective as justified by
 the following indicators: “There is a regular program to orient the students on the

possible educational path they can pursue.” (6, 54.5%; 88, 44.5%); “There is a

provision of guidance services in the school for qualitative improvement of

education.” (8, 72.7%; 86, 43.4%); “There is a special kind of service which will

assist the individual student in the choice of course suitable to his needs and

abilities for the purpose of helping the school authorities in the proper allocation

of the diversified courses to the students of the school.” (8, 72.7%; 92, 46.4%);

“There is an orientation on social adjustment and personality to be conducted

regularly.” (6, 54.5%, 92, 46.5%); “There is a special guidance regarding

educational troubles in the school such as universal and compulsory education,

increased enrolment, high percentage of failures and dropout, wastage and

stagnation.” (6, 54.5%; 80, 40.4%); “There is a special guidance service for the

Table 6

Distribution on the Level of Effectiveness of the Guidance Program in Terms

of Educational Services
Distribution of Perception
Educational Services Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
There is a regular program to orient the students on f 6 5 2 60 88 48
1 the possible educational path they can pursue. % 54.5 45.5 1.0 30.3 44.5 24.2
There is a provision of guidance services in the f 8 3 2 60 86 50
2 school for qualitative improvement of education. % 72.7 27.3 1.0 30.3 43.4 25.3
There is a special kind of service which will assist the
3 individual student in the choice of course suitable to f 8 3 6 50 92 50
his needs and abilities for the purpose of helping the
school authorities in the proper allocation of the % 72.7 27.3 3.0 25.3 46.4 25.3
diversified courses to the students of the school.
There is an orientation on social adjustment and f 1 6 4 14 66 92 26
4 personality to be conducted regularly. % 9.1 54.5 36.4 7.1 33.3 46.4 13.1
There is a special guidance regarding educational
5 troubles in the school such as universal and f 1 6 4 6 62 78 52
compulsory education, increased enrolment, high
percentage of failures and drop out, wastage and % 9.1 54.5 36.4 3.0 31.3 39.4 26.3
stagnation, etc.
 There is a special guidance service for the gifted, f 3 6 2 2 6 80 80 30
6 backward, handicapped and delinquent children. % 27.3 54.5 18.2 1.0 3.0 40.4 40.4 15.2
There is a guidance program that is focused on f 6 5 6 46 86 60
7 discipline to avoid student strikes and agitation. % 54.5 45.5 3.0 23.2 43.5 30.3
There is a guidance to help the student to form a f 1 5 5 4 2 40 92 58
% 9.0 45.5 45.5 2.0 1.0 20.4 46.9 29.6
Average Weighted Mean 4.3 3.8
Overall Level of Effectiveness of the Guidance Program in
4.1
Terms of Educational Services
Descriptive Rating Very Effective
Legend: 1-Not effective; 2- Fairly Effective; 3-Effective; 4-VeryEffective; 5- Excellently Effective

gifted, backward, handicapped and delinquent children.” (6, 54.5%; 80, 40.4%);

“There is a guidance program that is focused on discipline to avoid student

strikes and agitation.” (6, 54.5%, 86, 43.5%); and “There is a guidance to help

the student to form a habit of studying and enhance learning styles.” (5, 45.5%,

92, 46.9%)

Hence, the overall extent of Guidance Program in terms of educational

services is 4.1 or “Very Effective.”

Vocational Services

The distribution on the level of guidance program in terms of Vocational

Services is presented in Table 7.

