Exploring the Interplay Between Career Aspiration and Academic Performance: A Qualitative Study Among Grade 11 Humanities and Social Sciences Students

This qualitative research examines the variables connecting job aspiration and academic performance among Grade 11 Humanities and Social Sciences (HUMSS) students. Career aspiration is a professional goal or ambition. Given the intense heat conditions, semi-structured interviews were conducted via audio calls via a phenomenological approach to ensure participant accessibility. Thematic analysis was utilized to identify the patterns and themes related to the challenges faced, parental support, and the methods used to choose a career aspiration. The findings reveal a range of difficulties, including anxiety, expecting support, and losing hope. Parental support significantly influences students by providing stability, resilience, supervision, and direction. Additionally, the learners employ various methods such as development, resilience, and learning. The interplay between career aspiration and academic performance is depicted as a dynamic process shaped by individual experiences and external influences. Parental support is highlighted as essential for students’ aspirations and academic success. This research contributes to understanding the complex interactions between career aspiration and academic performance among Grade 11 HUMSS students by uncovering challenges, parental support, and methods in choosing career aspirations. Determining career aspirations to pursue having a successful life is essential. The researchers conclude that the factors mentioned need immediate and specific feedback to choose based on their knowledge, skills, and abilities. These matters were not only beneficial to the students but also to the people around them.