ACKNOWLEDGEMENT

This journey has been one of learning, growth, and teamwork, and we owe our success to

several key supporters.

First and foremost, we thank God for guiding us, giving us the strength and wisdom to

persevere through every challenge we faced. His blessings have been our foundation. Second, to

our subject teacher, Mrs. Marie Cris Q. Toribio – Lagahit, we extend our deepest appreciation.

Your guidance, patience, and encouragement have been invaluable. You inspired us to explore,

question, and strive for excellence. Thank you for believing in us and pushing us to do our best.

In addition, the researchers would like to send their utmost gratitude to Mrs. Merdy Mae D.

Delavin, Mr. Karl Angelo R. Tabernero, and Mrs. Rodelyn O. Bruzo for sharing their adequate

knowledge and helping the researchers for making their research a reliable and valid one.

We also thank ourselves: Patricia Esmana, Alliah Mae Leturco, Ma. Hannah Drio, Emelee

Camino, Trixie Espinosa, Tristan Saldino, and Meuriz Fernandez for the stimulating discussions,

and for the sleepless nights we were working together before deadlines.

Lastly, to our parents, your unwavering support has been our anchor. You provided us with

the resources, time, and motivation needed to complete this project. Your belief in our abilities

has been a constant source of strength.

With heartfelt thanks to God, our teacher, and our parents, we present our research project,

a testament to collective effort and dedication.

Your invaluable support all throughout the research process is so much appreciated.

ii
 DEDICATION

This research is dedicated to the following for their unbearable support to us and in the process

of researching.

To God, whose guidance and blessings have given us strength and wisdom. To our subject

teacher, we are deeply grateful for your support and invaluable insights that have shaped our

work. We also recognize ourselves for the hard work, dedication, and perseverance we put into

this project. To the validators, thank you for your meticulous review and constructive feedback,

helping us achieve excellence. Lastly, we honor our parents for their endless encouragement and

belief in our abilities, making this journey possible.

iii
 ABSTRACT

In today’s educational landscape, students transitioning from Grade 10 to Grade 11 face

the challenge of selecting a strand that aligns with their interests, skills, and future career

aspirations. Choosing an appropriate strand plays a crucial role in shaping a student’s academic

journey and professional trajectory. Recognizing the importance of informed decision-making at

this stage, this study aimed to develop a comprehensive career guidance video for Grade 10

students. The video intends to serve as a practical guide, enabling students to explore various

strands available in Grade 11, understand their implications for future career paths, and make

well-informed choices based on their unique strengths, interests, and aspirations.

The respondents were chosen using the snowball sampling. A total of 15 respondents were

chosen which are composed of guidance counselors and teachers.

Data analysis was utilized by the researchers using different statistical treatments, such as

frequency and percentage as well as mean and standard deviation.

The results of the analysis showed that the respondents are satisfied in the development of

career guidance video in terms of Objectives with a mean of 3.21 and a standard deviation of

0.36854, In terms of content with a mean of 3.11 and a standard deviation of 0.368541, In terms

of flow with a mean of 2.92 and a standard deviation of 0.36854, In terms of video quality with a

mean of 2.97 and a standard deviation of 0.36854. Overall, the respondents described that they

are satisfied with the career guidance video after having a corresponding weighted mean of 3.05

and a standard deviation of 0.36854025

iv
 In light with the findings, recommendations like Consider professionals with expertise in

making career guidance video as a respondent.

Collaborate with audio professionals or utilize audio editing software to optimize sound

quality. This could involve adjusting volume levels, reducing background noise, and ensuring

consistent sound across different segments of the video.

Review the video’s structure and organization, ensuring that ideas are presented logically

and coherently. Consider using transitional elements such as visual cues, captions, or animations

to guide viewers through different sections.

v
 TABLE OF CONTENTS

TITLE PAGE i

ACKNOWLEDGEMENT ii

DEDICATION iii

ABSTRACT iv

TABLE OF CONTENTS vi

LIST OF FIGURES AND TABLES vii

LIST OF APPENDICES viii

CHAPTERS

I. THE PROBLEM AND ITS BACKGROUND

Introduction 1

Statement of the Problem 2

Scope and Delimitation 3

Significance of the Study 3

vi
 Notes in Chapter I 5

II. THEORETICAL FRAMEWORK

Relevant Theories 6

Related Literatures 8

Related Studies 9

Paradigm of the Study 11

Definition of Terms 14

Notes in Chapter II 15

III. RESEARCH METHODOLOGY

Research Design 18

Respondents of the Study 18

Research Instrument 19

Construction and Validation of the Instrument 19

Data Gathering Procedure 20

Product Development 21

Statistical Treatment 21

Notes in Chapter III 23

IV. PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

Description of Demographic Profile of the Respondents 21

Description of career guidance video in terms of Objective 23

Description of career guidance video in terms of Content 26

vii
 Description of career guidance video in terms of Flow 29

Description of career guidance video in terms of Video quality 32

Overall Description of career guidance video 35

Discussion of the Respondent’s Suggested Improvements

on the career guidance video 36

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings 39

Findings 40

Conclusions 42

Recommendations 45

BIBLIOGRAPH 47

viii
 APPENDICES

Appendix A: Instrument 51

Appendix B: Communication Letter 52

Appendix C: Validation Letter 53

Appendix D: Methodological Notes 56

Appendix E: Developmental Procedure 57

Appendix F: Curriculum Vitae 58

LIST OF FIGURES

Figure Page
1. Paradigm of the Study 11

ix
 LIST OF TABLES

1. Description of Demographic Profile of the the Respondents 21

2. Description of career guidance video in terms of Objective 23
3. Description of career guidance video in terms of Content 26

4. Description of career guidance video in terms of Flow 29

5. Description of career guidance video in terms of Video Quality 32

6. Overall Description of career guidance video 35

7. Discussion of the Respondent’s Suggested Improvements

on the career guidance video 36

x
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

With the establishment of the K–12 basic education program, the senior high curriculum was

formed. Senior high school curriculum offers a wide range of subjects that will prepare students

for their desired course in college.

According to Ambong, I.Y.M (2017), Senior High School is two years of specialized upper

secondary education; students may choose a specialization based on aptitude, interests, and school

capacity. The choice of career track will define the content of the subjects a student will take in

Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks (Official

Gazette, 2012). Senior High School (SHS) covers the last two years of the K to 12 program and

includes Grades 11 and 12. In SHS, students will go through a core curriculum and subjects under

a track of their choice.

The transition from junior high school to senior high school is a crucial period in a student's

academic journey. With the implementation of the K-12 program, senior high school in the

Philippines offers various tracks or strands that cater to the diverse interests and career aspirations

of students. However, ensuring that incoming senior students are enough oriented to their chosen

strand is essential for their successful integration into senior high school. The problem of this

study is the lack of awareness of the student about the strand in the senior high school and also

because of the influence of their own friend.

