Career Awareness

Action Research Report

Prepared By:

Ruby P. Pan Division Guidance Coordinator

In-Charge of Elementary Schools DepEd Camarines Sur

Abstract

This action research paper addresses the issue of early preparation for high school, college and

career development. The study examined the significance of utilizing career assessment test in career

awareness, counselling and curriculum planning. This further examines its effect on students attitude

towards pursuing higher education.

Introduction

It is well known that rural public schools are characterized by the major concentration of

students from low-income families. These students are constantly faced with challenges in their lives

that consequently have an adverse effect on their educational progress. The external influence of gangs,

abusive parents, broken families and economic instability all get brought into the school environment

and negatively impact on a students ability to attain a high school degree and a post-secondary degree.

Rural schools disproportionately face challenges that include high dropout rates, low student

attendance, low student achievement, funding problems and frequent changes in school leadership. All

these issues combined make it more difficult for rural schools to produce graduates who are well

prepared for secondary training and for success beyond high school.

We have selected the fourth congressional district to conduct our action research project. These

respondents are founded on both traditional & non-traditional principles. They are not spared from the

trials and tribulations of education. Students are still plagued with the same problems faced by most

schools, and even with graduation rates being higher than average, rates of enrolment in post-

secondary education is still lagging behind those of their urban counterparts.

Many of the students at these schools realize that high school and college education are

valuable investments once pursued. They provide better opportunities in the professional fields with

higher pay, such as computer science, teaching and medicine and others. In spite of understanding the

worth of having a college education, many students are not prepared to apply for colleges by the time

they have reached their senior year in high school. Various factors contribute to their lack of

preparation: low NAT scores, poor grades, poverty and/or lack of self-esteem.

These mistakes for not being prepared for post-secondary education are not completely the

fault of the student. Without the appropriate resources and knowledge exposed to them on time, it is

unlikely that the student will understand the processes involved in career and college planning.

Using Holland Career Interest Inventory to Develop Career Awareness In Elementary Schools in 4th

Congressional District of Camarines Sur:

This Innovative Strategies Practice Brief provides practical examples and resources used by

District and School Guidance Coordinators to conduct Holland career interest inventory and other career-

awareness related culminating activities with Grades V & VI pupils. The School programs featured in this

brief have been supported by Partido Development Administration, the ten (10) Local Government Units

of 4th Congressional District, TESDA, DOLE, DTI and DOST. The activity was considered an innovation for

this is the first time in DepEd to implement the said program in elementary schools. Whereas, secondary

schools are mandated by law through DepEd Order no. 25,s.2013 to celebrate the month of July as

Career month in coordination with other government line agencies.

The Importance of Self-Exploration to Career Planning

It is often difficult for young children to determine what career path to pursue. In many cases

they are unfamiliar with the range of career options available. While they usually know some activities

they like to do and which activities they are good at doing, they typically lack clear ideas of how their

skills and interests will be aligned with different career possibilities in the future.

For this reason, engaging youth in self-exploration the process of learning to identify their

skills, interests, and values and how they could be used in various careers is a critical step in the career

development process for all young people. Once young children have clearer understanding of

themselves, they can set better goals and make informed choices about their education and future

career plans.

Research suggests that by engaging in self-exploration, career exploration, career planning and

management activities, pupils will perceive the relevance of how courses in high school and college

connect to self-defined career and life goals (Solberg, Gresham, Phelps, Durham, & Haakenson, 2010).

For the many children who enter school with a history of low academic performance, access to these

activities are especially critical because research has clearly indicated that when low performing pupils

perceive the relevance of a course to their future goals, they achieve better grades and report more

interest in the course (Hulleman & Harackiewicz, 2009).

