I

Republic of the Philippines

Department of Education

Division of Nueva Ecija

JULIA ORTIZ LUIS NATIONAL HIGH SCHOOL

Sagaba, Sto. Domingo, Nueva Ecija

The Influence of Counseling and Guidance on Career Readiness for

Senior High School Students at Julia Ortiz Luis National High
School

A Research Presented to
the Faculty of Julia Ortiz Luis National High School
Sto. Domingo, Nueva Ecija

In Partial Fulfillment
of the Requirements for Practical Research II

Agnes, Krizza Q.
De Guzman, Sebastian Aeron R.
Domingo, May Angelou B.
Guevarra, Jezyra Jaycel C.
Ortega, Jeslie Ann Nicole S.

NOVEMBER 2024
 II

ACKNOWLEDGEMENT

We, the researchers, would like to express our deepest gratitude to

everyone who has supported us throughout this study.
First and foremost, we would like to extend our heartfelt thanks
to our research adviser, sir Harold Bartolome, for their
invaluable guidance, encouragement, and support. Their expertise
and constructive feedback have been essential in refining this
study and guiding us to successful completion.

We also wish to thank the administration and faculty of Julia

Ortiz Luis National High School for allowing us to conduct this
research and for their assistance in organizing the survey
process. In particular, we appreciate the help from the guidance
counselors and other staff members who provided information and
logistical support during our data collection.

A special thank you to the Grade 11 and Grade 12 students who

participated in the survey. Your willingness to share your
experiences and opinions has made this research possible and
meaningful.

We would also like to acknowledge our families and friends, who

have been a constant source of love, motivation, and support
throughout this research journey. Without their understanding and
encouragement, we would not have been able to complete this
research.

Lastly, we thank God for giving us the strength, patience, and

perseverance to see this research through to its completion.
 III

DEDICATION

This research is dedicated to our families, whose unconditional

love, guidance, and sacrifices have inspired and motivated us to
pursue our academic and career goals. To our teachers and
mentors, thank you for your wisdom and encouragement, which have
shaped our academic growth.

We also dedicate this work to the students of Julia Ortiz Luis

National High School, whose dreams and aspirations are at the
heart of this study. May this research contribute to improving
the services that will better prepare you for your future
careers.
 IV

Table of Contents

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication v

Table of Contents vii

Abstract ix

CHAPTER I:

Background of the Study 3

Statement of the Problem 5

Objectives of the Study 6

Conceptual Paradigm 7

Theoretical Framework 8

Significance of the Study 10

Scope and Limitation 11

Definition of Terms 12

CHAPTER II REVIEW OF RELATED LITERATURES AND STUDY

Local Studies 14

Foreign Studies 16

Local Literatures 18

Foreign Literature 20
 V

CHAPTER III METHODOLOGY

Research Locale 23

Research Design 23

Research Approach 25

Data Analysis 25

Respondents of the Study 26

Research Instrument 28

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION

Demographic Profile of the Respondents

Table 1.1 Age Frequency Distribution of Respondents

Table 1.2 Gender Frequency Distribution of the Respondents

Table 1.3 Profile of the Respondents

Table 1.4 Section Distribution and Frequency of Senior High

Students

Table 2.

Table 2.1 Awareness of Counseling and Guidance Services

Table 2.2 Utilization of Counseling And Guidance Services

Table 2.3 Perceived Effectiveness of Counseling Services

Table 2.4 Challenges in Assesing Counseling Services

Table 2.5 Overall Career Readiness

Table 3.

Table 3.1 Awareness of Counseling and Guidance Services

Table 3.2 Utilization of Counseling And Guidance Services

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Table 3.3 Perceived Effectiveness of Counseling Services

Table 3.4 Challenges in Assesing Counseling Services

Table 3.5 Overall Career Readiness

CHAPTER V

Summary

Conclusions

Recommendations

References

Appendices

Curriculum Vitae

List of Figures

FIGURES PAGES

1 Research Locale

2 Formula 1

3 Formula 2……………………………………………………………………………………………………………………………
 VIIi

ABSTRACT

This study explores the influence of counseling and guidance

services on the career readiness of Senior High School students
at Julia Ortiz Luis National High School. It seeks to understand
the level of awareness, utilization, and perceived effectiveness
of the school’s counseling services and how these factors affect
students’ readiness for their future careers.

A total of 286 respondents, consisting of 143 Grade 11 and 143

Grade 12 students, participated in the survey. The survey covered
five main areas: (1) Demographic Profile, (2) Awareness of
Counseling and Guidance Services, (3) Utilization of Counseling
and Guidance Services, (4) Perceived Effectiveness of Counseling
Services, and (5) Overall Career Readiness. The data was analyzed
using descriptive statistics such as frequencies, percentages,
mean scores, and standard deviations.

The findings revealed that, overall, students exhibited moderate

awareness of counseling services but reported limited
utilization. Many students perceived the counseling services as
having a modest impact on their career decision-making and
readiness. A variety of challenges, including lack of
information, long wait times, and stigma associated with
counseling, were identified as barriers to full engagement with
these services.

The study concludes that while counseling services are offered,

there is a clear need for improvements in awareness campaigns,
better accessibility to services, and the expansion of career
guidance programs. Recommendations include increasing student
engagement, offering more personalized counseling sessions, and
 VIIIi

addressing the stigma that may prevent students from seeking

support.
This research contributes to the understanding of how counseling
and guidance services impact career preparedness among senior
high school students and provides insights for educators, school
administrators, and policymakers in improving career readiness
programs in schools.
 1i

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Career readiness is a multifaceted concept that encompasses the
skills, knowledge, and attitudes students need to successfully
transition from school to the workforce or higher education. As
the demands of the global economy evolve, the importance of being
well-prepared for a career has never been more critical. Senior
high school students stand at a pivotal point in their academic
and professional journeys, where the decisions they make can
significantly influence their future career paths. In a providing
comprehensive guidance and counseling services. These services
are designed to help students navigate the complexities of career
planning, from identifying personal strengths and interests to
exploring potential career options and developing the necessary
skills for success. Effective counseling and guidance not only
support students' academic achievements but also contribute to
their personal development, self-awareness, and resilience.
Despite the availability of these services, there remains a
concern about their effectiveness in fully preparing students for
the workforce. Many students still face uncertainties and anxiety
about their future careers, raising questions about how well
these programs are meeting their needs. This study aims to
address these concerns by evaluating the influence of counseling
and guidance on the career readiness of senior high school
students at Julia Ortiz Luis National High School. By exploring
the relationship between these services and students'
preparedness for their future careers, this research seeks to
provide valuable insights that can help enhance the support
systems available to students.
 2i

In recent years, the increasing demand for a well-prepared

workforce has placed greater emphasis on the importance of career
readiness. Senior high school students are at a critical juncture
in their lives, where decisions regarding education and career
can significantly shape their future. Guidance and counseling
services serve as a vital tool in bridging the gap between
academic preparation and career success. Through these programs,
students are given the opportunity to explore their career
options, set realistic goals, and develop the necessary skills to
meet future challenges.

At Julia Ortiz Luis National High School, the role of guidance

counselors is to assist students in navigating the complexities
of career planning and decision-making. These counselors provide
career advice, facilitate career workshops, and offer
individualized counseling sessions. Despite the availability of
these services, it remains unclear whether students fully benefit
from them in terms of career readiness. This study seeks to
evaluate the extent to which counseling and guidance services
influence students’ career readiness, with the goal of improving
these programs to better meet student needs.
 3i

Statement of the Problem

This study aims to determine the influence of counseling and

guidance on the career readiness of senior high school students
at Julia Ortiz Luis National High School. Specifically, it seeks
to answer the following questions:

1. How do socio-demographic factors influence career

readiness?
1.1 Age
1.2 Gender
1.3 Grade level
1.4 Section

2. What is the level of awareness of counseling and guidance

services among Senior High School students?

3. How often do Senior High School students utilize counseling

and guidance services?

4. How effective do Senior High School students perceive the

counseling and guidance services to be in supporting their
career readiness?

