1

The Impact of Family Problems on the Career Decision-Making of G12 Students

from IPSHS

Reinyel Josh I. Echanova

Jeshaiah C. Binwag

Pre-Baccalaureate Maritime Specialization – Engine, Ifugao Provincial Science High School

Practical Research 1

Ma’am Clarissa B. Puhi

Semester 1, S.Y 2024–2025

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ABSTRACT
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ACKNOWLEDGEMENT
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TABLE OF CONTENTS
Title
Page..................................................................................................................................1
Abstract.....................................................................................................................................
2
Acknowledgement.....................................................................................................................
3
Table of
Contents......................................................................................................................4
List of
Tables.............................................................................................................................5
List of
Charts.............................................................................................................................5
List of
Figures............................................................................................................................7
Introduction........................................................................................................
......................8
Background of the
Study................................................................................................8
Statement of the
Problem.............................................................................................14
Significance of the
Study..............................................................................................14
Scope and
Delimitations...............................................................................................15
Paradigm of the
Study..................................................................................................16
Research Design and
Methods.................................................................................................17
Research
Design...........................................................................................................17

Respondents................................................................................................................20
Data Gathering
Instrument...........................................................................................20
Data Gathering
Procedure.............................................................................................21
Data
Analysis...............................................................................................................21
Results and
Discussion...........................................................................................................
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Conclusion...........................................................................................................
....................
Recommendations...............................................................................................
.....................
References..........................................................................................................
.....................
Appendices..........................................................................................................
....................
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Appendix A...................................................................................................................
Appendix
B...................................................................................................................
Appendix C..................................................................................................................
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LIST OF TABLES
Table Description Page
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LIST OF CHARTS
Chart Description Page
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LIST OF FIGURES
Figure Description
Page
1 Conceptual 1
Framework.................................................................................. 6
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Introduction
This chapter outlines the background of the study, the statement of the problem, the

significance of the research, the scope and delimitations, as well as the conceptual

framework.

Background of the Study

Choosing a career choice is one of the most vital decisions that a learner is likely to

make in his or her lifetime. It is a career decision but also influences the future occupational

course, self-identity, aspirations, and general contentment in life. According to Perkins and

Peterson (2005), transition from schools to work or further education is a very important

social and economic issue, that highlighted the family influence on this decision-making

process. The normal student undergoing this system feels pressured because they need to

sail between their internal factors where they have personal interests and competencies

with the factors beyond their control and in their hands, such as family expectations and

socio-economic challenges. Perkins and Peterson (2005) also reported that, for adolescents,

parents play a central role within the career transition networks for adolescents; they often

support and guide that significantly impacts their choices. Without parent approval or

encouragement, students may be less willing to explore possible career paths, and thus

families fulfill the important purpose of steering an individual's future pathway. Empirical

researches indicate that the expectations of their parents often conflict with the

expectations of students about balancing the two expectations (Gati & Saka, 2001). The

efforts to fulfill the expectations of parents may increase the anxiety and confusion level of a

student because the goals of the student may be in contradictory to the expectations of the

parents. The whole situation is quite complicated because students want to fulfill their family

members while, simultaneously, they want to satisfy their own needs and desires.

Family plays a pivotal role in this decision-making process, serving as both a source

of guidance and, at times, pressure. Parents often become the guiding stars in their

children’s career journeys, instilling values and beliefs that shape their choices. This

influence is profound; students frequently look to their parents for direction, internalizing
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their aspirations and values, which can have lasting effects on their career choices (Whiston

& Keller, 2004). While this parental guidance can provide a safety net and support, it can

also lead students to pursue paths that align more closely with family expectations rather

than their own passions. The longing for parental approval can create a conflict of interest,

pushing students toward careers that may not resonate with their true selves. This is a

critical point: the journey to find one’s career should ideally reflect one’s own identity and

dreams, not just familial aspirations.

Finding the balance between the expectations of your family and your own personal

aspirations is important, especially as this career is such an integral part of transforming

your own identity and long-term happiness (Eccles, 2009). In choosing a career direction, a

person needs to reflect profoundly on where their interests lie and what skills they have;

these are part of his or her identity. This is also true for the current task of finding

employment as many people who come from different places and have varied backgrounds

attempt to start new lives here. When family expectations are in direct opposition to an

individual's own dreams, there can be confusion and uncertainty that make it hard for them

to clearly chart out their path in life. This internal struggle can hinder the ability of young

adults to make well-informed decisions. On the other hand, a nurturing family environment

that encourages exploration and self-direction is likely to boost young people's self-

confidence and help them to find their own paths. Conversely, an atmosphere rife with rigid

expectations may stifle their ability to look around, possibly leading to choices that don't

reflect who they really are. In addition, socio-economic status and family background may

open doors for students or limit their opportunities, further complicating their career choices

(Hossler et al., 1999). In many cases, an individual's socio-economic status greatly

determines what resources and opportunities are available to him. Students from wealthier

families in the United States may have access not only to higher-quality educational

resources but also extracurricular activities and networks that can help guide their career

explorations. By contrast, those who come from less well-off backgrounds may have

profound obstacles to overcome. Information and support systems are simply not accessible
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for them, and they may have a more difficult path ahead. This lopsidedness can create a

deep sense of uneven preparation for employment and career confidence. Further, parents'

socio-economic background is going to have a profound impact upon the standards which

students must meet. Understanding this interplay is important, as socio-economic factors

shape not only what opportunities are available but also what families pass down to their

children as an ideal word.