Career assessment is a component of self-exploration, however not all types of career

assessment lend themselves to self-exploration. The types of assessment tools used for self-exploration

should enable young children to examine their interests, skills, and values and to evaluate career

possibilities in terms of whether the occupations match these interests, skills, and values. Career

assessment should not be used to dissuade a young child from a particular career pathway or

program; the intent is to develop their awareness of various options, not to narrow their options. The

type of career assessment tool commonly used for self-exploration is the career interest inventory.

What is a Career Interest Inventory?

Career interest inventory typically describes or illustrates many occupations and job tasks and

ask young children to rate how much they would enjoy doing each job or task. By rating their level of

interest in a wide range of occupations, this inventory helps young people recognize their predominant

interests and preferences (Timmons, Podmostko, Bremer, Lavin, and Wills, 2004). Career interest

inventory can be used in school classes, in afterschool and community youth programs, in workforce

development programs, and at home.

Research Questions

In this investigation we sought to answer the following questions:

1. What are the students classifications based on Holland Career Assessment Test Result?

2. Have the students gained more knowledge about the different career options they have and

have become more certain about the career/s they are interested in pursuing?

3. How have student attitudes changed in relation to finishing their studies after understanding

their personality type, the career options that they have and the relevance of their academic

preparations in relation to their future career/s?

4. What is the effect of the Holland Career Assessment Test Result and Career Awareness Program

pioneered by the 4th Congressional District to DepEd-Camarines Sur as a whole?

Data Collection Methods

To answer the questions of this investigation, we utilized Holland Career Assessment test

through the help of District/School Guidance Coordinators, Principals/School Heads and PSDSs.

Data Analysis and Interpretation

1. What are the students classifications based on Holland Career Assessment Test Result?

Legend:

Abbreviation Meaning

RI Realistic Investigative

RA Realistic Artistic

RS Realistic Social

RE Realistic Enterprising

RC Realistic Conventional

IR Investigative Realistic

IA Investigative Artistic

IS Investigative Social

IE Investigative Enterprising

IC Investigative Conventional

AR Artistic Realistic

AI Artistic Investigative

AS Artistic Social

AE Artistic Enterprising

AC Artistic Conventional

SR Social Realistic

SI Social Investigative

SA Social Artistic

SE Social Enterprising

SC Social Conventional

TABLE 1

Result of Holland Test in Goa District HOLLAND Grade 5 Grade 6

RI 44 39

RA 41 42

RS 67 67

RE 46 50

RC 47 34

IR 44 39

IA 64 61

IS 44 49

IE 55 58

IC 60 46

AR 44 36

AI 41 52

AS 85 94

AE 50 40

AC 52 49

SR 62 65

SI 59 62

SA 54 79

SE 67 60

SC 53 56

ER 37 38

EI 36 39

EA 46 51

ES 39 44

EC 42 44

CR 40 39

CI 42 41

CA 46 42

CS 45 46

CE 36 37

Goa Districts Grades 5 & 6 got high scores in Artistic Social and Social Artistic. This means that

majority of the students in Goa are creative in arts, like self-expression and love working alone,

although they are concerned in the welfare of others and can get along well with people. These students

can be better architects, writers, comedians, actors, singers, dancers, composers, editors, social

workers, nurses, teachers, journalists, counsellors and/or any course related to arts and helping people.

Goa is considered as the center of education, commerce and trade in Partido. Most of the pupils

are children of teachers, bank personnel, businessmen or farmers. With a lot of opportunities to work in

the different business establishments in the town, many students are in a hurry to get their diplomas,

choosing the shortest college courses as possible to be able to work as soon as they graduate. Others

immediately go to work after or without even pursuing secondary education.

Many of the people in Goa are not native of the place anymore. They transferred in the said

municipality for the following purposes: work opportunities, business, marriage, education and social

economic benefits (free housing (Gawad Kalinga) and free hospitalization (infirmary). Given this

exposure to these realities in life, pupil-respondents in this study, having been influenced by their social

conditions, ranked realistic as their second field of interest. They are practical minded, prefer to work

outdoors, like to build and repair. They can become farmers, foresters, electricians, welders, drivers,

construction workers, locksmiths and other related field of work or occupation.

