Journal of Applied Technology in Education
An International Refereed Journal of Applied Technology in Education
ISSN 2467-5849
ResearchArticle
Volume 1 Issue 1
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CAREER DECISION SUPPORT SYSTEM FOR GRADUATING
HIGH SCHOOL STUDENTS
Tracy N. Tacuban
Iloilo Science and Technology University
Abstract
This study aimed to create and evaluate an online decision support system (DSS), which allows
students to take a multiple intelligence test, determine their most dominant intelligence, suggest the
most suitable courses to take for college and provide an interpretation for the result of the
evaluation. The system captures the knowledge of an expert in guidance and counseling and
embodied it to its knowledge base using fuzzy logic, graph search and depth first search. The
system was tested at University of Iloilo–Basic Education Department, Iloilo City and Tabugon
National High School, Tabugon, Dingle, Iloilo by conveniently chosen graduating high school
students. 39 guidance counselors from the different secondary schools from the province and city
of Iloilo evaluated the result of the system. The evaluation of the system’s functionality was
assessed by 15 respondents from the Information and Communications Technology (ICT) sector
using the International Organization for Standardization (ISO) 9126. The reliability of the system
was evaluated by comparing the system output with the two other assessment tools from Western
Visayas College of Science and Technology (Weber standard) and the University of Iloilo (NDDCTE
standard).
Using Cramer’s V, the result of the evaluation of the NDDCTE standard as compared to
the Decision Support System of the data taken from University of Iloilo and the data taken from
Tabugon National High School has significant relationship. It implies that there is no significant
difference in the results of the two evaluations. The result of the evaluation using Cramer’s V of
the Weber standard as compared to the Decision Support System of the data taken from University
of Iloilo and the data taken from Tabugon National High School has significant relationship. It
implies that the two results are highly related with each other.
Using arithmetic mean (M) and
standard deviation (SD), the result of the evaluation of the system’s output based on the perception
of 39-guidance counselor resulted to a “Very Satisfactory” result. This implies that the system
generates the dominant intelligence of the student; provide accurate course and study tips based
on his/ her dominant intelligence.
The evaluation of the respondents to the system’s software
quality characteristics based on ISO 9126 resulted to a value described as “Very Effective”.
It
confirmed that the overall software characteristics of the system passed the ISO 9126 standards.
Key words: decision support system, career guidance, multiple intelligence
Corresponding Author: Tracy N. Tacuban, MSCS, Assistant Professor 1, Iloilo Science and Technology
University, Contact Number: (+63)9255466542 Email Address: [email protected]
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
Journal of Applied Technology in Education. 01:01:001
Copyright: © 2015 Tacuban, T.N. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License.
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Journal of Applied Technology in Education
An International Refereed Journal of Applied Technology in Education
ISSN 2467-5849
ResearchArticle
Volume 1 Issue 1
OpenAccessJournal
Introduction
In almost every aspect of life, which needs assessment or opinion, the experts, are the ultimate sources.
Their opinion is highly respected and their services are highly valued.
Graduating secondary students are never an exception to this reality. They need an expert advice on the
course to take for college and an assessment of their intelligence.
The theory of multiple intelligences holds that every individual have eight different intelligences in differing
proportions (Laughlin, 1999). The theory further emphasizes that every individual should pursue a career
based on his most dominant intelligence.
In the study entitled “Correlates of Career Decisions among Children of Overseas Filipino Workers”
(Espero, 2010) almost half of respondents consulted and asked the opinion of the significant people
around them in choosing their college degree, especially their parents, relatives, friends, and teachers. In
this study, it was observed that the most common factors considered by students in choosing college
degree were interests, parents’ suggestion, salary/job security, and academic achievement.
In the research entitled “The analysis of Factors affecting choice of college” (Lee & Chatfield, 2011)
student chooses their college degree primarily because of the prospects of landing a job after graduating.
Students choose their college degree in the thoughts that they can easily find jobs after graduation.
Another factors stated in the research are parents and guardians advice. It was noted that students most
likely choose a college degree because it was their parents or guidance advice.