5. What challenges do Senior High School students face in

accessing counseling and guidance services?

6. What is the overall level of career readiness among Senior

High School students?
 4i

OBJECTIVE OF THE STUDY

The general objective of this study is to assess the influence of

counseling and guidance services on the career readiness of
senior high school students at Julia Ortiz Luis National High
School. Specifically, the study aims to:

1. Examine the relationship between socio-demographic

factors (age, gender, grade level, and section) and students'
career readiness.

2. Determine the level of career readiness among senior high

school students.

3. Assess the perceived effectiveness of counseling and guidance

services as reported by senior high school students.

4. Analyze the correlation between the perceived effectiveness of

counseling and guidance services and students' career readiness.

5. Identify the challenges and barriers that students face in

accessing and benefiting from counseling and guidance services.
 5i

Conceptual Framework

INPUT PROCESS OUTPUT

• Socio-demographic •Data collection • Assessment of the

factors (age, through surveys and level of career
gender, grade interviews readiness among
level, section) students
• Analysis of the
•Counseling and correlation between • Identification of
guidance services counseling services the relationship
(frequency of use, and career between counseling
type of services readiness services and career
accessed) readiness
• Evaluation of the
•Student impact of socio- • Recommendations
perceptions of demographic factors for improving
counseling on career counseling and
effectiveness readiness guidance services
 6i

Theoretical Framework

This study is grounded in two key theories: the Social

Cognitive Career Theory (SCCT) developed by Robert W. Lent,
Steven D. Brown, and Gail Hackett, and the Life-Space, Life-
Span Theory by Donald Super.

1. Social Cognitive Career Theory (SCCT):

SCCT emphasizes the influence of personal factors (such as

self-efficacy), behavioral aspects, and environmental
conditions on an individual’s career development. According
to Lent, Brown, and Hackett, career choices are shaped by
self-efficacy, outcome expectations, and personal goals. This
theory is highly relevant to the role of counseling and
guidance in enhancing career readiness, as these services can
foster students' self-efficacy and help them develop
realistic outcome expectations regarding their future
careers.

2. Life-Space, Life-Span Theory:

Donald Super’s Life-Space, Life-Span Theory highlights

that career development is a lifelong process influenced by
various life roles and experiences. Super's theory suggests
that individuals go through several stages of career
development, starting from growth (childhood) to exploration
(adolescence), establishment, maintenance, and eventually
 7i

decline (retirement). In the exploration stage, where senior

high school students fall, individuals are tasked with
identifying their career interests and goals, which is where
guidance and counseling services become crucial.

Super also introduced the concept of life roles, which

states that career decisions are influenced not only by work
but also by other life roles such as being a student, family
member, or citizen. His theory posits that career counseling
should consider these multiple roles and the personal
contexts of individuals. For senior high school students,
guidance programs should help them navigate this exploration
phase by providing career guidance that aligns with their
personal life-space and aspirations.

Together, these theories form the basis for understanding how

counseling and guidance services at Julia Ortiz Luis National
High School influence students' career readiness, addressing
both their self-efficacy and the developmental stages they
undergo as they explore potential career paths.
 8i

Significance of the Study

The findings of this study will be beneficial to various

stakeholders:

Students. The study will provide insights into how counseling

and guidance services impact their career readiness.
Understanding this influence will help students maximize the
available resources, enabling them to make more informed
decisions about their future career paths.

School Administrators. For school leaders at Julia Ortiz Luis

National High School, this study can serve as a guide for
policy development, specifically regarding how to enhance
career readiness programs. The results may highlight areas
that need improvement, leading to better allocation of
resources and the implementation of more effective counseling
services.

Guidance Counselors and Educators. The findings will offer

valuable information on the effectiveness of existing
counseling and guidance programs. Counselors and educators
can use the results to refine their services, ensuring they
 9i

better meet students' career readiness needs, particularly in

helping them explore and select appropriate career paths.

Parents and Guardians. By understanding the role of

counseling and guidance in their children's career readiness,
parents and guardians can become more involved in supporting
their children’s career planning and decisions. The study may
encourage greater collaboration between families and the
school’s counseling team.

Policymakers. The findings may provide data that can inform

educational policies, particularly those focused on enhancing
career readiness and integrating effective counseling and
guidance programs in senior high schools across the country.

Future Researchers. The study will contribute to the growing

body of literature on career readiness and the role of
counseling in student development. It can serve as a
foundation for future research exploring similar topics or
for comparative studies in other schools or regions.

Scope and Delimitation

This study focuses on senior high school students at Julia Ortiz

Luis National High School and aims to explore the impact of
 10i

counseling and guidance services on their career readiness. The

study will be limited to assessing students’ perceived readiness
for careers or further education and will not cover other aspects
of counseling services such as personal or social counseling.
Data will be gathered through surveys, interviews, and focus
group discussions involving students and guidance counselors.

Definition of Terms

Career Readiness- The preparedness of senior high school

students to enter the workforce or pursue further education,

measured through self-assessment surveys and counselor

evaluations. The state of being equipped with the knowledge,

skills, and attitudes necessary to make informed career

decisions and succeed in future employment. (Author: Conley, D.

T. (2012]. A New Era for Educational Assessment, ASCD)

Counseling and Guidance Services- The services provided by the

school's counseling office, including individual counseling
sessions, career seminars, and workshops, measured by student
feedback and service utilization records. A range of support
services aimed at helping students understand themselves better,
make informed career choices, and prepare for future challenges.
(Author: Gysbers, N. C., & Henderson, P. (2012] Developing and
Managing Your School Guidance and Counseling Program, American
Counseling Association)
 11i

Self-Efficacy- In this study, self-efficacy refers to the

students' confidence in their ability to successfully navigate
career-related challenges and make appropriate decisions
regarding their career paths after receiving guidance and
counseling services. Bandura (1997) defines self-efficacy as an
individual's belief in their ability to succeed in specific
situations or accomplish tasks.

Guidance- In this study, guidance refers to the career-related

support and advice offered by the school, including group
counseling sessions, career talks, and access to career
resources, with the goal of helping students explore and select
suitable career paths. Shertzer and Stone (1976) define guidance
as a structured set of services aimed at assisting individuals in
making informed choices, solving problems, and gaining self-
understanding.

CHAPTER II
 12i

REVIEW OF RELATED LOCAL STUDIES

The role of guidance counseling in student development and career

decision-making has garnered significant attention in recent
research. Lagon et al. (2023) highlight a marked difference in
the perceived need for guidance counseling between public and
private schools. Public schools exhibit a higher perceived need,
especially in personal and social aspects, with this need
intensifying as students age. Their study emphasizes that career
counseling is the most prioritized need among Junior High School
students in Iloilo City, followed by social/personal, academic,
and social responsibility needs.

Arostique et al. (2020) provide a foundational perspective on

guidance and counseling, defining it as a relationship where
specific skills are used to enhance students' competencies,
creativity, and decision-making. They stress the significance of
self-concept in this process, noting that one's self-identity,
organized beliefs, and attitudes play a pivotal role in personal
development.

Abaya-Garcia et al. (2016) investigate the influence of familial

and cultural factors on career choices among Filipinos. Their
findings reveal that motivations such as family legacy, genetic
predispositions, and honoring family traditions significantly
impact career decisions, highlighting the deep cultural and
familial roots in career path choices. Cabungcal et al. (2024)
explore the phenomenon of career uncertainty through six themes:
reasons for uncertainty, challenges faced, manifestations, coping
strategies, perseverance, and making sense of uncertainty. Their
research underscores the complexity of career decision-making and
the importance of effective coping mechanisms.
 13i

Rafanan et al. (2020) focus on students' motivations for

enrolling in STEM programs, finding that alignment with preferred
college courses and personal aspirations are key factors. This
suggests that personal goals and interests play a significant
role in pursuing STEM-related careers. Amparo et al. (2022)
examine the factors influencing the intention to pursue a medical
career, identifying a positive attitude, high career self-
efficacy, and supportive social environments as significant
predictors. This highlights the interplay between individual
attributes and external support in career decisions.

