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1
Alejandro, Rachel, and Manuel Bucad Jr. "READINESS OF TECHNICAL VOCATIONAL AND LIVELIHOOD (TVL) STUDENTS OF SIMPUCAN NATIONAL HIGH SCHOOL." Studies in Technology and Education 3, no. 1 (2024): 72–79. http://dx.doi.org/10.55687/ste.v2i2.68.
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The study assessed the level of readiness of TVL students from Simpucan National High School. It involved TVL students specializing in Housekeeping and employers from partner establishments within Puerto Princesa City. The data were gathered using descriptive design through the self-made and adapted questionnaire that gauged the level of readiness of the students and employers. Findings showed that the students are well-prepared across four key domains: personal, social, communication, and technical skills, and when it comes to the level of readiness of students by employers indicates that certain areas could be targeted for further development to enhance skills. The study could be an eye-opener to all teachers, partner institutions, administrators, and researchers in quality TVL education. Furthermore, the result of this study may be used in enhancing some aspects of the TVL programs of sustainable implementation.
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Esoy, John Louie, Namerod Bual, Merlinda Buno, Nahar Pinto, and Olga Alonsabe. "SHS TVL Students' Perceptions of Fair and Objective Assessment Tools." Psychology and Education: A Multidisciplinary Journal 30, no. 4 (2025): 707–25. https://doi.org/10.5281/zenodo.14614764.
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This study investigated the perceptions of fairness and objectivity of assessment tools used in senior high school among students. The research employed a phenomenological design. Fifteen (15 students were selected using purposive sampling. The results indicated that students' experiences with assessment tools, such as performance tasks and written examinations, were crucial to their learning process. Several factors were identified to improve perceptions of fairness and objectivity in Technical-Vocational-Livelihood assessments: clear and comprehensible instruction, a balance between task difficulty and engagement, relevant feedback, instructional relevance and equity, engaging content, fair grading practices, and curriculum balance. This study highlights the multifaceted aspects of students' perceptions of fairness and objectivity in competency-based assessments. The recommendations provided by the participants offer valuable insights into enhancing the assessment experience for students and teachers involved in Technical-Vocational-Livelihood (TVL) subjects.
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Dajucon, Mary Ann P. "Selling Experience of Senior High School Technical Vocational Livelihood- Home Economics." Cognizance Journal of Multidisciplinary Studies 5, no. 5 (2025): 73–77. https://doi.org/10.47760/cognizance.2025.v05i05.006.
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This systematic literature review investigates the selling experiences and skill development of Senior High School Technical-Vocational-Livelihood (TVL) Home Economics (HE) students, with a focus on the challenges they face, coping mechanisms they use, and the strategies proposed for enhancing their entrepreneurial competencies. Drawing on both international and local studies, the review highlights how experiential learning, particularly through the sale of outputs from bread and pastry production and cookery courses, equips students with essential skills such as customer service, marketing, inventory management, financial literacy, and communication. Studies from UNESCO (2020), TESDA (2021), and the Culinary Institute of America (2021) underline the importance of hands-on learning in bridging academic preparation and workforce demands. Despite notable benefits, research points to persistent challenges, including resource limitations, production quality control, and customer relations. The review synthesizes insights from key theoretical frameworks, including Kolb’s Experiential Learning Theory, Drucker’s Entrepreneurship Theory, Piaget’s Constructivist Learning Theory, and Erickson’s Skills Development Theory, which collectively explain how real-world selling experiences foster the development of entrepreneurial mindsets and technical competence among students. Philippine government programs like Go Negosyo and the K–12 Enhanced Basic Education Act further contextualize the local relevance of selling activities in the TVL track. The review concludes with a call for targeted interventions, such as curriculum adjustments and practical training enhancements, to better prepare TVL-HE students for entrepreneurial success and workforce integration.
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Mary, Ann P. Dajucon. "Selling Experience of Senior High School Technical Vocational Livelihood- Home Economics." Cognizance Journal of Multidisciplinary Studies (CJMS) 5, no. 5 (2025): 73–77. https://doi.org/10.47760/cognizance.2025.v05i05.006.
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This systematic literature review investigates the selling experiences and skill development of Senior High School Technical-Vocational-Livelihood (TVL) Home Economics (HE) students, with a focus on the challenges they face, coping mechanisms they use, and the strategies proposed for enhancing their entrepreneurial competencies. Drawing on both international and local studies, the review highlights how experiential learning, particularly through the sale of outputs from bread and pastry production and cookery courses, equips students with essential skills such as customer service, marketing, inventory management, financial literacy, and communication. Studies from UNESCO (2020), TESDA (2021), and the Culinary Institute of America (2021) underline the importance of hands-on learning in bridging academic preparation and workforce demands. Despite notable benefits, research points to persistent challenges, including resource limitations, production quality control, and customer relations. The review synthesizes insights from key theoretical frameworks, including Kolb’s Experiential Learning Theory, Drucker’s Entrepreneurship Theory, Piaget’s Constructivist Learning Theory, and Erickson’s Skills Development Theory, which collectively explain how real-world selling experiences foster the development of entrepreneurial mindsets and technical competence among students. Philippine government programs like Go Negosyo and the K–12 Enhanced Basic Education Act further contextualize the local relevance of selling activities in the TVL track. The review concludes with a call for targeted interventions, such as curriculum adjustments and practical training enhancements, to better prepare TVL-HE students for entrepreneurial success and workforce integration.
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Quimod, Marco T., Wayne Custer G. Alegata, and Dennis V. Madrigal. "e-Modyul: Technical-vocational-livelihood support learning management system." Technium Education and Humanities 5 (May 10, 2023): 9–26. http://dx.doi.org/10.47577/teh.v5i.8890.
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e-MODYUL: Technical-Vocational-Livelihood Support Learning Management System is a mobile and web-based application running on Android and IOS platforms and other operating systems. This application would serve as an aid to help the students in accessing their lessons and answering their tests and examinations regardless of the type of operating system that they are going to use. Students can also use the application using different types of computers. Upon using the application, students will enjoy learning and accessing resources of the application at their own pace. e-MODYUL TVL application is designed for students to help them understand their lessons with the same objectives and for schools to achieve their goals of providing quality education using a blended type of learning. This application will help teachers and students find the balance in delivering learning to every Filipino learner. Using paper and pen and financial problems in going to school are just some of the problems encountered by the students. Watching relevant tutorial videos related to TVL are also needed. Based on these problems and challenges presented, the proponent develops this e-MODYUL Technical-Vocational-Livelihood Support Learning Management System with these features; a progress tracking system, interactive, user-friendliness, secured, and cross-platform dynamic environment. The e-MODYUL mobile app has six functions, namely, sign-in / out, log-in/out, TVL learning resources, assessments, settings, and progress tracking. Users, both the students and the teachers, can Log-in and Log-out of the system by using their credentials. PHP Hypertext Preprocessor language was used to develop the application and to break down modules in this application. The rapid application development (RAD) model was used in this capstone project up to the completion of the final product. Different stages were needed as a primary requirement for user description and planning. Users were provided with sample screen images for the application for them to familiarize the different interfaces, whether web-based or mobile. These interfaces were designed to be responsive regardless of any platform. All interfaces were user-friendly and easy to use and navigate. Respondents described the mobile learning resource application as an excellent innovation since all of the attributes are said to be "Excellent". Attributes described are accuracy, user-friendly, operability, consistency, conciseness, compatibility, and simplicity. Thirty respondents were selected to test the application, whereas 10 were teachers and 20 were students. After the data were gathered, the proponent used frequency distribution to determine if the purpose of the mobile learning resource app had been achieved. Then the average results were generated, and the percentile rank and mean scores were computed. The development of the application helps students and teachers provide quality education while using technology, particularly paperless technology. It was revealed in this research that we could innovate education with the aid of application. The application can be more accessible if uploaded to Google Play Store, where everyone can download it.
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Dinero, Arnulfo D. "COLLABORATIVE IMPLEMENTATION OF CONSUMABLE GOODS IN THE TECHNICAL VOCATIONAL STRAND: A BASIS FOR IMPROVING ANNUAL IMPROVEMENT PLAN EXECUTION." Ignatian International Journal for Multidisciplinary Research 2, no. 10 (2024): 285–93. https://doi.org/10.5281/zenodo.13899039.
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This study examines the collaborative implementation of consumable goods in the Technical Vocational Livelihood (TVL) Strand to enhance the Annual Improvement Plan (AIP). It investigates stakeholder perceptions and support from school administrators, teachers, and students in the Division of Sultan Kudarat. Using purposive sampling, insights were gathered from administrators, teachers, and students in selected senior high schools offering Technical-Vocational Livelihood Education. Data were collected via structured questionnaires and analyzed through frequency counts, percentages, and the Kruskal-Wallis Test. The findings indicate strong overall support for consumable goods, with high ratings for quality and administrative responsiveness. However, discrepancies emerged between the perceptions of school administrators and students regarding support levels, highlighting the need for improved resource allocation and alignment of support systems to meet the needs of both teachers and students. The study underscores the impact of school size, geographical location, and years of implementing the TVL program on administrative decisions and resource distribution. While the commitment to the TVL program is evident, the misalignment in stakeholder perceptions indicates a necessity for enhanced communication and collaboration. Future research is recommended to explore these dynamics in various regions to improve the applicability of findings and support for effective TVL education.
