Effects of a Career Development Intervention Module on Gender, Income Level, and Academic Performance in Saudi Arabia

Suliman Daqelallah Jazy Albalawi; Wan Marzuki Wan Jaafar; Asmah Ismail; Yusni Mohamad Yusop

doi:10.47405/mjssh.v10i3.3304

Suliman Daqelallah Jazy Albalawi Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400, Serdang, Selangor, Malaysia.
Wan Marzuki Wan Jaafar Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400, Serdang, Selangor, Malaysia.
Asmah Ismail Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400, Serdang, Selangor, Malaysia.
Yusni Mohamad Yusop Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), 43400, Serdang, Selangor, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v10i3.3304

Keywords: Career Development, Gender, Income Level, Academic Achievement

Abstract

This study investigates the impact of a career development intervention module on career maturity, career indecision, and career decision-making self-efficacy among high school students in Saudi Arabia, with a focus on gender, income level, and academic achievement. Utilizing a quasi-experimental design, the research employed pre- and post-surveys to assess the effectiveness of the intervention. The sample consisted of 40 students (20 males and 20 females) from two public schools in Medina. Results indicated significant improvements in career maturity (pre-survey mean = 31.37, post-survey mean = 40.52; t-value = 10.08, p < 0.01), career indecision (pre-survey mean = 70.78, post-survey mean = 80.30; t-value = 3.21, p < 0.05), and career decision-making self-efficacy (pre-survey mean = 91.20, post-survey mean = 97.80; t-value = 3.505, p < 0.05) following the intervention. However, multivariate analysis of variance (MANOVA) revealed no statistically significant differences in the intervention's effects based on gender or family income (p > 0.05). The findings suggest that career development interventions can significantly enhance students' career readiness, irrespective of socioeconomic or gender factors. This study contributes to the growing body of literature on career development in the Middle Eastern context and provides empirical evidence for the implementation of culturally relevant career guidance programs in Saudi Arabia.

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