Garcia (2018) provides a historical perspective on school

counseling in the Philippines, noting its evolution since the
American occupation and its growing importance within the
educational system. Ochoco et al. (2022) argue that career-
related abilities alone are insufficient for achieving well-
being; instead, proactive career behaviors are crucial. This
perspective has implications for both theoretical understanding
and practical applications in career counseling.

Cardinas (2020) critiques the implementation of career guidance

programs in public junior high schools in Tagbilaran City,
emphasizing the need for improved program delivery and enhanced
training for career guidance personnel to better support students
in making informed career choices. Estrada et al. (2018) stress
the importance of proper career advice before college, revealing
that many students choose their career paths without adequate
guidance from counselors. This highlights a critical gap in the
availability and effectiveness of career counseling services.
 14i

REVIEW OF RELATED FOREIGN STUDIES

Recent studies highlight the pivotal role of guidance counseling

in supporting students' career decisions and overall development.
Amoah et al. (2018) underscore the significant role of school
counselors in students' career development. Their study reveals
that interventions such as career guidance, goal identification,
career days, and occupational interest inventories positively
impact students' career choices. A positive correlation was found
between the counselor's role and students' career decisions,
advocating for frequent intervention programs to aid informed
career choices.

Antwi et al. (2023) emphasize the importance of Continuous

Professional Development (CPD) for counselors. They argue that
up-to-date knowledge and skills are crucial for counselors to
effectively support students' social, emotional, and academic
growth, highlighting that professional development is integral to
maintaining high-quality counseling services. Panford-Quainoo et
al. (2024) focus on the role of schools in promoting adolescent
mental health. Their findings indicate that students seek
counseling for academic, career, emotional, and social issues.
However, counselors face challenges such as role conflict, work
overload, and inadequate resources, which hinder their ability to
provide comprehensive support.

Sandow et al. (2022) discuss the intertwined nature of guidance

and counseling with educational success. They note that effective
guidance helps students achieve high levels of academic
performance and personal development. The study highlights the
importance of guidance services in addressing personal and
academic challenges, reinforcing the role of guidance in
students' educational experiences. Nyarko (2020) explores the
 15i

implementation of guidance services in Senior High Schools

(SHSs). The study found that while appraisal services were
effectively implemented, information and consultation services
were not. It identified limited resources and funding as
significant barriers, recommending that SHSs improve all aspects
of guidance services to support students' personal and career
development.

Otuei (2017) identifies dysfunctional myths as a major difficulty

in career decision-making among senior high school students. The
study found no significant differences in career decision-making
difficulties based on career preferences, programs of study, or
class levels. The study advocates for increased counseling
resources and efforts to address these myths. Alornyo (2023)
examines the influence of family, peers, teachers, and career
guidance services on students' career choices in the Ga South
Municipality. The study recommends organizing more career
guidance seminars to help students make informed decisions,
highlighting the impact of various influences on career choices.

Ddumba (2018) highlights the role of teachers in career guidance

and counseling within training institutions. The study emphasizes
the importance of career talks, integrating career guidance into
teaching, and establishing dedicated career guidance offices. The
research shows that these measures improved students' awareness
and attitudes toward their career options. Agyiriwah Afful (2019)
investigates the impact of environmental factors on career
choices among senior high school students. The study finds that
opportunities, self-knowledge, and financial considerations
significantly influence career decisions. It recommends that
school counselors develop comprehensive programs to address these
challenges and support students in making informed career
choices.
 16i

Atangongo et al. (2024) suggest the need for career fairs and
group career counseling for high school students and their
families. They also propose integrating a career interest
assessment tool into the application process, which could help
align students' course choices with their vocational interests.

In summary, the reviewed literature collectively emphasizes the

critical role of guidance counseling in supporting students'
career decisions and overall development. Effective counseling
involves a combination of professional development, comprehensive
programs, and addressing various challenges to enhance students'
career readiness and personal growth.

REVIEW OF RELATED LOCAL LITERATURE

The role of career guidance and counseling in preparing students

for higher education and career paths is crucial, as evidenced by
recent studies. Arnado et al. (2022) investigated the impact of
career development programs on students' competencies and career
readiness. The study found that while the length of the career
development program did not significantly affect career
readiness, there was a significant relationship between the
program’s effectiveness in developing competencies and the level
of career readiness. The study recommends improving career
development programs to enhance students' preparation for their
careers.

Antonio et al. (2021) explored the preparedness of Filipino K-12

graduates for college education, identifying that college
readiness is influenced by a complex interplay of factors across
various ecological systems. These include individual, microsystem
(e.g., parents' income), mesosystem (e.g., type of SHS),
exosystem (e.g., parents' employment location), and macrosystem
 17i

factors (e.g., ethnicity). The study highlights the need to

consider these factors in preparing K-12 students for college.
Mortiz et al. (2023) assessed college readiness among students,
finding that while many students were cognitively unprepared for
college, they demonstrated average non-cognitive skills. The
study suggests that institutionalized readiness assessments are
essential for bridging gaps and providing remediation for
students who are cognitively unprepared.

Vecaldo et al. (2020) found that most respondents were unprepared

for college, with significant differences based on the type of
SHS and the track taken. Higher GPAs, awards, and involvement in
extracurricular activities were associated with better college
preparedness. The study advocates for improving educational
practices to enhance students' readiness for college. Panela et
al. (2021) reviewed the K to 12 Curriculum, which spans 13 years
and offers various strands such as STEM, TVET, and HUMMS. The
curriculum aims to provide early job opportunities through
TESDA’s Competency Certificates and National Certificates (NCs).
The study emphasizes the curriculum's role in preparing students
for the workforce.

Mamba et al. (2020) evaluated college readiness based on CRT

results in seven learning areas. The study confirmed that CRT is
a valid measure of college readiness, revealing poor performance
in Science and Mathematics but adequate readiness in languages
and literature. It highlights the need for curriculum alignment
and transition interventions to improve the quality of K to 12
graduates. Romero et al. (2024) assessed students' self-
perception in hospitality management, finding strengths in
entrepreneurial mindset and adaptability but weaknesses in
specific knowledge areas. The study suggests that targeted
 18i

support and curriculum integration based on students' strengths

can enhance career readiness in Home Economics.

Intad (2021) examined the factors influencing students' career

paths, finding that school and community factors were more
influential than peer factors. The study suggests that schools
should engage various stakeholders, including teachers and
parents, in enhancing career guidance programs. Rin and Domondon
(2021) explored the career paths of senior high school graduates,
noting that most students pursued college education aligned with
their SHS strands. The study found that family and social media
were key sources of career information, with no significant
relationship between graduates' profiles and their chosen career
paths.

Pagulayan et al. (2021) highlighted the impact of economic and

cultural capital on college readiness. Students from lower
economic and cultural backgrounds were generally less prepared
for college. The study underscores the need for targeted
interventions to support disadvantaged students and improve their
readiness for higher education.

In summary, the literature underscores the importance of

effective career guidance programs and comprehensive assessments
to enhance students' readiness for college and careers. The
findings suggest a need for targeted interventions, curriculum
improvements, and stakeholder engagement to address gaps in
career preparation and support students in achieving their
educational and career goals.

REVIEW OF RELATED FOREIGN LITERATURE

 19i

Cantrill (2024) conducted a qualitative study using

Interpretative Phenomenological Analysis (IPA) to explore the
influence of cultural experiences on career decision-making among
international school students. The study found that cultural
identity and a sense of belonging significantly impact students'
career choices and adaptability. Understanding these cultural
dynamics can help in developing effective career guidance
strategies tailored to diverse student backgrounds.Dodd et al.
(2022) highlighted the importance of career guidance as a range
of school-based interventions designed to prepare students for
post-secondary transitions. The study emphasized that increased
quantity and quality of career guidance can enhance students'
career readiness, underscoring the need for robust career
preparation programs.