At Iowa State University, a proposed database application emerged as a result of such discussions with
business students. They expressed the need for a computerized information system to assist them with
their career-related decisions. These include selecting a major, career, or position; obtaining an
internship; locating scholarships; and targeting interviewing efforts to companies matching the job
candidates' employment criteria. (Norris, 1991)
Students need all facets of the career planning process including: finding ways to pursue passions, and
coming to understand interests and abilities. When a student needs an expert opinion for a career in
college, the student needs not only the list of all the courses but also the classification of the kind of
student that should take the particular course based on the theory of multiple intelligences.
The Career Decision Support System for Graduating High School students is carried out to meet the
needs of the student in terms of assessing his/her multiple intelligence domains and suggest the possible
courses that are most fitting to take in college. It encapsulates the knowledge of an expert and renders
expert opinion based on the response of the student and its knowledge base.
Statement of Objectives
This study aimed to develop a web-based decision support system as a tool to assess graduating
secondary students on their intelligence domain based on multiple intelligence theory and guide them on
their choice of courses.
Specifically, this study is conducted with the following objectives:
1. Develop a web- based decision support system that could assess the dominant intelligence of the
student from the most dominant to the least dominant, provide a list of courses suited to the student
according to his/ her intelligence domain specifying the most probable course a student should take
in college, provide a list of study tips suited to the student’s dominant intelligence, and provide an
interpretation to the student on how the system arrived at such an assessment.
2. Evaluate the validity and reliability of the system’s output.
3. Evaluate the validity of the system based on ISO 9126 standards.
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
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Journal of Applied Technology in Education
An International Refereed Journal of Applied Technology in Education
ISSN 2467-5849
ResearchArticle
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Methodology
Project Description
This study was anchored to the Dempster-Shafer theory, which owes its name to A. P. Dempster and
Glenn Shafer. Implementing the Dempster-Shafer theory in a specific problem generally involves solving
two related problems. In using Dempster-Shafer theory, we must first sort the uncertainties in the problem
into a priori independent items of evidence. Second, we must carry out Dempster's rule computationally.
Sorting the uncertainties into independent items leads to a structure involving items of evidence that bear
on different but related questions, and this structure can be used to make computations feasible. (Zadeh,
1986)
This study was also anchored to the different college choice theories. Many studies on college student
decision-making use economic and sociologic theoretical frameworks to examine factors of college
choice (Haines, & Keene, 2006). These frameworks have been used to develop three theoretical,
conceptual approaches to modeling college choice: (a) economic models, (b) status-attainment models,
and (c) combined models.
Career Decision Support System for High School Graduating Students used different methodology in
order to plan and manage the entire software development process. Since the software needs to give an
expert advice, the rule of expert systems has been used. An expert system emulates the knowledge of an
expert to solve problems and make decisions in a relatively narrow domain (Oz, 2006). An expert system
has been designed to act as an intelligent assistant to a human expert. As more knowledge is added to
the intelligent assistant, it acts more like an expert (Griffin and Lewis, 2001). The primary goal of expert
systems research is to make expertise available to decision makers and technicians who need answers
quickly. Expert System has several components such as the Knowledge Base, Inference Engine,
Explanation Facility, Knowledge Acquisition Facility, and User Interface.
The Knowledge Base stores all relevant information, data, rules, cases and relationships used by the
expert system (Reynolds and Stair, 2006).
Inference Engine is used to compare inputs from the user and its knowledge base. It is the processing
tool of an expert system.
An explanation facility is the part of an expert system that “explains” the reasoning of the system to the
user (Giarratano, 2005).
Knowledge Acquisition facility is a software that allows decision makers to create and modify their own
knowledge bases. It acts as an interface between experts and the knowledge base. (Reynolds and Stair,
2006).
The user interface is where the user interacts with the system. This is the interface in which users enter
their inputs.
Career Decision Support System for High School Graduating Students utilized all the components of the
expert system. The software needs a knowledge base to store all the different classifications of
intelligence based on Multiple Intelligence. This will also store the different courses and study tips which
are categorized according to multiple intelligences.
Inference Engine in this study is used to compare inputs from the user and its knowledge base. The
user’s inputs are the answers to the questions and the knowledge base will be constructed using fuzzy
logic. Fuzzy logic using the rule-based structure, break the control problem down into a series of IF X
AND Y THEN Z rules. FL provides a simple way to arrive at a definite conclusion based upon vague,
ambiguous, imprecise, noisy, or missing input information. FL's approach to control problems mimics how
a person would make decisions, only much faster (Kaehler, 2001). The inference engine will examine its
knowledge base or rule-base, executing a certain action in its rule-base depending on the user’s input.
