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Factors Affecting Career Choice Decisions of Selected Junior High School

Students in Calamba City, Philippines: Input to a Localized Career Guidance
Program

Article in International Journal For Multidisciplinary Research · July 2024

DOI: 10.36948/ijfmr.2024.v06i04.24328

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: editor@ijfmr.com

Factors Affecting Career Choice Decisions of

Selected Junior High School Students in
Calamba City, Philippines: Input to a Localized
Career Guidance Program
Kevin C. Barrera

Graduate Student, College of Public Affairs and Development, University of the Philippines Los Baños

Abstract
High school education is the doorstep towards the future of students, whether they will pursue further
education or enter the world of work. The study aimed to determine the factors affecting the career choice
decisions of selected junior high school students in Calamba City, Philippines. Using case study as a
research design, the study utilized a survey questionnaire to gather responses of 234 junior high school
students where data gathered were analyzed using descriptive analysis. Results of the study showed that
economic factors, such as financial stability and returns received strong agreement from students, while
social factors got the most disagreement. Meanwhile, more than half of the respondents are inclined
towards STEM-related degree programs and majority of them eye state university and colleges (SUCs) as
prospective schools after graduation. The findings became the basis of the proposed localized career
guidance program to further guide these students. Recommendations include revisiting existing policies
on career guidance and empowerment of SUCs.

Keywords: Career guidance, decision-making, factors

1. Introduction
The passage of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013” mandates the State
to “broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment” [1]. Under Section 5 of the said law, the “Department of Education
(DepEd) must work with the Commission on Higher Education (CHED) and the Technical Education and
Skills Development Authority (TESDA)” to ensure college readiness and to harmonize basic and tertiary
education curricula for the global competitiveness of Filipino graduates.
To fulfill these requirements, DepEd administers the National Career Assessment Examination (NCAE)
to students during each academic year in order to ascertain their aptitude and occupational interest in any
of the Senior High School (SHS) programs. By providing direction on career guidance at the classroom
level, this assessment ensures that students acquire the necessary skills and competencies for the
workplace and their future career decisions. The career assessment comprises three domains—Aptitude
for SHS programs, Occupational Interest Inventory (OII), and General Scholastic Aptitude (GSA).

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Occupational interest refers to the inclination of the learner towards vocations and career classifications
[2].
Likewise, DepEd conducts the annual Career Guidance Program (CGP) on a recurring basis to aid
incoming senior high school students in making well-informed decisions concerning their selection of a
SHS track. The program also raises awareness about the significance of selecting a track that aligns with
one's interests and abilities, while also considering the resources and demands of society [3].
Guiding students towards their most desired and appropriate careers has its private benefits and education
plays a major role in selecting suitable careers for the students. Selecting the appropriate profession
enables one to attain economic success, which is crucial for the well-being of humanity [4]. 66% of people
with less education think they could have made more money if they had a higher degree, 81% think a
higher level of education leads to more job satisfaction, and 42% think it leads to more joyful and fulfilling
work experiences [5].
Economic security helps development and growth while also making people happier, more satisfied, and
more tolerant. In addition, it says that people in countries where people have a good sense of economic
protection are also generally happier [6].
Helping people with their careers is good for everyone, including the business and society. Good career
counseling helps the job market work well and makes society fairer. In addition, career guidance helps the
economy grow, people learn new skills, and jobs are created by making people better at what they do [7].
Several studies, though, have shown what happens when students do not have job guidance: they find it
difficult to make decisions. Filipino college students do not get enough knowledge and help before college
which become the big reason why students are not sure about their future careers [8]. This lack of
preparation in making career choices leads to misalignment between educational and work goals, which
keeps educational and occupational inequality going [9].
When students are knowledgeable about a specific profession, they become motivated and confident to
take that path. Students alter their career choice if they receive sufficient information about a specific
career like the needed resources, social status, salaries, and professional growth [10].
Students, whose educational and career goals are not aligned, also do not know what steps they need to
take to reach their career goals. As a result, they have worse results in the job market, such as lower adult
income and higher unemployment rates [9].
Nonetheless, it is important to point out that career guidance is not just the sole factor that will affect the
career choice decision-making of students. Various factors, such as social, economic, environmental,
personal, and academic, will play at hand to influence the selection process of students after graduating
from high school to choose their career preparation in college which will later affect their lives in the real-
world stage.
1.1. Role of career guidance and counselling
Career guidance and counselling program is “a comprehensive, developmental program designed to assist
individuals in making and implementing informed educational and occupational choices and develops an
individual's competencies in self-knowledge, educational and occupational exploration, and career
planning”[11].
The agency explained the relevance of career guidance and counselling on students’ career choice
decisions, particularly that the workplace is constantly changing in the 21st century. This educates the
students on the changes in the labor market and workplace complexities by expanding their knowledge
and skills. Moreover, it sharpens their ability to come up with decisions by improving their self-confidence