Anne et al. (2018) examined the role of career guidance and

counseling in Uganda, noting that various stakeholders—including
teachers, counselors, and government officials—play critical
roles in supporting students' career decisions. The Ugandan
government’s investment in career guidance infrastructure and
capacity building is crucial for improving career decision-making
at all educational levels. Ng and Yuen (2019) discussed the
challenges students face in aligning their interests and
abilities with career choices, particularly under parental
pressure. Their study advocates for comprehensive guidance
programs that involve parents, ensuring a unified approach
between family and school in supporting students’ career
decisions.

Nweze and Okolie (2020) investigated career decision-making

skills and the effectiveness of guidance programs in secondary
 20i

schools. The study found that systematic and conscious career

decision-making processes are essential for students, and
highlighted the role of counselors in facilitating these
processes. Hepsiba (2018) addressed the issues related to
students selecting careers without adequate planning. The study
argued for the necessity of well-organized guidance programs to
prevent misalignment between students' skills and career choices,
emphasizing the need for comprehensive guidance to adapt to an
ever-changing society.

Wong, Yuen, and Chen (2023) identified key forms of teacher

support that students find most helpful in career planning,
including emotional support, information resources,
accessibility, and encouragement of student autonomy. Their
findings suggest that these supportive elements are crucial for
effective career guidance. Sindayigaya (2024) explored the role
of guidance and counseling in secondary schools, finding that
these services significantly influence students' career choices.
The study supports the idea that effective career guidance is
fundamental to helping students make informed career decisions.

Otwine et al. (2022) discussed the availability and challenges of

career guidance and counseling services in secondary schools. The
study noted that while these services are present, their
implementation often faces structural and functional challenges
that impact the quality of guidance and alignment with national
development goals. Eliamani et al. (2020) assessed the
effectiveness of various counseling services in schools,
including academic, health, moral, and spiritual support. Despite
the absence of trained counselors, the study found that access to
guidance services positively influenced students' attitudes
towards their studies and career choices.
 21i

In summary, these studies collectively highlight the critical

role of career guidance and counseling in preparing students for
their future careers. They emphasize the need for culturally
sensitive, comprehensive, and well-supported career guidance
programs that involve various stakeholders, address structural
challenges, and align with both individual and national
development goals.

CHAPTER III

METHODOLOGY
 22i

Research Locale

The study will be conducted at Julia Ortiz Luis National High

School (JOLNHS) in Sagaba, Sto. Domingo, Nueva Ecija, headed by
Ma'am Aurora T. Aguila, School Principal IV.

FIG. 1 MAP PICTURE OF SAGABA, STO. DOMINGO, NUEVA ECIJA

Research Design

This study employs a descriptive research design to investigate

the influence of counseling and guidance on career readiness
among senior high school students at Julia Ortiz Luis National
High School. The descriptive design is chosen to provide a
detailed and comprehensive account of the current state of career
counseling and its impact on students' career readiness. Unlike
experimental or correlational designs, descriptive research
focuses on detailing and describing existing conditions without
manipulating variables or exploring causality.

The descriptive research design is suitable for this study

because it allows for an in-depth examination of how counseling
 23i

and guidance affect students' career readiness. The design will

capture various dimensions of the counseling services offered,
including their frequency, type, and students' perceptions of
their effectiveness. This approach will provide a clear picture
of the current practices and their impact on students'
preparedness for future careers.

Data will be collected through a structured questionnaire

designed to gather specific information on several key aspects.
These include the frequency and nature of counseling services,
students' perceptions of the effectiveness of these services, and
their self-reported levels of career readiness. By using this
method, the study aims to offer a detailed description of the
counseling process and its outcomes.

The study will use stratified random sampling to ensure that the
sample is representative of the senior high school population.
Stratified sampling involves dividing the student population into
distinct groups, or strata, based on grade levels (Grade 11 and
Grade 12), and then randomly selecting participants from each
group. This method ensures that students from both grades are
adequately represented, allowing for a comprehensive analysis of
the impact of counseling services across different educational
stages.

Research Approach

The research approach for this study is quantitative. This

approach emphasizes the systematic collection and analysis of
numerical data to quantify the influence of counseling and
 24i

guidance on career readiness. By using quantitative methods, the

study aims to measure and analyze the relationship between
counseling services and students' career readiness in a
structured and objective manner.

Quantitative research is appropriate for this study because it

allows for the statistical analysis of data collected from the
structured questionnaire. This approach will enable the study to
quantify aspects such as the frequency of counseling sessions,
the perceived effectiveness of these services, and the level of
career readiness among students. The use of numerical data and
statistical tools will provide clear and measurable insights into
how counseling and guidance influence students' preparedness for
their future careers.

Data Analysis

Data analysis in this study will be focused on descriptive

statistics. Descriptive statistics are used to summarize and
interpret the data collected from the structured questionnaire,
providing an overview of the current state of career readiness
and the influence of counseling services.

The analysis will involve:

● Frequencies and Percentages: These will be used to determine

how common certain responses are among the student
population. For example, the frequency of students who
report receiving counseling services and the percentage of
those who perceive these services as effective.
 25i

● Means and Standard Deviations: These will summarize the

average levels of career readiness and the perceived
effectiveness of counseling services, as well as the
variability in these responses among students.

Descriptive statistics will help identify patterns and trends in

the data, offering a detailed understanding of how counseling and
guidance impact students' career readiness. This approach allows
for a clear presentation of the findings and supports the
development of recommendations based on the observed data.

Respondents of the Study

The study will focus on senior high school students at Julia

Ortiz Luis National High School, specifically those enrolled in
Grades 11 and 12. The total student population for the 2024-2025
academic year includes 498 students in Grade 11 and 453 students
in Grade 12, making a total of 951 students.

To determine the sample size, the study will use the following
formula for finite populations:
 26i

Assuming a 95% confidence level and a 5% margin of error, the

optimum sample size is calculated to be approximately 276
respondents.

The study will use stratified random sampling to ensure that the
sample is representative of both grade levels. The sample size
will be proportionally allocated between Grade 11 and Grade 12
students:

GRADE LEVEL FREQUENCY

GRADE 11 143

GRADE 12 130

TOTAL 273

TABLE 2.1 LIST OF THE STUDENTS OF SENIOR HIGH SCHOOL IN JULIA

ORTIZ LUIS NATIONAL HIGHSCHOOL

Thus, the study will survey 143 students from Grade 11 and 130
students from Grade 12. This stratified approach ensures that the
sample accurately reflects the distribution of students across
different grades, providing a comprehensive view of the impact of
counseling and guidance on career readiness.

Research Instrument

Socio-Demographic Characteristics
 27i

(Collect information about the student’s age, gender, grade

level, and class section)

Section I: Awareness of Counseling and Guidance Services

(Determine how familiar you are with the counseling and guidance
services provided to you)

SCALE VERBAL DESCRIPTION

1 - 1.74 STRONGLY DISAGREE
1.75 - 2.4 DISAGREE
2.5 - 3.24 AGREE
3.25 - 4 STRONGLY AGREE
TABLE 2.1 SCALE AND VERBAL DESCRIPTIONS FOR AWARENESS

Section II: Utilization of Counseling Services

(Identify how frequently you make use of the counseling and

guidance services offered)

SCALE VERBAL DESCRIPTION

1 - 1.74 NEVER
1.75 - 2.4 RARELY
2.5 - 3.24 USUALLY
3.25 - 4 ALWAYS
 28i

TABLE 2.2 SCALE AND VERBAL DESCRIPTIONS FOR UTILIZATION

Section III: Perceived Effectiveness of Counseling Services

(Assess how helpful you think the counseling and guidance

services have been in preparing you for a career)

SCALE VERBAL DESCRIPTION

1 - 1.74 STRONGLY DISAGREE

1.75 - 2.4 DISAGREE
2.5 - 3.24 AGREE
3.25 - 4 STRONGLY AGREE
TABLE 2.3 SCALE AND VERBAL DESCRIPTIONS FOR PERCEIVED
EFFECTIVENESS

Section IV: Challenges in Accessing Counseling Services

(Describe any obstacles you face when trying to use counseling

and guidance services)

CHECK LIST

Section V: Overall Career Readiness

(Evaluate your own level of preparedness for your future career)

SCALE VERBAL DESCRIPTION

1 - 1.74 NOT AT ALL PREPARED

1.75 - 2.4 SLIGHTLY PREPARED
 29i

2.5 - 3.24 MODERATELY PREPARED

3.25 - 4 VERY PREPARED
TABLE 2.4 SCALE AND VERBAL DESCRIPTIONS FOR OVERALL CAREER
READINESS

CHAPTER VI

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the results and analysis of the survey

conducted on the impact of counseling and guidance services on
the career readiness of Senior High School students at Julia
Ortiz Luis National High School. The analysis is organized
according to the survey sections, which include demographic
profile, awareness of counseling services, utilization of
 30i

counseling services, perceived effectiveness of counseling

services, challenges in accessing counseling services, and
overall career readiness.