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Alarcon, John Lloyd P., Kathlenky T. Baroma, Jan Louie Adrian G. Esmeralda, et al. "ASSESSING THE EFFECTIVENESS OF THE TECHNICAL-VOCATIONAL-LIVELIHOOD EDUCATION IN TERMS OF IMPLEMENTATION AND LEARNING ENVIRONMENT." Ignatian International Journal for Multidisciplinary Research 2, no. 2 (2024): 254–64. https://doi.org/10.5281/zenodo.10702138.
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The purpose of the study is to assess the effectiveness of the TVL Curriculum in terms of its extent of implementation and learning environment among 160 TVL students of Valencia City, Bukidnon, specifically in Valencia National High School, STI College – Valencia, and Paramount School of Arts, Languages, Management, and Sciences, Incorporated. This research utilized descriptive research design and descriptive statistics for the statistical analysis. The study’s results in terms of the implementation of the TVL curriculum scored 4.09, which means moderately observed. It signifies that the students are satisfied with the availability of enhancement programs, equipment and facilities, references, and a conducive learning environment. The dimensions of the learning environment also scored 4.27, meaning that the students highly observed the facilities and resources, teaching and learning arrangements, and practical training periods. It concludes that implementing the TVL curriculum in Valencia City, Bukidnon, is compelling in terms of its extent and learning environment. This research recommends frequent assessment in the different areas of the TVL curriculum to ensure that it remains significant and aligned with the purposes and needs of society. Enhancement of facilities, constant monitoring of the learning objectives, competency, and skill enhancement for the TVL teachers are all necessary factors that must be maintained to succeed in the implementation of the TVL curriculum.
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Mercado, Rissa L. "Strengthening Vocational Education: Analyzing the Match between TVL Courses and Teachers' Specializations." International Journal of Membrane Science and Technology 10, no. 3 (2023): 389–96. http://dx.doi.org/10.15379/ijmst.v10i3.1542.
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The implementation of the K to 12 programs in the Philippines has significantly expanded vocational education opportunities for students, aiming to enhance their future prospects. However, the issue of teacher-subject mismatch, particularly in TVL (Technical-Vocational-Livelihood) courses, has emerged as a significant challenge affecting teachers, students, implementers, and other stakeholders. This research investigates the prevalence of teacher-subject mismatch in Senior High Schools offering TVL subjects in Agusan del Sur, Philippines. Utilizing qualitative data collection and thematic analysis, four key themes were identified: Qualifications of TVL Teachers, Existence of Teacher-Subject Mismatch, Impact of Teacher-Subject Mismatch, and Policy Enhancement for Teacher-Subject Alignment. Despite possessing qualifications, TVL teachers perceive a concerning presence of teacher-subject mismatch in their schools. Based on the respondents' perspectives analyzed in this study, policy improvements are recommended to address the issue of teacher-subject mismatch in vocational education.
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Maynigo, Maria Cristina, and Ryan Betito. "Lived Experiences of Technical-Vocational-Livelihood (TVL) Students in an in-House Work Immersion Program." Psychology and Education: A Multidisciplinary Journal 35, no. 3 (2025): 265–87. https://doi.org/10.70838/pemj.350305.
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This phenomenological study explored the lived experiences of Technical-Vocational-Livelihood (TVL) students participating in an in-house work immersion program at Café Novaleño in Novaliches High School during the academic year 2021-2022. The study aimed to understand the students' experiences, challenges, and learnings during their work immersion, particularly within the context of the school's innovative response to the limitations imposed by the COVID-19 pandemic. Using purposive sampling, ten Grade 12 TVL students were selected as participants. Data was collected through in-depth interviews and analyzed using Colaizzi's seven-step phenomenological method. The study revealed key themes aligned with the experiential learning cycle, including (1) Concrete Experience – hands-on engagement in café operations and customer service, (2) Reflective Observation – insights on adapting to workplace dynamics and responsibilities, (3) Abstract Conceptualization – understanding work ethics, time management, and professional conduct, and (4) Active Experimentation – applying acquired skills to future career decisions. The findings indicate that while students faced initial challenges in workplace adaptation and balancing academic responsibilities, the in-house work immersion program provided valuable opportunities for personal and professional growth. The study concludes with recommendations for improving work immersion programs, emphasizing structured supervision, pre-immersion training, and career counseling. Additionally, it highlights the necessity of developing a guidebook to standardize and enhance the implementation of in-house work immersion programs in similar educational settings.
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Cias, Mechelle. "Performance and Perception of Technology-Vocational-Livelihood Track Students on Cookery through Project-Based Learning." Psychology and Education: A Multidisciplinary Journal 23, no. 8 (2024): 1058–71. https://doi.org/10.5281/zenodo.13328836.
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The effects of Project-Based Learning (PBL) on student performance and involvement in Technical-Vocational-Livelihood Home Economics (TVL-HE) education are examined in this study. By means of a descriptive and correlational methodology, the study sought to assess the efficiency of PBL in improving learning outcomes and to pinpoint elements that might affect these outcomes. This study made use of two research designs: experimental and descriptive correlational design. Specifically, one group quasi experimental research with pretest and post-test design and descriptive correlational design. The students were selected using a technique called purposive sampling, which involves selecting students who fulfil the study's inclusion criteria. The inclusion criteria include of a.) enrolment in the TVL-HE, b.) current enrolment in PBL classes, c.) willingness to participate in the study, and d.) parental consent for students under 18 years of age. According to the results of the study, most of the study participants are between the ages of 17 and 18, with a little larger proportion of women. Potential socioeconomic difficulties are indicated by the fact that 78% of the respondents came from families with monthly incomes below 10,000.00. Most of the pretest scores below 15 showed a general lack of cooking skill. Post-test scores after PBL interventions significantly increased; 40% of students scored between 31 and 35, indicating better knowledge and skills. With high mean scores for "Reflection on Learning" and "Showcase and Share," students also had favorable opinions of PBL. The results imply that PBL can successfully raise students’ performance and involvement in TVL-HE instruction. To sustain high degrees of proficiency, recommendations include strengthening teaching strategies, offering more help to low-income students, and promoting more project-based activities. Descriptive analysis and pretest-posttest design of the study help to clarify PBL's function in TVL-HE education.
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Hasigan, Julie Mae, and Abraham Accad. "Strand and Statehood of Senior High School – Technical Vocational Livelihood Graduates of a Public Senior High School." Psychology and Education: A Multidisciplinary Journal 39, no. 6 (2025): 874–92. https://doi.org/10.70838/pemj.390610.
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Seven years after the implementation of the K to 12 curriculum in the Philippines' basic education system, which added two years of senior high school, students are now offered four curriculum exits: higher education, middle-level work, entrepreneurship, and employment. However, previous research revealed that despite the rationale of the K-12 program that promises job-ready and entrepreneurial skills after graduation, more Filipinos preferred a college diploma over immediate employment. With this, the study traced the statehood of senior high school–technical vocational livelihood (TVL) graduates of Lambayong National High School across seven batches. It also assessed whether their current pursuits aligned with their chosen TVL strands. The research design was descriptive survey research design, which was employed using validated survey questionnaires on one thousand and two respondents, wherein frequency and percentage were utilized. Findings revealed that fifty-one percent of the graduates pursued higher education, eleven percent were in professional employment, twenty-one percent engaged in middle-skill jobs, and four percent ventured into entrepreneurship, while thirteen percent were unemployed. Moreover, the overall alignment between their taken SHS strands and their statehood was seventy-two percent. The results suggest that TVL graduates value higher education to enhance skills learned in SHS, aiming for better career opportunities both locally and abroad. Moreover, the study highlights the importance of alignment between SHS-TVL strands and graduates’ post-secondary paths, demonstrating the TVL track’s relevance in preparing students for future endeavors. Furthermore, statistical analysis confirmed that the graduates’ socio-economic profiles significantly influenced their strand selection. These insights informed the development of a policy brief aimed at enhancing the implementation and effectiveness of the TVL track in the Senior High School program.
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Batchar, Filipinas, and Leonora Mingo. "Navigating the Writing Maze: An Exploration of Technical -Vocational- Livelihood Students' Writing Proficiency." Psychology and Education: A Multidisciplinary Journal 33, no. 4 (2025): 460–74. https://doi.org/10.70838/pemj.330405.
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Senior High School students struggle with writing proficiency, which affects their academic performance and future career opportunities. This study examined the writing proficiency of Technical Vocational Livelihood (TVL) Senior High School students, focusing on content, organization, vocabulary, grammar, and mechanics. It also explored students' experiences in enhancing writing skills and identified effective instructional materials to support writing improvement. Using a Sequential Explanatory Mixed Methods design, the study involved 240 students for quantitative assessment, 16 for in-depth interviews, and two focus group discussions (FGDs). Writing proficiency was assessed through an essay task evaluated with rubrics, while structured interviews and FGDs provided qualitative insights. Descriptive statistics analyzed the quantitative data, and thematic analysis was used for the qualitative findings. Results indicated that students scored below the passing threshold in all areas, averaging a "Failed" status across content, organization, vocabulary, grammar and mechanics, highlighting significant challenges in idea development and grammatical accuracy. Qualitative analysis revealed themes such as writing challenges, support and feedback, grammar and language struggles, writing practice, obstacles and distractions, strategies, and collaboration. Both data sets underscored the need for targeted pedagogical strategies. Scaffolded instruction and redesigned curricula, including workshops and structured activities, were recommended to address these foundational areas and improve students' writing skills effectively.