In Filipino culture, the family is often considered to be the cornerstone of decision-

making, especially in such areas as education and career choices. In Zocco's (2009) words,

students often encounter career expectations from the family. Such pressure may lead

students to choose a certain career but also can cause stress when their ambitions do not

match expectations within the home. Family finance is an important consideration for many

Filipino students. They might suggest to their children taking a certain kind of occupation

being from the high-income stratum; careers most likely to guarantee future high income in

the long run. Employing Students from Low-Income Backgrounds For their part, on courses

offering rapid job placement or financial security will be focused mainly by those coming

from low-income families. The Philippines, Nazareno et al. (2021) note that family income,

sex, and parental influence these three factors are shaping the career decisions of senior

high school students.

Parental support plays a key role in the career decision and adaptability of teenagers.

Research by Guan et al. (2016) shows that young people who gain solid support from their

parents are more confident about future careers. This readiness to adapt, in the face of

uncertainties and changes on a labor market that is evolving rapidly, is one way in which the

encouragement of parents converts into a tangible benefit for children. Parents are not only

a source of emotional support, but also guides and actual helpers. They guide young people

through the different professional choices that they can make, help them to establish a goal

and put up with sufficient study courses necessary for which ever profession one wants to

enter. Such help lessens the chance of being filled with anxiety over career-related decisions

during adolescence or the critical period of self-identification and future planning.

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However, when family problems such as parental conflict or divorce arise, the

structure of this support system can become fractured, leading to significant challenges for

adolescents (Perry & Franklin, 2016). In cases of divorce or ongoing familial conflict,

adolescents may experience emotional distress, confusion, and a lack of security, all of

which undermine their ability to make thoughtful and well-informed career choices. The

absence of a cohesive parental support system can leave students feeling isolated and

unsure of their career path. Moreover, the psychological toll of family discord can manifest

in reduced academic performance, diminished self-efficacy, and poor engagement in career

exploration activities, further hampering their readiness to make future career decisions.

Such disruptions during this formative period may delay or derail the career decision-making

process, requiring additional interventions to restore the student's confidence and sense of

direction.

In regions like Ifugao, the impact of family on students’ career choices is even more

pronounced. Traditional family structures and cultural expectations can place immense

pressure on students to choose a career that aligns with the family’s collective vision. This

often involves choosing paths that are perceived to be stable and financially rewarding,

even if they don’t match the student’s personal interests. Gonzales and Digo (2024) found

that environmental and family factors significantly influence the career decisions of senior

high school students, particularly in more rural and culturally traditional regions like Ifugao.

Students here may face additional pressure to conform to societal norms, further

complicating their decision-making process.

Adding to these challenges are family problems such as financial instability, marital

conflicts, or health issues, which can weigh heavily on students. When a family is dealing

with economic difficulties, students may feel obligated to choose careers that promise quick

financial returns, rather than following their own passions. This tension between personal

fulfillment and family needs can create significant stress. Nazareno et al. (2021) found that

students from families facing financial hardship often prioritize practical career options that

offer job security, even if these options don’t align with their interests or long-term goals.
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The COVID-19 pandemic has raised the complexity of the decision-making process in

the careers that students choose. As stated by Dizon et al. (2024), the economic uncertainty

brought about by the pandemic has made many students reevaluate their professional

courses, with most focusing more on courses that have lower tuition fees or a better job

prospect, such as nursing or information technology. Expectations and visions of the family

members regarding the future now overwhelm the choices and decisions of most families

considering finance issues and long-term staying back of students at home. From the

perspective of the students, job market uncertainty combined with the online learning

delivery system considerably contributes to the aversion for the careers that seem not

secure compared to the present conditions.

Although much documentation has been reported on family dynamics and socio-

demographic factors in the career choice-making process, a lacuna still exists as to the

working of such factors within specific cultural contexts, mainly in rural places like the

Ifugao. The inter-linkage of old family norms, economic strings, and emerging expectations

regarding one's vocation presents another challenge from the students of such place. These

conditions, monetary and health-related, normally aggravate the stress conditions and

hence create complexity to the student career pursuit track related to a student's interest

and passion. Deep insight into these familial-related factors related to career choices needs

to be established in order to design better strategies for support of these students.

Statement of the Problem

This research seeks to explore how family problems impact students when they are

making important decisions about their careers.

Specific Questions:

1. What are the different family problems usually faced by the respondents?

2. What are the negative impacts of family problems to students’ career choice?

3. What are the positive impacts of family problems to students’ career choice?

Significance of the Study

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The findings of the students will greatly benefit following:

Students:

The result will provide the students with the knowledge to become more self-aware

of family problems influencing their career decisions. It may guide them to better navigate

these challenges and make more informed decisions regarding their future.