Table 7

Distribution on the Level of Effectiveness of the Guidance Program

in Terms of Vocational Services
Distribution of Perception
Vocational Services Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
There is a guidance service in the school focused on
1 vocational efficiency for the students may take up f 3 4 4 4 8 72 82 32
agriculture, technical, commercial or other practical
courses to enable them to go for vocational pursuits. % 27.3 36.4 36.4 2.0 4.0 36.4 41.4 16.2
There is a sound guidance program to set up a f 2 6 3 2 16 78 70 32
2 secure link flanked by education and the manpower
needs of the country. % 18.2 54.5 27.3 1.0 8.1 39.3 35.4 16.2
There is a guidance program essential for creating f 1 6 4 8 56 90 44
3 occupational awareness of the students. % 9.1 54.5 36.4 4.0 28.3 45.5 22.2
 Guidance services in the school provide the students f 1 4 6 2 42 86 68
4 to have a right choice of specialization. % 9.1 36.4 54.5 1.0 21.2 43.5 34.3
There is a guidance program that will introduce f 8 3 6 54 68 72
5 choices of studies in several vocation. % 72.7 27.3 3.0 27.0 34.0 36.0
Average Weighted Mean 4.2 3.8
Overall Level of Effectiveness of the Guidance Program in
4.0
Terms of Vocational Services
Descriptive Rating Very Effective
Legend: 1-Not effective; 2- Fairly Effective; 3-Effective; 4-VeryEffective; 5- Excellently Effective

Most of the advisers (6, 54.5%) perceived that the guidance program in

the school provide a very effective choices of studies in several vocation, while

the students (72, 36%) perceived that said guidance program is excellently

effective. The advisers (6, 54.5%) also claimed that guidance services in the

school is excellently effective that provide the students the right choice of

specialization, and the students (86, 43.5%) also believed that it’s very effective.

Both, the advisers (6, 54.5%) and students (90, 45.5%) believed that there is a

guidance program essential for creating occupational awareness of students. In

other aspect of guidance program under vocational services, the advisers (6,

54.5%) and the students (78, 39.3%) agreed that there is a sound guidance

program to set up a secure link flanked by education and the manpower, which is

effective as claimed by the students and very effective as perceived by the

advisers. Accordingly, the advisers (4, 36.3%) and students (82, 41.4%) further

believed that there is very effective guidance services in the school focused on

vocational efficiency for the students may take up agricultural, technical,

commercial or other practical courses to enable them to go for vocational

pursuits.

The results showed that the overall level of Guidance Program in terms of

vocational services is 4.0 or “Very Effective.”

 Personal/Psychological Services

Table 8 discloses the distribution on the level of guidance program in

terms of personal/psychological services.

Both, the advisers and students disclosed that the level of the guidance

program is very effective as reflected on the following indicators: “There is a

guidance program that will help individual students on their needs to lead a

happy life.” (7, 63.6%; 76, 38.4%); “A guidance program is needed to create

awareness of the potentials of the students to make right decisions at the right

time.” (6, 54.5%; 98, 49%); “There is a guidance to help the students in making

satisfactory adjustment with the environment.” (7, 63.6%; 74, 37%); “There is a

guidance program that is essential for the total development of personality.” (7,

63.6%; 94, 47%).

Table 8

Distribution on the Level of Effectiveness of the Guidance Program in Terms

of Personal/Psychological Services
Distribution of Perception
Personal/Psychological Services Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
There is a guidance program that will help f 7 4 2 10 42 76 68
1 individual students on their needs to lead a
happy life. % 63.6 36.4 1.0 5.1 21.2 38.4 34.3
A guidance program is needed to create f 6 5 8 30 98 64
2 awareness of the potentials of the students to
make right decisions at the right time. % 54.5 45.5 4.0 15.0 49.0 32.0
There is a guidance program to provide f 5 6 2 4 52 88 52
3 adolescents to create right choice of his future. % 45.5 54.5 1.0 2.0 26.3 44.4 26.3
There is guidance to the youth to solve their f 5 6 10 62 86 42
4 personal troubles. % 45.5 54.5 5.0 31.0 43.0 21.0
There is a guidance to help the students in f 7 4 2 4 72 74 48
5 making satisfactory adjustment with the
environment. % 63.6 36.4 1.0 2.0 36.0 37.0 24.0
There is a guidance program that is essential for f 7 4 4 66 94 36
6 the total development of personality. % 63.6 36.4 2.0 33.0 47.0 18.0
Average Weighted Mean 4.4 3.9
Overall Level of Effectiveness of the Guidance Program in
4.2
Terms of Personal/Psychological Services
Descriptive Rating Very effective
Legend: 1-Not effective; 2- Fairly Effective; 3-Effective; 4-VeryEffective; 5- Excellently Effective