1
 The majority of students are still undecided about their Senior High School track. According

to Boyer (1987), “in taking a course, one of the life’s major decisions is being made. A lot of time,

money, and effort will be involved. The shape and excellence of student’s life may rest on the

result.” A student should take their chance when choosing a junior or senior academic along the

way. Anticipating that they might choose a course to pursue that may harm their future. Also,

according to Harris (1980), Decision making is the best way to get one’s satisfaction and consider

as the best-required thing to do to have a successful and a very satisfying life.

It has been noted that the pupils who frequently shift to a different strand are typically the

ones that chose the tracks they dislike. Many factors can influence a student’s decision, including

their parents, friends, teachers, or any role models in students’ life. This research aims to develop a

career guidance module for the upcoming Grade 11 students. This study will help the students by

enhancing the student’s perception about the strand they want to choose in Senior High School.

Statement of the Problem

This study aims to develop a career guidance video for Grade 10 students of Lamao

National High School S.Y 2023-2024.

Specifically, this seeks answer to the following questions:

1. How may the respondent’s profile be described in terms of;

1.1 sex;

1.2 profession; and

1.3 length of practice in their field?

2
2. How may the career guidance video be described in terms of;

2.1 objective;

2.2 content;

2.3 flow; and

2.4 video quality?

3. Based on the results of the study, what intervention can be made to improve the career

guidance video?

Scope and Delimitation

The general goal of this study is to develop a career guidance video for Grade 10 students.

The study will be conducted inside and outside at Lamao National High School. The respondent of

this study are guidance counselors and teachers. The respondents will be selected using Snowball

Sampling Technique. The time frame of this research study has been scheduled to take place

during the final quarter of the academic year 2023-2024.

Significance of the Study

The result of the study will benefit to the following:

Guidance Counselor. This study will provide valuable insights and resources. This collaborative

approach can stimulate better implementation and integration of the career guidance video into the

school system.

3
School. This study will help the school by leading to a better academic and career outcome,

reflecting positively on the school’s success.

Teachers. This study will benefit the teachers by reducing the number encountered problems

during enrollment processes.

Students. This study will provide the students with some knowledge to choose the right strand in

Senior High School. This study may give them lots of ideas that may provide them in career

decision making.

Parents. This study will be a great help to the parents of Grade 10 students. The parents will also

have ideas on what their son/daughter want to be in the future.

Future Researchers. This study can be used as a reference by future researchers who will have a

study related to this study. It will also provide data for the future researchers that will lessen the

difficulties of Grade 10 students choosing their strand.

4
 Notes in Chapter I

REFERENCE/S:

Rimmia. (2017). Review of related literature.

https://rimmia.wordpress.com/2017/03/10/review-of-related-literature/

A. (2017, January 27). Decision making and skills. Lessons From History.

https://lessons-from-history.com/page/decision-making-and-skills

Dollaga, K. (2016, April 20). Factors Influencing Student’s Choice for a Senior High School

Academic Track.

https://www.academia.edu/24592420/Factors_Influencing_Students_Choice_for_a_Senior_

High_School_Academic_Track#:~:text=According%20to%20Boyer%20(1987)%2C,student

%20should%20take%20a%20risk.

5
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant concepts of the present study. To give the necessary

background and information needed to complete this study, it also analyses some studies and

online resources. In order to develop a career guidance video, it sought to gather a chain of

previous studies regarding the development of career guidance video.

Relevant Theories

The Career Construction Theory by Savickas, M. L. (2002) emphasizes the importance of

individuals actively constructing their careers through the stories they tell about themselves. It

focuses on how individuals make meaning of their career experiences. It can foster a sense of

agency, self-awareness, and purpose in their career exploration and decision-making processes. It

provides a framework that aligns with the developmental stage and needs of students at this

critical point in their education.

It focuses on individual agency, adaptability, narrative approaches, cultural relevance, and

the integration of positive psychology principles. It is also important for students as it encourages

self-awareness, adaptability, proactive career exploration, and the construction of meaningful

career narratives. It provides a framework that aligns with the realities of today's dynamic and

ever-changing work environments.

This study is also anchored to Social Cognitive Career Theory developed by Lent, et al.

(1994) into the development of the career guidance module for Grade 10 students at Lamao

6
National High School can enhance its effectiveness by addressing self-efficacy, observational

learning, outcome expectations, goal setting, social support, and skill development. This

approach may contribute to a more comprehensive and tailored career guidance experience for

the students.

It helps students understand the social influences and cognitive processes involved in

career development. By recognizing the importance of self-efficacy, role models, and social

support, students can make more informed decisions and actively shape their career paths.

Moreover, educators and career counselors can use SCCT to design effective interventions that

support students on their journey towards fulfilling and meaningful careers.

It is important to students as it provides a holistic understanding of career development,

emphasizing the interplay between personal, social, and environmental factors. By considering

these factors, students can make more informed and realistic career choices, and educators and

counselors can design effective interventions to support their career development journey.

Another theory is the Theory of Vocational Choice by John L. Holland (1959), it can

enhance the effectiveness of the module by providing a structured framework for understanding

individual differences, aligning career choices with personal preferences, and facilitating

informed decision-making in the career exploration process. emphasizes the importance of

matching individuals with work environments that align with their personality types. The theory

has been widely used in career counseling and vocational guidance to help individuals make

informed career choices based on their unique preferences and characteristics.

It provides a structured framework for self-exploration, career decision-making, and

understanding the dynamic relationship between personality and vocational satisfaction. It

7
empowers students to make informed choices aligned with their individual strengths, preferences,

and aspirations.

Related Literature

This study focuses to the development of career guidance module. The following articles

may provide a solid foundation for the development of the career guidance module by offering

theoretical insights, evidence-based practices, and a contextual understanding of students' needs.

It helps you design a module that is informed, effective, and aligned with both theoretical

frameworks and practical considerations. It can enhance its effectiveness by addressing stages of

development, self-concept, decision-making, environmental influences, life-long learning,

adaptability, goal setting, and planning. This approach can contribute to a more comprehensive

and tailored career guidance experience, helping students make informed and meaningful

decisions about their future careers.

Comprehensive Guidance and Counseling Programs: The Evolution of Accountability by

Norman C. Gysbers, concludes that these programs play a crucial role in supporting students

throughout their academic journey and preparing them for future success. It emphasizes the

importance of structured and comprehensive guidance and counseling programs that align with

educational goals, promote accountability, and prioritize the holistic development of students.

According to the study “A Development of Career Guidance Modules to Improve Youth

Career Planning” by Agung Satria Wijaya, A. Muri Yusuf, and Agus Irianto in 2020, one of the

development tasks that must be achieved by adolescents is planning for a future career. Career

planning is an important part that will determine the success of adolescents. The emphasis in

developing career guidance modules for the Parupuk Tabing Youth Family Development in Koto

8
Tangah, Padang, West Sumatra, is likely to be on providing comprehensive, culturally relevant,

and practical guidance to improve youth career planning and development. The modules aim to

empower individuals with the skills, knowledge, and confidence needed to make informed and

successful career choices in their local context. In this study, it is necessary to develop a career

guidance module that can be used by adolescents in career planning.