Parents and Families:

The study can help parents and families understand the significant role they play in

their children’s career decision–making. Understanding the impact of family dynamics allows

parents to modify their interactions, creating a more supportive environment to help

students make better career choices.

Teachers:

The teachers may use the findings to better support students dealing with family

issues. The insights provided by the study could lead to the development of more effective

counseling programs, which address the specific concerns of students facing family

problems, thereby helping them make well–informed decisions.

Scope and Delimitations

This study focuses on the impact of family problems of Grade 12 students at Ifugao

Provincial Science High School. It Specifically involves only Grade 12 PBMS (Pre–

Baccalaureate Maritime Specialization), STEM (Science, Technology, Engineering,

Mathematics), ABM (Accountancy, Business, Management) students. The research will be

conducted within the 1st semester of the school year 2024–2025. Additionally, the study is

delimited to self–reported data from students, which may introduce subjectivity. Finally, the

findings will be limited to the participants in this specific school and may not be fully

applicable to students in different educational or agricultural settings.

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Paradigm of the Study

Input Process Output

Respondents Formulate Questions The Impact of Family
Career Choice Check Reliability and Problems on the Career
Family Problems Validity of the Questions Decision–Making of
Float the Questionnaire Grade 12 Students from
Collate Data IPSHS.
Analyze and Interpret
Data

Figure 1. Conceptual Framework

Figure 1 contains the input, process, and output of the study. Input is the first column

where it contains the respondents, their career choice, family problems; and coping

mechanisms. The process presents the how the study will be conducted. From formulating

questions of the questionnaire to analyzing and interpreting data is shown. Thus, the output

of the study is “The Impact of Family Problems on the Career Decision–Making of Grade 12

Students from IPSHS.”

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Research Design and Methodology

Chapter 2 consists of three parts: (1) The research design, (2) Methods, and (3)

Statistical Data analysis procedure. Part one, Purpose of the study and Research

Design, relates the purpose of the study and describe the research design and the variables

used in this study. Part two, Methods, describes the participants, the data gathering

materials and the research procedure used in the study. Part three, statistical data

analysis procedures, reports the procedure for scoring and the statistical analysis

used to interpret the hypothesis.

Research Design

This research will consider how family problems affect the grade 12 students of

Ifugao Provincial Science High School in making vocational decisions. This study makes use

of a descriptive-correlational method of approach, one of the common approaches to

identify the relation of variables without intervention by Creswell (2014). The appropriate

purpose of descriptive correlational research is when one is interested in exploring natural

occurrences, like, in this case, familial problems and career choice-making. This research

method will help researchers identify patterns and associations that exist between variables.

It will provide a general outline of how family-related aspects can influence students' choices

for careers.

The research will rely on a combination of both quantitative and qualitative methods.

Structured questionnaires will be used to collect quantitative data to investigate the scope

and nature of family-related problems that the students experience as well as their

perceptions and preferences regarding career paths while qualitative data will be in semi

structured questions in determining other factors that affects students’ career decision-

making but still in structured composition as this research only wants to determines whether

or not family problems affects the outcome of students’ career decision-making. Both

qualitative and quantitative data collected will determine whether there is a strong

relationship between family challenges and career-decision-making. The descriptive

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statistics will be applied to summarizing and analyzing the collected data. This will include

frequency counts, weighted means for summarizing both quantitative and qualitative data.

All statistical analyses will be done using Excel tables and formulas.

In many ways, the Grade 12 career decision-making process can be traced from an

almost base stage in terms of very limited career awareness on available choices and

possible implications from family factors. With ongoing interactions with teachers and

friends, students constantly increase their knowledge and sensitivity about their individual

and family factors that may have implications on their eventual careers. Still, the nature of

the decisions process regarding careers would be subjected to the influences of conflictive

issues within the family or financial challenges that might make them less capable of

deciding on their careers and the right direction. Student's vocational choice would undergo

the effects regarding family-related problems over time depending on the seriousness and

natures of family problems they suffer from.

In that way, it allows fulfilling the requirements for ethical compliance while at the

same time allowing the researcher to see trends on how family issues may affect career

choices as well as future aspirations.

Respondents

The respondents of this study are the Grade 12 students of Ifugao Provincial Science

High School for school year 2024 – 2025. From a population size of 133 students, a sample

size of 48 students, 12 respondents from each section, from Science Technology

Engineering, and Mathematics (STEM) strand – Newton; Science Technology Engineering and

Mathematics strand (STEM) – Einstein; Pre-Baccalaureate Maritime Specialization strand

(PBMS) – Engine; and Accountancy, Business and Management strand (ABM) - Pacioli will be

considered using the purposive or judgement sampling method. To come up with the sample

size of 48, we come up using 12 respondents from each section as each of them have

different numbers of students in each strand specifically where the Pre-Baccalaureate

Maritime Specialization strand – Engine only have less than 20 students, where getting 12 of

them as our respondents is represents more than half of their class. Purposeful sampling is a
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technique widely used in qualitative research for the identification and selection of

information-rich cases for the most effective use of limited resources (Patton, 2002). This

involves identifying and selecting individuals or groups of individuals that are especially

knowledgeable about or experienced with a phenomenon of interest (Cresswell & Plano

Clark, 2011). In addition to knowledge and experience, Bernard (2002) and Spradley (1979)

note the importance of availability and willingness to participate, and the ability to

communicate experiences and opinions in an articulate, expressive, and reflective manner.