Table 1. Demographic Profile of Respondents

Table 1.1 Age Frequency Distribution of the Respondents

Age Frequency, f Percentage, %

15 0 0%
16 107 39.2%
17 141 51.6%
18 24 8.3%
19 1 0.9%
20 0 0%
Total, N 273 100%

The age distribution of the respondents shows that the majority

of students are 17 years old, with 141 students (51.6%) in this
category. This is followed by 107 students (39.2%) who are 16
years old, and 24 students (8.3%) who are 18 years old. A small
percentage of students are aged 19 (0.9%) and 15 years old (0%),
with no students at the age of 20. The total sample size is 273
students, making up 100% of the respondents.

This age distribution reflects the typical progression of

students through senior high school, where most students enter
Grade 11 at 16 years old and graduate at 17 or 18. The fact that
the largest cohort is 17 years old aligns with students being in
their final year of senior high school (Grade 12), which is often
a crucial period for career decision-making. The presence of
 31i

younger students in Grade 11 (16 years old) indicates that these

students are still in the process of exploring their academic and
career interests. As students approach 18 and beyond, they are
more likely to begin forming concrete career goals and making
decisions about further education or employment.

The distribution of ages suggests that career counseling services

should be designed to accommodate students at different stages of
career exploration. For 16-year-olds, career counseling should
focus on helping students understand various career paths, as
they are still exploring their options. For 17-year-olds,
counseling should focus on refining career goals and preparing
for the transition out of high school, including college
applications and job readiness (Super, 2020). Given the small
number of students at 18 and 19 years old, career guidance
programs should ensure that students are adequately prepared for
their post-graduation transitions, whether they are entering the
workforce or continuing their education (Tinsley & Tinsley,
2018).

Table 1.2 Gender Frequency Distribution of the Respondents

Gender Frequency, f Percentage, %

Male 113 41.4%
Female 160 58.6%
Total,N 273 100%
 32i

The gender distribution of the respondents shows that there are

160 female students (58.6%) and 113 male students (41.4%). The
total number of respondents is 273, with females outnumbering
males by approximately 17%.

The gender distribution indicates a higher proportion of female

students in the sample. While this could be reflective of the
broader gender balance in educational settings, it is essential
to consider how gender might influence career aspirations and
decision-making. Studies suggest that gender can impact students'
career preferences, with females typically gravitating towards
fields like healthcare, education, and social sciences, while
males may be more inclined toward engineering, technology, or the
physical sciences (López & Torres, 2018). The balance in the
sample suggests that the study can provide insights into how both
male and female students make career decisions, despite potential
societal influences on career preferences.

The gender distribution in this study reflects broader societal

trends, where certain fields may be gendered, but both male and
female students benefit from career counseling that takes into
account their unique interests and aspirations. Although the
study shows a larger female sample, gender differences should not
be seen as a significant factor in the overall career guidance
needs of the students. However, career counseling programs should
be aware of gender-specific interests and challenges. Female
students may benefit from more targeted advice in navigating
traditionally male-dominated fields like engineering or
technology, while male students may need additional support in
considering roles in caregiving or teaching professions (López &
Torres, 2018).
 33i

The demographic profile of the respondents was crucial in

understanding the diversity of students who participated in the
study. The sample consisted of 143 Grade 11 students and 130
Grade 12 students, representing 52% of grade 11 and 48% of grade
12 students, for a total of 273 students. The survey data showed
the following:

Table 1.3 Profile of the Respondents

Grade Level Frequency, f Percentage, %

GRADE 11 143 52%
Grade 12 130 48%
Total,N 273 100%

The respondent pool consists of an equal number of Grade 11 and

Grade 12 students, with each grade comprising 143 students (52%)
of the total sample. This gives a balanced representation between
the two grades, making up a total of 273 respondents.

The even distribution between Grade 11 and Grade 12 students is

significant because it allows the study to explore the career
development needs of students at two distinct stages in their
educational journey. Grade 11 students are generally in the early
stages of career exploration, while Grade 12 students are nearing
the end of their senior high school years and are more likely to
have concrete career plans. This distribution ensures that the
study considers both the exploratory phase and the decision-
making phase of career development, offering a comprehensive
understanding of the career counseling needs at both stages of
high school.

The balanced representation of Grade 11 and Grade 12 students

enables the study to assess the different levels of career
 34i

readiness and decision-making. Grade 11 students, who are in the

process of exploring career options, may require counseling
focused on identifying strengths, interests, and potential career
paths. In contrast, Grade 12 students, who are likely to be more
focused on post-graduation plans, may need counseling related to
college applications, job preparation, or vocational training
(Super, 2020). The dual-grade representation allows for tailored
interventions that address the distinct career development needs
at each stage of senior high school, ensuring that both groups
receive the appropriate guidance for their future choices (Hughes
& Karp, 2023).

Table 1.4 Section Distribution and Frequency of Senior High Students

Section Frequency, f Percentage, %

STEM 26 9.5%
HUMSS A 26 9.5%
HUMSS B 26 9.5%
HUMSS C 26 9.5%
HUMSS D 26 9.5%
11 HUMSS E 13 5%
AGRI 26 9.5%
SMAW 26 9.5%
ICT 26 9.5%
COOKERY 26 9.5%
GAS 26 9.5%
Total, n 273 100%

The Grade 11 students are evenly distributed across various

academic and vocational tracks, with each section consisting of
13 students (9.5% of the total sample). The sections include
 35i

academic tracks like STEM, HUMSS, and ICT, as well as vocational

tracks such as COOKERY, SMAW, and AGRI, among others. The total
sample for Grade 11 students is 143, which constitutes 100% of
the grade-level sample.

The equal representation across the various academic and

vocational tracks highlights the diversity of student interests
and career aspirations. This distribution ensures that the study
encompasses students who are preparing for both higher education
and vocational careers. For instance, students in the STEM or
HUMSS tracks may be focused on academic or professional careers,
while those in vocational tracks such as COOKERY or SMAW may be
preparing for immediate employment or technical training. This
broad representation is crucial for capturing the varied needs
and expectations of students as they prepare for their future
careers.

The equal distribution across different academic and vocational

tracks allows the study to examine how career counseling services
can be tailored to the specific needs of students from diverse
educational backgrounds. Students in academic tracks like STEM or
HUMSS may require more guidance on higher education opportunities
and professional career paths, while those in vocational tracks
may need advice on skill development, certifications, and job
placement (Kettunen et al., 2017). The study's design, which
includes both academic and vocational sections, provides valuable
insights into how career counseling can be differentiated to meet
the unique aspirations and needs of all students, ensuring more
effective guidance for both academic and vocational success.

The awareness of counseling and guidance services plays a

critical role in determining how well students are informed about
the available resources to support their academic, emotional, and
 36i

career development. This section examines how the respondents

perceive the availability of counseling services in their school.
The responses revealed the following:

Table 2. AWARENESS OF COUNSELLING AND GUIDANCE SERVICES

4 Point Scale
QUESTIONS 4 3 2 1 Mean Sd. Mean Interpretation

1. I am aware that the school’s 76 39 131 27 2.60 1.00 Agree

guidance office offers counseling
and guidance services related to
mental and emotional health.

2. I have read materials or 34 68 148 32 2.37 0.84 Disagree

resources about the counseling
and guidance services available at
school.

3. I have attended seminars or 66 39 129 40 2.48 1.01 Disagree

workshops related to counseling
and career guidance.

