OPENING A NEW CHAPTER 1

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

Republic of the Philippines

Department of Education
RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL
San Pedro II Magalang, Pampanga

OPENING A NEW CHAPTER: EVALUATING GRADE 12

HUMSS STUDENTS DECISION-MAKING
REGARDING CAREER PATHS

A Research Paper presented to the Faculty of

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

in partial fulfillment of the requirements in

ENGLISH 10 and ARALIN PANLIPUNAN 10

Cabrera, Justin Jae G

Javier, Cloud Khen D.
Dayrit, Kim Kate R.
Jose, Jeanica N.
Mañago, Nikita Aeowyn D.
Tulabot, Seanen Mia P.

Grade 10- DIAMOND

JOHN B. DURANA & ANTONIO W. AQUINO III

Research Teachers

APRIL, 2024
 2
OPENING A NEW CHAPTER 1
RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

APPROVAL SHEET

This research prepared and submitted by __________________,

in partial fulfillment of the requirements in English 10 and AP 10,
is hereby approved and accepted.

JENNICA B. TIMBANG JOHN KENNETH T. SIMBULAN

Panelist Panelist
Date Signed: _________ Date Signed: _________

JOHN B. DURANA
Research Teacher
Date Signed: ___________

VICTORIANO D. MANICDAO, EdD.

Principal II
Date Signed: ___________
 31
OPENING A NEW CHAPTER

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

LANGUAGE CRITIC’S CERTIFICATION

Research Title: _______________________________________________

Note: The research title must be in sentence case/bold
Authors: Reynald S. Dayrit
Angelica T. Esperanza
Maureen S. Bondoc
Esmeralda M. Mamangun
Mavon P. Gutierrez
Michaela P. Salas
Jonel M. Galaria
(sample only! Change the names listed here)

This is to certify that the undersigned has edited and

critiqued this research based on its grammar and syntax.

He/She also certifies that the researchers have followed

all the suggestions given by the undersigned for the
improvement of this manuscript.

_____________________________
JOHN B. DURANA
Language Critic

_______________________________
Date Signed
OPENING A NEW CHAPTER
41

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

ACKNOWLEDGMENT
We wanted to give back the highest praise and glory
to our all- mighty God for giving us the strength,
wisdom, and guidance to make this requirement possible.

We also want to thank the following people for sharing

their time and undying support for this research to be
remarkable and successful.

To our Family and friends for giving us inspiration as

well as for reminding us of the things we need to finish this study.

To sir John B. Durana our research teacher who never gets

tired of guiding us with our tasks from the discussion of the
parts of a research paper down to our final defense.

To ma’am Jennica B. Timbang and sir John Kenneth T. Simbulan

our research panel in sharing their expertise to improve our
study.

To sir Albert V. Datu the school head of

Rodolfo V. Feliciano Memorial High School for allowing
us to conduct our study.

Names of member
author
OPENING A NEW CHAPTER 15

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

ABSTRACT

Note: the abstract is the summary of

your entire manuscript. Brief discussion in
the intro (SOP), methodology (RESEARCH
METHOD,
PARTICIPANTS/RESPONDENTS/STATISTICAL
TREATMENT OF DATA/PROCEDURE and focus on
the summary of findings, conclusions and
recommendations.
OPENING A NEW CHAPTER
61

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

REMINDERS:
1. Arrangements will be as follows
Title page
Approval Sheet
English Critic’s Certification
Acknowledgment
Abstract
Table of Contents
Title page ………………………………………………… 1
Approval Sheet ……………………………………………. 2
English Critic Certification ……………………………. 3
Acknowledgment ………………………………………… 4
Abstract ………………………………………………………. 5
Introduction ………………………………………………… 6
to Recommendations
OPENING A NEW CHAPTER
71

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

References
Appendices (Raw data, other tables, charts, computations,
PICTURES with CAPTION)

2. Page Number at the UPPER RIGHT

3. Justify your manuscript, indent the paragraphs.
4. Ask sir John before soft binding 
 8

OPENING A NEW CHAPTER

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

A career is a significant aspect of one's life,

encompassing the professional journey and occupational choices

individuals make to fulfill their aspirations and lead a

fulfilling life. It involves a series of decisions and actions

that shape an individual's professional trajectory. A career is

not just a job or a means of earning a living, but a path that

reflects one's passions, interests, and long-term goals. It is

a lifelong journey of personal and professional growth, where

individuals develop their skills, knowledge, and expertise in a

particular field.