The “Career Planning in Ontario Grade 10 Student: Student Perspectives” by Dr. Peter

Dietsche in 2013, the importance of career guidance to postsecondary access and persistence

research with key stakeholders in Canadian secondary schools is meager at best. This study

sought the perspectives of Ontario school guidance staff on the career planning context of Grade

10 students. Students entering the workforce were seen to have the most difficulty with career

planning, and university-bound students the least.

The Malaysian Online Journal of Educational Science (2023) has researched a study

showing that Holland’s theory maintains that in choosing a career, people search for

environments that will let them use their skills and abilities and express their attitudes and values.

Behavior is determined by an interaction between personality and environment. This approach

suggests that people are attracted to a given career that has similar qualities to their peculiar

personalities and other background variables (Holland, 1992).

Relevant Studies

According to the study of “The Effectiveness of Digital Module to Improve Career

Planning” by Astuti, B. (n.d.) in 2022, among junior high school students, the researchers

conclude that career planning is an activity to help students determine future careers, such as high

9
school, jobs and desired positions. The digital module is an alternative that can be used to convey

career planning material to students. This study aims to determine the effectiveness of digital

modules in improving junior high school students’ career planning.

Lalas, L. (n.d.) has researched “Impacts of Career Guidance Program to SHS Students, a

career guidance and counseling program can develop an individual’s competencies in self-

knowledge, educational and occupational explorations, and career planning or decision-making

processes. These programs help individuals acquire the knowledge, skills, and experience

necessary to identify options, explore alternatives and succeed in society. Career guidance is a

comprehensive, developmental program designed to assist individuals in making and

implementing informed educational and occupational choices (Octae 2018).

Kilag, O. K. T. (n.d.) has researched “Exploring the Determinants of Senior High School

Track Preference Among Grade 10 Students: A Comprehensive Study in 2023, students who

performed well academically tended to choose the academic track, while those who struggled

academically were more likely to choose the technical-vocational-livelihood (TVL) track. The

findings suggest that academic performance, career prospects, personal interests, and parental

influence are critical factors in students' decision-making. The study's results could inform policy

and program development aimed at improving SHS education and helping students make

informed decisions about their future education and career paths.

Conceptual Framework

10
 The focus of this study was undertaken by the following conceptual framework which has

three (3) parts: The Input, Process, and Output. This conceptual framework can guide the

research and researchers by providing a visual presentation of the critical construct of interest.

Figure 1. Research Paradigm

INPUT: PROCESS: OUTPUT:

Profile of respondents  Development of  Improved
according to: career guidance career
video guidance
a. Sex a) objective video
b) content
b. Profession c) flow
c. Length of their d) video
quality
Practice in their
 Data Gathering
Field through Survey
Questionnaire

FEEDBACK
The table shows the variables that are involved in the research, namely the categorical and

mediating variables. The Input shows the categorical variables that are: the profile of the

participants. The Process shows the method by which the variables are collected and synthesized.

Lastly, the Output shows the outcome of the variables.

11
Definition of Terms

Career Guidance Video. It is a recording of moving visual images, typically accompanied by

audio, that is stored in a digital format. It is a video to guide Grade 10 students of Lamao

National High School in making career decisions. This video will be created by the researchers.

Content. It is a subject or ideas contained in something written, said, created, or represented. It is

the educational material, information, and resources included within the career guidance video.

Flow. It the smooth and engaging progression of information within the video. the seamless

progression of content, engaging narrative, and visual coherence that captivates and maintains the

audience's attention, facilitating effective communication of career guidance information.

Grade 10 Students. It is the last year of Junior High School and the fourth year of High School

curriculum. They are the focus of the career guidance video.

Length of Practice in their Field. It is the amount of time, measured in years, that the people

have actively participated in and used their knowledge and abilities in their various fields of

work. It refers to the number of years or durations that the respondents have actively engaged in

and applied their knowledge and skills within their respective career fields.

12
Objective. It is something that you plan to do or achieve. It is defined as the systematic creation

and evaluation of a comprehensive educational resource aimed at providing effective career

guidance.

Profession. It is an economic activity that requires special knowledge and skill to be applied by

individuals for earning their livings. They are defined as the primary occupation or vocation

pursued by the respondents.

Sex. It is the biological and physiological characteristics that define humans as female or male. It

refers to the biological classification of respondents as either male or female based on their

physiological characteristics.

Video Quality. It is how something seemingly presents itself to view. It aims to assess the visual

impression students project, which may influence perceptions and interactions within the context

of career guidance.

13
 Notes in Chapter ll

REFERENCE/S:

Savickas, M. (2005). Career Construction Theory.

https://www.semanticscholar.org/paper

Lent, R. W., Brown, S., & Hackett, G. (2002, January 1). Social cognitive career theory.

https://www.researchgate.net/publication/306145850_Social_cognitive_career_theory

Wallman, G. H. (1985, April 1). Book Review: Making Vocational Choices: A Theory of

Vocational Personalities & Work Environments

https://doi.org/10.1080/00220973.1985.11071939

Gysbers, N. C. (2004). Comprehensive Guidance and Counseling Programs: The Evolution of

Accountability.

http://www.jstor.org/stable/42732409

14
Wijaya, A. S., Yusuf, A. M., & Irianto, A. (2020). Proceedings of the 1st Progress in Social

Science, Humanities and Education Research Symposium (PSSHERS 2019).

https://doi.org/10.2991/assehr.k.200824.003

Dietsche, P. (2013). Career Planning in Ontario Grade 10 Students: Student Perspectives.

https://cjcdrcdc.ceric.ca/index.php/cjcd/article/view/198?

fbclid=IwAR3r0iHEYWopVt3HJTPs4kx8e-jEP10Fhlwo3JLKBj9L5pHIHk7qqzn7tw8

Abubakar, I. (2013). Career Guidance, Participation of Students and Its Implication for Kano,

Nigeria.

https://www.semanticscholar.org/paper/Career-Guidance%2C-Participation-of-Students-

and-Its-Abubakar/a5719f94b1e4e69ef02605edb03389391212e577

Astuti, Budi; Purwanta, Edi; Lestari, Rizqi; Bhakti, Caraka Putra; Anggela, Era; Herwin, &

Herwin. (2020). The Effectiveness of Digital Module to Improve Career Planning of Junior

High School Students. https://eric.ed.gov/?

q=career+guidance+for+grade+10+students+&ft=on&id=EJ1355497

Lalas, L. (n.d.). Impacts of Career Guidance Program to SHS Students.

https://www.scribd.com/document/489800912

Kilag, O. K. T. (2023). Exploring the Determinants of Senior High School Track Preference

among Grade 10 Students: A Comprehensive Study. https://eric.ed.gov/?q=career

%20guidance%20for%20grade%2010%20students

%20&ft=on&id=ED628620&fbclid=IwAR05wvCIo-

R72yK8_6tz1Ky5tBVfm9EwG7Jdazp-Dt4XTJqRnWKbOZO5IH0#:~:text=Osias%20Kit

%20T,Multimedia%20%7C%20Widget

15
 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the methods done by the researchers that were used for collection,

interpretation and analysis of data related to the study. It contains the research design and the

methodology used in the conduct of this study. It incorporated the sampling technique, sources of

data, the research subjects, participants of the study, the instrument, the procedure, as well as the

statistical tools employed in processing the data. This chapter shows how the researcher came to

the necessary data which were analyzed, interpreted and presented in the easiest way possible.