Meanwhile, the advisers claimed that the personal/psychological guidance

program is excellently effective while the students claimed that very effective

based on the following indicators: “There is a guidance program to provide

adolescents to create right choice of his future.” (6, 54.5%, 88, 44.4%); and

“There is guidance to the youth to solve their personal troubles.” (6, 54.5%, 86,

43%).

In summary, the level of effectiveness of the Guidance Program based on

the personal/psychological services has an overall mean of 4.2 or “Very

Effective.”

Social Services

Table 9 presents the data on the level of effectiveness of the guidance

program in terms of social services.

Table 9

Distribution on the Level of Effectiveness of the Guidance Program in Terms

of Social Services
Distribution of Perception
Social Services Advisers (N=11) Students (n=200)
1 2 3 4 5 1 2 3 4 5
There is a guidance program that will look after the f 7 4 2 12 70 80 34
1 emotional and social needs of students. % 63.6 36.4 1.0 6.1 35.4 40.3 17.2
There is a guidance program in the school to solve f 1 5 5 6 82 66 46
2 the personal troubles of the school children. % 9.0 45.5 45.5 3.0 41.0 33.0 23.0
There is guidance at every step of education to be f 3 6 2 2 8 76 72 40
3 provided for the students according to their interests,
aptitudes and capabilities. % 27.3 54.5 18.2 1.0 4.0 38.4 36.4 20.2
There is a guidance to assist individual to create the f 4 6 1 2 16 66 78 38
4 right use of leisure time that is at his disposal. % 36.4 54.5 9.1 1.0 8.0 33.0 39.0 19.0
There is guidance and counseling necessary in the f 1 2 7 1 6 12 58 80 44
5 discussion of social, economic, political and
% 9.1 18.2 63.6 9.1 3.0 6.0 29.0 40.0 22.0
educational system.
Average Weighted Mean 4.0 3.7
Overall Level of Effectiveness of the Guidance Program in
3.8
Terms of Social Services
Descriptive Rating
Legend: 1-Not effective; 2- Fairly Effective; 3-Effective; 4-VeryEffective; 5- Excellently Effective

The advisers claimed that the guidance program based on social services

is very effective, while the students opined that it’s only effective as indicated on

the following indicators: “There is a guidance program in school to solve the

personal troubles of the school children.” (5, 45.5%; 82, 41%); “There is guidance

at every step of education to be provided for the students according to their

interests, aptitude and capabilities.” (6, 54.5%; 78, 39%).

On the other hand, both advisers and students believed that social

services under guidance program are very effective based on the following

indicators: “There is a guidance program that will look after the emotional and

social needs of students.” (7, 63.6%; 80, 40.3%); “There is a guidance to assist

individuals to create the right use of leisure time that is at his disposal.” (6,

54.5%; 78, 39%); and “There is a guidance and counseling necessary in the

discussion of social, economic, political and educational system.” (7, 63.6%; 80,

40%).

Therefore, the overall level of guidance program based on the social

services is 3.8 or “Very Effective.”

Guidance Program is a system of services designed to improve the

adjustment of every person for whom it was organized. Guidance Program is not

a merely a specialized service, but becomes an integral part of the educational

system. It is responsive to the student’s needs and recognizes the student as an

individual. It aims to personalize and humanize the education of the student. It is

a collaborative work of the three pillars of the educational system, namely,

administration, instruction and guidance.