4. I am aware that the school 30 44 159 40 2.23 0.83 Disagree

offers individual and group
counseling services.

5. I know someone who has used 50 77 102 44 2.49 0.97 Disagree

the school’s counseling services
for career or emotional support.

GWM 2.43 0.93 Agree

The data shows that Senior High students exhibit varying levels
of awareness regarding counseling and guidance services.
Awareness of mental and emotional health services is higher (mean
2.60), while awareness of career-related services is lower (mean
2.23-2.49). Most students have not attended workshops or read
materials about the services.
 37i

The higher awareness of mental health services over career-

related services suggests that emotional health services are more
visible and emphasized. In contrast, career counseling services
may not be actively promoted or communicated, leading to lower
awareness (Whiston & Sexton, 2017). This disparity may point to a
focus on emotional well-being rather than career readiness in
school counseling programs.

These findings suggest a need for schools to increase awareness

and communication about career guidance services. According to
Gysbers & Henderson (2018), enhancing the visibility and
promotion of career services can significantly boost student
engagement and readiness for post-graduation decisions. Schools
should consider providing more resources and communication
channels for career-related services to better equip students for
future career decisions.

Utilization of counseling and guidance services reflects how

actively students engage with the available resources to seek
support for personal or career-related matters. This section
analyzes the frequency with which the respondents make use of
these services, including career counseling sessions, workshops,
and individual consultations. The data from this section is as
follows:
 38i

Table 3. UTILIZATION OF COUNSELING AND GUIDANCE SERVICES

4 Point Scale
QUESTIONS 4 3 2 1 Mean Sd. Mean Interpretation

1. How often do you use the 92 71 80 30 2.82 1.02 Usually

school’s counseling and guidance
services?
55 85 98 35 2.59 0.95 Usually
2. How frequently do you
participate in career workshops or
seminars organized by the school?

3. Have you ever had an individual 150 40 46 37 3.11 1.12 Usually

session with a counselor for career
guidance?
4. How often do you seek advice 55 70 106 42 2.51 0.98 Usually
from counselors about your career
path?
5. How comfortable are you with 55 70 98 50 2.38 1.01 Rarely
accessing counseling services when
needed?
GWM 2.70 1.02 Usually

The data indicates that while a significant number of students

report using individual counseling services (mean 3.11), there is
lower participation in career workshops (mean 2.46). Comfort with
accessing counseling services is also a concern (mean 2.38).

The higher engagement in individual counseling over group

workshops reflects students' preference for private, personalized
guidance. The discomfort accessing counseling services may be a
result of stigma or a lack of perceived privacy, which may
discourage some students from seeking support (Cunningham &
Sorensen, 2020).

The preference for one-on-one counseling sessions and the

discomfort with using services suggest that schools should focus
 39i

on making counseling services more confidential and accessible.

McMahon et al. (2020) note that creating a supportive, stigma-
free environment is essential for improving students' willingness
to engage with career counseling services. Schools could address
this by offering more private sessions and promoting counseling
services as confidential and supportive spaces.

The perceived effectiveness of counseling services is essential

to understanding whether students believe the available resources
are helpful in supporting their career readiness and personal
development. This section explores how students view the impact
of counseling services on their career decision-making and
overall preparedness. The results are as follows:

Table 4. PERCEIVED EFFECTIVENESS OF COUNSELING SERVICES

4 Point Scale
QUESTIONS 4 3 2 1 Mean Sd. Mean
Interpretation
75 37 118 43 2.53 1.06 Agree
1. The counseling and guidance
services at my school are easily
accessible.

37 85 124 27 2.48 0.85 Disagree

2. The school counselors
provide relevant and useful
advice for my career planning.

52 63 136 22 2.53 0.89 Agree

3. I feel that the counselors
take the time to understand my
career concerns and goals.
 40i

48 80 110 35 2.52 0.93

4. The counseling services
have positively impacted my Agree
confidence in career decision-
making.

26 80 140 27 2.38 0.79 Disagree

5. I am satisfied with the
overall support provided by the
counseling and guidance team.

GWM 2.49 0.90 Agree

While students find counseling services accessible (mean 2.53),

they are less satisfied with the relevance of career advice and
overall support (mean 2.38-2.48). Many students feel counselors
do not adequately understand their career concerns (mean 2.39).

The findings indicate that students perceive counseling services

as accessible but feel that career advice is insufficiently
tailored to their individual needs. This aligns with Gysbers &
Henderson (2018), who argue that personalized career guidance
significantly improves students' career decision-making and
overall satisfaction.

To improve the effectiveness of counseling services, schools need

to ensure that career advice is personalized and relevant to each
student’s unique goals. Research by Crockett & Parker (2020)
highlights that personalized career counseling is a key factor in
boosting students' confidence and satisfaction with career
decision-making. Schools should allocate more time for one-on-one
counseling sessions to address students' specific career concerns
and provide actionable guidance.
 41i

Identifying the challenges students face in accessing counseling

services is key to improving the effectiveness and accessibility
of these resources. This section explores the barriers that
students encounter when attempting to use counseling services,
such as lack of information, stigma, and availability of
counselors. The following data highlights these challenges:

TABLE 5. CHALLENGES IN ASSESSING COUNSELING SERVICES

QUESTIONS FREQUENCY RANK

Lack of information about counseling 66 6
services
Limited availability of counselors 111 2
Stigma associated with seeking counseling or 86 4
guidance

Long wait times for appointments 102 3

Difficulty in accessing counseling services 70 5
when needed

Insufficient resources (e.g., workshops,

125 1
seminars, career fairs)

The most common barriers to accessing counseling services include

a lack of information about available services (20%) and
insufficient resources like career workshops (21%).

These barriers align with previous studies which show that a lack
of awareness and limited resources are significant obstacles in
utilizing school counseling services (Cunningham & Sorensen,
2020). Furthermore, the limited availability of counselors and
long wait times present logistical challenges that prevent
students from receiving timely support (Watson & McMahon, 2019).
 42i

To overcome these barriers, schools should improve the

communication of available services and increase the availability
of career resources. McMahon et al. (2020) suggest that ensuring
counselors have manageable caseloads and are readily accessible
can reduce wait times and make services more accessible.
Additionally, providing more resources like career fairs and
workshops can enhance students' engagement with counseling
services.

The overall career readiness of students is a measure of how

prepared they feel for life after high school, particularly in
relation to entering the workforce or further education. This
section evaluates how students perceive their preparedness for
their future careers and how they believe counseling services
have influenced this preparedness. The results of this section
are presented below:

TABLE 6. OVERALL CAREER READINESS

4 Point Scale
QUESTIONS 4 3 2 1 Mean Sd. Mean Interpretation

1. How prepared do you feel for your 84 104 47 38 2.86 1.01 Moderately Prepared
future career?
2. How confident are you in your ability 30 125 85 33 2.56 0.84 Moderately Prepared
to transition from school to your chosen
career?
3. How confident are you in your ability 30 103 95 45 2.43 0.89 Slightly Prepared
to make informed career decisions?
4. How likely are you to seek additional 35 97 85 56 2.41 0.95 Slightly Prepared
resources to enhance your career
readiness?
5. Do you feel that the counseling and 55 109 67 42 2.65 0.97 Moderately Prepared
guidance services have positively
 43i

influenced your career preparedness?

GWM 2.58 0.93 Moderately Prepared

Overall, students feel moderately prepared for their future

careers (mean 2.86) but express lower confidence in making
informed career decisions (mean 2.43). Counseling services are
perceived to have a moderately positive impact on career
readiness (mean 2.65).

These results suggest that while students feel somewhat prepared

for their future careers, they lack confidence in their ability
to make informed decisions about their career paths. Research by
Gysbers & Henderson (2018) emphasizes the importance of providing
students with the tools to make informed career decisions, which
may not be adequately addressed in current counseling services.