Research Design

The research study employs a Descriptive Research Design to comprehensively investigate

the specific needs and preferences of professionals who will contribute insights to the video's

refinement. The study involves administering structured surveys to professionals, collecting

16
quantitative data on their career trajectories, aspirations, and the key challenges encountered in

their professional journeys.

The aim is to capture a detailed snapshot of the professionals and student experiences,

preferences, and recommendations pertaining to career guidance. Through this approach, the

research endeavors to create a video tailored to the particular requirements of Grade 10 students,

ensuring that it aligns with the real-world insights and expectations of professionals in diverse

fields, thereby enhancing its effectiveness as a valuable tool for guiding students towards

successful career paths.

Sample of the Study

The respondent of the study is composed of people in the community of Bataan in 2023-

2024. All of the participants were selected through Snowball Sampling Technique. Snowball

Sampling is a recruitment technique in which research participants are asked to assist researchers

in identifying other potential subjects. The chosen respondents contain 15 respondents from

Bataan.

Table 1.

Sample of the Study

PROFESSION SAMPLE

Guidance Counselor 2

Teacher 13

TOTAL: 15

17
 The table shows the participants including Guidance Counselor (2) and Teacher (13), with

the use of Snowball Sampling Technique.

Research Instrument

The research instrument of this study encompasses a comprehensive survey questionnaire

designed to make valuable insights from professionals regarding the content, relevance, and

efficacy of the proposed career guidance video. The questionnaire will comprise sections

addressing the professionals' perceptions of the current state of career preparation in high school

students, the specific skills and knowledge they deem essential for successful career paths, and

their recommendations for overall video improvements. Additionally, professionals will be

encouraged to provide feedback on the appropriateness of the video's format, delivery methods,

and any additional resources they believe would enhance its impact. Open-ended questions will

allow respondents to articulate perspectives, ensuring a holistic understanding of their

expectations and preferences in guiding Grade 10 students toward meaningful and informed

career choices.

Construction and Validation of Instrument

The instrument of this study used survey questionnaires where the respondents will

evaluate the career guidance video. This will help answer the question about the statement of the

problem. The questionnaire will be structured on a scale of 1 to 4 for rating the career guidance

video. (1) Strongly disagree, (2) disagree, (3) agree, and (4) strongly agree can be answered by

the respondent. This can help the researchers analyze the data gathering.

18
Data Gathering Procedure

Researchers followed certain procedures in the conduct of this study. Researchers used a

multifaceted approach. Initially, a comprehensive review of existing literature on career guidance

and educational video will be conducted to inform the design of the video.

At the same time, a survey questionnaire will be administered to the professionals and

students to obtain quantitative data on the perceived effectiveness and relevance of potential

video components. The collected data will be analyzed to identify common themes, preferences,

and areas for improvement, guiding the constant development process of the career guidance

video to ensure it aligns with the particular requirements of Grade 10 students and addresses the

real-world perspectives of professionals in the workforce.

Program Development

To create a career guidance video, researchers must define the objective, content, flow, and

video quality. They should discuss the development and outputs, focusing on how career

guidance video contributes to achieving desired outcomes. Establishing a connection between the

development and outcomes is crucial, as it helps the professionals' perceptions of the current state

of career preparation in high school students, the specific skills and knowledge they deem

essential for successful career paths, and their recommendations for video improvements. A

systematic approach, including defining objective, content, flow, and video quality, can create a

career guidance video.

19
Statistical Treatment

The information will be analyzed, interpreted, and presented through the following

statistical tools: frequency, percentage, standard deviation, mean.

Frequency refers to the occurrence or distribution of certain variables, such as the frequency of

career guidance sessions, the frequency of student engagement with the video, or the frequency

of specific topics covered.

Percentage is used to represent the degree of effectiveness or success of the "Career Guidance

Video" for Grade 10 students.

Standard Deviation is used to measure the variability or spread of data points related to the

effectiveness of the career guidance video.

Mean is used to analyze data, such as the average scores or responses from Grade 10 students

regarding the effectiveness of the career guidance video.

20
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data and involves

discussion relating the data gathered from the respondents of the study through researchers-made

questionnaire.

For clarifications of the presentation, this chapter is divided into two (2) parts that

correspond to the questions stated in Chapter I.

Part I. Demographic Profile of Respondents

Table 2

Demographic Profile of Respondents According to Sex

Sex Frequency (f) Percentage (%)

Male 2 13%

Female 13 87%

21
 Total: 15 100%

Table 2 unveils the frequency and percentage distribution of the respondents according to

their sex. It shows that 13 or 87% of the respondents are female, and 2 or 13% of the respondents

are male.

Table 3

Demographic Profile of Respondents According to Profession

Profession Frequency(f) Percentage (%)

Guidance Counselor 2 13%

Teacher 13 87%

Total: 15 100%

Table 3 shows the demographic profile of the respondents in accordance with their

profession. The table reveals that 13 or 87% of the respondents are teachers. On the other hand, 2

or 13% of the respondents are guidance counselors.

Table 4

Demographic Profile of Respondents According to Length of Practice on their Field

Length of Practice Frequency (f) Percentage (%)

1 – 2 years 3 20%

22
 3 – 5 years 8 53%

6 – 10 years 3 20%

Above 11 years 1 7%

Total: 15 1OO%

Table 4 shows the demographic profile of the respondents according to their length of

practice in their field. The table reveals that 3 or 20% of the respondents have 1 to 2 years of

practice in their field, 8 or 53% have 3 to 5, 3 or 20% have 6 to 10, and 1 or 7% have above 11

years of practice in their field.

Part II. Description of Career Guidance Video

Table 5

Description of Career Guidance Video in Terms of Objectives

SA A D SD Mean Standard Description

Deviation
Statement (4) (3 (2) (1) (x)

) (SD)

1. The objectives of the career 6 9 0 0 3.4 0.4899 Satisfied

guidance video are clearly stated.

2. The objectives of the video are 7 8 0 0 3.47 0.49889 Satisfied

specific and relevant to career

guidance.

3. The objectives are realistic and 1 14 0 0 3.07 0.24944 Satisfied

23
 attainable within the resources and

content of the career guidance The

video.

4. The objectives are directly 3 11 1 0 3.13 0.49889 Satisfied

related to the content and purpose

of the career guidance video,

aligning within the overall goals of

the researchers.

5. The objectives of the career 2 11 2 0 3 0.5164 Satisfied

guidance video are achieved at the

end of the session.

Total: 19 53 3 0 3.21 0.36854 Satisfied

Legend:
3.5 and above Extremely satisfied
2.5 – 3.49 Satisfied
1.5 – 2.49 Not satisfied
Below 1.49 Extremely Not satisfied

Table 5 shows the description of the Career Guidance Video in terms of Objectives. For

the first statement, 11 out of 15 respondents agreed that the objective of the career guidance

video was clearly stated. Meanwhile, 8 out of 15 respondents say that they agree, and 1 out of 15

says that she or he disagrees. It has a corresponding weighted mean of 3.2, which signifies that

they are satisfied with the objective of the video, as clearly stated.