TABLE 2

Result of Holland Test in Tigaon District HOLLAND Grade 5 Grade 6

RI 29 39

RA 41 38

RS 46 37

RE 17 9

RC 29 24

IR 28 19

IA 40 29

IS 50 36

IE 15 7

IC 23 17

AR 50 32

AI 50 39

AS 168 177

AE 29 22

AC 42 36

SR 60 60

SI 51 75

SA 144 182

SE 67 52

SC 49 45

ER 15 13

EI 8 9

EA 20 12

ES 25 16

EC 12 11

CR 16 13

CI 16 13

CA 29 19

CS 30 20

CE 19 10

Tigaon districts Grades 5 & 6 got high scores in Artistic Social and Social Artistic. This means that

majority of the pupil-respondents in Tigaon are creative in arts, like self-expression and love working

alone. Yet they are concerned in the welfare of others and can get along well with people. These

students can be better architects, writers, comedians, actors, singers, dancers, composers, editors,

social workers, nurses, teachers, journalists, counsellors and/or any profession related to arts and

helping people.

There was a small difference in number of pupil-respondents categorized as social investigative,

social realistic, social enterprising and social conventional. These pupil-respondents were probably made

aware of their social roles in life thus making them concerned of others and of their community. Being

enterprising, they have the tendency to be good leaders, they do not like tasks that will require long

periods of intellectual efforts. As realistic, respondents belonging to this group are practical minded,

prefer to work out doors and like to build and repair. They can become farmers, seafarers, fishermen,

carpenters, welders, foresters, drivers, electricians and locksmiths. They could also be auctioneers,

lawyers, sales persons, politicians, hotel managers and recreation leaders.

Being investigative, the respondents herein love to solve scientific problems by focusing on

theories. They are not particularly interested in working with people. They can become chemists,

biologists, dentists, physicians, scientists and mathematicians.

TABLE 3

Result of Holland Test in San Jose District HOLLAND Grade 5 Grade 6

RI 26 23

RA 29 22

RS 33 15

RE 4 13

RC 7 10

IR 10 18

IA 31 23

IS 25 24

IE 8 5

IC 9 11

AR 31 31

AI 31 35

AS 132 244

AE 13 15

AC 38 38

SR 48 40

SI 57 39

SA 105 76

SE 27 30

SC 27 35

ER 8 9

EI 5 7

EA 7 3

ES 14 9

EC 5 8

CR 6 24

CI 5 8

CA 19 26

CS 13 19

CE 6 10

San Jose Districts Grades 5 & 6 got high scores in Artistic Social and Social Artistic. This means

that majority of the respondents in San Jose are creative in Arts, like self-expression and love working

alone. Nevertheless, they are concerned in the welfare of others and can get along well with people.

These students can be better architects, writers, comedians, actors, singers, dancers, composers,

editors, social workers, nurses, teachers, journalists, counsellors and/or any profession related to arts

and helping people.

San Jose, a municipality rich in history, peaceful and whose agriculture and aquatic resources

abound, nourish its people with love that inspire them to their inclination in arts and to be extroverts.

TABLE 4

Result of Holland Test in Sagnay District HOLLAND Grade 6

RI 27

RA 36

RS 59

RE 17

RC 32

IR 69

IA 40

IS 47

IE 10

IC 21

AR 24

AI 77

AS 173

AE 42

AC 80

SR 56

SI 85

SA 134

SE 36

SC 67

ER 9

EI 11

EA 14

ES 11

EC 17

CR 17

CI 15

CA 34

CS 37

CE 37

Sagnay districts Grades 5 & 6 got high scores in Artistic Social and Social Artistic. This means

that majority of the pupil-respondents in Sagnay are creative in arts, like self-expression and love

working alone. Nevertheless, they are concerned in the welfare of others and can get along well with

other people. These students can be better architects, writers, comedians, actors, singers, dancers,

composers, editors, social workers, nurses, teachers, journalists, counsellors and/or any profession

related to arts and helping people.