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Batchar, Filipinas, and Leonora Mingo. "Navigating the Writing Maze: An Exploration of Technical -Vocational- Livelihood Students’ Writing Proficiency." Psychology and Education: A Multidisciplinary Journal 33, no. 4 (2025): 460–74. https://doi.org/10.70838/pemj.330405.
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Senior High School students struggle with writing proficiency, which affects their academic performance and future career opportunities. This study examined the writing proficiency of Technical Vocational Livelihood (TVL) Senior High School students, focusing on content, organization, vocabulary, grammar, and mechanics. It also explored students' experiences in enhancing writing skills and identified effective instructional materials to support writing improvement. Using a Sequential Explanatory Mixed Methods design, the study involved 240 students for quantitative assessment, 16 for in-depth interviews, and two focus group discussions (FGDs). Writing proficiency was assessed through an essay task evaluated with rubrics, while structured interviews and FGDs provided qualitative insights. Descriptive statistics analyzed the quantitative data, and thematic analysis was used for the qualitative findings. Results indicated that students scored below the passing threshold in all areas, averaging a "Failed" status across content, organization, vocabulary, grammar and mechanics, highlighting significant challenges in idea development and grammatical accuracy. Qualitative analysis revealed themes such as writing challenges, support and feedback, grammar and language struggles, writing practice, obstacles and distractions, strategies, and collaboration. Both data sets underscored the need for targeted pedagogical strategies. Scaffolded instruction and redesigned curricula, including workshops and structured activities, were recommended to address these foundational areas and improve students' writing skills effectively.
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R. Honra, Joelash, Sheryl Lyn C. Monterola, and Rosanelia T. Yangco. "Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3427. http://dx.doi.org/10.11591/ijere.v13i5.29131.
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The K to 12 program in the Philippines, initiated in 2012, brought about challenges like job mismatch among senior high school (SHS) graduates. Addressing this issue requires integrating technical-vocational-livelihood (TVL) skills with core subject skills, particularly in biology. This study explores how the career-focused teaching approach (CFTA) nurtures biology-technical-vocational-fused skills (BTVFS). Using a pretest-posttest quasi-experimental design, two grade 11 classes (35 students each) participated-one exposed to CFTA and the other to conventional teaching. Quantitative data from a researcher-made BTVFS questionnaire were analyzed with an independent samples t-test, revealing significant differences in all BTVFS subcomponents; t(68)=3.670, p<0.036. Qualitative data from reflective journals aligned with BTVFS subskills (metacognition, communication, problem-solving, and collaboration). CFTA proved instrumental in enhancing the BTVFS of students, emphasizing its importance in the curriculum across SHS core subjects to mitigate job mismatch for K to 12 graduates.
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Honra, Joelash R., Sheryl Lyn C. Monterola, and Rosanelia T. Yangco. "Career-focused teaching and its effects on students' biology-technical-vocational-fused skills." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3427–34. https://doi.org/10.11591/ijere.v13i5.29131.
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The K to 12 program in the Philippines, initiated in 2012, brought about challenges like job mismatch among senior high school (SHS) graduates. Addressing this issue requires integrating technical-vocational-livelihood (TVL) skills with core subject skills, particularly in biology. This study explores how the career-focused teaching approach (CFTA) nurtures biology-technical-vocational-fused skills (BTVFS). Using a pretest-posttest quasi-experimental design, two grade 11 classes (35 students each) participated-one exposed to CFTA and the other to conventional teaching. Quantitative data from a researcher-made BTVFS questionnaire were analyzed with an independent samples t-test, revealing significant differences in all BTVFS subcomponents; t(68)=3.670, p<0.036. Qualitative data from reflective journals aligned with BTVFS subskills (metacognition, communication, problem-solving, and collaboration). CFTA proved instrumental in enhancing the BTVFS of students, emphasizing its importance in the curriculum across SHS core subjects to mitigate job mismatch for K to 12 graduates.
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R. ANDAYA, JESICA, and EDNA O. BRIONES. "Transactional Distance Education and the Life and Career Skills of Technical-Vocational-Livelihood Students." International Multidisciplinary Research Journal 4, no. 3 (2022): 116–27. http://dx.doi.org/10.54476/ioer-imrj/90668.
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Years 2020 and 2022 have witnessed the quick advancement, transition, and widespread accessibility of education at a distance. Although distance education has existed since the 1970s, minimal research has been done on how transactional distance education influences the life and career skills of the students in senior high school, particularly Technical-Vocational-Livelihood students. This study aimed to fill this gap by determining transactional distance education and how it affects the level of students’ life and career skills. It utilized a descriptive method of research, and the main instrument was a researcher-made questionnaire with 79 TVL students who were enrolled in the school year 2021–2022 participated in the study. Results revealed that the respondents perceived transactional distance education elements explicitly the structure, dialogue, and learner autonomy as often observed. Likewise, the students’ life and career skills were identified as evident. More so, it indicates a significant relationship between the transactional distance education elements and students’ life and career skills. This signifies that students despite having transactional distance education obtain the skill which empowers them to work well in teams, communicate with individuals they work with or encounter, and participate in virtual communities in addition to their own physical spaces. Further, it means that the elements of transactional distance education serve as contributing factors in developing and strengthening students’ life and career skills. Keywords: transactional distance education, life and career skills, technical-vocational-livelihood
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Serviano, Pearlene L., John Brian P. Esporas, Joy M. Gelantaga-an, Garneth T. Granada, John Gil Lorenzo D. Ricablanca, and Ruel T. Bonganciso. "Brewing Terminologies Used by Baristas: Contextualized Instructional Material for Technical, Vocational, and Livelihood Students." Journal of English as A Foreign Language Teaching and Research 4, no. 2 (2024): 28–42. http://dx.doi.org/10.31098/jefltr.v4i2.2414.
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As coffee industries grow, the demand for good coffee is not simply enough nowadays. As a result, lexicons related to coffee, coffee beans, flavors, tools and equipment, and its processes are ever growing; hence, it can be considered “alive”. This study aims to gather coffee-related lexicons to create contextualized learning materials for Technical Vocational Learning (TVL) students, addressing the shortage of resources needed to enhance their coffee brewing skills. This study utilized two methods of acquiring data: 17 baristas from selected traditional coffee shops in the Philippines as participants of the study and books, articles and websites as the corpus of the study. Qualitative content analysis was used to identify common terminologies and their contextualized conceptual and operational definitions, as well as unique lexicons used by local baristas, which were then categorized into flavors, tools and equipment, and processes. After collecting 76 terminologies, it underwent thematic analysis and was categorized according to themes, such as coffee beans, flavors, serving sizes, tools and equipment, and processes. By incorporating these lexicons in the context of education, it will enhance students’ knowledge about coffee culture, industry practices and professional terminology, all of which are necessary for effective communication. This study contributes to the continuous evolution of language in the coffee industry by documenting and analyzing the diverse terminologies used.
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Brent, V. Dita, and Joy M. Velasco Michelle. "The Relationship of Senior High School Strands and Academic Performance in College among Computer Engineering Students: Basis for Policy Guideline Development." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 1 (2025): 176–83. https://doi.org/10.5281/zenodo.14631683.
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This study explores the relationship between senior high school strands and college academic performance among Computer Engineering students. Given the diverse preparatory pathways in high school, students bring varied levels of foundational knowledge and skills into college, which may influence their success in specialized fields like engineering education. Using a quantitative analysis of academic records, the researchers compared the average grades of students from different strands, including Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business and Management (ABM), General Academic Strand (GAS), and Technical-Vocational-Livelihood (TVL). Findings showed that STEM students generally achieve higher college grades, suggesting their curriculum aligns well with the rigorous demands of engineering. Conversely, students from non-STEM strands such as ABM and TVL display moderate to lower performance, revealing potential gaps in preparatory coursework. These results emphasize the importance of curriculum alignment in senior high school to meet the demands of college programs, particularly to enhance academic support strategies for non-STEM students transitioning into engineering fields.
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Olaguer, Roxanne Joy C., and Ester Jean U. Pelayo. "Lived Experiences in Performance Assessments: From the Lens of the Students in Technical Vocational Livelihood Senior High School." Asian Journal of Advanced Research and Reports 17, no. 9 (2023): 69–90. http://dx.doi.org/10.9734/ajarr/2023/v17i9521.
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Aims: The study aimed to unveil the experiences, coping mechanisms, and insights of the Senior High School students in performance assessments of the TVL track.
 Study Design: Qualitative-Phenomenology research design.
 Place and Duration of Study: Three public schools under the division of Digos City, Davao Region, Region XI, which offer a Technical-Vocational-Livelihood strand during the SY 2022-2023.
 Methodology: Using purposive sampling, the participants were the Senior High School students of the three identified public schools, which offer the Technical-Vocational-Livelihood track, 15 participants for the FGD and 6 participants for the IDI.