24
 For the second statement, 11 out of 15 respondents agreed that the objectives of the career

guidance video are specific and relevant to career guidance. Also, 11 out of 15 respondents

agreed, and 3 out of 15 respondents disagreed. It has a corresponding weighted mean of 3.32,

which indicates that they are satisfied with the objective of the video, which is specific and

relevant to career guidance.

For the third statement, the objectives of the career guidance video are realistic and

attainable within the resources and content, according to 11 out of 15 respondents who strongly

agreed with the statement. Additionally, 11 out of 15 agreed, and 3 out of 15 responded that they

disagreed. It has a corresponding weighted mean of 3.32, which signifies that they are satisfied

with the objective of the video, which is realistic and attainable within the resources and content.

For the fourth statement, 13 out of 15 respondents strongly agreed that the objectives of the

video were related to the content and purpose of the career guidance video, aligning with the

overall goals of the researcher. At the same time, 11 out of 15 respondents agreed, and only one

disagreed. It has a 3.32, which signifies that they are satisfied with the objective of the video as it

is directly related to the content and purpose of the career guidance video.

For the fifth statement, 13 out of 15 respondents strongly agreed that the objectives of the

career guidance video are achieved at the end of the session. At the same time, 11 out of 15

respondents agreed, and only one disagreed. It has a 3.32 weighted mean, which signifies that the

respondents are satisfied with the video objective achieved at the end of the session.

Overall, it has a corresponding weighted mean of 2.81, which tells us that the respondents

are satisfied with the objectives of the career guidance video.

25
 The “Development of Video-Based Learning Media for Career Guidance Services in

Vocational High Schools” by Rukiyati, D., & Siswanto, A. (2022) that this findings align with

the results in Table 5, where respondents were also satisfied with the clear statement of the

video’s objectives. This highlights the importance of establishing clear objectives in career

guidance videos to enhance their effectiveness for students.

Table 6

Description of Career Guidance Video in Terms of Content

S A D SD Mea Standard Description

A n Deviation
Statement (3) (2 (1)
(SD)
(4) ) (x)

1. The content of the career 5 8 2 0 3.2 0.653197 Satisfied

guidance video is suited to the

learner’s age, gender, interest that

it become relevant to their lives.

2. The learning competencies an1d 4 10 0 1 3.13 0.718022 Satisfied

degrees of difficulty of activities in

the career guidance video fit with

the learner’s skills and abilities.

3. The expected results/outputs of 2 9 4 0 2.87 0.618241 Satisfied

the career guidance video is

achieved.

26
 4. The activities of the career 4 10 0 1 3.13 0.718022 Satisfied

guidance video consider individual

differences and uniqueness.

5. The content of career guidance 4 10 1 0 3.2 0.541603 Satisfied

video is educational, informative,

and relevant.

Total: 19 47 7 2 3.11 0.368541 Satisfied

Legend:
3.5 and above Extremely satisfied
2.5 – 3.49 Satisfied
1.5 – 2.49 Not satisfied
Below 1.49 Extremely Not satisfied

Table 6 pictures the description of Career Guidance Video in terms of content. For the first

statement, 5 out of 15 respondents strongly agreed that the content of career guidance video was

suited to the learner’s age, gender, and interest. Meanwhile, 8 out of 15 respondents say that they

are agree, 2 out of 15 says that they disagree. It has a corresponding weighted mean of 3.2 which

signifies that they are satisfied with the content of the video, as suited to the learner’s age,

gender, and interest.

For the second statement, 4 out of 15 respondents strongly agreed that the content of the

video that the activities are fit with the learner’s skills and abilities. Also, 10 out of 15

respondents agreed, and 1 out of 15 respondents strongly disagreed. It has a corresponding

27
weighted mean of 3.13 which stated that they are satisfied with the content of the video, as the

activities fit with the learner’s skills and abilities.

For the third statement, 2 out of 15 respondents strongly agreed that the content of career

guidance video was realistic and attainable within the resources and content, 9 out of 15

respondents agreed with the statement. While 4 out of 15 respondents disagree. It has a

corresponding weighted mean of 2.87 which signifies that they are satisfied with the Objective of

the video, as realistic and attainable within the resources and content.

For the fourth statement, 4 out of 15 respondents strongly agreed in terms of content as the

activities of the career guidance video consider individual differences and uniqueness. At the

same time, 10 out of 15 respondents agreed and only one strongly disagreed. It has a

corresponding weight of 3.13 which signifies that they are satisfied with content of the video, as

the activities of the video consider individual differences and uniqueness.

For the fifth statement, 4 out of 15 respondents strongly agreed that the content of the

career guidance video was educational, informative, and relevant. At the same time 10 out of 15

respondents agreed and only one disagreed. It has a 3.2 weighted mean which signifies that the

respondents are satisfied with the video content, as the video was educational, informative, and

relevant.

Overall, it has a corresponding weighted mean of 3.11 which tells that the respondents are

satisfied about the content of the career guidance video.

The study of “Development of Career Guidance Video Module to Improve Students’

Career Decision-Making Self-Efficacy” by Ardianti, S., & Suryani, T. (2022) That this findings

align with the results in Table 6, where respondents also expressed satisfaction with the video’s

28
content regarding age, gender, and interest. This suggests that tailoring the content of career

guidance videos to students’ demographic factors and interests can enhance their effectiveness in

improving career decision-making self-efficacy.

Table 7

Description of Career Guidance Video in Terms of Flow

SA A D SD Mean Standard Description

Deviation
Statement (4) (3 (2) (1) (x)

) (SD)

1. The career guidance video is 2 8 5 0 2.8 0.6532 Satisfied

well-organized in terms of content

and flow.

2. The activities in the career 1 12 1 1 2.87 0.61824 Satisfied

guidance video are sequenced in a

logical manner.

3. The career guidance video 2 12 1 0 3.07 0.44222 Satisfied

maintained a smooth transition

between sections to keep the

viewers engaged.

4. The video uses visual aids 2 12 1 0 3.07 0.44222 Satisfied

(graphic, chart, etc.) effectively to

enhance understanding about career

29
 guidance.

5. The overall flow of the career 1 10 4 0 2.8 0.5416 Satisfied

guidance video feels natural and

coherent.

Total: 8 64 12 1 2.92 0.36854 Satisfied

Legend:
3.5 and above Extremely satisfied
2.5 – 3.49 Satisfied
1.5 – 2.49 Not satisfied
Below 1.49 Extremely Not satisfied

Table 7 Illustrate the description of Career Guidance Video in terms of flow. For the first

statement, 2 out of 15 respondents strongly agreed that the flow of career guidance video is well-

organized in terms of content and flow. Meanwhile, 8 out of 15 respondents say that they agree,

5 out of 15 respondents disagreed. It has a corresponding weighted mean of 2.8 which signifies

that they are satisfied with the flow of the video, as well organized.