During the high school years, students are faced with an

important decision of choosing a strand that aligns with their

career aspirations and interests. This decision marks a crucial

phase in their lives, as it sets the foundation for their

future career paths. The choice of a strand in high school

plays a significant role in shaping their educational journey,

providing them with the necessary skills and knowledge to

pursue specific career fields.

 9

OPENING A NEW CHAPTER

Grade 12 HUMSS students, in particular, face unique

considerations and challenges in their career decision-making

process. The Humanities and Social Sciences (HUMSS) strand

offers a wide range of subjects that focus on developing

critical thinking, communication skills, and an understanding

of human behavior and society. Students in this strand often

have diverse interests and may be considering various career

paths in fields such as social sciences, humanities,

education, law, and more.

The decision-making process for Grade 12 HUMSS students

involves considering their personal interests, aptitudes,

values, and future job prospects within the context of the

subjects and skills they have developed in the HUMSS strand. It

is important for students to reflect on their passions,

strengths, and aspirations, as well as explore the potential

career opportunities that align with their HUMSS background.

Research conducted by Pascual (2016) suggests that career

planning should start at an early grade level to thoroughly

identify the most suitable course for each student. Involving

parents in the career program development can also help them

understand and support their child's decision-making process.

 10

Furthermore, Abe et al. (2020) found that factors such as

family, personality, and expectations played influential roles

in students' career decision-making. Peer pressure in career

decision-making.

Dawson-Ahmoah's study (2022) revealed that environmental

factors, institutional factors, and personal characteristics

influenced students' career choice and choice of programs at

the tertiary institution. It is recommended that educators and

school counselors should focus on parents' socio-economic

status when counseling students on career choices and the

pursuit of higher education.

Furthermore, findings from Afful's study (2019) showed

that environmental factors influence career choice among senior

high school students. Respondents mentioned that money had been

an issue in choosing a career, and their parents had a great

influence on their career choice.

Owusu's study (2020) found that peer pressure had a

significant influence on the career aspirations of students.

Owusu's study also revealed that students did not consider

their interests as having a major influence on their career

 11

aspirations. Additionally, the study found that most teachers

did not view themselves as playing significant roles in the

career aspirations of their students. Parents were found to

have an interest in the careers of their children, and their

children would not take any career decisions without their

approval. There was also a significant difference in the

influence peer pressure had on the career aspirations of male

and female Senior High School students in the Berekum

Municipality.

To effectively guide Grade 12 HUMSS students in

their career decisions, educators, parents, and career guidance

professionals must understand their interests, strengths, and

aspirations. Empowering students to explore options and make

informed decisions based on their passions and goals is vital

for their future success and fulfillment.

Through a compassionate and insightful approach,

educators can play a vital role in guiding Grade 12 HUMSS

students towards making informed decisions about their career

paths. By providing them with the necessary resources,

guidance, and opportunities for self-reflection, educators can

empower students to embark on paths that align with their

interests, abilities, and aspirations. This holistic approach

will enable Grade 12 HUMSS students to make well-informed

 12

decisions and set a strong foundation for their future career

success.

Conceptual Framework

The decision-making process of HUMSS students is examined

in this section of the article, along with how it relates to

the career paths they have selected. Individual interviews with

the students were a part of the process, and they included

topics related to their decision-making experiences. We can

comprehend their path choices based on their comments.

INDEPENDENT VARIABLE(IV) DEPENDENT VARIABLE(IV)

HUMSS Students

Career Path

Decision making

Figure 1. Paradigm of the Study

Research Questions

In Grade 12, Humanities and Social Sciences (HUMSS)

students face a pivotal moment in their academic journey as

 13

they contemplate their future career paths. However, amidst

this crucial decision-making process, a significant gap exists

in understanding the factors influencing their choices and the

challenges they encounter. This study aims to address this gap

by investigating the following key questions:

1. What personal, social, and academic factors shape the

decision-making process of Grade 12 HUMSS students when it

comes to choosing their career paths?

2. How do Grade 12 HUMSS students seek and evaluate information

about various career options?

3. What specific challenges do Grade 12 HUMSS students

encounter in making informed career decisions?