Based from these researches, purposive sampling is a great way to get crucial information

regarding from the type of our research and its research title. This purposive sampling is

helpful especially when the researcher knows a lot of its peers struggling with family

problems but does not spread the information for the sake of anonymously.

Data Gathering Instrument

A standardized and researcher-made questionnaire will be applied to obtain

information needed for this study. The gathered data will be based on the 25–item

questionnaire from Career Decision-Making Self-Efficacy Scale: Revision and Further

Application by Oreshnick in 1986. However, the questionnaire will be tailored to specifically

describe the experiences of Grade 12 students of Ifugao Provincial Science High School.

This questionnaire examines the impact of family problems on career choices in four
major sections: (1) the types of family problems the students faced, financial, health issues
within the family, parental, or loss of parent; (2) the effect of these family problems have on
a career choice, perceptions, and confidence; (3) kinds of careers students will pursue soon,
therefore, the researcher can look into any relation between family problems and the kind of
careers students intend to pursue. The responses of the students regarding career decision-
making shall be measured on a Likert scale, which will include the following: 5 – Strongly
Agree, 4 – Agree, 3 – Neutral, 2 – Disagree, 1- Strongly Disagree and many more differently
labeled scales with the same value based from the questions it will be used. For example, a
question from the questionnaire asking the frequency in experiencing the type/s of family
problems they have mainly uses the word frequently from very to not at all in 5 – point
scale.
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Data Gathering Procedure

The study will be conducted during the first semester of the school year 2024 – 2025.

Data needed for this descriptive-correlational research will be gathered using an adapted

25-item Career Decision-Making Self Efficacy Scale: Revision and Further Application

developed by Oreshnick (1986), purposely to assess the impact that family-related problems

have on the career decisions that grade 12 students make in Ifugao Provincial Science High

School. This questionnaire shall include questions on demographic information and various

family-related issues to find out the perceptions of the respondents regarding how family

dynamics may influence their career decisions. to ensure pursuit of institutional procedures,

permission will be sought from the principal’s office. Once permission is granted, and that

the 48 respondents selected from a cohort of grade 12 totaling 133 are distributed with

questionnaires. The data gathering will also be done in a neutral and systematic way such

that respondents have sufficient time to respond thoughtfully and thoroughly on what is

asked over one week.

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Data Analysis

To evaluate the impact of family problems on the career choice of grade 12 students

from Ifugao Provincial Science High School, the study shall utilize a structured system in

data analysis. Gathering 26-item questionnaire responses from selected 48 respondents

shall be done, followed by the quantification of responses collated into an arranged table

format, and presented to examine the reliability with the statistical software program SPSS.

The data shall be categorized according to demographic groups so that the difference

in the influence of various family problems on career decision-making processes can be

determined. Descriptive statistics such as distribution and percentages, and weighted

averages, shall be calculated to outline the responses concerning the issues raised about

family and the degree to which such issues influence student’s career choices. Thus, by the

use of charts and tables the researchers can show question results that align with research

questions to showcase its answer to it. Lastly, all responses are treated anonymously and

will not link to the respondents for the purposes of academic research only.
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Results and Discussion

Presentation, Analysis and Interpretation of Data

In this section, the researcher discussed the analysis and interpretation regarding the

family problems affecting the career decision-making of grade 12 students in IPSHS, using

inferential statistical tool One-way ANOVA analysis of Variance. Under it is the descriptive

table, test of homogeneity of variances using Levene’s test, post-hoc test and Tukey’s

honestly-significant Difference Test. The results were presented on a tabular format followed

by the interpretations of each table.

Different types of family problems usually faced by the respondents

Profile of Respondents

Chart 1

Family Structures
Nuclear Family Extended Family Blended Family
Single-Parent Family Other

2%
10%

13%

73%

Chart 1 shows the types of family structures within the grade 12 students in IPSHS. It

shows that Nuclear Family has the highest percentages among all types of family structures

with a percentage of 73% indicating that most students have complete families while the

27% remaining percentage is divided from the 4: 13% Extended Families (families that live

with their grandparents); 10% Blended Families (Families living with a different parent’s

family, ex. Stepmother’s/father’s family); 2% Single-Parent Families; and 2% for other types

of family structures such as broken or separated families.