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and motivation and interpersonal effectiveness. Also, this program opens the door for students to maximize
their career opportunities by enhancing their market employability and effective job placement by
investing in employer relations which can all be provided to them with relevant information and education.
Based on DepEd’s National Career Guidance Program, the program is composed of orientations, learning
materials, portfolios, counselling and consultations, and curriculum exit tracking system. The purpose of
the orientation is to inform the top-level officials, from the regional supervisors to school heads the
implementation of the career guidance program. This will be followed by a division orientation for
guidance counselors, guidance designates, career guidance advocates, teachers, and class advisers. This
will be further cascaded to schools for the parents and the students. Meanwhile, learning materials for
career guidance are also available for kindergarten to junior highs school, with particular emphasis on
Grade 10, 11 and 12 students. Also, learners are also encouraged to create their own portfolio compiling
their activity sheets, copy of grades, results of assessments, and outputs related to career guidance.
1.2. Factors affecting career choice decisions
Students’ decisions were greatly affected by future chances of being employed. They also listed interest
as factors for students in choosing their majors that will enable them to hone their own abilities [12]. Other
considerations include influencers and financial resources. Students’ interest is also viewed as a significant
factor [13].
Parents had the most significant influence in the career choice of students, citing their concerns and
reservations during the decision-making stage. They also mentioned gender and peers as obstacle and
influence on career choice, respectively [14]. Family has a positive role in students’ career decisions,
including the student’s self-efficacy or their personal belief to achieve their goals [15].
In a study among senior high school students, students’ choice of track and strand in SHS have strong
associations with their target course in college. Moreover, students’ personal preferences and influences
of their parents are revealed to be important factors as well. However, they found a moderate association
between the career choice decisions of students and socio-demographic variables including their age, their
sex, and their number of siblings [16]. Other factors influencing students’ choice of careers are adaptive
to their age, gender or family wealth. More important than these socio-demographic variables are the
availability of financial aids, quality of education, affordability of the tuition fees, and culture and
environment of the school when enrolling in college [17].
Students in the public schools choose their professions based on the power of finances. On the other hand,
students in the private schools were mainly guided by their families in selecting their careers [10].
Thus, there is a necessity to understand the way students choose their career paths because it is a complex
process that needs proper evaluation of the different factors influencing their decision-making process
[18]. With this problem at hand, the researcher makes it imperative to delve into the different factors that
affect the career choice decisions of students, particularly junior high school students who are still not yet
picking their SHS tracks and applying for college and university entrance exams. Thus, this study aimed
to determine the factors affecting career choice decisions of junior high school students. Specifically, this
study aimed to identify which among the social, economic, environmental, personal, and academic factors
affect career choice decisions of students; identify students’ prospective career choice decisions; and
develop a localized career guidance program based on the findings of the study.

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2. Framework of Analysis
The issue of various factors affecting career choice decision-making of students can be considered both
as an education and a human capital issue. In terms of education, schools play an important role in bringing
together different actors to support students in their career choices. This can be achieved by properly
guiding students with the help of themselves, peers, families, teachers, community members, and society
at-large to enlighten students on the most appropriate and desirable careers for them. Yet at the same time,
these career choices of students will provide private and societal returns to them because education can be
seen as an investment for better opportunities in the future. Accordingly, the study will use two theories,
a learning theory and a development theory to address these issues.
2.1. Ecological systems theory and career decision-making
The first theory where this study is anchored on is the ecological systems theory. This theory posits “that
an individual’s development is influenced by a series of interconnected environmental systems, ranging
from the immediate surroundings to broad societal structures [19].” As shown in Figure 1, these systems
include the “microsystem, mesosystem, exosystem, macrosystem, and chronosystem, each representing
different levels of environmental influences on an individual’s growth and behavior.”
The application of the ecological systems theory can help clearly understand the various factors affecting
the career choice decision-making of students. Each level in the system contains these factors which have
varying influences on how students come up with their career choices. The microsystem is comprised of
the individual, family, friends, and school which reflects personal, social, environmental and social factors.
The exosystem still contains parents, friends and mass media pertaining to social and environmental
factors. The mesosystem shows the interaction between the two prior systems. The macrosystem contains
the social norms, economic system, and culture that can be found on economic, social, and environmental
factors. And the outermost level, the chronosystem depicts time which encompasses all factors mentioned.
Career interventions based on these systems are being pushed because they were found at both the
individual and systemic levels of what makes young people choose a job [20].
2.2. Human capital theory and career decision-making
Another theory to support the significance of proper career decision-making is the Human Capital Theory.
From this point of view, training and education were tools that could make people more productive.
Education became a more and more important part of the job market. The amount of human capital
someone has can be raised by getting more schooling or learning new skills [21].
With the prevalence of various factors (social, economic, environmental, personal, and academic)
affecting individuals, students may have varied takes on education investment and its economic returns
on the individual and societal level. Students who have more money and friends who are there for them
might have better access to educational tools, networks, and connections, which in turn affects the careers
they choose. Access to good schools, scholarships, and other forms of financial aid can help students get
the information and skills they need and allow them to go to college, which can lead to better job
opportunities. And from an economic point of view, this investment in education will almost certainly lead
students to choose fields with high wages and job security.
Students’ private rates of return have a significant consideration on their higher education choices
affirming the human capital theory proposition that individuals regard higher education as an investment
[22].