Scope and Delimitation

The scope of the research is focused on Grade 12 HUMSS

students in the SHS Magalang Stand Alone II and their

experiences, perceptions, and aspirations related to career

decision-making. It aims to provide insights that can inform

career guidance strategies specific to the program and empower

educators to support students in making well-informed decisions

about their future career paths within the context of the SHS

Magalang Stand Alone II.

The research will involve conducting interviews or

surveys with Grade 12 HUMSS students in the SHS Magalang Stand

Alone II to gather qualitative data. The data collected will be

analyzed to identify common themes, patterns, and factors 13
influencing career decision-making within the specific strand.

It is important to note that this research will not

directly address the potential outcomes or success of the

chosen career paths within the SHS Magalang Stand Alone II

program. The focus is on understanding the decision-making

process itself within the program and providing guidance to

students in navigating this important transition in their

lives within the specific program context.

Significance of the Study

The significance of the study lies in understanding how

grade 12 students make decisions about their future careers,

and how they tackle and strategize to overcome challenges in

order to follow their chosen career paths. The results of this

study will provide valuable insights for parents, educators,

future researchers, and particularly for the students

themselves.

To parents: This research will equip parents with the

necessary understanding to assist their children in making

decisions about their desired career paths.

To educators: Educators may provide insights into

students’ career decision-making, enabling them to better

support and guide their students in this process.

 To future researchers: Future researchers can utilize this 14

study as a launching pad for further investigation into the

topic. It offers valuable insights and serves as a solid

foundation for exploring the decision-making process of Grade

12 HUMMS students in relation to their career paths.

To students: This study aims to understand students

decision-making process when selecting their career paths. The

findings will equip valuable guidance and support, empowering

students to make informed choices and pursue their desired

careers with success.

Definition of Terms

Humanities and Social Sciences or HUMSS: It's an academic

program that emphasizes the study of human culture and

interpersonal relationships. Literature, sociology,

psychology, and history are just a few of the many subjects

taught. By investigating social issues and the inner

workings of societies, HUMSS students dig deeply into the

fascinating field of human culture.

Decision Making: It means carefully weighing a lot of

factors, such as their unique values, interests, and

abilities as well as the effects of their surroundings.

Career Path: The range of occupations and academic programs

that 12th grade HUMSS students consider while making plans

for their future careers.
 15

OPENING A NEW CHAPTER

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

CHAPTER II

METHODOLOGY

Research Method

This study will adopt a qualitative research

methodology to understand the perspective and decisions of

Grade 12 HUMSS students in Rodolfo V. Feliciano Memorial

High School regarding their career paths. Conducting these

in-depth interviews and thematic analysis, the researchers

will gain a comprehensive understanding about the factors

and challenges they face. Furthermore, this study will also

use a descriptive research design, which according to

Dovetail Editorial Team (2023) it is use to obtain

information to describe a phenomenon, situation, or

population, which can contribute to enhance the educational

and career guidance of Grade 12 HUMSS students.

Locale of the Study

This study will take place at Rodolfo V. Feliciano

Memorial High School in San Pedro II Magalang, Pampanga. The

choice of this location will be made to assess the decision-

making process of Grade 12 HUMSS students regarding their

future career paths.

 16

Participants of the Study

This study will take place at Rodolfo V. Feliciano

Memorial High School in San Pedro II Magalang, Pampanga. The

choice of this location will be made to assess the decision-

making process of Grade 12 HUMSS students regarding their

future career paths.

Research Instrument

Section 1: Demographic Information

1. Gender:

- Male

– Female

- Other (please specify):___________

2. Age: _____

Section 2: Career Aspirations

3. What career path are you currently considering? (Please

list up to three options)

4. What factors influenced your decision(s)

regarding potential career paths? (Select all that apply)

- Personal interests

- Family expectations

- Academic strengths
 17

- Financial considerations

- Guidance counselor/advisor recommendations

- Peer influence

- Other (please specify):

Section 3: Decision-Making Process

5. On a scale of 1 to 5, how confident do you feel about your

career choices?

- 1 - Not confident at all

- 2 - Slightly confident

- 3 - Moderately confident

- 4 - Very confident

- 5 - Extremely confident

6. Have you sought guidance or advice regarding your career

choices?

- Yes

- No

7. If yes, from whom did you seek guidance or advice? (Select

all that apply)

- Parents

- Teachers

- Guidance counselor

- Friends - Other (please specify):

Section 4: Future Plans

10. Are you planning to pursue further education after high

 18

school?

