Abstract
This study sought to determine the competency and career preferences of the fourth year high school students in special science classes in Pangasinan. The research-formulated questionnaire was utilized as the main data- gathering instrument. Different schools from the five (5) school divisions of public secondary schools in Pangasinan were involved where 251 samples were drawn. The descriptive- survey method was employed. Appropriate statistical tools were used to analyze the data of interest. Based on the findings, the following data were drawn: The fourth year high school students in special science classes are dominated by female, more than one- third resides in an urban area while the rest reside in the rural area. Likewise, more than one-third received honors/awards while the remaining are not recipients of any awards/honors. College level comprises the biggest percentage in the educational level of both parents, and one fourth of their total population is educator, engineer, architect, doctor, nurse and businessman. The average monthly family income shows that their socio-economic status varies and mostly receives 20,000 and below. Among the three science subjects, Advanced Physics may be considered as the most difficult than Advance Chemistry and Research II. The students regard themselves high in their characteristics and learning styles. The most preferred career of students in special science classes is Accountancy. The students are very highly preferred on the reasons of their course choice, that is to use the knowledge and skills they learned in special science classes, and they love surfing the internet. The students are adept in the use of computer technology and fare better in conducting research than in doing tasks that involve mathematical analysis and language proficiency. The performance of students is highly proficient but their grades in Research II and Advanced Chemistry does not affect their career preferences except for Automotive Mechanic. The performance based on their grades in Advanced Physics affect the student’s career preferences such as nursing, elementary education, economics, medicine, chemical, and electronics and communication. The knowledge and skills of students signifies a relationship to their performance in Advanced Chemistry, Research II and Advanced Physics. And, the student’s characteristics, learning styles and knowledge and skills in science do not influence most of their career preferences. The following recommendations are proposed for possible course of action: 1) Higher authorities must provide proper orientation on the main goal of Science Curriculum among teachers and students on why it was formulated; 2) The rules and policies of science curriculum should be considered by both administrators and teachers in order to realize the effectiveness of the goal of science curriculum; 3) Administrators should provide science seminars and trainings such as conducting research, manipulation of science equipments to further enhance their scientific ability, thus enhancing the scientific knowledge of their recipients; 4) Teachers must be inclined to sciences to be qualified to teach the science subjects such as Advanced Chemistry, Research and especially on Advanced Physics as the most difficult subject; 5) A follow up study must be done to trace the graduates of science curriculum; 6) Further studies are suggested to be conducted regarding the performance and the choice of career among students of regular classes; 7) Further studies should be conducted among other schools under science curriculum to make the research more reliable.
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Copyright (c) 2018 Cristina M. Cervantes