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3. Methodology
This section discusses the methodology utilized in the study, including the research design, the respondents
of the study, the sampling method used, the locale of the study, the research instrument used, and the
procedures conducted in data collection and data analysis.
3.1. Research Design
This research is a case study. The case study approach “allows in-depth, multi-faceted explorations of
complex issues in their real-life settings.” The primary objective of the study is to describe factors
affecting career choice decisions of junior high school students. The design is appropriate since the study
focuses only in one particular locale to serve as the case in describing these factors and prospective career
decisions of students towards the development of a localized career guidance program.
3.2. Research Locale, Respondents and Sampling
The respondents of the study were 234 junior high school students of a science high school in Calamba
City, Philippines. The total population of the school is 594 students. The researcher used the online
calculator Rausoft to determine the sample size. With a 95% confidence level and 5% margin of error, the
researcher came up with 234 sample size. In selecting students who would serve as respondents, the
researcher utilized purposive sample method, a non-probability sampling procedure. The primary
consideration of the researcher in using this sampling technique is that respondents are not yet senior high
school students, who have not yet enrolled according to the tracks and strands of senior high school, and
who have not yet prepared for college entrance examinations.
3.3. Research Instrument
The researcher adopted a survey instrument from a study that also aimed at analyzing the factors affecting
career choice decisions of senior high school students in Central Luzon [23]. To determine which factors
influence their career choice decisions, questions can be answered using a 4-point Likert scale, ranging
from 1 to 4 where 1 signifies “Strongly Disagree” and 4 means “Strongly Agree”. The question for their
preferred degree program is open-ended to allow respondents to input their answer without being limited
to a pre-selected degree programs.
3.4. Data Collection Procedure
Since the data collection procedure only began after the last day of face-to-face classes of students, the
researcher opted to use Google Forms to gather the responses of the students. After acquiring permission
to conduct the survey from school authorities, the researcher sent the link of the Google Forms to all the
class advisers of the junior high school department of the research locale. The researcher opened the Forms
until the 234 respondents were met; then, the Forms was eventually closed. The data from the Google
Forms was converted to Google Sheets and downloaded to be opened in an Excel spreadsheet for the data
analysis.
3.5. Data Analysis Procedure
The researcher employed descriptive statistics in analyzing the data. The mean and the standard deviation
were computed to determine which factor greatly influences career choice decisions of students.
Meanwhile, the researcher categorized the responses of students for their preferred degree programs and
target schools after graduation based on the similarities of their responses. Each category is then converted
to percentage to provide a description of their career choice decisions.

4. Discussion
This section provides the discussion of the findings based on the research questions of the study:

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4.1. Factors affecting career choice of junior high school students.

The first objective of the study is to determine which factors affect the career choice decisions of junior
high school students. The factors considered for this objective include social, economic, environmental,
personal, and academic factors.
4.1.1. Social factors
Table 1 presents the level of agreement of junior high school students on social factors affecting their
career choice. This factor covers different social influences, such as peers, parents, family, and teachers,
among others.

