Action Research on 2014 Grade 8 High School Occupational Interest Inventory in Relation to 7 Interest Areas of Career Preference Research Proponent: Arnel Encia Alcosaba SEPS – Planning and Research Research Presenter: Cherrie Anne M Galanto Planning Officer III

INTRODUCTION HSOII is not a test. There is no right or wrong answer. Inventory of what field of interest the students preferred about tasks, occupations and feelings about the 7 identified interest areas given Competencies and skills of students is the focus of the K to 12 curriculum HSOII should be done prior to choosing a career to fully equip them with skills and such is the basis in the offering of TLE Specializations in 23 competencies Education is not the sole responsibility of the Department of Education. All stakeholders both public and private individual are responsible for every single learner in school. It is the purpose of this study to clarify some cloud of doubts on the part of the students and help them choose the specialization they wanted to get after senior high school completion. Without competent management, the transforming process can get out of control. Hence, an old adage has this line “Every yesterday a dream of happiness and every tomorrow, a vision of hope”.  

RESEARCH QUESTIONS The High School Occupational Interest Inventory aimed to answer the following questions: What are the occupational interest of Grade 8 students when analyzed by school and gender? Is there a significant difference in the occupational when analyzed by school and gender? What implications may be derived from the results of the study?

Literature Cited Lardizabal (1977) stresses that the most significant task of a teacher is his personal influence in promoting the development of basic skills, understanding, work habits, desirable attitudes, values judgments and adequate personal adjustment of the learners specifically in the choice of the career they want to embrace after high school.   According to Calaguas (2011), parent involvement has a positive and significant effect on children’s overall choices of their career. The effect was educationally meaningful and large enough to have practical implications for parents, family involvement and the policymakers has to formulate policies to improve the basic education curriculum in the future. The constant follow-up is necessary.

CONCEPTUAL FRAMEWORK

RESEARCH METHOD

RESEARCH METHOD The respondents of this research are the SY 2014-2015 Grade 8 students, both male and female, in the 25 Public Secondary Schools in the City Schools Division of Kidapawan (16 Regular, 9 Integrated). There are 1,095 male respondents and 1,246 female respondents. The statistical tool used was descriptive statistics particularly frequency and percentage

Occupational Interest of Grade 8 students when analysed by school RESULT AND DISCUSSION Occupational Interest of Grade 8 students when analysed by school

Occupational Interest Grade 8 students when analysed by Gender RESULT AND DISCUSSION Occupational Interest Grade 8 students when analysed by Gender

Ranking of interest area and frequency of all Grade 8 students RESULT AND DISCUSSION Ranking of interest area and frequency of all Grade 8 students

Difference in Interest Area When Analyzed by School ANOVA Source of Variation SS df MS F P-value F crit Between Groups 1572.057 6 262.0095 0.411469 0.870713 2.152911 Within Groups 106976.8 168 636.7667 Significant at 0.5 No significant difference in the interest areas when analyzed by school.

Difference in Interest Area When Analyzed by Gender Source of Variation SS df MS F P-value F crit Between Groups 1380.071 1 0.551792 0.471878 4.747225 Within Groups 30012.86 12 2501.071 Total 31392.93 13   Significant at 0.5 No significant difference in the interest areas when analyzed by gender.

SUMMARY OF FINDINGS The study revealed that the interest area when analyzed per school, the highest frequency is Personal with a total of 382 or 17.56% and the lowest is Mechanical with frequency of 108 or 4.97% . When analyzed by gender, female respondents preferred Personal Occupational interest as the highest frequency of 230 or 19.36%, while Scientific was the lowest with a frequency of 94 or 9.71% whereas the male opted for Mechanical with the highest frequency of 229 or 21.79% while Scientific was the lowest with a frequency of 76 or 7.9%. Both male and female respondents survey results revealed that Mechanical got the highest frequency of 389 or 17.36% whereas Scientific got the lowest frequency of 170 or 7.59%. There is no significant difference in interest area of Grade 8 students when analyzed by school and gender.

CONCLUSION After the survey on High School Occupational Interest Inventory (HSOII), the following conclusions are drawn: Generally, the students among the 25 public schools opted the Personal occupational interest the most while the interest area with the lowest frequency is the Mechanical. In this study, male students were appreciative of the Mechanical occupational interest and female students were more inclined to get Personal-related courses. Scientific interest was the least preferred by both male and female. The occupational interest of male respondents was almost the same with that of the female respondents. When analysed by school, the occupational interest preferences were almost similar. The result of the students’ occupational interest implied that the existing industries in the locality or areas as well as the geographical location of the provinces or cities influenced the choices of the respondents.

RECOMMENDATIONS All students should take the annual HSOII survey questions to further find out whether their choice of an occupational interest vary and change as their year level change every year. Teachers should be oriented on how to interpret the survey result to be used as a reference in identifying the interest of the students.

REFERENCES Calaguas, GM (2011) Development and initial validation of the social competency inventory for secondary students. International Journal for Human Sciences. Culkin, Joseph (1996) Fundamentals of Psychology: Application for life and work. Ohio, United States of America, Southwestern Educational Publishing. Lardizabal A, A (1977) Principles and methods of teaching 2nd edition, Phoenix Publishing House, Inc., Quezon City. Macarayan, N (1991) The changing role of parenting: Infancy and early childhood. The Modern Teacher, Volume XL No.2, July 1991.

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