There is a small difference in the number of pupil-respondents belonging to social investigative,

social realistic, social enterprising and social conventional. Pupil-respondents in Sagnay, similar with the

findings in Tigaon, were probably made aware of their social roles in life thus making them concerned of

others and their community. Being enterprising, they have the tendency to be good leaders, they do

not like tasks that will require long periods of intellectual efforts. As realistic, respondents belonging to

this group are practical minded, prefer to work out doors and like to build and repair. They can become

farmers, seafarers, fishermen, carpenters, welders, foresters, drivers, electricians and locksmiths. They

could also be auctioneers, lawyers, sales persons, politicians, hotel managers and recreation leaders.

TABLE 5

Result of Holland Test in Caramoan District HOLLAND Grade 6

RI 12

RA 0

RS 8

RE 4

RC 0

IR 0

IA 3

IS 2

IE 0

IC 2

AR 2

AI 8

AS 5

AE 3

AC 3

SR 7

SI 26

SA 13

SE 10

SC 3

ER 0

EI 0

EA 0

ES 2

EC 0

CR 0

CI 0

CA 0

CS 1

CE 38

Majority of pupil-respondents from Caramoan District fall under conventional enterprising. This

means that the respondents herein are potential good leaders though they do not like tasks that will

require them long periods of intellectual efforts. However, being conventional as its dominant

personality type, these respondents dislike work requiring physical skills. They prefer structured

activities. For this reason, they are good at following rules and regulations. They could also be better as

accountants, account clerks, secretaries, bookkeepers, mail carriers, typists, bank tellers, auctioneers,

lawyers, judges, sales persons, hotel managers and/or other related occupations.

Second personality type of respondents from Caramoan is being social investigative. The

respondents belonging to this group have intense concern for the welfare of their community and on

helping others. They get along well with people. Considering that they grew up in a tourist destination,

the diversity of people who come in their place made them flexible and adaptable to different types of

culture. Having an environment conducive for learning, these young pupils also like to solve scientific

and mathematical problems by focusing on theories. They could become chemists, biologist, dentists,

physicians, medical technicians, surveyors, teachers, counsellors, social workers, nurses and other

related fields.

TABLE 6

Result of Holland Test in Tinambac South District HOLLAND Grade 6

RI 49

RA 36

RS 74

RE 16

RC 15

IR 15

IA 15

IS 27

IE 4

IC 9

AR 32

AI 28

AS 74

AE 23

AC 45

SR 39

SI 19

SA 55

SE 31

SC 19

ER 8

EI 0

EA 14

ES 38

EC 5

CR 7

CI 7

CA 17

CS 26

CE 4

Tinambac South districts Grade 6 got high scores in Artistic Social and Social Artistic. This means

that majority of the pupil respondents in Sagnay are creative in arts, like self-expression and love

working alone. Yet they are concerned in the welfare of others and can get along well with people.

These students can be better architects, writer, comedian, actor, singer, dancer, composer editor, social

worker, nurse, teacher, journalist, counsellor or any course related to arts and helping people.

The next table, Table 7 presented is the result of Tinambac North District conducted among

their grade 5-6 pupils. Table showed that just like Tinambac South Grades 5 & 6 pupils, majority of the

students in Tinambac North are Artistic Social. However, there is a thin line between wanting to be a

social investigative and enterprising realistic. This means that respondents are potential leaders but they

do not like tasks that will require them long periods of intellectual efforts. This maybe because these

respondents are also practical minded, they prefer to work outdoors. Being investigative, respondent

love to solve scientific problems by focusing on theories.