To improve career readiness, schools should offer more targeted

counseling that emphasizes career exploration and decision-making
skills. Studies show that personalized career counseling
significantly improves students' confidence in their career
choices (Gysbers & Henderson, 2018). Providing more career-
related experiences, such as internships and mentorship programs,
could also enhance students' career confidence and preparedness
for post-graduation transitions (Parker & Crockett, 2022).
 44i

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

This chapter presents a comprehensive summary of the findings

derived from the survey conducted to assess the career readiness
of Grade 11 and Grade 12 students at Julia Ortiz Luis National
High School. The data analyzed explored the awareness,
utilization, and perceived effectiveness of counseling and
guidance services, as well as students' career readiness. The
following summarizes the key findings of the study, which are
aligned with the Statement of the Problem (SOP) questions:

1. Socio-Demographic Factors and Their Influence on Career

Readiness

● Age: The study revealed that Grade 12 students were slightly

older than Grade 11 students, with the majority of
respondents being 17 years old. The age of students may have
 45i

some implications for career readiness, as older students

(Grade 12) are often closer to making post-graduation
decisions. However, there was little to no significant
difference in the career readiness levels based on age
alone.

● Gender: The gender distribution of the respondents was

skewed toward more female students (approximately 70%)
compared to male students (30%). Although the data suggested
that female students might engage more with counseling
services, the differences in career readiness between
genders were not significant, indicating that gender did not
strongly influence career preparedness.

● Grade Level: Grade 12 students appeared to be more engaged

with counseling services compared to Grade 11 students, with
a slightly higher percentage reporting participation in
counseling and career workshops. However, both grade levels
exhibited similar perceptions of counseling services, with
both showing moderate levels of career readiness. This
suggests that, while Grade 12 students may feel more urgency
about their future, both grade levels face similar
challenges regarding career preparedness.

● Section: The survey also revealed that students in various

academic tracks (such as STEM, HUMSS, AGRI, etc.) had
similar levels of career readiness. Despite being in
different tracks, students across all sections showed
comparable awareness and utilization of counseling services,
indicating that section or academic track did not
significantly influence career readiness.

2. Level of Awareness of Counseling and Guidance Services

 46i

Both Grade 11 and Grade 12 students reported low awareness of the

counseling and guidance services available to them at school. The
majority of students indicated that they were not fully aware of
the range of services, such as career counseling, emotional
support, and workshops. The mean scores for questions related to
awareness were all below 2.5 (on a 4-point scale), suggesting a
general lack of awareness. Grade 12 students showed slightly
higher awareness compared to Grade 11 students, but overall,
improved dissemination of information about counseling services
is needed.

3. Frequency of Utilization of Counseling and Guidance Services

The data revealed that both Grade 11 and Grade 12 students used
counseling and guidance services at a low to moderate frequency.
The mean score for utilization was 2.78, indicating that students
“usually” use the services, but still on a limited basis. Grade
12 students reported more frequent participation in career
workshops and individual counseling sessions, although these were
still reported as rarely utilized. Challenges such as long wait
times and limited access to counselors were identified as
barriers to more frequent use.

4. Perceived Effectiveness of Counseling and Guidance Services

Students generally perceived the effectiveness of counseling and

guidance services as moderate to low. While a few students
(especially in Grade 12) reported that the services had
positively impacted their confidence in making career decisions,
the majority felt that the services were not sufficiently
 47i

tailored to their specific needs or had limited impact on their

career planning. The mean score for perceived effectiveness was
below 2.5, indicating that students felt the services were
generally ineffective in aiding their career readiness. Grade 12
students were somewhat more likely to report a positive impact
compared to Grade 11 students.

5. Challenges in Accessing Counseling and Guidance Services

The study identified several key challenges faced by students in

accessing counseling services, including:

● Lack of information about available services.

● Limited availability of counselors, leading to long wait

times.

● Stigma associated with seeking counseling, particularly

among Grade 11 students.

● Insufficient resources, such as career fairs, workshops, and

seminars.

The most common barriers reported were limited availability of

counselors and insufficient resources, both of which were
especially noted by Grade 12 students. These factors
 48i

significantly hinder students' ability to access counseling

services and fully benefit from them.

6. Overall Level of Career Readiness

Both Grade 11 and Grade 12 students reported being moderately

prepared for their future careers. The mean scores for questions
assessing career readiness were all between 2.4 and 2.7,
indicating that most students felt they were somewhat prepared,
but not fully confident in their ability to transition smoothly
into their chosen careers. Grade 12 students felt slightly more
prepared than Grade 11 students, likely due to their proximity to
graduation, but both groups indicated a need for further career
counseling, workshops, and resources to increase their confidence
and preparedness.

CONCLUSION

The findings from this study suggest that Grade 11 and Grade 12
students at Julia Ortiz Luis National High School face
significant challenges in accessing and utilizing the counseling
and guidance services available to them. Despite the presence of
these services, students report low awareness and limited
utilization, and they perceive the services as ineffective in
supporting their career readiness.

While Grade 12 students are slightly more engaged with counseling

services and report higher levels of career readiness, both grade
levels experience similar challenges, including lack of
information, limited access to counselors, and insufficient
 49i

resources. As a result, students generally feel moderately

prepared for their future careers, with Grade 12 students feeling
marginally more confident about their transition to post-
graduation life.

The socio-demographic factors—age, gender, grade level, and

section—do not appear to have a strong influence on students'
career readiness or their utilization of counseling services,
although Grade 12 students showed slightly higher levels of
engagement. The barriers identified, such as long wait times and
stigma, hinder students' ability to effectively benefit from
counseling services.

Recommendations

Based on the findings, the following recommendations are proposed

to enhance the effectiveness of counseling and guidance services
and to improve career readiness among Grade 11 and Grade 12
students:

1. Increase Awareness and Information Dissemination: There

should be a concerted effort to raise awareness about the
available counseling services. Regular orientations and
information sessions should be held at the beginning of each
school year to ensure that all students are aware of the
resources at their disposal.

2. Improve the Accessibility and Availability of Counselors:

The school should consider hiring additional counselors or
expanding the hours during which counseling services are
available. Additionally, counselors should be assigned to
 50i

specific grade levels or sections to ensure more

personalized support.

3. Promote the Use of Counseling Services: Encourage students

to make use of counseling services by implementing
strategies to reduce stigma and create a more supportive
environment around seeking help. This can be done through
peer counseling programs, awareness campaigns, and making
counseling a routine part of school life.

4. Offer More Career-Focused Workshops and Seminars: The school

should increase the availability and diversity of career
counseling workshops and job fairs. These events should be
tailored to different grade levels and sections, providing
specific guidance to students about career choices, college
applications, and job readiness.

5. Address Barriers to Service Access: To alleviate issues such

as long wait times and insufficient resources, the school
could explore innovative solutions such as online counseling
services or group counseling sessions to reach more students
in a timely manner.

6. Assess and Adapt Counseling Services Regularly: The school

should regularly assess the effectiveness of counseling
services through student feedback and use this data to
refine the services offered. Continuous improvement is
essential for ensuring that counseling services meet the
evolving needs of students.

Suggestions for Future Research

Future research should explore the long-term impact of counseling

and guidance services on students' career outcomes after
graduation. It would be beneficial to study how specific academic
 51i

tracks (such as STEM, HUMSS, and ICT) may require tailored

counseling services to better address their unique career paths.
Additionally, future studies could examine the role of peer
counselors in reducing stigma and increasing service utilization
among students. Research into online platforms for career
guidance and could provide valuable insights into expanding
access to services.

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 60i

APPENDIX A

LETTER OF APPROVAL
61i
 62i

APPENDIX B

The Influence of Counseling and Guidance on Career Readiness

Julia Ortiz Luis National High School

Date Administered: November 8, 2024

The Influence of Counseling and Guidance on Career Readiness for Senior High School
Students at Julia Ortiz Luis National High School

Name (Optional): Gender: ______________

Age: Grade Level: Section:

Section I: Awareness of Counseling and Guidance Services

This section measures your awareness of the counseling and guidance services available in your school.

Instructions: Please indicate your level of agreement with the following statements.

Strongly Strongly
Question Disagree Agree
Disagree Agree

1. I am aware that the school’s guidance office offers counseling and

☐ ☐ ☐ ☐
guidance services related to mental and emotional health.