For the second statement, 1 out of 15 respondents strongly agreed that the career guidance

video was sequenced in a logical manner, as well as 12 out of 15 respondents agreed. While 1

out of 15 respondents disagreed and also 1 respondent strongly disagree. It has a corresponding

weighted mean of 2.87 which states that they are satisfied that the Flow of the video was in a

logical manner.

For the third statement, the career guidance video maintained a smooth transition Between

sections to keep the viewers engaged. According to 2 out of 15 respondents who strongly agreed

30
with the statement. Additionally, 12 out of 15 agreed and 1 out of 15 responded that he/she

disagreed. It has a corresponding weighted mean of 3.07 which signifies that they are satisfied

with the Flow of the video with a good transition to keep the viewers engaged.

For the fourth statement, 2 out of 15 respondents strongly agreed that the video uses visual

aids (graphic, chart, etc.) effectively to enhance understanding about career guidance. At the

same time, 12 out of 15 respondents agreed and only one disagreed. It has a corresponding

weighted mean of 3.07 which signifies that they are satisfied with the Flow of the video, as it’s

used a visual aid.

For the fifth statement, 1 out of 15 respondents strongly agreed that the overall flow of the

career guidance video feels natural and coherent, At the same time, 10 out of 15 respondents

agreed and 4 out of 15 respondents disagreed. It has a 2.8 weighted mean which signifies that the

respondents are satisfied with the video for being natural and coherent.

Overall, it has a corresponding weighted mean of 2.92 which tells that the respondents are

satisfied about the flow of the career guidance video.

According to the study “Development of Guiding Media for Career Exploration on Islamic

Perspective” Nadia F. & Suwintawati (2020) The findings from this study align with the results

in Table 7, where respondents expressed satisfaction with the video’s well-organized flow. This

suggests that a well-structured flow is an essential factor in enhancing the effectiveness of career

guidance videos.

31
 Table 8

Description of Career Guidance Video in Terms of Video Quality

SA A D S Mean Standard Description

D Deviation
Statement (4) (3 (2) (x)

) (1) (sd)

1. The career guidance video is in 0 14 1 0 2.93 0.24944 Satisfied

high resolution for better graphics

and clear details.

2. The career guidance video has 2 13 0 0 3.13 0.33993 Satisfied

multimedia elements (e.g.,

animations, simulations)

effectively.

3. The career guidance video 2 10 3 0 2.93 0.57349 Satisfied

maintains a consistent level of

engagement and interest throughout

its duration.

4. The visuals and graphics used in 1 10 4 0 2.8 0.5416 Satisfied

the career guidance video are clear

32
 and relevant to the content.

5. The career guidance video 3 10 2 0 3.07 0.57349 Satisfied

followed the blending guidelines or

style standards to maintain

consistency with other school’s

material.

Total: 8 59 10 0 2.97 0.36854 Satisfied

Legend:
3.5 and above Extremely satisfied
2.5 – 3.49 Satisfied
1.5 – 2.49 Not satisfied
Below 1.49 Extremely Not satisfied

Table 8 illustrates the description of the Career Guidance Video in terms of video quality.

For the first statement, 14 out of 15 respondents agreed that the Quality of Career Guidance

video is in high resolution for better graphics and clear details. Meanwhile, 1 out of 15

respondents disagree. It has a corresponding weighted mean of 2.93, which signifies that they are

satisfied with the video quality, as in a high resolution for better graphics and clear details.

For the second statement, 2 out of 15 respondents strongly agreed that the video has

multimedia elements (e.g., animations, simulations) effectively. Also, 13 out of 15 respondents

agreed. It has a corresponding weighted mean of 3.13, which states that they are satisfied that the

video quality has multimedia elements.

33
 For the third statement, the career guidance video maintained a consistent level of

engagement and interest throughout its duration. According to 2 out of 15 respondents who

strongly agreed with the statement. Additionally, 10 out of 15 agreed, and 3 out of 15 responded

that they disagreed. It has a corresponding weighted mean of 2.93, which signifies that they are

satisfied with the video quality, as it’s maintained engagement and interest through its duration.

For the fourth statement, 1 out of 15 respondents strongly agreed that the video uses visual

aids (graphics, charts, etc.) to enhance understanding about career guidance aligning with the

overall goals of the researcher. At the same time, 10 out of 15 respondents agreed and 4 out of 15

respondents disagreed. It has a corresponding weighted mean of 2.8, which signifies that they are

satisfied with the flow of the video, as it’s using visual aids to enhance understanding about

career guidance.

For the fifth statement, 3 out of 15 respondents strongly agreed that the video followed the

blending guidelines or style standards to maintain consistency with other school’s material. At

the same time, 10 out of 15 respondents agreed and 2 out of 15 respondents disagreed. It has a

corresponding weighted mean of 3.07, which signifies that the respondents are satisfied with the

video quality, as it’s followed the blending guidelines or style standards to maintain consistency

with other schools’ material.

Overall, it has a corresponding weighted mean of 2.98, which tells that the respondents are

satisfied about the Video Quality of the career guidance video.

According to the study of “Effectiveness of Career Guidance Videos to Improve Senior

High School Students’ Career Decision-Making Skills” by Febriani Y. & Maulana A. (2021) that

these findings align with the results in Table 8, where respondents were also satisfied with the

34
video’s high resolution and clear details. This suggests that maintaining high-quality video

production standards can positively influence students’ satisfaction with career guidance videos

and potentially improve their career decision-making skills.

Table 9

Overall Description of career guidance video

Strongly Agree Disagree Strongly Mean Standard

agree (4) (3) (2) disagree (1) (x̄ ) deviation

Objectives 19 53 3 0 3.21 0.36854

Content 19 47 7 2 3.11 0.368541

Flow 8 64 12 1 2.92 0.36854

Video 8 59 10 0 2.97 0.36854

quality

Total 54 223 32 3 3.05 0.36854025

Legend:
3.5 and above Extremely satisfied
2.5 – 3.49 Satisfied
1.5 – 2.49 Not satisfied
Below 1.49 Extremely Not satisfied

35
 The table presented the overall description of career guidance video in terms of

Objectives, content, flow, and video quality. In terms of Objectives, it showed that the

respondents are satisfied with the video by gaining a corresponding weighted mean of 3. 21. In

terms of content, it revealed that the respondents are satisfied with the video by having a

corresponding weighted mean of 3.11. In terms of flow, the table presented that the respondents

are satisfied as the results arrived with the corresponding weighted mean of 2.92. In terms of

video quality, it showed that the respondents are satisfied with the career guidance video by

garnering a corresponding weighted mean of 2.97.

This showed that the career guidance video demonstrated Its effectiveness through well-defined

objectives, relevant and comprehensive content, a clear and coherent flow, and satisfactory video

quality. The results can be supported by the study of Ali et al. (2021), which emphasized the

importance of well-defined objectives, engaging content, and high-quality video production in

enhancing the effectiveness of educational videos. The study reported that these elements

contributed to increased student engagement, better comprehension, and overall satisfaction with

the learning experience (Ali et al., 2021).