TABLE 7

Result of Holland Test in Tinambac North District HOLLAND Grade 5 Grade 6

RI 25 14

RA 38 17

RS 40 22

RE 19 26

RC 25 13

IR 19 15

IA 25 17

IS 17 24

IE 17 12

IC 18 12

AR 27 20

AI 30 27

AS 45 46

AE 22 22

AC 30 32

SR 29 32

SI 28 28

SA 39 39

SE 15 26

SC 32 25

ER 17 26

EI 18 22

EA 19 24

ES 19 21

EC 16 13

CR 25 21

CI 19 12

CA 24 16

CS 23 21

CE 16 22

Siruma districts Grades 6 got high scores in Artistic Social and Social Artistic as indicated in

Table 8. This means that majority of the pupil-respondents in Siruma are creative in arts, like self-

expression and love working alone. Nevertheless, they are concerned in the welfare of others and can

get along well with other people. These students can be better architects, writers, comedians, actors,

singers, dancers, composers, editor.

There is a small difference in the number of pupil-respondents belonging to social investigative,

social realistic, social enterprising and social conventional. Pupil-respondents in Siruma, similar with the

findings in Tigaon and Sagnay, were probably made aware of their social roles in life thus making them

concerned of others and their community. Being enterprising, they have the tendency to be good

leaders, they do not like tasks that will require long periods of intellectual efforts. As realistic,

respondents belonging to this group are practical minded, prefer to work out doors and like to build and

repair. They can become farmers, seafarers, fishermen, carpenters, welders, foresters, drivers,

electricians and locksmiths. They could also be auctioneers, lawyers, sales persons, politicians, hotel

managers and recreation leaders.




TABLE 8

Result of Holland Test in Siruma District HOLLAND Grade 6

RI 10

RA 17

RS 15

RE 8

RC 6

IR 3

IA 3

IS 12

IE 4

IC 6

AR 11

AI 5

AS 33

AE 5

AC 8

SR 25

SI 13

SA 24

SE 6

SC 7

ER 1

EI 3

EA 0

ES 8

EC 1

CR 6

CI 3

CA 6

CS 5

CE 3

Presentacion districts Grades 6 got high scores in Artistic Social and Social Artistic as indicated

in Table 9. This means that majority of the pupil-respondents in Presentacion are creative in arts, like

self-expression and love working alone. Nevertheless, they are concerned in the welfare of others and

can get along well with other people. These students can be better architects, writers, comedians,

actors, singers, dancers, composers, editor.




TABLE 9

Result of Holland Test in Presentacion District HOLLAND Grade 6

RI 0

RA 12

RS 6

RE 3

RC 5

IR 3

IA 6

IS 10

IE 0

IC 5

AR 6

AI 7

AS 42

AE 8

AC 4

SR 12

SI 17

SA 30

SE 8

SC 9

ER 0

EI 1

EA 4

ES 3

EC 1

CR 0

CI 1

CA 0

CS 0

CE 28

Lagonoy districts Grades 6 got high scores in Artistic Social and Social Artistic as indicated in

Table 10. This means that majority of the pupil-respondents in Lagonoy are creative in arts, like self-

expression and love working alone. Nevertheless, they are concerned in the welfare of others and can

get along well with other people. These students can be better architects, writers, comedians, actors,

singers, dancers, composers, editor.




TABLE 10

Result of Holland Test in Lagonoy North and South District

HOLLAND Grade 5 Grade 6

RI 34 9

RA 16 9

RS 16 17

RE 4 2

RC 12 2

IR 3 7

IA 8 9

IS 43 18

IE 4 5

IC 10 3

AR 14 5

AI 20 5

AS 46 36

AE 7 16

AC 14 3

SR 21 11

SI 19 25

SA 50 51

SE 14 12

SC 15 10

ER 2 0

EI 4 1

EA 3 1

ES 2 0

EC 4 6

CR 2 3

CI 2 4

CA 2 4

CS 2 4

CE 36 72

Garchitorena districts Grades 6 got high scores in Artistic Social and Social Artistic as indicated

in Table 11. This means that majority of the pupil-respondents in Garchitorena are creative in arts, like