Since the rule-base will be constructed using If.. Then.. Else statements, only a specific rule which
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
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satisfies a condition will be executed by the inference engine when it examines its rule-base. One
important rule should be considered in order to display only the rule that satisfies a certain condition.
When searching a general graph rather than a tree it is necessary to keep track of which nodes have
already been searched, as they might be met again (Cawsey, 1998). To do this, a graph search was used
to compare user input from the knowledge base. Graph is an algorithm to systematically go through all
the nodes in a graph, often with the goal of finding a particular node. Also, graph search was used in the
development of the assessment tool because the system needs to search through the database until the
system is able to find an exact match for its inputs.
An explanation facility in this study is used to create certain explanations for the student on how the
system arrives to its output. This facility is used to search through all the questions that will be posted to
the student, the corresponding answers and the equivalent scores. To justify how the system was able to
evaluate the intelligence of the student based on the aforementioned facts, the facility will generate the
student’s intelligence score in each of the eight multiple intelligences.
In the study, knowledge acquisition is an activity of gathering expert opinions from various experts
relating to Multiple Intelligences and stores this knowledge to the Knowledge base.
Career Decision Support System for High School Graduating Students is a web information system,
which will allow an automated assessment of the multiple intelligence of the student and provide career
guidance. According to Beacner (2001) Life habit activities for specific grade levels will help teachers
bring out the best in every student by putting Gardner's Multiple Intelligences into practice. Thus, the
advantage of the system is to have the student master a common core of knowledge based on Gardner's
Multiple Intelligences and the system will provide curricular differentiation.
The system will be installed in a web server as a web application. The user interface of the system will be
in the form of web pages. The student will access the system using his/her web browser. The student,
while using the system can both take the assessment, view and print the result and also view the
explanation of how the system was able to come up to its assessment.
The activity starts when the user accesses the system. The user will initially have two options in the main
page. The user can either register or log in. To take the assessment, the user registers his/her User
Name and password. If the registration process is completed, the user can now log in to take the
assessment. If the user name and password matches with the system, the system displays the evaluation
result to the user. If the user forgets his/her password, the user has to click on the Forgot Password
check box.
After logging in the system, the user has three options; whether to take the assessment, view the result or
log off. The user must click the Take Test menu in order to take an assessment. The site then prompts
the user with questionnaires relating to multiple intelligences. The user has to answer all the questions.
When the user answers all the questions, the system displays the evaluation result. The user has the
option to view the system’s interpretation on the result of the evaluation or to return to the home page.
When the user wants to view the result of the evaluation the next time he/she visits the site, the user
should enter first his/ her username and password so as to access the system.
The user has the option to view the system’s explanation on the result of the evaluation. If the user
selects the option for the system to interpret the result, the system generates the set of interpretation on
how the system has processed his/ her answers, the total score per MI category, the user’s dominant MI
intelligence and the appropriate courses for him/her. Also, the user has the option to return to the home
page after viewing the result or print the result if he wanted to.
Formal termination of the system for a specific user ends when the user clicks on the Log Off menu.
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
Journal of Applied Technology in Education. 01:01:001
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Respondents of the Study
The proponent, using judgment sampling selected from the 246 secondary school that can be viewed at
Department of Education website. The proponent uses the ‘rule of thumb” formulated by Dr. John Curry,
Professor of Educational Research at North Texas State University which stated that a 0 to 100
population should have a 100% sampling size, a 101-1000 population should have at least 10% sampling
size, a 1,001- 5000 population should have at least 5% sampling size and a population which is above
10,000 should have 1% sampling size. (Yount, 2006)
Using the rule of thumb, the population for this study, which was 246 respondents, falls on the 10%
minimum sampling size. Therefore, the minimum sampling size needed by the proponent is 25 secondary
school guidance counselors. However, the proponent collected 39 respondents, which are 15.04% of the
total population.
To evaluate the quality characteristics of the system, the proponent selected people from the Information
and Communications Technology (ICT) whose solid educational background, work experience and
integrity could vouch for their qualification. The proponent came up with 15 respondents, which includes
Systems Analyst, Network Administrator, Technical Support, Web Designer, and System Developer.