 Results: For the experiences, three themes emerged: troubles in task completion during performance assessment, enjoying the tasks while learning, and lack of resources and materials, while for the coping mechanisms, also three themes: self-determination and perseverance, share ideas and materials with peers and teachers and study and perform diligently and insights, three themes emerged: teamwork is the force behind every success, perseverance makes impossible-possible, and it is not about their resources, it is being resourceful.
 Implication: Assessment plays an integral role in teaching-learning because it will help improve the performance of each student and the school as a whole. It must be enhanced to improve its content and process significantly and to make evaluation and information a part of the teaching-learning process. These results will be a significant addition to the developing body of knowledge and literature about the impact of K to 12 in the Philippines. Other researchers may assess the effects of K to 12 and TVL curriculum or another qualitative study in other regions.
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NAPAROTA, LEO, and MOONEYCA LOLYN BONGCAWEL. "Entrepreneurial knowledge and entrepreneurial intention of the grade 12 technical vocational and livelihood students in Siocon district, schools division of Zamboanga del Norte." Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817) 4, no. 1 (2025): 1217–28. https://doi.org/10.62025/dwijmh.v4i1.113.
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This study aimed to determine the entrepreneurial knowledge and its effects on the entrepreneurial intention of the Grade 12 Technical Vocational and Livelihood (TVL) students of Siocon District, Schools Division of Zamboanga del Norte during the school year 2023-2024. It included a descriptive survey and descriptive correlational methods of research. There were three hundred eight (308) respondents involved. Data were collected through questionnaires and analyzed using inferential statistics, specifically weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) to determine the correlation between entrepreneurial knowledge and entrepreneurial intention. The level of entrepreneurial knowledge and intention was “high”. No significant relationship was detected between the perceived levels of entrepreneurial knowledge and students' entrepreneurial intention.
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Rañolas, Christian Dave M., and Ma Melanie N. Edig. "The Mediating Role of Mathematics Self-concept in the Relationship between Academic Burnout and Mathematics Performance of Technical-Vocational Livelihood Track (TVL) Senior High School Students." Asian Journal of Education and Social Studies 51, no. 6 (2025): 501–15. https://doi.org/10.9734/ajess/2025/v51i62013.
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This study examined the mediating role of mathematics self-concept in the relationship between academic burnout and mathematics performance among Technical-Vocational-Livelihood (TVL) students. A quantitative research design was employed, combining descriptive and correlational approaches, with correlation analyzed using structural equation modeling. Through a two-stage sampling process that involved stratified random sampling followed by simple random sampling, a total of 330 Grade 11 TVL students from three public schools in Panabo City were selected for the school year 2024–2025. Data was collected using two adapted survey questionnaires, and a researcher-developed summative test aligned with relevant learning competencies. The data were analyzed using mean, standard deviation, Pearson r, and the Sobel Test. The findings revealed that academic burnout was high, and students’ mathematics performance was low. Moreover, the mathematics self-concept among TVL students was moderate. Furthermore, path analysis showed that academic burnout had a significant positive effect on mathematics self-concept, and mathematics self-concept had also a significant positive effect on mathematics performance. However, the direct effect of academic burnout on mathematics performance was not significant. Although the indirect effect was statistically significant, the overall mediation was not supported, as the direct path remained non-significant and the total effect did not show a meaningful association. Hence, TVL students are encouraged to develop positive beliefs about their mathematical abilities and seek healthy coping strategies to manage academic burnout to aid the improvement of their mathematics performance. In addition, Mathematics teachers may design engaging and supportive learning experiences that help strengthen students’ mathematics self-concept while being mindful of signs of burnout to help them in enhancing their mathematics performance.
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Reyes, Theresa T., Zoraida B. Pangansayan, and John Michael P. Castino, DM, LPT. "A Feasibility Study on Establishing a TVL Track with Agri-Fisheries Strand in the Senior High School Program of Milbuk National High School." International Journal of Research and Innovation in Applied Science X, no. V (2025): 1008–29. https://doi.org/10.51584/ijrias.2025.100500090.
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The proposed establishment of the Agri-Fisheries strand within the Technical-Vocational-Livelihood (TVL) Track at Milbuk National High School (MNHS) would address the critical educational and economic needs of communities reliant on farming and fishing. This initiative aligns with national and international goals for Technical-Vocational Education and Training (TVET), aiming to enhance employability and support local industry through practical and technical training. Despite the recognized need for specialized vocational programs in agriculture and fisheries, there is limited localized research on the feasibility of implementing such a strand at MNHS. Specifically, gaps exist in understanding community readiness, resource availability, stakeholder support, and financial sustainability for this program in the context of Barangay Milbuk. Thus, this study aimed to evaluate the feasibility of establishing the Agri-Fisheries strand at MNHS by assessing environmental, market, technical, management, financial, and socio-cultural factors to determine the program’s viability and potential impact on students and the community. This research employed a mixed-methods approach involving, surveys, and interviews with key stakeholders, including parents, fisherfolks, farmers, educators, and local government unit (LGU) representatives. This comprehensive data collection sought to gauge community support, students’ interest, infrastructural readiness, and financial sustenance for the proposed strand. Findings revealed that community has a strong support and significant student interest, particularly among children of farmers and fisherfolks, were identified. Existing infrastructure challenges pose potential barriers to program implementation. Technological, physical, and collaborative resources are growing, providing a solid foundation for hands-on, industry-relevant education. Financial feasibility is promising, with potential funding from LGU partnerships and community contributions ensuring sustainability. The program is ethically sound and culturally appropriate, promoting inclusivity, gender equity, and community participation. The findings suggest that the Agri-Fisheries strand at MNHS is a practical and sustainable initiative that can empower learners with job-ready skills while supporting local economic development. Collaborative financing and stakeholder engagement are crucial for overcoming infrastructural challenges and ensuring long-term program success. This initiative can serve as a model for integrating traditional livelihood practices with modern technical education, fostering socio-economic resilience in rural communities.
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Lapatha, Lilibeth A., Lester L. Potot, and Evelyn D. Saguin. "MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy." American Journal of Multidisciplinary Research and Innovation 3, no. 3 (2024): 85–89. http://dx.doi.org/10.54536/ajmri.v3i3.2819.
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This study investigated the effectiveness of MS T.E.A.M.S (Microsoft supports Teachers in Engaging, Assessing, and Monitoring Students) in improving reading speed and accuracy among Grade 11 Technical Vocational and Livelihood (TVL) students at Marigondon Senior High School. Over ten weeks, the intervention utilized Microsoft Reading Progress (MS-RP) to provide personalized reading practices and continuous assessment. A mixed-methods approach was employed, combining Linear Regression for quantitative analysis of participants’ reading scores and Thematic Analysis for qualitative insights from student interviews. Results showed positive effects on reading speed and accuracy, with most participants showing improvement. Active engagement was crucial for skill development, though some students needed additional support. While the intervention had favorable outcomes, areas for improvement were identified. The study highlights the importance of using MS T.E.A.M.S, and MS-RP to tailor interventions for struggling readers. In conclusion, the research confirms the efficacy of the Reading Intervention Program using MS-RP in enhancing reading proficiency among Grade 11 TVL students. Sustained participation is vital, and further enhancements are available to support students requiring extra assistance. This study provides valuable insights and recommendations for enhancing English reading fluency through technology-assisted interventions in educational contexts.
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Estipona, Jane Delano R. "Strategic Intervention Material (SIM): Its Effectiveness in Teaching Beauty Nail Care Services." American Journal of Physical Education and Health Science 2, no. 1 (2024): 30–34. http://dx.doi.org/10.54536/ajpehs.v2i1.2412.
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The implementation of the Senior High School program has paved the way for the inclusion of technical and vocational education as one of the four (4) tracks offered from Grade 11 to Grade 12; specifically, the Technical-Vocational-Livelihood (TVL) track has gained traction as the shift from content-based to outcome-based learning has becomes a tagline in most, if not all, schools in the country. Home Economics is one of the TVL strands and Beauty Nail Care Services are part of its subject which students face a decrease in performance. This led the researcher to develop Strategic Intervention Material (SIM) in which this descriptive research was conducted to determine the extent to which good characteristics of a learning material was met as assessed by seven (7) experts; and its effectiveness in increasing the academic performance of thirty (30) purposively chosen HE students. Findings revealed that SIM “very highly” met the characteristics of a good learning material (x ̅=4.551, sd=0.447); the academic performance of those who utilized the SIM was “Very Satisfactory” (x ̅=85, sd=0.8.02); there was a significant difference in the academic performance of those who utilized the SIM and those who were not (t=-2.030, p=0.047); and SIM was “Effective” (x ̅=2.772, sd=0.439) in terms of Content, Clarity, Comprehensibility, and Usefulness. All supports and initiatives for utilizing this material was highly recommended. Results yield positive implications towards students’ skills in the said field, necessary for work immersion and TESDA assessment; and the HE curriculum being implemented in all senior high schools in the country.
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Bacuyag, Johnny A. "Level of Competency and National Certification II Readiness of Grade 12 Automotive Students at Pinukpuk Vocational School." Journal of Education, Society and Behavioural Science 38, no. 4 (2025): 105–13. https://doi.org/10.9734/jesbs/2025/v38i41404.
