Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the result generated from the study. It covers the summary of
findings, followed by the conclusions based on the obtained findings, and the recommendations
made in line with the conclusion.
Summary of Findings
Based on the analysis and interpretation of data, the following results are found:
1. Respondents Demographic Profile
There is an equal distribution among the respondents when it comes to sex. With a total
of one hundred twenty (120) participated in the test, both garnered 50% percent of the total
responses which accounts to 60 respondents each for male and female. The 50% of the
respondents which accounts to 60 belonged to the 2-3 as number of siblings, 33% falls under 4-5
number of siblings. Furthermore, it shows that 13% or 13 of the respondents number of siblings
confessed with one sibling. Another 4% of respondents are within the bracket of 6 and above.
Fifty-one (51) out of one hundred twenty (120) mothers is held at being housewives; fifty-two
(52) of them are in a professional employment classified as white collar job; and the remaining
seventeen (17) work as OFW, vendor or as church volunteer. Fifty-eight (58) of the respondents
father labor on self-employment classified as blue collar job; forty-six (46) are employed mostly
on the government service; and the rest sixteen (16) are unemployed and retiree. Majority of the
respondents have 30,000 and above monthly income accounting for 28.3% or 34 of them.
Following this are those with 15,000-20,000 and 20-25,000 family income with 19.2% and
16.7% respectively. And the least, 2.5% or 3 of the respondents have below 5,000 as family
income. The socio-economic status of the respondents was measured by classifying family
income, and determining family proprietorship. The 28% population of the respondents family
is earning more than P30, 000.00 monthly and 36% are earning P15, 000 -P25, 000. Evidently,

majority of the respondents has a proprietary of computer, refrigerator, microwave, television,

and a house of their own. In the course preference, Engineering is the most preferred course of
the respondents followed by Business Administration contributing to fifty-one (43%) out of the
respondents total population. Meanwhile, five of the respondents are still undecided to their
course preference.
2. Dominant Values and Career Placement of the Respondents
Conformity, Leadership, and Orderliness are the three dominant values of the fourth year
high school student with the occupational clusters of Science, Skilled medicine and physical
sciences; Business, Professional accounting, management, and business promotion;
Technology, Skilled construction, electronics, and mechanics.
3. Personality Type of The Respondents
Majority of the respondents has a personality type of ESTJ (Extrovert-Sensing-ThinkingJudgment). ESTJs are described as practical, realistic, decisive, organize projects and people to
get things done, have a clear set of logical standards and forceful in implementing plans. ESTJ
considers the career clusters of Accountant, Engineer, Scientist, Law Enforcement, Manager, and
Banker
4. Personal Accounts of the Respondents that Affect Career Decision-Making

Conclusions
Based on the findings derived from the gathered data, the following conclusions were are
arrived at:
1. Majority of the respondents have a sibship of 2-3 members in the family, with a house
wife mother and a father with a blue collar job primarily a self-employed or a labor
worker earning an income of P31, 0000 and above, and with a course preference of
Engineering, and Business Administration.
2. The leading career interest and values of the fourth year high school were Conformity,
Leadership, and Orderliness that are falling on the career clusters of Science, Skilled
medicine and physical sciences; Business, Professional accounting, management, and
business promotion; Technology, Skilled construction, electronics, and mechanics.
3. The dominant personality type of the fourth year high school is ESTJ (ExtrovertSensing-Thinking-Judgment) considering occupational clusters of Accountant, Engineer,
Scientist, Law Enforcement, Manager, and Banker.
4. The career preference of the fourth year high school students is integral with their
career values, and personality.
5. The influence factor of the respondents in career-decision making are composed of
internal factors and external factors which are their self-concept and social cognitive
respectively. They are

Recommendations
The following recommendations are offered by the study.
1. COPES is helpful instrument in identifying the students values, interest, and career
placement, this may also be used for guiding first year and second year college
students not for predicting their future career but for realizing their interest and
matching it with their skills and values. This would help the school in decreasing the
incidents of career shifting or dropping of course.
2. As Business Administration and Engineering seem to be leading career interest
among students, guidance counselors and homeroom adviser should provide a plan of
activities to help the students realize how their interest and values would be useful in
their chosen career.
3. Counselors should have a dialogue with the parents through their homeroom meetings
to discuss with them the career preference and career interest and values of the
students. Through this, the parents may have an overview of what college course
would be best suitable for their children. Thus, problems involving the course
mismatch due to parental choices would be avoided.
4. Counselors should individually deal with their students regarding the result of their
career interest. Those that have a clearer view of their preference should be given
additional career opportunities by showing them the actual work condition and the
benefits from each career to strengthen their career interest while the students whose
career interests are uncertain or have a tied interest score should be given additional
attention to direct their career plan and teach them how to set their career goals.
5. The Guidance Office together with Student Development Office should conduct
seminars or career fairs to widen the range of understanding of the students regarding
the different courses in college. They may invite speakers that specialize in different

courses. Movie clips may also be used to show the actual work condition of the
different careers.
6. The principal, the Student Development Office, the Guidance Office and homeroom
advisers should provide extra-curricular activities that are aligned with the interest of
the students on business and mechanics. They may conduct field trips or agency visit
in the area of corporate settings and engineering fields. This will provide a wider
understanding of the different career opportunities related to it.
7. The proposed career coaching program should be tried and adapted to strengthen the
needs of the students for career exploration and to help the student in their career
decisions
8. Further studies should be conducted on wider scope, including the use of an aptitude
test which is also an effective tool in helping the students in their career exploration.