Table 1. Social factors affecting career choice of students

Indicator Mean SD Interpretation
1. “My friend’s preference of career affects
2.03 0.82 Disagree
my career choice.”
2. “My parents are the one who are
2.11 0.83 Disagree
choosing my career. ”
3. “I consider the dominant profession of
2.19 0.87 Disagree
my family in choosing my career. ”
4. “I consider the influence of my teacher
2.25 0.81 Disagree
in choosing my career. ”
5. “I consider the choice of my sponsor in
2.29 0.88 Disagree
choosing my career. ”
6. “My friend’s choice of school affects my
2.00 0.82 Disagree
career choice. ”
Overall 2.15 0.84 Disagree
“Legend: (1.00-1.44 = Strongly Disagree, 1.45-2.44=Disagree, 2.45-3.44=Agree, 3.45-4.00=Strongly
Agree)”

For the indicator regarding the preference of their friends affecting their career choice, the mean score is
2.03 with a standard deviation of 0.82 which can be interpreted as “Disagree”. Likewise, the indicator on
parents choosing the career choice of their children got a mean of 2.11 with a standard deviation of 0.83
which can be interpreted as “Disagree”. This shows that students do not view their parents and peers as
influencers in their career decisions.
Meanwhile, for the indicator on the dominant profession prevailing in the family as a potential influence
on students’ career choice, the mean score is 2.19 with a standard deviation of 0.87 which can be
interpreted as “Disagree”. Similarly, for the indicator on the influence of teachers in their career choice,
the mean score is 2.29 with a standard deviation of 0.88 which can be interpreted as “Disagree”. This also
shows that teachers and family members’ professions have minimal influence on students’ career choice
decisions.
In terms of the effect of sponsors on students’ career choice, students also generally disagreed on this as
evident in the mean score of 2.29 with a standard deviation of 0.88 which can be interpreted as “Disagree”.
Lastly, the indicator on the choice of schools of their friends affecting their career choice, the mean score
is 2.00 with a standard deviation of 0.82 which can be interpreted as “Disagree”. This shows that sponsors
and friends’ school choice also do not affect students’ carer choice decisions.

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Combining these indicators, social factors garnered an overall mean of 2.15 with a standard deviation of
0.84 which can be interpreted as “Disagree”. This implies that junior high school students are not
influenced much by their friends, parents, family profession, sponsors, and friends’ preferred school in
choosing their careers in the future. Parents’ profession was of least influence on their career choice,
including minimal influence of family business and inspiration from their relatives [14].
4.1.2. Economic factors
Table 2 details the level of agreement of junior high school students on economic factors which affect their
career choice decisions. These economic factors encompass financial status, potential earnings and
employment, and costs to be incurred on their part.

Table 2. Economic factors affecting career choice of students

Indicator Mean SD Interpretation
1. “I consider the financial status of my
3.62 0.54 Strongly Agree
family.”
2. “I consider my supposed future
3.72 0.50 Strongly Agree
earnings. ”
3. “I consider my future employment in
3.68 0.54 Strongly Agree
choosing my track. ”
4. “I consider my preferred track for I
could already earn an income while 3.30 0.77 Agree
studying. ”
5. “I consider the costs/expenses in
3.65 0.58 Strongly Agree
choosing a course. ”
6. “I consider the fees that the career
3.60 0.58 Strongly Agree
entails. ”
Overall 3.59 0.59 Strongly Agree
“Legend: (1.00-1.44 = Strongly Disagree, 1.45-2.44=Disagree, 2.45-3.44=Agree, 3.45-4.00=Strongly
Agree)”

Of all the indicators, the indicator on the chances of earning an income while studying got a mean score
of 3.30 with a standard deviation of 0.77 which can be interpreted as “Agree”. This means that students
generally agreed but not to a strong extent that they consider working part-time while doing their studies.
The remaining indicators received strong agreement from the students. The indicator considering the
financial status of their family received a mean of 3.62 with a standard deviation of 0.54, while the
indicator on supposed future earnings garnered the highest mean score of 3.72 with a standard deviation
of 0.50 which can both be interpreted as “Strongly Agree”. This means that students consider the capacity
of their parents to finance them and the financial returns of their future careers in selecting their careers.
Likewise, the indicator on potential future employment got the mean score of 3.68 with a standard
deviation of 0.54 which can be interpreted as “Strongly Agree”. This emphasizes the aim of students to
get job opportunities after choosing their careers. Meanwhile, students are also considering the costs or
expenses selecting their preferred career may incur on them as evident on the mean score of 3.65 with a
standard deviation of 0.58 which can be interpreted as Strongly Agree. This is also echoed in their strong

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agreement with the indicator on fees their career choice will entail which got a mean score of 3.60 with a
standard deviation of 0.58.
As a whole, these economic factors achieved an overall mean of 3.59 with a standard deviation of 0.59
which can be interpreted as “Strongly Agree”. This puts emphasis on the effect of these economic factors
on career choice decisions of junior high school students, particularly on likely employment in the future
that can give them a source of income. Future employability had the most positive impact on students’
decisions [12].
4.1.3. Environmental factors
Table 3 encapsulates the level of agreement of junior high school students on environmental factors
affecting their career choice decisions. These environmental factors are composed of school proximity and
quality, conduciveness of learning environment, and location of future workplace.