- Yes

– No

11. If yes, what type of further education are you

considering? (Select all that apply)

- University

- College

- Vocational/Technical School

- Other (please specify):

Section 5: Additional Comments

12. Is there anything else you would like to add about your

career decision-making process?

Thank you for your participation! Your input is invaluable to

this research.

Research Procedure

The data gathering procedure for this research study

comprises a systematic approach involving several essential
steps. We also took the ethical route by requesting a letter
of permission from the school head. First, the researchers
initiate the process by selecting and gaining approval for a
specific title, ensuring conceptualization and approval from
the research adviser. Following that, informed consent was
obtained by the researchers to the respondents while providing
them assurance that all the data and information obtained from
 19

them will strictly be kept confidential. Following

notification of the respondents, the researchers commenced
data collection using an interview and they conducted a pilot
test with test subjects. This is to assess each question's
validity. Once the data is collected, thematic analysis
involves several steps. The researchers would begin by
familiarizing themselves with the data, reading and re-reading
transcripts or responses to gain a comprehensive understanding
of the content. They would then start coding the data,
systematically labeling and categorizing segments that
represent recurring ideas, concepts, or topics related to
career decision-making. As the coding process progresses,
themes begin to emerge. These themes are overarching patterns
or concepts that capture commonalities or variations in
students' decision-making processes. Next, the researchers
would refine and define these themes, ensuring they accurately
represent the data and provide meaningful insights into the
research question. They may also identify sub-themes or
relationships between themes to enrich their analysis further.
Finally, the results are analyzed and interpreted after the
student response data has been collected.
 10
1
RESEARCH TITLE

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

Chapter III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

NOTE: ARRANGE YOUR TABLES ACCORDING TO YOUR SOP/RESEARCH PROBLEM

Table 1.1: AND SO ……

 11
1
RESEARCH TITLE

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

Chapter IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary and Findings

Recommendations
RESEARCH TITLE 12 1

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

References

Abdullah, E. S. P. S., & Fitrah, R. (2019). Self-Efficacy in

Young Adults with Divorced Parents. Proceedings of the 4th

ASEAN Conference on Psychology, Counselling, and Humanities

(ACPCH 2018). https://doi.org/10.2991/acpch-18.2019.40

Abdollahi, A., & Abu Talib, M. (2018). Emotional and Social

Intelligence among University Students in Malaysia. Journal

of Nusantara Studies (JONUS), 3(1), 71–90.

https://doi.org/10.24200/jonus.vol3iss1pp71-90

Adhikari, P. (2017). Attitudes of Present Generation

towards Marriage: A Survey of Marriageable College Students.

Tribhuvan University Journal, 31(1-2), 167-184. Retrieved

from https://www.researchgate.net/profile/Pralhad-Adhikari-

2/publication/

335369930_Attitudes_of_Present_Generation_towards_Marriage_A

_Survey_of_Marriageable_College_Students/links/

5edc92cb92851c9c5e8afec1/Attitudes-of-Present-Generation-

towards-Marriage-A-Survey-of-Marriageable-College-

Students.pdf
Amato, P. R., & Patterson, S. (2016). The intergenerational

transmission of union instability in early adulthood.

Journal of Marriage and Family, 79(3), 723–738.

https://doi.org/10.1111/jomf.12384

Brauner-Otto, S. R., Axinn, W. G., & Ghimire, D. J. (2020).

Parents’ marital quality and children’s transition to

adulthood. Demography, 57(1), 195–220.

https://doi.org/10.1007/s13524-019-00851-w

D’Onofrio, B. M., & Emery, R. E. (2019). Parental divorce

or separation and children’s mental health. World

Psychiatry, 18(1), 100–101.

https://doi.org/10.1002/wps.20590

Godfrey, L., Kuryluk, A. D., & Whitton, S. W. (2018). The

effects of parental divorce on individuals’ commitment to

same-sex relationships. Marriage and Family Review, 54(8),

806–818. https://doi.org/10.1080/01494929.2018.1503988

Government of Canada, Statistics Canada. (2019, October

30). Family structure of economic family. Retrieved from

https://www23.statcan.gc.ca/imdb/p3Var.pl?