2. I have read materials or resources about the counseling and guidance

☐ ☐ ☐ ☐
services available at school.

3. I have attended seminars or workshops related to counseling and career

☐ ☐ ☐ ☐
guidance.

4. I am aware that the school offers individual and group counseling services. ☐ ☐ ☐ ☐

5. I know someone who has used the school’s counseling services for career
☐ ☐ ☐ ☐
or emotional support.

Section II: Utilization of Counseling and Guidance Services

This section assesses how often you use the counseling and guidance services available at school.
 63i

Instructions: Please indicate how often you engage with the following services.

Question Never Rarely Usually Always

1. How often do you use the school’s counseling and guidance services? ☐ ☐ ☐ ☐

2. How frequently do you participate in career workshops or seminars organized by the

☐ ☐ ☐ ☐
school?

3. Have you ever had an individual session with a counselor for career guidance? ☐ ☐ ☐ ☐

4. How often do you seek advice from counselors about your career path? ☐ ☐ ☐ ☐

5. How comfortable are you with accessing counseling services when needed? ☐ ☐ ☐ ☐

Section III: Perceived Effectiveness of Counseling Services

This section measures how effective you believe the counseling and guidance services have been in preparing you for your career.

Instructions: Please indicate your level of agreement with the following statements.

Strongly Strongly
Question Disagree Agree
Disagree Agree

1. The counseling and guidance services at my school are easily

☐ ☐ ☐ ☐
accessible.

2. The school counselors provide relevant and useful advice for my

☐ ☐ ☐ ☐
career planning.

3. I feel that the counselors take the time to understand my career

☐ ☐ ☐ ☐
concerns and goals.

4. The counseling services have positively impacted my confidence in

☐ ☐ ☐ ☐
career decision-making.

5. I am satisfied with the overall support provided by the counseling and

☐ ☐ ☐ ☐
guidance team.

Section IV: Challenges in Accessing Counseling Services

This section identifies potential barriers you may face when accessing counseling and guidance services.

Instructions: Please check all that apply to you.

 64i

[ ] Lack of information about counseling services

[ ] Limited availability of counselors

[ ] Stigma associated with seeking counseling or guidance

[ ] Long wait times for appointments

[ ] Difficulty in accessing counseling services when needed

[ ] Insufficient resources (e.g., workshops, seminars, career fairs)

[ ] Other (please specify): ______________________________

Section V: Overall Career Readiness

This section assesses how prepared you feel for your future career and how counseling services may have influenced that
preparedness.

Instructions: Please indicate your level of agreement or preparedness in the following areas.

Not at All Slightly Moderately Very

Question
Prepared Prepared Prepared Prepared

1. How prepared do you feel for your future career? ☐ ☐ ☐ ☐

2. How confident are you in your ability to transition from

☐ ☐ ☐ ☐
school to your chosen career?

3. How confident are you in your ability to make informed

☐ ☐ ☐ ☐
career decisions?

4. How likely are you to seek additional resources to

☐ ☐ ☐ ☐
enhance your career readiness?

5. Do you feel that the counseling and guidance services

☐ ☐ ☐ ☐
have positively influenced your career preparedness?

Additional Comments (Optional):

Please feel free to provide any additional comments or suggestions about the counseling services and your career readiness.
 65i

APPENDIX C

(Documentation)
 66i

APPENDIX D

CURRICULUM VITAE

CURRICULUM VITAE

SEBASTIAN AERON R. DE GUZMAN

Hulo, Sto. Domingo, Nueva Ecija
Cellphone number: 09291556061
Email: sebastiandeguzman@gmail.com
PERSONAL INFORMATION
Date of Birth: October 10, 2007
Place of Birth: Cabanatuan City, Nueva Ecija
Age: 16 years of age
Nationality: Pilipino
Religion: Methodist
Civil Status: Single
Gender: Male
Name of Father: Florante C. De Guzman
Name of Mother: Olivia R. De Guzman
EDUCATIONAL BACKGROUND
Senior High: Julia Ortiz Luis National High School
Sagaba, Sto. Domingo, Nueva Ecija
2023-2024
Junior High: Julia Ortiz Luis National High School
Sagaba, Sto. Domingo, Nueva Ecija
2019-2023
Elementary: Sto. Domingo, Central School
Malasin, Sto. Domingo, Nueva Ecija
2013-2019
 67i

CURRICULUM VITAE

Krizza Quilacio Agnes

Sagaba, Sto. Domingo N.E

Contact number: 09155597269

Email: agneskrizza4@gmail.com

PERSONAL INFORMATION

Birthday: May 29, 2007

Birthplace: Emergency Sto. Domingo N.E

Religion: Born Again

Civil Status: Single

Father’s name: Eliseo Garcia Agnes

Mother’s name: Elizabeth Quilacio Agnes

EDUCATIONAL BACKGROUND

Senior High: Julia Ortiz Luis National High School

Sagaba, Sto. Domingo Nueva Ecija 2023-2024
Junior High: Julia Ortiz Luis National High School
Sagaba, Sto. Domingo Nueva Ecija 2019-2023
Elementary: Villa Juan Elementary School
Sagaba, Sto. Domingo Nueva Ecija 2012-2019

May Angelou Balmores Domingo

 68i

Burgos, Sto. Domingo N.E

Contact number: 09938726768

Email: domingomayangelou@gmail.com

PERSONAL INFORMATION

Birthday: May 27, 2007

Birthplace: Emergency Sto. Domingo N.E

Religion: Born Again

Civil Status: Single

Father’s name: Sonny Agudo Balanga

Mother’s name: Raquel Balmores Domingo

EDUCATIONAL BACKGROUND

Senior High: Julia Ortiz Luis National High School

Sagaba, Sto. Domingo Nueva Ecija 2023-2024
Junior High: Rominas Heavenly Angels Montessori School
Sagaba, Sto. Domingo Nueva Ecija 2019-2020
Julia Ortiz Luis National High School
Sagaba, Sto. Domingo Nueva Ecija 2020-2023
Elementary: Quezon Hill Elementary School
Upper Quezon Hill Baguio City 2013-2017
Burgos Elementary School
Burgos, Sto. Domingo Nueva Ecija 2017-2019

Jezyra Jaycel Carnate Guevarra

 69i

Cabugao, Sto. Domingo N.E

Contact number: 09517079422

Email: guevarrajezyra@gmail.com

PERSONAL INFORMATION

Birthday: October 21, 2007

Birthplace: Solano, Nueva Vizcaya

Religion: Roman Catholic

Civil Status: Single

Father’s name: Joseph Kennedy Guevarra

Mother’s name: Glenda Guevarra

EDUCATIONAL BACKGROUND

Senior High: Julia Ortiz Luis National High School

Sagaba, Sto. Domingo Nueva Ecija 2023-2024
Saint Louis College of Solano, Poblacion North,
Solano, Nueva Vizcaya 2022-2023
Junior High: Saint Louis College of Solano, Poblacion North,
Solano, Nueva Vizcaya 2019-2023
Elementary: Bascaran Elementary School
Bascaran, Solano, Nueva Vizcaya 2013-2019

CURRICULUM VITAE
 70i

JESLIE ANN NICOLE S. ORTEGA

San Manuel, Quezon, Nueva Ecija
Cellphone number: 09278645693
Email: jeslieortega23@gmail.com
PERSONAL INFORMATION
Date of Birth: May 23, 2007
Place of Birth: Cabanatuan City, Nueva Ecija
Age: 16 years of age
Nationality: Pilipino
Religion: Christian Catholic
Civil Status: Single
Gender: Female
Name of Father: Jaymar C. Ortega
Name of Mother: Eloisa S. Ortega
EDUCATIONAL BACKGROUND
Senior High: Julia Ortiz Luis National High School
Sagaba Sto. Domingo Nueva Ecija
2023-2024
Junior High: Julia Ortiz Luis National High School
Sagaba Sto. Domingo Nueva Ecija
2019-2023
Elementary: Hazel Joy Montesorri
Cabugao, Sto. Domingo, Nueva Ecija
2013-2019