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This study aimed to determine the level of competency and readiness for National Certification II (NC II) among Grade 12 Technical-Vocational-Livelihood (TVL) Automotive students of Pinukpuk Vocational School. Specifically, it sought to identify the students’ strengths and weaknesses in various automotive tasks, evaluate their level of readiness for certification, and examine the relationship between competency and readiness. A descriptive quantitative research design was employed to analyze students’ competencies and readiness levels. This study was conducted at Pinukpuk Vocational School, Brookside 1, Taga, Pinukpuk, Kalinga, during the academic year 2024–2025. Fifteen Grade 12 students enrolled in the TVL-Automotive strand participated in the study. A structured survey questionnaire, aligned with TESDA's assessment tools, was used to gather data on students’ demographic profiles, level of competency in automotive servicing, and readiness for NC II. Statistical tools including frequency, percentage, weighted mean, and Pearson correlation coefficient were used for data analysis. Results showed that most students (73.33%) were aged 17–18 and all identified as Linimos. The majority came from low-income households, with parents having low educational attainment and employment in farming or domestic work. The overall competency level was rated as “Satisfactory” (mean = 2.67), with strengths in basic mechanical tasks but weaknesses in electrical systems. Readiness for NC II was high, with an overall mean score of 3.86 (“Exceeds Expectation”), particularly in theoretical knowledge (4.05). The correlation between competency and readiness was not statistically significant (r = 0.013388), indicating no strong relationship between these variables. Despite socio-economic challenges, students displayed adequate competency and exceeded expectations in certification readiness. However, gaps in practical skill areas suggest a need for enhanced hands-on training. The absence of a significant correlation between competency and readiness implies that other factors such as confidence, academic instruction, and support systems may influence perceived readiness.
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Baguio, Maridel, Mae Bas, Jimmy Bucar, Gyllevi Prylle Bongato, and Pinky Rollorata. "Alignment of Senior High School TVL Strand to Degree Programs Enrolled." Psychology and Education: A Multidisciplinary Journal 25, no. 10 (2024): 1318–31. https://doi.org/10.5281/zenodo.13862134.
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The alignment between Senior High School (SHS) tracks and strands and the degree programs enrolled in college is crucial for ensuring learners’ success in their chosen fields of study and future careers. Hence, this study assessed the degree program alignment of the SHS Technical-Vocational & Livelihood (TVL) graduates from 2021 to 2023 of Bilar National High School, Division of Bohol. The study used a descriptive-correlational research design and a self-constructed questionnaire to gather data from 296 TVL graduates. The respondents were selected using census or complete enumeration, and the data were analyzed using descriptive and inferential statistics. Findings revealed that most respondents (85.6%) were enrolled in the BISU System, with BISU-Bilar having the highest percentage (79.6%) among its campuses. The most popular degree programs chosen by the respondents were Bachelor of Science in Computer Science (13.5%), Bachelor of Science in Hospitality Management (9%), and Bachelor of Science in Agriculture (8.55%). However, the overall alignment between SHS-TVL strands and the chosen degree programs was relatively low, with the TVL-Information Communication Technology (Computer Systems Servicing) track consistently showing a higher number of students enrolled in non-aligned degree programs across all three years. There was a substantial difference in the alignment of the SHS Track-Strand and degree program enrolled across the three years. Recommendations were proposed to address the issues of misalignment.
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Macado, Kerny M., and Felix M. Diano Jr. "Acquisition of Language Proficiency in English Among Senior High School Students from the Different Strands." Randwick International of Education and Linguistics Science Journal 2, no. 1 (2021): 69–75. http://dx.doi.org/10.47175/rielsj.v2i1.201.
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Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.
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Palmes, Harry. "Exploring Research Anxiety among Senior High School Students: A Quantitative Perspective." Psychology and Education: A Multidisciplinary Journal 28, no. 8 (2024): 826–30. https://doi.org/10.5281/zenodo.14412897.
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With the increasing emphasis given to research nowadays as a critical skill across different academic fields, understanding the factors that might contribute to research anxiety is essential for improving engagement and performance of students. With this, the study was conducted to explore the research anxiety among senior high school students in a quantitative perspective. Two hundred fifty-six (256) senior high school students from a high school in the Municpality of Calinog, Iloilo, Philippines were subjected to descriptive and inferential research in which they are selected and surveyed using a validated researcher-made questionnaire. The result showed that as an entire group it was found that the respondents had a high level of research anxiety. Inferential analysis revealed no significant differences on the research anxiety levels of the respondents when classified as to sex; both male and female students were the same in terms of their level anxiety towards research. On the other hand, significant differences were observed between students in the academic and Technical-Vocational Livelihood (TVL) track in which TVL respondents showed a higher research anxiety level than their counterparts in the academic track. Finally, the respondents who are taking Practical Research 2 (Quantitative Research) showed a higher level of anxiety compared to those who are taking Practical Research 1 (Qualitative Research). It can be suggested from the result that sex does not significantly influence research anxiety, but instead the academic track and type of research subject taking highlighting the need for targeted interventions to support students, especially those in the TVL track and those undertaking quantitative research.
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Acuyado, Monette, and Arnel Pradia. ""Smart Learning, Smarter Emotions": Correlation Between Outcome-Based Learning Environment and the Emotional-Social Intelligence of Senior High School Students." Psychology and Education: A Multidisciplinary Journal 29, no. 9 (2024): 1358–66. https://doi.org/10.5281/zenodo.14568967.
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This study aimed to describe the outcome-based learning environment (OBLE) and emotional-social intelligence (ESI) of senior high school students enrolled in the Technical-Vocational Livelihood (TVL) track in a high school. It also sought to determine if the components of OBLE were significantly related to the students' ESI, including intrapersonal, interpersonal, adaptability, and general mood. A total of 264 respondents were selected through proportionate stratified random sampling. The data were analyzed using weighted means and the Chi-Square test to examine the relationship between OBLE and ESI. Findings revealed that the respondents perceived the OBLE as moderate, with scores for involvement (x̅=3.20), cooperation (x̅=3.40), personal relevance (x̅=3.20), and teacher behavior (x̅=3.30). In terms of ESI, the students exhibited high scores in intrapersonal (x̅=4.14), interpersonal (x̅=4.00), adaptability (x̅=4.00), and general mood (x̅=4.20). A significant relationship was found between the OBLE components and ESI (x²(6) = 67.214, p < .001). Based on these findings, it is recommended that OBLE components be enhanced to improve student learning experiences. Further studies on the correlation between OBLE, ESI, and academic performance are also suggested to gain a more comprehensive understanding of their interconnected effects.
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Bayucan, Michelle U., and Romel R. Costales. "Code-Switching Patterns of Senior High School Students and Teachers in the Technical Vocational and Livelihood (TVL) Shops And Language Classes: Basis for Intervention." Randwick International of Education and Linguistics Science Journal 4, no. 3 (2023): 774–89. http://dx.doi.org/10.47175/rielsj.v4i3.808.
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This study looked into the code-switching patterns of the students and teachers of Isabela School of Arts and Trades Senior High School in the Technical Vocational and Livelihood (TVL) shops and language classes as a basis for intervention in classroom instruction. The study used the descriptive research design. Respondents of the study were five teachers of Technical Drafting, Bartending, Bread and Pastry Production (BPP) and Oral Communication and 105 students in the City Division of Ilagan during the School Year 2019-2020. The instruments used were questionnaire and unstructured interview. Based on the findings of the study, code switching is prevalent in classroom instruction and the most commonly used type is intrasentential. Students’ use of code switching is due to many reasons foremost of which is difficulty driven. This means that they lack the ease to transmit messages in the target language thus they code switch. Secondly, they code switch in consideration of the various linguistic backgrounds of the interlocutors as well as to promote solidarity with them. Lastly, they resort to code switching when they put emphasis more on the meaning or communicative intentions and stress out a point over the language itself. Sex does not influence the type of students’ code switching but it is affected by their age, language spoken and specialization.
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Mariano, Cherides P. "IBA (INQUIRY-BASED APPROACH) TEACHING STRATEGY AND THE GRADE 11 STUDENTS’ ACHIEVEMENT IN PROTEIN SYNTHESIS." International Journal of Physics & Mathematics (IJPM) 2, no. 1 (2017): 23–29. http://dx.doi.org/10.58885/ijmh.v02i1.23.cm.
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This study was conducted to test the effectiveness of Inquiry-Based Approach (IBA) teaching strategy in the academic achievement of Grade 11 students of Luna National High School for school year 2016-2017 on protein synthesis. Two-group quasi-experimental research design was utilized consisting of all the 40 students of Technical Vocational and Livelihood (TVL)-A as experimental group and 40 students of TVL-C as control group. IBA teaching strategy was employed in the experimental group and lecture method in the control group. Statistical tools such as mean, standard deviation, paired samples t-test; independent means t-test and Eta2 were used to analyze the pre-test and post-test scores of the two groups. Results showed that the achievement in protein synthesis of the experimental group was outstanding compared to the control group which was satisfactory. Moreover, there was a significant difference on the pre-test and post-test scores of the two groups. In addition, post-test scores of the experimental group revealed a significant difference over the control group. It further showed that IBA had a large effect on the achievement of the students in protein synthesis. This further implied that the use of IBA teaching strategy is an effective method in improving the academic achievement of students on protein synthesis and is therefore highly recommended for use by other teachers.