According to Super (1999), the idea that developing a sense of self and

realize that you change over time is important when planning your career. He

believes that since we play an array of roles in our lives, these roles are likely to

change over time thus requirements, needs and other external forces would

come into play when we are trying to figure or maintain a career. He also

emphasized the importance of the development of self-concept which changes

over time and develops as result of experience. As such, career development is

lifelong. Super also developed the concept of vocational maturity, which

comprises of five life and career development stages: Growth (Birth-14),

Exploration (15-24), Establishment (25-44), Maintenance (45-64) and Decline (65

and above).
 Correlation Between the Profile of the Students and Effectiveness
of the Career Guidance Program

Table 10

Correlation Between the Profile of the Students and the Effectiveness

of the Career Guidance Program

Students’ Profile Versus Effectiveness of ρ - value Significance Interpretation

the Career Guidance Program
Age vs:
Educational Services .077 .451 Not Significant
Vocational Services .088 .385 Not Significant
Personal/Psychological Services .097 .338 Not Significant
Social Services .028 .780 Not Significant
Sex vs:
Educational Services .095 .348 Not Significant
Vocational Services .112 .266 Not Significant
Personal/Psychological Services .045 .656 Not Significant
Social Services .028 .783 Not Significant
Birth Order vs:
Educational Services .078 .440 Not significant
Vocational Services .067 .506 Not Significant
Personal/Psychological Services .020 .845 Not Significant
Social Services .084 .405 Not Significant
Number of Siblings vs:
Educational Services .002 .984 Not Significant
Vocational Services .019 .855 Not Significant
Personal/Psychological Services .016 .877 Not Significant
Social Services .012 .902 Not Significant
Parents’ Occupation vs:
Educational Services .065 .524 Not Significant
Vocational Services .116 .252 Not significant
Personal/Psychological Services .152 .131 Not Significant
Social Services -.052 .605 Not Significant
 Family Monthly Income vs:
Educational Services .026 .798 Not Significant
Vocational Services .039 .701 Not Significant
Personal/Psychological Services .067 .505 Not Significant
Social Services -.161 .110 Not Significant
The correlation between the profile of the students and the effectiveness

of the Career Guidance Program is presented in Table 10.

The results of the correlations between the profile of the students, which

include the age, sex, birth order, number of siblings, parents’ occupation and

monthly income of the family, and the level of effectiveness of the Career

Guidance Program, which include educational services, vocational services

personal/psychological services and social services showed no significant

relationship at .05 level of significance. All students’ profile variables did not show

significant relationship to the Career Guidance program considering the different

areas or dimensions.

Therefore, the null hypothesis which states that, “there is no significant

relationship between the profile of the Grade 10 students and the level of

effectiveness of the Career Guidance Program,” is accepted.

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This final chapter presents the summary of findings which served as the

basis for the formulation of conclusions. Further, from the generalizations made,

some recommendations are laid out regarding the level of effectiveness of

Career Guidance Program in the secondary schools of Sual District of

Pangasinan.

Summary of Findings

This research was conducted to determine the level of effectiveness of the

Career Guidance Program in the secondary schools of Sual District in

Pangasinan. Hypothesis testing include the significant relationship of the Grade

10 students to the effectiveness of the Career Guidance Program.

The respondents of the study are the advisers/ guidance counselors and

the Grade 10 students of the public secondary schools of Sual District, which

include: Sual National High School, Paitan Integrated School and Pangascasan

Integrated School. Descriptive correlation method was used where samples

taken using random sampling. Questionnaire was used to collect data.

Salient Findings

Based on the data gathered and analysed, the following findings are

evident:

1. On the Profile of the Respondents

a. Profile of the Grade 10 Students

a.1 Majority (135, 67.5%) of the students are 16 years old, 41 or 20.5% are

17 years of age, 20 or 10% are 15 years old and only 4 or 2% is 18

years old.

a.2 Eighty-one or 40.5% are males while 119 or 59.5% are females.

a.3 The greatest number of students (59, 29.5%) is the 2nd birth order.

a.4 Eighty-nine or 44.5% are belonged to the families with 3 – 4 siblings.