Data Processing and Statistical Treatment
Statistical Package for Social Sciences (SPSS) and Microsoft Excel 2007 were utilized to create and
record variables or data collected for this study. To determine the reliability of the system, Cramer’s V
was used to determine if the compared variables are related.
Mean. To determine the degree of validity of the system’s output, the mean was used.
For purposes of scoring, the following mean score were used.
1.00 – 1.75
-- Very Satisfactory
1.76- 2.50
-- Satisfactory
2.51-3.25
-- Less Satisfactory
3.26- 4.00
-- Not Satisfactory
Cramer’s V. To determine the relationship of NDDCTE, Weber and DSS, the Cramer’s V was utilized.
Results And Discussion
In testing the reliability and validity of the system, a three-phase approach was used. The first phase had
the purpose of affirming the reliability of the system by comparing the system’s assessment results with
other assessment tools, the second phase focused in determining the validity of the system’s output and
the last phase centered on the validation of the quality of the system.
To test the reliability of the system by comparing the system’s assessment results with other assessment
tools a data gathered from University of Iloilo- Phinma Education Network Basic Education Department
consisting of 43 respondents took the Weber standard, North Dakota Department of Career and
Technical Education (NDDCTE) standard and the DSS. Forty-one students or 95% of all the respondents
got the same assessment result from the NDDCTE standard as compared to the DSS assessment while
39 students or 91% got the assessment on their dominant intelligence from the Weber standard as
compared to DSS.
While from the data gathered from Tabugon National High School, 38 respondents took the same
assessment. Thirty-six (36) students or 95% got the same assessment result from NDDCTE standard as
compared to DSS and 37 students or 97% got the same dominant intelligence from the Weber standard
as compared to the output of DSS.
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
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The result showed that using the Cramer’s V, there was a significant relationship between Weber
assessment tool and Decision Support System (Cramer’s V = .893, p= .000). This means that the two
tests were highly related with each other. It implies that if a student will use either Weber assessment tool
or the Decision Support System, the two assessments will generate the same result.
The result showed that using the Cramer’s V, there was a significant relationship between NDDCTE
assessment tool and Decision Support System (Cramer’s V = .934, p= .000). A Cramer’s V of .934
signifies a high relationship between the two assessment results. This means that the two tests were
highly related with each other.
Evaluation of the System Output by the Guidance Counselors
Using arithmetic mean and standard deviation, the validity level of the system’s output was determined
based on the data gathered from 39 respondents consisting of people involved in guidance and
counseling.
The Mean value of 1.00 to 1.75 is described as very Satisfactory, 1.76 to 2.50 as Satisfactory, 2.51 to
3.25 as Less Satisfactory and 3.26 to 4.00 as Not Satisfactory.
Table 1 shows in its entirety, the respondents’ evaluation of the system’s output resulted to a mean value
of 1.41.and SD=0.54. This value is designated as “Very Satisfactory”. This means that the evaluation
given by 39 guidance counselors confirmed that the overall output and functionality of the system was
accurate. This implies that the answers of the respondents are not scattered or there is a common
answer between the respondents. The result implies that the overall functionality of the system is very
satisfactory or the results of the assessment process are accurate.
This implies that the system was able to determine the most dominant intelligence of the student, list the
appropriate courses suited to the dominant intelligence of the student, provide the list of study tips
appropriate to the student’s intelligence, and provide an interpretation that makes the student understand
how the system generates its assessment. The result implies that the overall functionality of the system is
Very Satisfactory.
Table 1. Summary of Responses on the Evaluation of the System Output
Statement
1. The system was able to measure the intelligence of the student in
each of the multiple intelligence categories.
Mean
1.38
Description
Very Satisfactory
Standard Deviation
0.49
2. The system was able determine the most dominant intelligence of
the student according to his/her answer.
1.44
Very Satisfactory
0.60
3. The system was able to provide the suggested list of courses that
the student should take in college.
1.36
Very Satisfactory
0.54
4. The system was able to list all the courses that are appropriate to
the dominant intelligence of the student.
1.54
Very Satisfactory
0.51
5. The system was able to display the study tips that are appropriate
to the student dominant intelligence.
1.44
Very Satisfactory
0.55
6. The list of study tips displayed by the system may help the student
improve their study habits.