Improvements on Career guidance video

Table 11

Respondent’s suggested improvements on the career guidance video

Indicators Description Frequency (f) Percentage (p)

Flow Improve overall 2 13%

comprehension and

36
 ensure a better
understanding of its
content
Video quality Enhance the audio 2 13%
quality of the video to
improve the
effectiveness of
delivering its intended
message.
Total 4 26%

Table 11 demonstrates the respondents’ suggested improvements on the Career guidance

video. In terms of flow, 2 or 13% of the respondents suggested to Improve overall

comprehension and ensure a better understanding of its content. In terms of video quality, 2 or

13% of the respondents suggested to enhance the audio quality of the video to improve the

effectiveness of delivering its intended message. To sum up 4 or 28% on the respondents

suggested to improve the flow and video quality of career guidance video.

The results indicated that enhancing the flow of the career guidance video is essential to improve

overall comprehension and ensure a better understanding of its content. This can be achieved by

incorporating transitional elements such as visual cues, captions, or animations to guide viewers

through different sections. These recommendations are in line with the findings of a study by

Kang and Yang (2020), which emphasized the significance of well-designed visual elements and

clear transitions in enhancing the effectiveness of educational videos. The study concluded that

such features help maintain viewer engagement, improve content retention, and promote a better

understanding of the presented material (Kang & Yang, 2020).

37
 Notes in Chapter IV

REFERENCE/S:

Ardianti, S., & Suryani, T. (2022). Development of Career Guidance Video Module to Improve

Students’ Career Decision-Making Self-Efficacy.

Jurnal Pendidikan Kewarganegaraan, 5(2), 145-153. Doi:10.32634/jurnal.jpkw.v5i2.1343

Nadia, F., & Suwintawati. (2020). Development of Guiding Media for Career Exploration on

Islamic Perspective.

Proceedings of the 3rd International Conference on Education and Teaching, 148-154.

doi:10.22437/edutec.2020.016

Ardianti, S., & Suryani, T. (2022). Development of Career Guidance Video Module to Improve

Students’ Career Decision-Making Self-Efficacy.

38
Jurnal Pendidikan Kewarganegaraan, 5(2), 145-153. doi:10.32634/jurnal.jpkw.v5i2.1343

Febriani, Y., & Maulana, A. (2021). Effectiveness of Career Guidance Videos to Improve Senior

High School Students' Career Decision-Making Skills.

Bimbingan dan Penyuluhan Profesional, 3(1), 59-72. doi:10.31849/bkpp.v3i1.1019

Kang, M., & Yang, Y. (2020). The effects of learning video design elements on learning

performance and cognitive load: A meta-analysis. Computers & Education, 155, 104020.

Ali, N. N., Ismail, N. A., Abdullah, N. A., Hairuddin, A. L., & Razak, R. R. (2021).

Development of educational video with multimodal representation for engineering

drawing. Journal of Engineering Science and Technology, 16(2), 498-519.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter consists of the summary of findings, conclusions, and recommendations that

the researchers arrived at after undertaking the study. The following are based on the results of

the analysis of the gathered data.

As for the results of the analysis of the data, these correspond to the questions presented in

the Statement of the Problem.

Summary of Findings

This study aims to develop a career guidance video for grade 10 students of Lamao

National High School S.Y 2023-2024.Specifically, this seeks answer to the following questions:

39
 1. How may the respondent’s profile be described in terms of;

1.1 sex;

1.2 profession; and

1.3 length of practice in their field?

2. How may the career guidance video be described in terms of;

2.1 objective;

2.2 content;

2.3 flow; and

2.4 video quality?

3. Based on the results of the study, what intervention can be made to improve the career

guidance video?

To find answers to the abovementioned questions, the researchers conducted survey

questionnaires using the developmental method of research. The primary data gathering

instrument is a questionnaire which was validated by three (3) Senior High School teachers. For

the basis of the study, survey questionnaires were given to the guidance counselors and teachers

inside and outside of Lamao National High School. The data gathered from these respondents

were analyzed and interpreted through simple percentage for their demographic profile; weighted

mean for the description of career guidance video; and frequency/percentage for their

suggestions for the improvements of career guidance video.

40
Findings

Based on the results of the analysis of the gathered data, the following findings are

summarized as follows:

Sex. The results inferred that most of the respondents are female with a total percentage of

93%, while the male respondents are composed of 7%.

Profession. The results indicated that the respondents are mostly teachers by garnering a

percentage of 87%, and the rest are guidance counselor having a percentage of 13%.

Length of Practice in Field. The results implied that most of the respondents’ length of

practice in field ranges from 3-5 years with a total percentage of 58%. This is followed by 1- 2

years and 3-5 years that both have a total percentage of 20% and 11 years above with a

percentage of 7%.

Description of Career Guidance Video in terms of Objectives. The results implied that

the respondents are satisfied with the career guidance video in terms of Objectives by having a

corresponding weighted mean of 3.21 and a standard deviation of 0.36854.

Description of Career Guidance Video in terms of Content. The results inferred that the

respondents are satisfied with the career guidance video in terms of content by having a

corresponding weighted mean of 3.11 and a standard deviation of 0.368541.

Description of Career Guidance Video in terms of Flow.The results indicated that the

respondents are satisfied with the career guidance video in terms of flow by having a

corresponding weighted mean of 2.92 and a standard deviation of 0.36854.

41
 Description of Career Guidance Video in terms of Video Quality. The results implied

that the respondents are satisfied with the career guidance video in terms of video quality by

having a corresponding weighted mean of 2.97 and a standard deviation of 0.36854

Overall Description of Career Guidance Video. The results showed that the respondents

are satisfied with the Career Guidance Video in terms of Objectives, content, flow, and video

quality by garnering a corresponding weighted mean of 3.05 and a standard deviation of

0.36854025.

Respondents’ Suggested Improvements on Career Guidance Video. Upon having the

result, the respondents suggested to make the career guidance video to enhance the quality of

sounds by having a frequency of4 and a percentage of 27%.

Conclusions

From the given findings, the following conclusions were drawn in this study. The

conclusions are as follows:

Sex. This study discovered that most female are affected by career guidance video. This

can be supported by the study of “Gender Differences in Career Decision Self-Efficacy: A Study

on the Impact of Career Guidance Video” by Bui, N. T. T., & Nguyen, T. T. H. (2021) found that

career guidance videos effectively improved career decision self-efficacy for both male and

female students, although the impact was slightly higher for females.

42
 Profession. The study discovered that teachers and guidance counselors can help improve

the career guidance video to be effective for the students. This can be supported by Rahayu, S.,

& Prastiwi, L. (2022). “Teachers’ and Guidance Counselors’ Perceptions on Career Guidance

Videos for High School Students. Journal of Counseling and Educational Psychology” This

distribution of professionals demonstrates the importance of engaging both teachers and

guidance counselors in career guidance video research, as they both play crucial roles in

supporting students’ career development.