Function=DECI&Id=44619

Jamison, T. B., & Lo, H. Y. (2020). Exploring parents’

ongoing role in romantic development: Insights from young

adults. Journal of Social and Personal Relationships, 38(1),

84–102. https://doi.org/10.1177/0265407520958475

Liu, H. (2022). The Influence of Parental Divorce on

Depression Symptoms in Adolescence and Early Adulthood: A

Systematic Review and Meta-Analysis. Advances in Social

Science, Education and Humanities Research.

https://doi.org/10.2991/assehr.k.220110.092

Mao, Y., Zang, L., & Zhang, H. (2020). The Effects of

Parental Absence on Children Development: Evidence from

Left-Behind Children in China. International Journal of

Environmental Research and Public Health, 17(18), 6770.

https://doi.org/10.3390/ijerph17186770

Marriage. (2024). In Merriam-Webster Dictionary. Retrieved

from https://www.merriam-webster.com/dictionary/marriage

McLeod, S. (2024, February 1). Albert Bandura's Social

Learning Theory In Psychology.

https://www.simplypsychology.org/bandura.html

Mohammadi, A. (2017). A Qualitative Exploration of Married

Students Attitudes toward Marriage 1 2 2 3. Tonekapnu.

Retrieved from

https://www.academia.edu/33510093/A_Qualitative_Exploration_

of_Married_Students_Attitudes_toward_Marriage_1_2_2_3
Pushor, D., & Amendt, T. (2018). Leading an examination of

beliefs and assumptions about parents. School Leadership &

Management, 38(2), 202–221.

https://doi.org/10.1080/13632434.2018.1439466

Ramadani, S., Fitriani, W., & Yeni, P. (2022, December 18).

The impact of parental divorce on children’s psychology.

Retrieved from

https://journal.minangdarussalam.or.id/index.php/djpe/articl

e/view/12

Regoniel, P. (2024, January 14). Descriptive Qualitative

Research: A brief guide. Retrieved from

https://simplyeducate.me/2023/04/10/descriptive-qualitative-

research/#google_vignette

Roper, S. W. (2019). The intergenerational effects of

parental divorce on young adult relationships. Journal of

Divorce & Remarriage, 61(4), 249–266.

https://doi.org/10.1080/10502556.2019.1699372

Simpson, A. R. (2018). Retrieved from

https://hr.mit.edu/static/worklife/youngadult/changes.html

Singh, M. (2014, December 19). Some early childhood

experiences shape adult life, but which ones? NPR. Retrieved

from https://www.npr.org
Simkus, J. (2023, July 31). Snowball Sampling Method:

Techniques & Examples. Retrieved from

https://www.simplypsychology.org/snowball-sampling.html

Simkus, J. (2023, July 31). What is Simple random sampling?

Retrieved from https://www.simplypsychology.org/simple-

random-sampling.html

Teachers College, Columbia University. (n.d.). Research

instrument examples.

https://www.tc.columbia.edu/media/administration/institution

al-review-board-/guide-amp-resources---documents/

Published_Study-Material-Examples.pdf

Tientcheu, V. T. L. (2021). EFFECTS OF DIVORCE ON CHILDREN.

ResearchGate. Retrieved from

https://www.researchgate.net/publication/351561795_EFFECTS_O

F_DIVORCE_ON_CHILDREN

Wahyuningsih, H., Kusumaningrum, F. A., & Novitasari, R.

(2020). Parental marital quality and adolescent

psychological well-being: A meta-analysis. Cogent

Psychology, 7(1).

https://doi.org/10.1080/23311908.2020.1819005

Xia, M., Fosco, G. M., Lippold, M. A., & Feinberg, M. E.

(2018). A Developmental Perspective on Young Adult Romantic

Relationships: Examining family and individual factors in

adolescence. Journal of Youth and Adolescence, 47(7), 1499–

1516. https://doi.org/10.1007/s10964-018-0815-8

Young adult. (2024). Retrieved from

https://dictionary.cambridge.org/us/dictionary/english/young

-adult
RESEARCH TITLE
13
1

RODOLFO V. FELICIANO MEMORIAL HIGH SCHOOL

APPENDICES
SAMPLES
APPENDIX A
Letter of permission to conduct the study

APPENDIX B
RESEARCH INSTRUMENT/QUESTIONNAIRE

APPENDIX C
PICTURES DURING ADMINISTRATION OF QUESTIONNAIRE/SURVEY