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In breaking down the family environment in each section surveyed on, 9 or 75% of

the sample are Nuclear Families in PBMS Engine; 7 or 58% are also Nuclear Families in ABM

Pacioli; 9 or 75% Nuclear Families in STEM Newton; and 10 or 83% are Nuclear Families for

STEM Einstein. This indicates that most grade 12 students regardless of their age or strand

have nuclear families, almost ¾ of the whole samples, while the remainder composes of

students living with their grandparents, stepmothers or stepfathers, a major factor in

determining the types of family problems affecting the career decision making of grade 12

students in IPSHS/

Chart 2

Monthly Family Income

Below 10K 10K - 20K 20K - 30K 30K - 40K Above 40K

15%

29%

10%

17%

29%

Chart 2 shows the monthly family incomes of grade 12 students in IPSHS. It reveals

that a large sum of 29% are grade 12 students’ families having a monthly family income of

Below 10K PHP. While another 29% of the sample goes to grade 12 student’s families with a

monthly family income of 10K – 20K PHP, 17% are the students’ families with a monthly

family income of 20K – 30K PHP, 10% are the students’ families with a 30K – 40K PHP

monthly family income.

Furthermore, in PBMS Engine, 6 or 50% of them have monthly family incomes of

above 40,000 PHP, indicating that most of them have strong family financial support for

their school expenses and easier career decision-making; in ABM Pacioli 7 or 58% have

monthly family incomes of 20 – 30K PHP, an indication for most of them have sustainable
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family financial support for their school expenses; STEM Newton coming with 4 or 33%

having monthly family incomes of 30 – 40K PHP, indicates a challenging state to the other

students with different monthly family incomes, although they can still provide for school

expenses but can be challenging for their career decision-making; for STEM Einstein, having

4 or 33% of them having monthly family incomes of 20 – 30K PHP, although most of them

are in the larger family monthly incomes, they can sustain their school expenses and could

possibly affect their career decision-making. This shows that most of the students have

monthly family incomes ranging from 20 – 40K PHP indicates that they won’t worry about

school expenses and could easily make career decisions normally unless affected by other

family circumstances.

Chart 3

Types of family problems that grade 12 students have

experienced.

8
8 7 7
6 6
6
Responses

4
2 2 2 2 2 2
2 1 1 1 1 1 1 1
0
0
PBMS Engine ABM Pacioli STEM Newton STEM Einstein

Sections

Financial Difficulties Parental Separation

Health Issues within the family Loss of a family member
Other
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Chart 3 has shown the types of family problems grade 12 students suffer from, where

most of grade 12 students from the four sections suffer from financial difficulties largely by

28 in total, while parental separation and health issues within the family tie for second

having a total of 9 each shows us that most students who suffer from financial difficulties

but some students can also suffer financial difficulties at the same with other types of family

problems such as loss of a family member in PBMS Engine, health issues within the family

for STEM Newton, and loss of a family member for STEM Einstein as this questions can have

multiple answers at once indicating that 1 family problem could potentially cause another

family problem that will further affect students’ career decision-making.

Table 1

Frequency of students experiencing these types of family problems.

Choices/Scale

Alway Ofte Sometime

Rarely Never Weighted Analysis
Sections s n s
(2) (1)
(5) (4) (3) Mean
PBMS
0 3 6 3 0 3.00 Sometimes
Engine
ABM
0 3 9 0 0 3.25 Sometimes
Pacioli
STEM
1 3 8 0 0 3.42 Sometimes
Newton
STEM
1 2 6 1 2 2.92 Rarely
Einstein
Table 2
Analysis/Interpretation Interval
Always 5.00
Often 4.00 – 4.99
Sometimes 3.00 – 3.99
Rarely 2.00 – 2.99
Never 1.00 – 1.99

Table 1 shows us the frequency of students experiencing these types of family

problems. From the table, it shows that ¾ of the students experience the types of family

problems they have especially in financial difficulties ‘sometimes’ which is an indication that
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their family problem/s is not always faced everyday that extremely affects their career

decision-making but only sometimes, higher than rarely but lower than often to which may

seem neutral but is an indicated factor that they do experience these types of family

problems but not always.

Negative impacts of family problems on students’ career choices.

Table 3

Disruption of family problems in the ability to focus on studying.

Choices/Scale

Alway Ofte Sometime

Rarely Never Weighted Analysis
Sections s n s
(2) (1)
(5) (4) (3) Mean
PBMS
1 2 5 4 0 3.00 Sometimes
Engine
ABM
0 3 8 1 0 3.17 Sometimes
Pacioli
STEM
1 0 7 3 1 2.75 Rarely
Newton
STEM
1 1 6 2 2 2.75 Rarely
Einstein

Table 4

Analysis/Interpretation Interval
Always 5.00
Often 4.00 – 4.99
Sometimes 3.00 – 3.99
Rarely 2.00 – 2.99
Never 1.00 – 1.99

Table 3 has shown that student’s family problems sometimes disrupt the students’

ability to focus on studying for both sections PBMS Engine and ABM Pacioli with weighted

means of 3.00 and 3.17 respectively. While for both STEM sections, these family problems

they experience rarely disrupt their ability to focus on studying with the same weighted

mean of 2.75. This indicates that students in STEM strands tend to focus more of their study

and are disrupted less by their family problems they experience whilst on the other hand,
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strands such as PBMS and ABM have students who are tend to be disrupted more than the

STEM strand and focus less on their studies.

Table 5

Family problems’ impact on the emotional and mental well-being of students.