TABLE 11

Result of Holland Test in Garchitorena District

HOLLAND Grade 6

RI

RA

RS

RE

RC

IR

IA

IS

IE

IC

AR

AI

AS

AE

AC

SR

SI

SA

SE

SC

ER

EI

EA

ES

EC

CR

CI

CA

CS

CE

Garchitorena districts Grades 6 got high scores in Artistic Social and Social Artistic as indicated

in Table 11. This means that majority of the pupil-respondents in Garchitorena are creative in arts, like







2. Have the students gained more knowledge about the different career options they have and

have become more certain about the career/s they are interested in pursuing?

The career interest inventory result was used as a starting point for engaging children in

exploration and planning for careers in secondary and post-secondary education. By reviewing the

results, both the children and the program staff gained insights about what types of careers children

want to learn more about and consider as options. Rather than narrowing career exploration to just one

or two familiar options, career interest inventory and other career awareness program frequently open

young peoples minds to multiple career possibilities that they may never have heard of before.

According to Public District Supervisors, Principals/School Heads, District/School Guidance

Coordinators, Teachers and Parents, the activities opened their eyes, sparked their interest in careers

they may not have considered before. With interest inventory results at hand, children start thinking

about personal goals for exploring careers. At the same time, the program staff used the results to guide

program planning activities.

One Guidance Coordinator described similar use of career interest inventory results, I discuss

the results with pupils and build conversation around them individually or as a group. I also use them to

help guide placements for employment of community-based learning.

3. How have student attitudes changed in relation to finishing their studies after understanding

their personality type, the career options that they have and the relevance of their academic

preparations in relation to their future career/s?

There has been an enormous increase in the enrolment population in Grade VI in the 4th

Congressional District from 1,250 last s/y 2013-2014 to 11,791 this s/y 2014-2015. This only shows that

through the activity, pupils were motivated to go back schooling, continue schooling and finish

elementary education now that they see the relevance of academic preparation in their future careers.

4. What is the effect of the Holland Career Assessment Test Result and Career Awareness Program

pioneered by the 4th Congressional District to DepEd-Camarines Sur as a whole?

One principal said they used the interest inventory results and other information gathered from

the assessments and conversations to create a Pupil Plan. The Pupil Plan is revisited annually and

reviewed throughout the year by the child and the guidance teacher. The content of their program

curriculum continually evolves based on the needs, goals, and interests of the child in the program.

Some Pupil programs use mentoring as a strategy to support career exploration and

preparation. In mentoring programs, career interest inventory results often serve as a conduit for

discussion about career options and planning between Pupil and mentors.

The result of Career Awareness Program also inspired DepEd-Camarines Sur to include it in

Homeroom discussions for mentors and pupils such as:

How the mentors personal interests and skills when they were young influenced the careers

they were interested in at an early age.

What the mentors current career is and what, if any, previous careers he/she has had.

What skills pupils will need to be prepared for careers matching their interests.

What the workplace environment may be like in the careers that interest pupils.

What is the average salary is for the careers that interest them.

How the mentor chose his/her career and what things are important for a pupil to consider

when selecting a career.

The increasing likelihood that youth will switch careers many times in their life and the

importance of developing diverse experience and knowledge that will be useful in a variety of

careers.

What secondary school courses and post-secondary education pathways will prepare pupils for

the career(s) that interest them.

Action Plan

In reviewing the process and the results of the study, weve observed changes that we could

implement for the future:

Integrate career lesson in school. As mentioned earlier, planning early is always better than waiting

until high school. By preparing students earlier in elementary, they can at least be aware of the variety

of options that are available for them. Whats more, students will then be prepared for the demands of

college admissions that begin in high school and elementary. For example, taking the appropriate classes

and participating in community service activities. They will be able to have more time to investigate

options and to make the best choice for themselves.