1.33
Very Satisfactory
0.53
7. The system was able to provide an interpretation of how the system
arrives to its assessment.
1.38
Very Satisfactory
0.49
8. The interpretation generated by the system make the student
understands how their intelligence was derived by the system.
1.54
Very Satisfactory
0.64
9. The system was able to list and justify at most, the top 3 priority
courses based on the student’s intelligence.
1.36
Very Satisfactory
0.54
As a whole
1.41
Very Satisfactory
0.54
Citation: Tacuban, T.N. (2015) Career Decision Support System For Graduating High School Students.
Journal of Applied Technology in Education. 01:01:001
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Evaluation of the System based on ISO 9126 Standards
The proponent consulted experts from Information and Communication Technology to evaluate the
conformance of the system to ISO 9126 standards. Each respondent uses the system and evaluate its
functionalities based on ISO 9126 standards.
Table 2 shows the result of the system’s evaluation regarding the system’s conformance to ISO 9126
standards from 15 respondents. In its entirety, the respondents’ evaluation of the system’s output resulted
to a mean value of M=1.31., SD=0.57. This value is designated as “Very Effective”. This means that the
evaluation given by 15 Information Technology professionals resulted to a “Very Effective” result. The
number of cases falls between 0.73 and 1.88 which means that the common answer of the respondents
falls between Very Effective and Effective responses. The result implies that the overall functionality of
the system is very effective. This implies that the system is acceptable with no revisions as evaluated by
different IT professionals.
Table 2. Result of the Evaluation of the System based on ISO 9126 Standards.
Question
Mean
Description
Standard Deviation
Functionality
1.23
Very Effective
0.48
Reliability
1.39
Very Effective
0.61
Usability
1.40
Very Effective
0.63
Efficiency
1.21
Very Effective
0.47
Maintainability
1.29
Very Effective
0.53
Portability
1.32
Very Effective
0.68
As a whole
1.31
Very Effective
0.57
Conclusions
Based on the results as earlier presented, the following conclusions were drawn:
1. There is no significant difference in the DSS output in determining the dominant intelligence of the
student as compared to the result of conducting a multiple intelligence test using the multiple intelligence
assessment tools used by West Visayas College of Science and Technology (Weber Multiple Intelligence
Exam) and the University of Ililo – PEN (North Dakota Department of Career and Technical Education or
NDDCTE multiple intelligence exam). This indicates that using the DSS in conducting a multiple
intelligence test generally yields an identical result as compared to a test conducted using the other
assessment tools. This indicates further that the system is reliable to use in determining the dominant
intelligence of the student. Likewise, because the system is automated and is deployed as a web
application, it has an edge over the other assessment tools in terms of accessibility and efficiency of use.
2. Based on the perception of the respondents on the validity of the system’s output, the system is very
satisfactory in terms of determining the most dominant intelligence of the student, in providing the list of
courses suited to the student, in providing the study tips and in interpreting or providing an explanation of
the system’s output. This indicates that the respondents highly affirm the validity of the system’s output.
3. Based on the perception of respondents from the Information and Communications Technology sector,
the system is very satisfactory in all the six software quality characteristics as outlined by ISO 9126 which
include functionality, reliability, usability, efficiency, maintenance and portability. The respondents
affirmed the software quality of the system as being within the ISO 9126 standard.
Recommendations
Considering the findings of the study and the conclusions drawn, the following recommendations are
hereby presented:
1. It is highly recommended that every secondary and tertiary educational institution with a website
should have this system installed as part of their sites. For secondary schools, the system will be a
valuable alternative in terms of career guidance to their students. As for the tertiary institutions, the result
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of the system may be used to guide their enrollees on the possible courses to be recommended or made
mandatory for incoming freshmen.
2. It is recommended for future researchers to make a reliability test of the system in terms of the success
rates of the students by conducting a study of those who had taken a multiple intelligence test and had
taken the course as suggested by the system.
3. Education institutions that had the system installed on their server may extend the system to control
certain aspects of the system such as:
a) Addition and update of course titles because the host institution may have additional course offerings;
b) Allow the staff in-charge of guidance and counseling or similar personnel to gain access to the result of
the system’s evaluation such as in cases wherein the person in-charge of such a task would not want to
be burdened working with the printed result of the evaluation.
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