Choices/Scale

Very Significa Moderat

Minimal No
Section Significant nt e Weighte Analysis
Impact Impact
s Impact Impact Impact d Mean
(5) (2) (1)
(4) (3)
PBMS Moderate
0 6 3 3 0 3.25
Engine Impact
ABM Moderate
0 4 5 2 1 3.00
Pacioli Impact
STEM
Minimal
Newto 0 2 5 3 2 2.58
Impact
n
STEM
Minimal
Einstei 1 3 3 4 1 2.92
Impact
n

Table 6

Analysis/Interpretation Interval
Very Significant Impact 5.00
Significant Impact 4.00 – 4.99
Moderate Impact 3.00 – 3.99
Minimal Impact 2.00 – 2.99
No Impact 1.00 – 1.99

Table 5 shows us the impact of family problems on the emotional and mental well-

being of students where both PBMS and ABM strands have students having moderate impact

on their emotional and mental well-being with respective weighted means of 3.25 and 3.00.

While for STEM strand, both sections have students with minimal impact with weighted

means of 2.58 and 2.92. This shows that non-STEM strands such as PBMS and ABM have

students with moderate impact from family problems they experience on their emotional

and mental well-being which could potentially lead for subtle changes in their career

decision-making. In contrast, both sections of the STEM strand students experience lesser

impact than the non-STEM strands where STEM students suffer a minimal impact and are

less prone to career decision changes in critical moments.

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Table 7

Family problems’ impact on confidence level on student’s career decision-making.

Choices/Scale

Extreme Significant Moderatel Not at

Section Slightl Weighted Analysis
ly ly y All
s (5) y (2) Mean
(4) (3) (1)
PBMS Moderate
0 6 3 3 0 3.25
Engine Impact
ABM Moderate
0 4 5 2 1 3.00
Pacioli Impact
STEM
Minimal
Newto 0 2 5 3 2 2.58
Impact
n
STEM
Minimal
Einstei 1 3 3 4 1 2.92
Impact
n

Table 8

Analysis/Interpretation Interval
Very Significant Impact 5.00
Significant Impact 4.00 – 4.99
Moderate Impact 3.00 – 3.99
Minimal Impact 2.00 – 2.99
No Impact 1.00 – 1.99

In Table 8, it shows the impact of family problems on the confidence level of grade 12

students on their career decision-making. Where the analysis for both PBMS and ABM

strands have students with moderate impact on their confidence level with respective

weighted averages of 3.25 and 3.00. While for the STEM strand, both sections have analyses

of minimal impact on their confidence level with weighted means of 2.58 and 2.92

respectively. This shows that STEM strand students have higher confidence levels than the

other strands PBMS and ABM.

Table 9

Pressure levels of students in career-choosing based from family circumstance or

expectations.

Choices/Scale

Section Extreme Significant Moderatel Slightl Not at Weighted Analysis

ly ly y y (2) All
s Mean
 28

(5) (4) (3) (1)

PBMS
0 4 4 3 1 2.92 Slightly
Engine
ABM
3 1 6 2 0 3.42 Moderately
Pacioli
STEM
Newto 2 2 2 4 2 2.83 Slightly
n
STEM
Einstei 0 6 1 3 2 2.92 Slightly
n

Table 10

Analysis/Interpretation Interval
Extremely 5.00
Significantly 4.00 – 4.99
Moderately 3.00 – 3.99
Slightly 2.00 – 2.99
Not at All 1.00 – 1.99

In Table 9, it shows the pressure levels of students in career-choosing based from

their family problem/s where ¾ of the strands’ students having slight pressure levels

speaking while only the ABM strand have moderate pressure levels

Positive impacts of family problems on students’ career choices.

Table 13

Students’ impression from family support in educational and career goals despite having
family problems

Choices/Scale

Very Stabl Neutra Very Analysi

Section Unstable Weighte
stable e l Unstable s
s (2) d Mean
(5) (4) (3) (1)
 29

PBMS
3 7 2 0 0 4.08 Stable
Engine
ABM
0 6 6 0 0 4.25 Stable
Pacioli
STEM
Newto 5 4 3 0 0 4.17 Slightly
n
STEM
Einstei 2 8 2 0 0 2.92 Slightly
n

Table 14

Analysis/Interpretation Interval
Very Stable 5.00
Stable 4.00 – 4.99
Neutral 3.00 – 3.99
Unstable 2.00 – 2.99
Very Unstable 1.00 – 1.99

In Table 13,

Table 15

Students’ perception on family problems’ impact on their career decision-making.

Choices/Scale

Cautious Encourage No Rethink/ Othe

Section Weighte
/Hesitant d Effect Change r Analysis
s d Mean
(5) (4) (3) (2) (1)
PBMS
2 3 4 2 1 3.25 No Effect
Engine
ABM
2 3 3 3 3 3.67 No Effect
Pacioli
STEM
Encourage
Newto 4 3 4 3 0 4.17 d
n
STEM
Einstei 2 6 1 4 0 3.75 No Effect
n
 30

Table 16

Analysis/Interpretation Interval
Cautious/Hesitant 5.00
Encouraged 4.00 – 4.99
No Effect 3.00 – 3.99
Rethink/Change 2.00 – 2.99
Other 1.00 – 1.99

In Table 15,

Table 17

Family problems’ impact on student’s thoughts and feelings on potential career paths.