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Mariano, Cherides P. "IBA (INQUIRY-BASED APPROACH) TEACHING STRATEGY AND THE GRADE 11 STUDENTS’ ACHIEVEMENT IN PROTEIN SYNTHESIS." International Journal of Physics & Mathematics (IJPM) 2, no. 1 (2017): 23–29. http://dx.doi.org/10.58885/ijmh.v03i1.23.cm.
Full textAbstract:
This study was conducted to test the effectiveness of Inquiry-Based Approach (IBA) teaching strategy in the academic achievement of Grade 11 students of Luna National High School for school year 2016-2017 on protein synthesis. Two-group quasi-experimental research design was utilized consisting of all the 40 students of Technical Vocational and Livelihood (TVL)-A as experimental group and 40 students of TVL-C as control group. IBA teaching strategy was employed in the experimental group and lecture method in the control group. Statistical tools such as mean, standard deviation, paired samples t-test; independent means t-test and Eta2 were used to analyze the pre-test and post-test scores of the two groups. Results showed that the achievement in protein synthesis of the experimental group was outstanding compared to the control group which was satisfactory. Moreover, there was a significant difference on the pre-test and post-test scores of the two groups. In addition, post-test scores of the experimental group revealed a significant difference over the control group. It further showed that IBA had a large effect on the achievement of the students in protein synthesis. This further implied that the use of IBA teaching strategy is an effective method in improving the academic achievement of students on protein synthesis and is therefore highly recommended for use by other teachers.
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Agbing, Maureen. "Maureen L. Agbing." Psychology and Education: A Multidisciplinary Journal 23, no. 1 (2024): 61–82. https://doi.org/10.5281/zenodo.13218858.
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Unemployment and the challenges of hiring processes are often attributed to a lack of skills, indicating the persistent mismatch between educational preparation and industry demands. The focus on Technical Vocational and Livelihood (TVL) programs, with an emphasis on practical skills and work readiness, serves as a potential bridge to this gap. The learning-by-doing approach, facilitated through both school-based workshops and on-the-job training, offers a promising avenue to equip students with practical skills relevant to their chosen industries. This study not only seeks to describe this prevalent issue but also aims to provide valuable insights for bridging the gap between the skills expected by employers and those acquired by students. Existing literature, including works by Leite et al. (2016) and Mahasneh and Thabet (2015), underscores the discrepancy between industry expectations and graduate preparedness, especially in non-technical skills like communication, teamwork, and adaptability to real-world changes. Adopting a descriptive and developmental research design, this study conducted a comprehensive survey among 130 Technical Vocational and Livelihood-Home Economics SY graduates from Malvar Senior High School in the Batangas province between 2016 and 2022. The findings highlight the significance of foundational skills in effectively managing the dining area, addressing customer inquiries, and maintaining a welcoming ambiance, all crucial elements for ensuring exceptional customer experiences within the food service industry. While the study indicates a strong alignment between the competencies taught in the Food and Beverage Services (FBS) program and the industry's requirements, it also recognizes a gap in the coverage of certain essential competencies needed in the Food and Beverage Services NC II. As a response, the study endeavors to develop supplementary materials aimed at enhancing the overall competency framework and ensuring a more comprehensive and relevant educational experience for future students in this sector. Through its findings, this research contributes to the ongoing dialogue surrounding the optimization of educational programs to meet industry demands, offering valuable insights for policymakers, educators, and stakeholders invested in the advancement of technical education and workforce preparedness.
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Marcaida, John Louise M., Hans Christian A. Ortega, Edzel S. Castañeda, et al. "Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 11 (2022): 2278–89. http://dx.doi.org/10.11594/ijmaber.03.11.14.
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The study was geared toward determining the influence of integrating Gamification in a Virtual Ecology (GIVE) in enhancing classroom engagement in physical education among senior high school students in a state university in Pampanga, Philippines. This qualitative-descriptive study included a complete enumeration of the Grade 12 Technical-Vocational-Livelihood (TVL) students who voluntarily participated in this qualitative investigation (n = 58) by responding to open-ended questions. Results of the open-ended questionnaire decipher the influence of gamification on students’ level of engagement and the barriers encountered upon its inclusion. The study utilized Braun and Clarke's Thematic Analysis strategy, which was aided by computer-assisted qualitative analysis software, MAXQDA Analytics Pro 2022. The study revealed two emerging themes that described the influence of gamification in the students' virtual ecology, namely: (1) the effects of the integration of gamified instruction on students’ engagement; and (2) students' problems in using gamified instruction. The findings of this study may predate the institutionalization of the prospective enhancement of the teacher’s capabilities through the aid of gamification to improve the classroom engagement of the students in a virtual ecology towards a better understanding of the lessons in physical education settings.
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Sumandal, Allan. "Factors Affecting the Module Completion of Grade 12 Students: Basis for Intervention Program and Policy Development." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 4 (2022): 613–26. http://dx.doi.org/10.11594/ijmaber.03.04.13.
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This study investigated the contributing factors that affect the module completion of Grade 12 students in Governor Alfredo M. Abueg Sr. National Technology and Vocational Memorial High School, Brooke’s Point, Palawan. A descriptive-correlation method was utilized as the research design of this study. A validated researcher-made questionnaire written in English which was based on a 5-point Likert Scale was distributed to a sample of 46 regular Grade 12 students. Respondents were randomly selected from seven (7) different Technical-Vocational Livelihood (TVL) courses. Findings revealed that most of the respondents belong to the age bracket of 17 or below, female, were living within the town and were with closely approximating proficiency in their General Weighted Average (GWA). Students rated “sometimes” that their module completion was affected by the factors such as the content of the Self-Learning Module, parental support, internet connection, social media, health condition, and proximity of the house from the school. The result of the regression analysis has shown that there was a weak association between teacher support and location as well as between internet connection and GWA of the student. Furthermore, the intervention measure was designed by the researcher. The findings of this study provided inputs to school heads and teachers to formulate intervention programs and policy development on the factors affecting students’ module completion.
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Gabor, Donna Hembra, and Leona Marie Canaway Camano. "Redesigning Sciences Courses based on A Local Senior High School in Iloilo, Philippines’ Student Performances and Perspectives towards Hybrid Learning Approach." Journal of Science Learning 6, no. 2 (2023): 143–53. http://dx.doi.org/10.17509/jsl.v6i2.51743.
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This study aimed to examine learners' perspectives on the hybrid learning approach, using printed modules and social media as learning materials to redesign science courses and improve their performances. This study involved 37 students from Tacuyong Sur National High School, 20 from the Grade 9 class and 17 from the Grade 12 Technical Vocational Livelihood (TVL) class in the fourth quarter of the school year 2021-2022. The 5-items multiple-choice test assesses student performance. A survey question determined learners' perspectives on hybrid learning after revising the delivery mode for science courses. Student performances based on their pre-test/post-test revealed the benefits and problems connected with the hybrid learning approach. Program for statistical analysis of sampled data (PSPP) interpreted the survey and student performance. Hybrid learning survey results revealed a practical approach to improve science learners' performances during the COVID-19 pandemic. Data results through teacher-technology innovation demonstrated the effectiveness of hybrid learning techniques to help teachers and curriculum planners redesign course subjects that improve science student performances.
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Arcega, Christine Jane M. "Mnemonics Strategies in Teaching Food and Beverage Services Lesson among Grade Eleven Learners in Taal Senior High School." International Journal of Research and Innovation in Social Science IX, no. I (2025): 3406–63. https://doi.org/10.47772/ijriss.2025.9010274.
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Education could take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy. The Technical Vocational Livelihood or TVL Track is one of the track S offered under Senior High School programs in the Philippines. The program was designed to provide students with job-ready skills that they will need in the future. This study aimed to determine the retention level of the grade eleven learners using mnemonics strategy to execute the flow of serving food to the customers in Food and Beverage Services lesson. The researcher employed quantitative research utilizing teacher-made-test and demonstration to assess the performance of the learners and the causes of low retention of learners at the beginning of the quarter. Moreover, the observation checklist was utilized to determine the ability of the learners in the demonstration of the lesson at the end of the quarter. The result of the findings was based on the responses of the respondents.
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Lagrada, Maria Chanchina F., and Rastanura M. Bober. "Examining the Relationship Between Demographic Profile, Level of Preparedness, and Competencies among Senior High School TVL First Batch Graduates of Selected Public Schools of the Division of Puerto Princesa." International Journal of Research and Scientific Innovation XI, no. IV (2024): 445–77. http://dx.doi.org/10.51244/ijrsi.2024.1104033.