Provide a longer period for the implementation of lessons. Having inundated the students with so

much information in such a short time span, a lot of the information probably would not be retained. It

would be a better curriculum if thered be at least a months time to teach the lessons. By providing

enough time for the lessons, there would be more instances to make sure that students would

understand the material and develop more sensitivity for the issue.

Obtain results from a longitudinal perspective. As mentioned previously, the action research was

conducted over a span of two weeks, which is a very short time to validate any kind of significant effect.

Although changes were noted, it is unknown whether the changes were temporary or permanent.

Various external factors could have affected student response on the questionnaire (e.g. mood for the

day, motivation for the day, or social interactions with other individuals). Thus a longitudinal study

would provide more reliable results.

Incorporate the use of technology. Currently, a multitude of resources exist on the World Wide Web,

however students are unaware of the resources simply because no one has informed them about it. If

students had increased access to the computer lab and they were provided with a list of websites where

they could learn more about high school & college planning and career planning, they would probably

gain a lot from utilizing the Internet. Even if they wouldnt understand yet the materials on the websites,

at least they would be at an advantage because they know that such sources exist and they could easily

acquire the material as long as they have internet access.

Utilize a wider range of teaching materials to engage students. Not only is the Internet a source for

conveying the materials to the students, but guest speakers, videos, job shadowing, or high school &

college visits can be great ways to communicate the message that pursuing higher education is

important.

Because each student learns differently and have different strengths, adopting the lessons to

accommodate those abilities enhances the learning process.

Encourage advising teachers to collaborate more closely with the school counselor. One of the most

important resources for college preparation is the school counselor. However, because the school

counselor is frequently busy, because in our setting they are also teaching other subjects in their

schools, and unable to meet individually with all the students, his/her role as a counselor becomes less

useful. Thus instead of having students directly speak to the counselor to discuss high school & college

preparatory plans, the counselor can collaborate with the teachers to inform students of current

information on opportunities related to college and career planning. Teachers will thus serve as the

intermediary between students and the counselor.

Final Thoughts

Through the Holland career assessment test and career awareness program, we truly believe

that students would benefit a lot from learning about high school and college preparation and career

planning early in their education.

By an early age, these students are already facing numerous problems in their everyday lives

and as they continue their education farther into high school, their mindset becomes even more

embedded in pessimism and dismay. Their sources for support become limited and their motivation to

improve their lives wanes. The overarching goal for providing these resources to disadvantaged students

is so that they may achieve higher education, a better career and eventually an improved quality of life.

They should know that there are choices in life and that they are not exceptions; they can also obtain

higher education if they so desire.

The findings in the career awareness activity are promising, as they indicate a positive impact on

student perceptions for choices about their futures. However, as I had mentioned before, since this

study was conducted over a brief two week period, we cannot consider the results of this action

research to be legitimate findings. We can interpret these findings mainly as a positive go ahead for

future research. In future studies, it would be important to conduct them over a longer period of time in

order to investigate the students development. Also, it would be important to focus on when the

schools should begin educating students to prepare them for high school and college and what kinds of

materials should be presented. There are various avenues that future research can take in order to

better understand this situation and I believe that this research is essential because of the changing

workforce and the rapidly developing economy.

Recommendations to the PDA:

1. As a government entity devoted to the development of all sectors of the district, it is

recommended to institutionalize this program to achieve sustainability;

2. Member local governments, through their wide range of information, can help tap successful

individuals from their municipalities who are successful in their respective careers to give a

yearly talk for the elementary Grades 5 & 6 pupils. Successful individuals from a particular

school/barangay who overcame poverty and finished tertiary education can significantly inspire

the pupils in the said barangays school to pursue a degree and become successful as well in the

future. And,

3. The member-local governments can make elementary career awareness program as one of their

local priority programs and utilize its local funds (school board fund and/or local development

fund) to fund an annual career awareness program in their locality/ies.

Prepared:

Documents

Career Awareness