Table 3. Environmental factors affecting career choice of students

Indicator Mean SD Interpretation
1. “I consider the place of my future
3.43 0.70 Agree
work in choosing my course.”
2. “I consider the proximity of my
3.16 0.75 Agree
residence to the desired school. ”
3. “I consider the conducive learning
3.54 0.56 Strongly Agree
environment of the school. ”
4. “I consider the school uniform of the
2.32 0.95 Disagree
school in choosing a course. ”
5. “I consider the quality of school,
3.77 0.47 Strongly Agree
where the course is being offered. ”
Overall 3.24 0.69 Agree
“Legend: (1.00-1.44 = Strongly Disagree, 1.45-2.44=Disagree, 2.45-3.44=Agree, 3.45-4.00=Strongly
Agree)”

The indicator on the quality of school where the course is being offered received the highest mean score
of 3.77 with a standard deviation of 0/47 which can be interpreted as “Strongly Agree”. Likewise, the
indicator on the conduciveness of the school’s learning environment got a mean score of 3.54 with a
standard deviation of 0.56 which can be interpreted as “Strongly Agree” as well. This shows that students
put premium on the school’s ability to give them quality education which is also related to a conducive
place to learn.
Meanwhile, the indicator on the place of their future workplace got a mean score of 3.34 with a standard
deviation of 0.70 which can be interpreted as “Agree”. Similarly, the indicator on the proximity of the
students’ residence to their desired school received a mean score of 3.16 with a standard deviation of 0.75
which can be interpreted as “Agree”. These findings show that students generally agreed but not to a strong
extent the location of their school and workplace in selecting from their career options, especially that
these students are eyeing colleges or universities outside their hometown of residence.
However, the indicator on school uniform received a low mean score 2.34 with a standard deviation of
0.95 which can be interpreted as “Disagree”. This clearly shows that school uniform has minimal effect
on students choosing a particular degree program or school.

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In general, these environmental factors garnered an overall mean score of 3.24 with a standard deviation
of 0.69 which can be interpreted as “Agree”. This implies that junior high school students are affected by
the environment of their prospective school and workplace in deciding for their careers. School
environment directly influences students’ choice of career [24].
4.1.4. Personal factors
Table 4 shows the level of agreement of junior high school students on personal factors affecting their
career choice decisions. These factors encompass their personal preferences, talents, and views.

Table 4. Personal factors affecting career choice of students

Indicator Mean SD Interpretation
1. “My choice of school affects my
3.22 0.80 Agree
choice of course.”
2. “My preferred course is suited to my
3.21 0.74 Agree
talent. ”
3. “My preferred course is my personal
3.54 0.65 Strongly Agree
choice. ”
4. “My preferred course is my
2.77 1.00 Agree
‘’childhood dream’’. ”
5. “My preferred course is connected to
2.89 0.93 Agree
my favorite subject. ”
6. “My preferred course is an in-demand
3.09 0.77 Agree
course. ”
Overall 3.12 0.81 Agree
“Legend: (1.00-1.44 = Strongly Disagree, 1.45-2.44=Disagree, 2.45-3.44=Agree, 3.45-4.00=Strongly
Agree)”

Among the indicators under personal factors, the indicator on personal choice received the highest mean
score of 3.54 with a standard deviation of 0.65 which can be interpreted as “Strongly Agree”. This clearly
shows that students’ career choice decision is a result of their own personal volition. Meanwhile, the rest
of the indicators were generally agreed by the students.
The indicator on school and course selection got a mean score of 3.22 with a standard deviation of 0.80
which can be interpreted as “Agree”. Likewise, the indicator on suitability of their course to their talents
got a mean score of 3.21 with a standard deviation of 0.74 which can be interpreted as “Agree” as well.
This implies that student’s personal choice of school and talents has a bearing on the selection of their
careers.
Similarly, the indicator on their personal preferences on in-demand courses and favorite subject got a mean
score of 3.09 with a standard deviation of 0.77 and 2.89 with a standard deviation of 0.93, respectively
which can both be interpreted as “Agree”. Though still interpreted as “Agree”, the indicator on their course
being a childhood dream received the lowest mean score of 2.77 with a standard deviation of 1.00 shows
that students preferred course changed over time as they grew older.
Combining these indicators altogether, the personal factors got an overall mean score of 3.12 with a
standard deviation of 0.81 which can be interpreted as “Agree”. This exemplifies the effect of personal

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preferences on the career decisions of junior high school students. Personal interest exercised big influence
on the career choice of students [25].
4.1.5. Academic factors
Table 5 outlines the level of agreement of junior high school students on the academic factors affecting
their career choice decisions. These academic factors cover internship opportunities, scholarships,
previous grades, academic achievements, and skills of students.