Sixty-one or 30.5% are within the families who have 1 – 2 siblings only,

37 or 18.5% are within the family who have 5 -6 siblings, while only 13

or 6.5% from among the student respondents whose families have 7 – 8

siblings.

a.5. Seventy-one or 35.55 of the students’ parents are self-employed, 69 or

34.5% are non-government employees, 33 or 16.5% are government

employees and 27 or 13.5% are overseas Filipino workers.

a.6 Almost majority (106, 53%) of the student respondents whose family

income is P10,000.00 and below.

b. Profile of the Advisers/Guidance Counselors

b.1 Majority (5, 45.5%) of the advisers/guidance counselors are within the

age group of 21 – 30 years old.

 b.2 Most of the Grade 10 student-advisers/guidance counselors are female

(8, 72.2%) compared to male which are only 3 or 27.3%.

b.3 Six or 54.5% of the Grade 10student-advisers/guidance counselors are

still single, while 5 or 45.5% are married.

b.4 Seven or 63.6% are masters’ degree holder, 3 or 27.3% are having

their masters’ degree units only 1 is a graduate of doctoral degree.

b.5 More than majority (7, 63.6%) of the Grade 10 student-advisers are

Teacher I, 2 or 18.2% are Master Teachers and only 1 or 9.1% are

Teacher III and Guidance Counselor respectively.

b.6 Most of the Grade 10 advisers (7, 63.6%) are in the field of teaching

for 0-5 years, while 3 or 27.3% are in teaching position for 21 years

and more and only 1 or 9.1% is in teaching field for 6-10 years.

2. On the Extent of Achievement of the Students on the Career Guidance

Program

a. The overall extent of achievement of the students on the career guidance

program based on Module 1 is 3.9 or very satisfactorily achieved.

b. The achievement of the students on the career guidance program based

Module 2 (Examining the Destinations) was very satisfactorily achieved with

an overall mean of 4.0.

c. The overall achievement of the students on the career guidance program

based on Module 3 was 4.1 or very satisfactorily achieved.

3. On the Level of Effectiveness of the Career Guidance Program

 a. The overall extent of Guidance Program in terms of educational services is

4.1 or “Very Effective.”

b. The overall level of Guidance Program in terms of vocational services is 4.0

or “Very Effective.”

c. The level of effectiveness of the Guidance Program based on the

personal/psychological services has an overall mean of 4.2 or “Very

Effective.”

d. The overall level of guidance program based on the social services is 3.8 or

“Very Effective.”

4. On the Correlation Between the Profile of the Students and Effectiveness

of the Career Guidance Program
a. The correlations between the profile of the students and the level of

effectiveness of the Career Guidance Program showed no significant

relationship at .05 level of significance. The null hypothesis which states

that, “there is no significant relationship between the profile of the Grade 10

students and the level of effectiveness of the Career Guidance Program,”

was accepted.

CONCLUSIONS

Based on the findings of the study the following conclusions are drawn:

1. The profile of the advisers and students vary in terms of variables included

in this study.
 2. The extent of achievement of the students on the Career Guidance

Program included in 3 modules is very satisfactorily achieved.

3. The Career Guidance Program was very effectively implemented

considering the four areas included in this study.

4. The profile of the students showed no significant relationship to the

effectiveness of the Career Guidance Program.

RECOMMENDATIONS

Based on the conclusions made, the following recommendations are hereby

formulated:

1. In assigning teachers as Grade 10 Advisers, length of service and rank

should also be given emphasis.

2. Advisers should have collaborative efforts in maintaining a very

satisfactory achievement of the students in the 3 modules of the

Career Guidance Program.

3. Advisers’ seminar/training attended related to the implementation of

the Career Guidance Program should also be considered in the

conduct of the same study.

4. As much as possible Career Guidance Program should always be

considered which direct the students for their future career.

5. Findings of this study may be used as baseline information for other

researchers who would undertake similar study.