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This study described the demographic profile, level of preparedness, level of competencies and the problems encountered by the first-batch graduates of the Technical Vocational-Livelihood Track students during SY 2016-2017 from the selected public senior high schools in Puerto Princesa City. Frequency, percentage, weighted mean, analysis of variance, and Pearson-r correlation were employed to analyze the data collected. Analyzed data revealed that majority of the respondents are 24 years old, male, single, and SHS TVL Strand Electrical Installation and Maintenance graduates. Most respondents were graduates with a Bachelor of Science in Criminology and working in private sectors on a contractual basis, earning a monthly income of PHP 9,999.00 and below. Additionally, SHS TVL first batch graduates are always prepared in the majority of indicators of Tertiary education, Middle-level skills development except for Entrepreneurship, and Employment with “somewhat prepared” as the result. In line with the level of competence, the graduates are entirely competent in the majority of indicators of Learning and Innovation Skills, Communication Skills, and Information, Media and Technology Skills except for Life and Career Skills which is Fairly Competent. The SHSTVL first-batch graduates agree that the SHS Program was effectively implemented, has helped graduates acquire the competencies expected of them to learn. Results further revealed that there is no significant difference between the age, sex, civil status and SHS TVL strand and the level of preparedness of the SHS TVL first-batch graduates and between the age, sex, civil status and SHS TVL strand and the level of preparedness of the SHS TVL first-batch graduates. However, there is a significant difference between the level of preparedness of the SHS TVL first-batch graduates and their degree, work and monthly income, albeit no significant relationship between the level of preparedness and level of competencies of SHS TVL first-batch graduates and their age, sex, civil status, SHS TVL strand, degree, work, and monthly income. Among the identified solutions include strengthening of DepEd”s Work Immersion Program of Senior High School and establishing solid partnership with companies and agencies where the SHS graduates can be accommodated for employment.
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Sylvester P. Garcia, Marc, and Maria Lurlyn M. Nuguid. "INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (2021): 634–46. http://dx.doi.org/10.21474/ijar01/12886.
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Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.
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B. Baronia, John Meldwin. "Enhancing the Sentence Construction Skills of TVL Students through Instruct, Integrate, Involve (3I’s) Method." International Multidisciplinary Research Journal 2, no. 2 (2020): 46–51. http://dx.doi.org/10.54476/iimrj365.
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The ability to communicate entails skill in speaking and confidence. The two can only be achieved when a person is grammatically competent. While some students might be effective English speakers, guidance is still required to become effective authors. Likewise, many students in the Philippines have poor writing abilities as revealed in the results of 2012 National Career Assessment Examination. Thus, the sentence construction is needed. In the academic setting, the researcher observed that not all K12 Technical-Vocational-Livelihood Strand students are grammatically competent yet. These students have been studying English for 11 years and only a few are communicating their emotions or ideas in class confidently and fluently while many do not speak although they have ideas on mind. Evidently, written tests support this weakness. During assessment subject verb agreement, parts of speech, identifying error and essay writing, students can hardly give the correct verb nor construct grammatically correct statements. For this reason, the researcher desires to improve the grammatical competence of these learners. The action research making use of the One Group Pretest Posttest template was carried out to assess the efficacy of the Instruct, Integrate, Involve (3I's) Method in enhancing the sentence construction of Sto. Tomas Senior High School's 25 TVL students for the 2019-2020 school year. A one-tailed t-test on population indicates the use of paired samples was done to fulfill the study objective. This is suitable statistical treatment to be used since the pretest and posttest scores of the respondents are examples of related variables. It is tested in the one-tailed ttest the alternative hypothesis that the mean posttest scores of the respondents is significantly greater than their mean pretest scores. Hence, knowledge building about how the various grammar rules are shaped is a must achieve the desired result. It is not an easy process to create this understanding of grammar skills. The array of ways and uses confuses learners of the English language. Every day they learn new grammar rules but when they speak or write in English, they have trouble applying them. That is why the researcher wants to propose the Instruct, Integrate, Involve (3I’s) Method to enhance the sentence construction of these students. This is a method which will enhance the sentence construction skills by leaning the Subject-verb Agreement Rules and applying these in constructing grammatically correct sentence.
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Reyes, Stela Marie A. "Errors and Difficulties: Grammatical Analysis of Student Essays." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 496–510. https://doi.org/10.5281/zenodo.15470355.
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<strong>Abstract</strong> <strong> </strong> The purpose of the study was to determine the most common errors in sentence construction committed by the Grade 12 students of Pal–ew High School. One hundred twenty-two pieces (122) of essay writing from Grade 12 General Academic Strand (GAS) and Technical Vocational Livelihood (TVL) Academic Year 2024 – 2025 were taken as the data of the study. They were collected and analyzed using the Linguistic Category Taxonomy and the Surface Strategy Taxonomy. The results showed that the most frequent errors committed by students were mis formation of errors with a frequency of 152 or 55%, which includes subject–verb, preposition, verb construction, auxiliary, gerunds, and plural nouns. It is followed by omission of errors with a frequency of 120 or 43%, frequent omission of errors is article, verb (copula), plurals, auxiliary, preposition, and irregular/regular past tense. Lastly, addition errors show that the only recorded error is the simple addition of an article with a frequency of 4 or 1%. This error analysis assists teachers in refining their teaching methods and materials during the language teaching and learning process. As a result, the most frequent student errors and the strategies to address these challenges in essay writing were tackled through simplified grammar and a well-structured booklet. Keywords: Error analysis, Writing Difficulties, and Grammatical Analysis
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Alawin-Ligwang, Meriam M. "Work Immersion Performance of Senior High School Students: A Foundation for Enhancing Implementation." Journal of Education, Society and Behavioural Science 38, no. 4 (2025): 93–104. https://doi.org/10.9734/jesbs/2025/v38i41403.
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This study investigated the work immersion performance of Senior High School Technical-Vocational-Livelihood (SHS-TVL) students of Kabugao Agro-Industrial High School, aiming to Identify strengths and gaps in the current implementation and provide insights for its improvement. The researcher, as a Senior High School Technical Vocational Livelihood track specialized subject and Work Immersion teacher always wanted to know and learn more about the impacts of work immersion to students and she would like to know on how to improve their performances during work immersion. Utilizing a descriptive-comparative research design, data were gathered though questionnaires, performance evaluation tools and interviews with students, school work immersion coordinators and Industry partner coordinators. The data reveals that the majority of the senior high school students undergoing work immersion at Kabugao Agro-Industrial High School are 18 years old, comprising 46.15 percent of the respondents, while smaller but equal groups of students are aged 17, 19, and 20, each at 15.38 percent, and only 7.69 percent are 21 years old and above. This suggests that most students complete their work immersion at the expected age for Grade 12, indicating a relatively timely progression through the academic track. The implication is that curriculum enhancements should be appropriately tailored to the developmental level and maturity of students in this age group. The results also show that students under the Home Economics strand, who were immersed at Hotel Carmelita in Tuguegarao City, achieved a mean performance rating of 3.26, which is interpreted as Very Satisfactory, nearing the Outstanding range. Meanwhile, students in the Industrial Arts strand, who trained at the TESDA Provincial Training Center in Conner, Apayao, obtained a mean score of 2.49, categorized as Satisfactory .Finding also revealed that while students demonstrated strong competence and adaptability in real-world settings, challenges emerged in areas such as financial constraint, limited tools and equipment in immersion venue, adjustment to the new environment, lack of focus, poor communication skills and lack of confidence in performing the task. It was also found out the School Work Immersion coordinators also experience challenges in coordination with work immersion partner industries including memorandum of agreement signing and scheduling of work immersion, ensuring safety and discipline of learners outside the campus and visitation schedule due to having other subjects being handles by the coordinator. Furthermore, the study also revealed that Industry partner Coordinator also experienced challenges especially in setting the schedule for work immersion due to number of schools requesting to be accommodated in the establishment, assigning students to different areas, especially in the hotel due to skills mismatch and ensuring learning due to the number of students undergoing immersion. The findings could serve as an input for improvement of its implementation. The findings could help curriculum developers and implementers to improve the work immersion process and implementation for the students to improve their skills and be ready for employment. Some of the recommendations are: The school should offer academic strand. The school administrators should introduce preparatory work immersion activities like workshops and skills enhancement activities tailored to the needs of each strand to ensure students are adequately prepared before deployment. These could include soft skills training, workplace etiquette, and technical refresher courses. The school should should consider implementing etiquette and technical refresher courses that address varying student needs, including gender- and age-related performance differences. These courses can help level the playing field by equipping all students—regardless of gender or age—with essential soft skills, professional conduct, and updated technical knowledge prior to immersion. Since female students performed better on average, the school should explore the factors behind this disparity and introduce gender-sensitive interventions such as targeted mentorship programs and increased support for male students. Additionally, recognizing that age influences immersion performance, differentiated guidance and mentoring should be provided to address the specific needs of both younger and older students, ensuring they receive age-appropriate support throughout the immersion experience. Use the findings as a basis for enhancement of implementation of work immersion in school.
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Tulop, Ma. Hannah Mekyl, Juliana Kazandrae Ramirez, and Anwar Kolong. "Assessment of Physical Characteristics of Carbonized Mahagony Sawdust (Toona calantas) as Charcoal Briquettes." Psychology and Education: A Multidisciplinary Journal 20, no. 9 (2024): 1163–67. https://doi.org/10.5281/zenodo.11667747.