Table 5. Academic factors affecting career choice of students

Indicator Mean SD Interpretation
1. “I consider the academic program Strongly Agree
based on the internship opportunities 3.51 0.55
and hands-on experiences.”
2. “I consider my present scholarship for Agree
it is an automatic qualification to 3.33 0.72
enroll in my choice of course. ”
3. “I consider my previous grades in Agree
3.28 0.79
choosing my preferred course. ”
4. “I consider my preferred course based Agree
3.06 0.80
on my academic achievements. ”
5. “I consider my preferred course based Strongly Agree
3.53 0.59
on my skills. ”
6. “I consider my preferred course Agree
because of the scholarship and 3.25 0.74
subsidies being offered. ”
Overall 3.33 0.70 Agree
“Legend: (1.00-1.44 = Strongly Disagree, 1.45-2.44=Disagree, 2.45-3.44=Agree, 3.45-4.00=Strongly
Agree)”

Two indicators under academic factors received strong agreement from students. The indicator on
choosing academic program based on internship opportunities and hands-on experiences got a mean of
3.51 with a standard deviation of 0.55 which can be interpreted as “Strongly Agree”. Likewise, the
indicator on skills as basis for preferred course has a mean score of 3.53 with a standard deviation of 0.59
which is interpreted also as “Strongly Agree”. This shows that students value the importance of practical
learning experiences and real-world applications, as well as the contribution of their skills in choosing
their careers.
Meanwhile, the indicator on the present scholarship got a mean score of 3.33 with a standard deviation of
0.72 which can be interpreted as “Agree”. Similarly, the indicators on students’ previous grades and
academic achievements received a mean score of 3.28 and 3.06 which can both be interpreted as “Agree”,
respectively. Another indicator can also be viewed as “Agree” and this is the offering of scholarships and
subsidies with a mean score of 3.25. This implies that students take into consideration their individual
academic abilities which are also a factor in obtaining scholarships as determinants of their chosen careers.
As a whole, the academic factors have an aggregated mean of 3.33 and standard deviation of 0.70 which
can be interpreted as “Agree”. This shows that junior high school students viewed their academic

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performance and scholarships as influences in deciding for the careers. Career choices of students were
influenced by their academic performance [26].

4.2. Career choice of junior high school students

The second objective of the study is to describe the prospective career choice decisions of junior high
school students in terms of their preferred degree programs and their target schools after graduating from
high school.
4.2.1. Preferred degree programs
Figure 1 illustrates the prospective career choice decisions of junior high school students in terms of their
preferred degree programs. This clearly shows that students have a strong inclination towards Engineering
and Technology wherein 64 respondents, accounting for 27%, selected degree programs which can be
categorized under this. Next in rank is the area of Medical and Health Sciences where 48 students answered
degree programs under this umbrella, taking up 21% of the total number of respondents. Meanwhile, 8%
of respondents or 18 students are eyeing degree programs under Science and Mathematics.

Figure 1. Pie chart of the preferred degree programs of junior high school students

It can be deduced that more than 50% of students prefer degree programs that can further generalized
under Science, Technology, Engineering, and Mathematics (STEM). One of the primary factors for this
selection is the fact that the respondents are science high school students who are studying under a special
science education program and are expected to venture to STEM strand when they step put on senior high
school.
Students who were more confident in their math skills and knew more about STEM careers were more
likely to choose one. Students who were more interested in technical and scientific skills were also more
likely to think about a job in STEM fields than students who wanted to do something useful, concrete, and
practical [27].
Meanwhile, 31 students prefer programs under the Business and Management cluster, accounting for 13%
of the respondents. This shows that some students are inclined towards accounting, entrepreneurial, and
managerial careers in the future. Under the Humanities and Social Sciences category, 28 students or 12%