Choices/Scale

Limite
Feel Increased More No
d the
Section Uncerta Stress & Determine Effec Weighte
Option Analysis
s in Anxiety d t d Mean
s
(5) (3) (2) (1)
(4)
PBMS Feel
Engine 6 4 2 5 0 3.65 Uncertai
n
ABM Increase
Pacioli d Stress
4 7 5 6 2 3.47
&
Anxiety
STEM Increase
Newto d Stress
5 3 5 6 2 3.30
n &
Anxiety
STEM Increase
Einstei d Stress
6 3 6 5 1 3.44
n &
Anxiety

Table 18
 31

Analysis/Interpretation Interval
Feel Uncertain 5.00
Limited the Options 4.00 – 4.99
Increased Stress & Anxiety 3.00 – 3.99
More Determined 2.00 – 2.99
No Effect 1.00 – 1.99

In Table 17,

Table 19

Positive influence of family problems on student’s approach to career planning.

Choices/Scale

More Helped
Encourage
Section Responsibl develo Motivated None Weighte
e
d
p (2) (1)
Analysis
s (4) d Mean
(5) (3)
PBMS More
9 7 7 9 0 9.33
Engine Responsible
ABM More
9 9 9 8 1 10.42
Pacioli Responsible
STEM
More
Newto 3 7 4 5 1 5.50 Responsible
n
STEM
More
Einstei 8 9 6 7 2 9.17 Responsible
n

Table 20

Analysis/Interpretation Interval
More Responsible 5.00
Encouraged 4.00 – 4.99
Helped Develop 3.00 – 3.99
Motivated 2.00 – 2.99
None 1.00 – 1.99

In Table 17,
 32

Conclusions and Recommendations

Introductory Statement

After of a thorough study in the previous chapter, this chapter concludes this

research. A summary of findings is presented, conclusions are drawn and recommendations

and interventions are given in this section.

The scope of the following conclusions drawn are limited only to the context of the

research of which maritime activity is more efficient among the 4 maritime activities

namely: Fishing, Cargo Shipping, Cruise Shipping and Yachting regarding fuel consumptions.

Thus, when applied to other situations, these conclusions may yield in correct assumptions.

However, these conclusions are still relevant in this research.

Conclusion

Recommendations
 33

References
Journal Articles
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traditionality in the relationships among parental support, career decision-making
self-efficacy, and career adaptability. Journal of Vocational Behavior, 94, 114-123.
https://doi.org/10.1016/j.jvb.2016.02.018
Perry, S. K., & Franklin, K. H. (2016). The impact of parental conflict and divorce on
adolescents' career exploration and decision-making. Journal of Adolescence, 49,
195-204. https://doi.org/10.1016/j.adolescence.2016.03.013
Gati, I., & Saka, N. (2001). High school students’ career-related decision-making difficulties.
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https://www.proquest.com/openview/b758a82a95c0f0ff7e5e95f5a8fa40ea/1?pq-
origsite=gscholar&cbl=25041
Whiston, S. C., & Keller, B. K. (2004). The influences of the family of origin on career
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Nazareno, A., Relente, M., Gestiada, G., Martinez, M., De Lara, M., & Villanueva, R. (2021).
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 34

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article=1169&context=conf_shsrescon
 35

Appendices
Appendix A

Letter of Request
 36

Appendix B

Survey Questionnaire

IFUGAO PROVINCIAL SCIENCE HIGH SCHOOL

Mabatobato, Lamut, Ifugao

Dear Respondent:

We are Practical Research 1 students from the Pre-Baccalaureate Maritime

Specialization 12 Strand. Our study is to examine the impact of family problems on the
career decision-making of grade 12 students from IPSHS. In this regard, we kindly ask for
your help by answering this questionnaire. Your responses will remain anonymous, will not
be linked to you, and will only be used for academic research. Please answer honestly and to
the best of your ability. Thank you for your cooperation.

Sincerely yours, Researchers.

Matrix Questions:

 For Checkbox Questions: Please check the option(s) that best represent
your situation or opinion.

Demographic Questions
1. Age (Needed):
2. Section:
3. Type of family ☐ Nuclear Family
structure: ☐ Extended Family
☐ Single-Parent Family
☐ Blended Family
☐ Other:

4. Monthly family ☐ Below 10,000

income: ☐ PHP 10,000 – 20,000
☐ PHP 20,001 – 30,000
☐ PHP 30,001 – 40,000
☐ Above PHP 40,000
Career Questions Yes No
5. Have you chosen a
career path? ☐ ☐
6. If yes, what is your
chosen career path?