Length of practice in their Field. In this study, it was discovered that determining the

respondent’s length of practice in their field is crucial for assessing their qualifications and

ensuring that the advice they provided for the development of career guidance video is reliable.

This can be supported by Impact of Career Guidance Videos on Educators’ Self-Efficacy and

Perceived Benefits for Students” by Chen, Y., & Lin, H.The (2021) participants’ practice length

indicates that career guidance videos can be helpful resources for educators with different

experience levels, and their perceptions should be considered when designing and implementing

such interventions.

Objectives. This shows that the career guidance video objectives are well-developed.

According to Zhang, W., & Chen, Y. study of “Development and Validation of an Online Career

Guidance Video Program” (2022) said that well-defined objectives helped guide the content and

structure of the video program, ensuring that it effectively addressed participants’ career

development needs.

Content. This shows that the career guidance video content is carefully crafted and

directly connected to its purpose. In a study of “Designing Effective Career Guidance Video

Content for Adolescents: A User-Centered Approach” by Wang, L., & Huang, C. (2021) that the

43
career guidance video’s content is carefully crafted and directly connected to its purpose,

emphasizing the importance of thoughtful content development in such interventions.

Flow. This shows that the flow of career guidance video is thoughtfully developed.

According to Li, J., & Zhang, Y. study about “Improving Career Guidance Videos through

Content Structure and Flow Optimization” (2021) found that the importance of considering the

flow and structure of career guidance videos during the design process, that it can positively

influence the student’s satisfaction and learning outcomes.

Video quality. This indicates that the career guidance video quality is acceptable and well-

received, providing a reliable resource. According to Ahmed, A., & Kim, S. study about

“Assessing the Impact of Video Quality on User Engagement and Learning Outcomes in Career

Guidance Videos” (2022) suggest that maintaining acceptable video quality is important for

promoting user engagement and ensuring effective career guidance video interventions. A well-

received video quality helps users focus on the content, leading to better comprehension and

retention of the presented information.

Overall Description of Career guidance video. The results showed that the career

guidance video adhered to the intended objectives, content, flow, and video quality. These

findings are in line with a study conducted by Valeroso et al. (2020), who emphasized the

importance of developing a career guidance video that aligns with its objectives, content, flow,

and quality for Grade 11 students. The study reported similar adherence to the predetermined

criteria, which contributed to overall satisfaction among respondents (Valeroso, Pitagan, &

Montemayor, 2020).

44
 Respondents’ Suggested Improvements on Career Guidance Video. The results

inferred that improvements must be made to the career guidance video especially in terms of

video quality by improving the audio quality of the video to enhance the effectiveness of

delivering its intended message. Also enhancing the flow of the video to improve overall

comprehension and ensure a better understanding of its content. This can support by the study of

Akram and Mahmood’s (2019) study, which highlights the importance of video and audio

quality for effective communication in e-learning materials. By ensuring clear audio, the video’s

intended message is more likely to be effectively delivered and understood by the audience.

Improving content flow contributes to overall comprehension, as supported by Noor-Ul-Amin’s

(2013) study, which emphasizes the significance of logical content organization and coherence in

learning materials (Noor-Ul-Amin, 2013).

Recommendations

From the presented conclusions in the study, the following recommendations are hereby

proposed:

1. Involve professionals with expertise in career guidance and video production to

ensure the video’s objectives, content, flow, and quality are well-informed and aligned with the

target audience’s needs.

2. Collaborate with audio professionals or utilize audio editing software to optimize

sound quality. This could involve adjusting volume levels, reducing background noise, and

ensuring consistent sound across different segments of the video.

45
 3. Review the video’s structure and organization, ensuring that ideas are presented

logically and coherently. Consider using transitional elements such as visual cues, captions, or

animations to guide viewers through different sections.

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Appendix A

Research Questionnaire

Name (Optional):
Sex: Male Female

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Profession: Guidance Counselor Teacher
Length of Practice in Field: 1-2 years 3-5 years 6-10 years 11+ years

Instructions: Indicate your rating for the following items by putting a check (✔) in the box
corresponding to your answer. SA for Strongly Agree, A for Agree, D stands for Disagree, SD
stands for Strongly Disagree.

I. Objective
Items SA A D SD
1. The objectives of the career guidance video are clearly stated.
2. The objectives of the video are specific and relevant to career
guidance.
3. The objectives are realistic and attainable within the resources
and content of the career guidance video.
4. The objectives are directly related to the content and purpose of
the career guidance video, aligning within the overall goals of the
researchers.
5. The objectives of the career guidance video are achieved at the
end of the session.

II. Content
Items SA A D SD
1. The content of the career guidance video is suited to the
learner’s age, gender, interest that it become relevant to their lives.
2. The learning competencies and degrees of difficulty of activities
in the career guidance video fit with the learner’s skills and
abilities.
3. The expected results/outputs of the career guidance video is
achieved.
4. The activities of the career guidance video consider individual
differences and uniqueness.
5. The content of career guidance video is educational,

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 informative, and relevant.

III. Flow
Items SA A D SD
1. The career guidance video is well-organized in terms of content
and flow.
2. The activities in the career guidance video are sequenced in a
logical manner.
3. The career guidance video maintained a smooth transition
between sections to keep the viewers engaged.
4. The video uses visual aids (graphic, chart, etc.) effectively to
enhance understanding about career guidance.
5. The overall flow of the career guidance video feels natural and
coherent.

IV. Video Quality

Items SA A D SD
1. The career guidance video is in high resolution for better
graphics and clear details.
2. The career guidance video has multimedia elements (e.g.,
animations, simulations) effectively.
3. The career guidance video maintains a consistent level of
engagement and interest throughout its duration.
4. The visuals and graphics used in the career guidance video are
clear and relevant to the content.
5. The career guidance video followed the blending guidelines or
style standards to maintain consistency with other school’s
material.
Appendix B

Communication Letter

Respondent Information and Consent Form

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 For the study entitled
Development of Career Guidance Module for Grade 10 Students of Lamao National High
School S.Y 2023- 2024
This study aims to develop a career guidance video for Grade 10 students of Lamao
National High School S.Y 2023-2024. You are being asked to participate in the study as a
respondent because you have the knowledge and expertise that may enable you to contribute to
the data that the researchers need.
If you chose to participate in the study, certain factors are needed to be taken in to
account:
 You will be asked to sign this consent form after you have read and understand the
conditions of your agreement to take part in the study.
 The data you supply is fully confidential, and the researchers will not link your identity to
any of it.

Reading this consent form indicated that:

 I read the form and understand the information about the study.
 I am aware that any information I provide will be treated with the strictest confidentiality
and used exclusively for the research study.
 I understand that if I need to ask queries, I can contact the researchers through a mobile
number: 09774623657, Facebook account: Patricia Esmana, email address:
[email protected]

Signing into this consent form indicates that:

 I would like to take part in the study entitled, “Development of Career Guidance
Module for Grade 10 Students of Lamao National High School S.Y 2023- 2024”

_________________________________
Signature over Printed Name

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 Appendix D

Methodological Notes

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 Appendix E

Development Procedure

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 Appendix F

Curriculum Vitae

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