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opt for these degree programs, while 24 students or 10% of the respondents answered degree programs
under Arts and Design. Though these are few numbers compared to students who selected STEM-related
programs, some of them still eyed other areas of study even though these students are science high school
students.
However, 21 students or 9% of the respondents are still undecided on which degree programs to choose.
Some of the respondents answered two or more degree programs signifying uncertainty on which degree
program to choose as their careers in the future. This shows that these students still need further guidance
in making informed decisions on their careers considering the various factors as well which influence it.
Students who are not sure about their career are just as ready to make a choice as students who are sure
about their career, but they may not have enough information about careers or be getting information that
is not constant. Implications for academic advice include ways to better help these groups [28].
4.2.2. Target school after graduation
Figure 2 illustrates the prospective career choice decisions of junior high school students in terms of their
target schools after graduation. Majority of the respondents are eyeing to go to State Colleges and
Universities composed of 172 students, accounting for 73.50% of the total respondents. Moreover, 7
students or 2.99% are considering Local Colleges and Universities. Particularly, students are setting their
eyes on the University of the Philippines Systems as their target school after graduation. Belmonte, et al.
(2022) found that students are prone to being deterred by courses that have higher tuition prices due to the
increased disutility they will encounter. Free tuition enables students to follow their career aspirations
without financial constraints, hence facilitating higher education for more Filipinos. This is why it is
widely favored.

Figure 2. Pie chart of target school of junior high school students after graduation

Meanwhile, 44 students or 18.80% of respondents are opting for Private Higher Education Institutions and
2.56% or 6 students are planning to go to Foreign Universities. Despite the high tuition fee imposed in

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these institutions, the opportunities of quality facilities and networking make these a career option for
students.
Unfortunately, only 1 respondent listed Technical-Vocational Schools as a prospective school after
graduation. Negative community attitudes and a poor image of vocational education were identified as
factors contributing to low enrollment levels [29].
Lastly, 4 students or 1.71% remain undecided on which school to go after graduation. This highlights the
need for further career guidance and information to help these undecided students make informed
decisions for their future career. Undecided students see the outcome of their major decision as being life-
framing [30].

4.3. Proposed localized career guidance program

Table 6 outlines the proposed localized career guidance program based on the factors that have greater
influence on junior high school students’ career choice decisions, their preferred degree programs, and
their target school after graduation. This proposed localized career guidance program is composed of
different strategies, such as introducing students to the concept and processes in career planning and the
importance of making informed decisions; understanding the market and its opportunities; assessing the
self and looking into personal growth; leveraging academic strengths towards success, exploring the path
towards their preferred degree program; exploring options and decisions; navigating schools beyond high
school; and evaluating and gathering of feedback.

Table 6. Proposed localized career guidance program

A Guide to Proper Career Choice Decision-Making
Terminal Objective: To guide junior high school students in making informed decisions for
their career choices
Persons
Strategy Objective Activities Timeline
Responsible
Introduction to Introduce the Symposium: School alumnus, August 2024
career planning concept and “Success Stories guidance
and decision- process in career in the Field of advocates, class
making planning and Stem from the advisers, students
discuss the Eyes of an
relevance of Alumnus” Registered
informed guidance
decision-making Interactive counselor, September
workshop: guidance 2024
“How to advocate, class
Understand advisers, students
Career Choices”
Understanding Discuss the Seminar: “The Industry expert, October 2024
the market and importance of Futures in guidance
its opportunities aligning career STEM: Jobs and advocates, class
choices with the Returns” advisers, students

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demands of the Field Trip: Industry partners, November

market “Journey to the guidance 2024
World of advocates, parent
STEM” association, class
advisers, students
Assessing the Understand how Self-Assessment Registered February
self and looking personal Tests: “Get to guidance 2025
into personal strengths, Know Yourself counselor,
growth interests and v.2.0” guidance
values lead to advocates,
career choices students
Counselling
Sessions: “Let’s Registered August 2024
Talk One-on- guidance to April 2025
One” counselor,
guidance
advocates,
students
Leveraging Discuss ways Performance Class advisers, November
academic students’ Reviews: “A students 2024
strengths academics lead Peek into Your
towards success to career choices Academic
Performance”

Peer Class advisers, December

Discussions: subject teachers, 2024
“Share, Aspire, students
Inspire”
Exploring the Provide detailed Liaison Admission January 2025
path towards information and Program: officers/staff of to March
one’s degree guidance on “Schools Going colleges and 2025
program various degree to the School” universities,
programs in career guidance
colleges and advocates,
universities students

Symposium: School alumni, August 2024

“Alumni Talks” career guidance
advocates,
students
Exploring Assist Workshop: Career guidance February
options and undecided “Let’s Career advocates, class 2025
decisions students in Explore” advisers, students

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making
informed career Professionals,
choice decisions Seminar: career guidance February
“Future advocates, 2025
Silhouette: A students
Job Shadowing”
Navigating Provide College Fair Admission January to
schools beyond guidance in officers/staff of March 2025
high school choosing a colleges and
prospective universities,
school after career guidance
graduation advocates,
students

Campus Tours Admission January to

officers/staff of March 2025
colleges and
universities,
career guidance
advocates,
students
Evaluating and Conduct Surveys Career guidance End of every
gathering evaluation and advocates, activity
feedback collect feedback students
for the
improvement of Exit surveys Career guidance April 2025
career guidance advocates,
program students

Each strategy has its own specific objective that will enable the accomplishment of the terminal objective
which is to guide junior high school students in making informed decisions for their career choices.
Moreover, each strategy has its set of activities to enable students to explore their career prospects through
the help of a registered guidance counselor, career guidance advocates, class advisers, subject teachers,
parents, alumni members, and private industry partners. The localized career guidance program is expected
to run for the whole duration of School Year 2024 to 2025 if given the opportunity to be adopted and
implemented by the school.