7. Do you ask family

☐ ☐
members for advice
when making career
decisions?
8. Do you receive
career guidance
from teachers or
counselors at
☐ ☐
 37

school?
9. Have you
participated in any
career guidance
programs or ☐ ☐
workshops at
schools?
Always Often Sometim Rarely Never
es
10. How often do you
use online resources
(such as career
websites, blogs,
etc.) to explore
☐ ☐ ☐ ☐ ☐
career options?
11. How helpful do you ☐ Very Helpful
find these resources ☐ Somewhat Helpful
for making career ☐ Neutral
decisions? ☐ Not Very Helpful
☐ Not Helpful at All
12. How confident do ☐ Very Confident
you feel about your ☐ Confident
career decision? ☐ Neutral
☐ Not very confident
☐ Not confident at all
13. Which of the ☐ Financial Difficulties
following problems ☐ Parental Separation
have you ☐ Health Issues within the Family
experienced ☐ Loss of a Family Member
☐Other (Please Specify)

Very Stable Neutral Unstable Very

Stable Unstabl
e
14. How would you
describe the overall
stability of your
family environment?
☐ ☐ ☐ ☐ ☐
15. Do you feel
supported by your
family in your
educational and
career goals despite
☐ ☐ ☐ ☐ ☐
any family
problems?
Always Often Sometim Rarely Never
es
16. How often do you
experience these
problems at home? ☐ ☐ ☐ ☐ ☐
17. How often do family
problems disrupt
 38

your ability to focus

on your studies?
☐ ☐ ☐ ☐ ☐
Very Significan Moderat Minima No
Significa t Impact e Impact l Impact
nt Impact
Impact
18. How have these
family problems
affected your
emotional and
mental well-being?
☐ ☐ ☐ ☐ ☐
Extremel Significant Moderate Slightly Not at
y ly ly All
19. To what extent do
family problems
affect your
confidence in
making career
☐ ☐ ☐ ☐ ☐
choices
20. Are you pressured to
choose a career
based on family
circumstances or
expectations?
☐ ☐ ☐ ☐ ☐
Strongly Somewh Slightly Not
Influence at Neutral Influenc Influence
d Influence ed d at all
d
21. Have family

☐ ☐ ☐ ☐ ☐
problems influenced
your choice of a
career path?
22. How do you feel ☐ They have made me more cautious or hesitant in
family problems making career decisions.
have affected your ☐ They have encouraged me to make decisions more
career decision- quickly or decisively.
making process, if at ☐ They have not had any effect on my career decision-
all? making process.
☐ They have caused me to rethink or change my career
plans.
☐ Other (Please Specify):

23. How have family ☐ Made me feel uncertain about which career to choose
problems affected ☐ Limited my career options because of financial issues
your thoughts and ☐ Increased my stress and anxiety about future
feelings about decisions.
potential career ☐ Made me want to choose a stable career to support
paths? (Select all my family/more determined to succeed.
that apply)
☐ No effect on my career decisions.
☐ Other (Please Specify):
 39

24. What positive ☐ Made me more responsible in planning for my future

influence, if any, ☐ Encouraged me to pursue a career that could help my
have family family
problems had on ☐ Helped me develop skills like resilience and
your approach to adaptability
career planning? ☐ Motivated me to pursue higher education or better
(Select all that opportunities
apply)
☐ No positive influence
☐ Other (Please Specify):

25. What challenges do ☐ Lack of financial support for further education

you face due to ☐ Pressure to choose a career that aligns with family
family problems expectations
when making career ☐ Difficulty concentrating on career planning due to
decisions? (Select all stress
that apply) ☐ Limited opportunities to explore different career
paths.
☐ No challenges
☐ Other (Please Specify):

26. What support or ☐ More financial support from family or scholarships

guidance would you ☐ Career guidance from school counselors
find most helpful to ☐ Emotional support and understanding from family
make better career members
decisions? (Select all ☐ Online resources or career websites
that apply)
☐ No additional support needed
☐ Other (Please Specify):
 40

Appendix C

Raw Data

Question PBMS 12 Engine Respondents

s 1 2 3 4 5 6 7 8 9 10 11 12
Age 17 17 17 18 17 17 17 18 16 18 17 22
3 5 5 4 5 5 5 5 5 5 3 4 5
4 5 5 3 5 1
5
6
7
8
9
10
11
12

13

14
15
16
17
18
19
20
21

22

23

24

25

26
 41

Question ABM 12 Pacioli Respondents

s 1 2 3 4 5 6 7 8 9 10 11 12
Age 17 17 17 18 17 17 17 18 16 18 17 22
3 5 5 4 5 5 5 5 5 5 3 4 5
4 5 5 3 5 1
5
6
7
8
9
10
11
12

13

14
15
16
17
18
19
20
21

22

23

24

25

26
 42

Question STEM 12 Newton Respondents

s 1 2 3 4 5 6 7 8 9 10 11 12
Age
3
4
5
6
7
8
9
10
11
12

13

14
15
16
17
18
19
20
21

22

23

24

25

26
 43

Question STEM 12 Einstein Respondents

s 1 2 3 4 5 6 7 8 9 10 11 12
Age
3
4
5
6
7
8
9
10
11
12

13

14
15
16
17
18
19
20
21

22

23

24

25

26