5. Conclusion and Recommendations

The primary aim of the study is to determine the factors that affect career choice of students. These factors
encompass social, economic, environmental, personal, and academic factors analyzed through the level of
agreement of junior high school students in each factor. Meanwhile, their career choice decisions were
determined based on their preferred degree programs and prospective schools after graduation.

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For the first objective, students gave varying levels of agreement on the various factors affecting their
career choice decisions. Economic factors received strong agreement emphasizing the significance of
financial stability and returns when students select their desired careers. Meanwhile, students disagreed
that social factors have a profound influence on their decision-making implying their unlikeliness to be
swayed by other people around. The rest of the factors obtained agreement from students considering their
environment, personal choices, and academic abilities.
Looking into their career choice decisions, more than half of the respondents are inclined on STEM-related
degree programs, with engineering and technology taking the lead in students’ preferences. In terms of
their prospective schools, majority of the respondents eye state universities and colleges (SUCs) to receive
tertiary education for no tuition fee at all.
The findings of the study give significant input on policy recommendations to better guide junior high
school students in making informed decisions when it comes to their careers. Since economic factors have
the greatest effect on students’ career decisions, policymakers should increase financial support to students
in need by providing scholarships, subsidies, and stipends, especially students who also consider private
higher education institutions, such as budget increases to provide more slots for DOST-SEI scholarships
due to the huge number of students setting their eyes on STEM-related disciplines.
Another policy consideration is to improve admission to state universities and colleges since many
students view its free tuition as a stepping stone to access quality education. Unfortunately, many SUCs
fall prey to budget cuts from the government compromising their ability to accept more students and
provide quality education to its students. With growing demand from high school graduates, it’s
appropriate to reverse these budget cuts and increase allocations to these SUCs to finance infrastructure
development, instructional training, research and development, and curriculum revisions to meet the
demands of the fast-changing world.
To guide students in making informed decisions in terms of their careers, empowering career guidance
and counselling is a major stepping stone to realize this. Since there are numerous factors which affect
students’ decision-making, they must be properly guided on how to take these factors into consideration
without being left undecided on which degree program or prospective school to choose. The existing
NCAE and CGP must be revisited and restructured to reflect the demands of the real-world labor market
and specific needs of students. Moreover, NCAE results must be funneled to CGP to tailor programs and
activities where students can further explore their career prospects in partnership with various
stakeholders, including their parents, community organizations, private companies, and other career
advocates. This will enable a good mix of the ecological systems and human capital theories to recognize
the role of different levels of environment in shaping career decisions of students which will ensure that
they receive quality education enhancing their economic prospects and career satisfaction.
Areas for future research includes investigation of other factors, such as technological, political, and legal
factors that might have profound implications to career choice decisions of students. Moreover, if
resources permit, a comprehensive study tracking the performance and success of students with their
chosen careers can be done to clearly understand how these students’ preferences and decisions manifest
in actual career paths that they take, giving us a more concrete data to adjust existing policies on career
guidance to make it more future proof. Likewise, a thorough analysis of the research locale’s
implementation of the proposed localized career guidance program can be conducted as well to determine
the effectiveness of this program in guiding its students in career choice decision-making.

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5.1. Limitations of the Study

The study is bound by limitations which hinders its ability to be generalized in a larger scope. The data is
limited to one school only, which serve as the case; therefore, any conclusion derived from the study may
not be applicable to other schools. Moreover, the study did not conduct any correlation or regression
analysis between the different factors and career choice decisions of students. This study only aims to
describe the factors which the students think affect their career choice decision-making. Furthermore, the
study did not investigate the family background, gender, or age of the students since some studies
mentioned moderate association between these variables and career choice decisions of students. Lastly,
the proposed localized career guidance program must undergo validation by registered guidance
counselors, career guidance coordinators, and career guidance supervisors of the Department of Education
in Calamba City before it is implemented to ensure that its objectives, strategies and activities align with
the National Career Guidance Program of DepEd.

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