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The present study aims to the feasibility and potential application of briquettes obtained from dehydrated mahogany sawdust as a feasible and eco-friendly alternative to traditional fuels. Briquettes have been observed to be widely utilized in rural areas for culinary purposes. These briquettes are derived from various biomass sources, which contribute to the reduction of carbon emissions and the promotion of ecological consciousness in waste management and energy generation. Lantawan Municipality of Basilan, renowned for its agricultural resources, such mahogany lumber and sawdust as substantial agricultural wastes that can be potential to the production of biofuel. Notably, CMS exhibits favorable characteristics for briquette manufacturing, owing to its capacity for carbon sequestration, durability, efficiency, burning time, kindling time, and heat quality. This study aims to assess the physical characteristics, efficacy, and combustion time of CMS charcoal briquettes by means of a Likert questionnaire. Results revealed a cumulative average rating of 5.0 (Very Much liked) in all parameters expressing high praise for the briquettes' remarkable capacity. Although CMS briquettes performed well in all physical tests, proving their viability as an eco-friendly energy source, recommendation such as collection and transformation of mahogany sawdust into sustainable alternative biomass fuel, Enhancement of the efficiency and accessibility by involving Technical-Vocational-Livelihood (TVL) students in the design and creation of machines that could optimize the production process and testing briquettes to various parameters such as fixed carbon content, moisture content, and ash content to improve product yields and performances.
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Arban, Justino Cesar, Fernando Enad, and Asuncion Pabalan. "The Senior High School Technical-Vocational-Livelihood Track: Implementation and Challenges." Psychology and Education: A Multidisciplinary Journal 26, no. 1 (2024): 6–12. https://doi.org/10.5281/zenodo.13875831.
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This study delved into the Senior High School Technical-Vocational-Livelihood (TVL) track in Bohol Province for the 2022-2023 school year, aiming to evaluate policy implementation, recognize barriers, and propose interventions. Employing a mixed-method approach, integrating quantitative-descriptive surveys and qualitative-descriptive research methods as recommended by Creswell and Plano Clark (2017), the findings unveiled a predominantly positive perception of policy implementation across various dimensions of the TVL track. These encompass curriculum development, teacher training, resource allocation, industry partnerships, assessment and evaluation, student support services, monitoring and quality assurance, policy adaptation and improvement, stakeholder engagement, legal framework and compliance, data collection and analysis, and inclusivity and equity. Despite variations among teachers and administrators, a general commitment to policy implementation emerged. The study identified barriers in curriculum and instruction, readiness and preparedness, resource limitations, and teaching and learning, emphasizing evidence-based strategies and interdisciplinary approaches to surmount challenges. It underscores the crucial role of research and policy development in elevating the quality and efficacy of TVL education.
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LITO, S. ADANZA, and D. SAYSON ZEUS. "Challenges Encountered by the Technical Vocational Program Implementers." International Journal of Innovative Science and Research Technology 7, no. 12 (2023): 1939–55. https://doi.org/10.5281/zenodo.7551264.
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The purpose of the study was to explore the challenges encountered by the Technical Vocational Livelihood (TVL) program implementers. Single case study design was utilized to determine the challenges encountered, coping mechanism and insights of the implementers. The researcher chose six TVL program implementers in General Santos City Division to undergo in-depth interview using the approved questionnaire. Participants were made to sign informed consents with the assurance of anonymity and confidentiality. The data gathered were transcribed, translated and coded to produce themes. The study revealed that unreadiness is the main challenge encountered by the program implementers. This pertained to insufficient supplies, funds, and resources, and difficulties in acquiring and purchasing machineries. As to their coping mechanism, the themes generated were teamwork, and guidance. The teamwork pertained with the partnership with other stakeholders and guidance with the learners by the program implementers Furthermore, as to the insights shared; themes generated were beneficial for learners, and fulfillment. TVL program was beneficial among learners and it was fulfilling on the part of the implementers
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Villacorta, Jr, Francisco C., and Alvic A. Arnado. "Competencies, Instructional Skills, and Challenges of Teachers in Implementing the Technical-Vocational and Livelihood Senior High School Track." International Journal of Membrane Science and Technology 10, no. 2 (2023): 653–78. http://dx.doi.org/10.15379/ijmst.v10i2.1304.
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This study aimed to investigate the competencies, instructional skills, and challenges faced by teachers in implementing the Technical-Vocational and Livelihood (TVL) track in senior high school. Stratified random sampling was used to select participants from the Surigao del Sur Division of the Department of Education in the Caraga Region, Philippines. Descriptive-correlational research was employed, utilizing frequency counts, percentages, means, correlation analysis, and multiple regression analysis to analyze the collected data. The findings revealed that TVL teachers demonstrated high levels of competence in areas such as Home Economics, Agri-fishery Arts, Industrial Arts, and ICT and Entrepreneurship. However, the study also identified specific challenges faced by these teachers, including difficulties in preparing assessment questions and providing feedback. The research highlighted the significant shortage of classrooms to accommodate learners and the challenges associated with managing limited space in shop rooms. Establishing linkages and developing community and industry partnerships also proved to be major challenges for teachers. Furthermore, the study found that the level of teachers' competencies had a significant relationship with their instructional skills in the TVL track. Additionally, the profiles of the teachers substantially influenced their level of competence in the TVL track.
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T. Bongco, Roxanne, and Digna M. De Guzman. "Teachers Adapting to Curricular Change: Basis for Teacher Education Curriculum Review." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 3 (2022): 1–11. http://dx.doi.org/10.54476/apjaet/37588.
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Implementing the flexible mode of instruction at all levels is a challenge to the educational system, especially to teachers who deliver subjects that are highly skill-based. This two-phase study investigated the strategies that enabled teachers to adapt to curricular change. Phase one of the study involved a phenomenological inquiry into the new demands of flexible delivery of TLE/TVL among secondary level teachers in the Philippines and the competencies that enabled them to meet these emerging demands. Data were gathered through semi-structured individual interviews with five teachers at the secondary level. Phase two of the study utilized the preliminary findings to review how the new teacher education curricula for TLE/TVL promote the necessary competencies to train teachers who are adaptable to curriculum change. Findings revealed that flexible learning modes demand teachers to explore creative and resourceful ways of delivering the same core practices such as teaching, assessment, and establishing connections with clients and stakeholders. Teachers meet these challenges through a combination of institutional training, resources, and personal learning initiatives. Further, opportunities to develop the competencies that teachers need to adapt to the curricular change are provided in the new teacher education curriculum. With the importance of self-learning and expansion of research skills development in the TLE/TVL teacher education curricula was then recommended. Keywords: online, modular, blended, technology and livelihood education, technical and vocational education
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Dayag, Edward Haze. "Alternative Reinforcement and Activity-Based Learning (ARAL)." International Journal of Business, Law, and Education 3, no. 2 (2022): 100–103. http://dx.doi.org/10.56442/ijble.v3i2.49.
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This study analyzed the effectiveness of Alternative Reinforcement and Activity-based Learning (ARAL) in improving the writing skills in Filipino of the TVL students. This study addresses the Republic Act. No. 10533 encouraging the development and reproduction of instructional materials. This study used a pretest-posttest design. This design used four steps. The first step is to identify student respondents who are taking Filipino subject with specialization in technical-vocational track. The second step is to give the pretest to the students. The third step is to apply the learning intervention, Project ARAL. And the fourth step is to give a posttest. The mean score of the pre-test and post-test are both analyzed in this research. Overall, the use of Project ARAL can be used effectively to enhance students' ability to write technical-vocational writings using Filipino language. Lastly, there was a significant difference between the pre-test and post-test performed by the students.
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Kenneth, L. Ayson, P. Bernardez Judy, F. Garcia Antonette, G. Garlejo Virginia, and R. Laurentino Jeffrey. "Digital Divide as a Dynamic Challenge and a Leveraging Opportunity: A Phenomenological Study on Seasoned TLE/TVL Teachers' Adaptive Pedagogy." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3141–49. https://doi.org/10.5281/zenodo.12671582.
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This study explores the perspectives and strategies of seasoned Teachers of Technology and Livelihood Education / Technical-Vocational Education and Training (TLE/TVL) in addressing the challenges posed by the Digital Divide in educational settings. The participants are four Master Teachers who have 10 or more teaching experience and currently teaching in the secondary school in the Province of Ilocos Sur. Two of them are from rural secondary schools while the other two are from secondary schools situated in urban areas. Through a phenomenology study and cool and warm analysis, the research investigates how these seasoned teachers view their teaching experience in using adaptive pedagogical approaches and perceive the impact of unequal access to technology and varying levels of digital literacy among learners on engagement and learning outcomes. Findings reveal that seasoned TLE/TVL teachers view the Digital Divide as both a dynamic challenge and a leveraging opportunity. They employ adaptive pedagogical approaches, including differentiated instruction, flexible grouping, and varied assessment methods, to cater to diverse learner needs. Continuous assessment of individual learner digital competencies and promotion of collaborative learning emerge as effective strategies to bridge digital gaps and enhance student engagement. The study underscores the importance of ongoing professional development in digital competencies and the need for institutions to prioritize access to technology and support flexibility in teaching practices. However, the study also identifies limitations, including potential sampling bias and the subjectivity of self-reported teacher experiences. Despite these constraints, the findings contribute valuable insights into effective strategies for fostering inclusive learning environments in vocational education amidst technological disparities.
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Navarez, Erwin, and Mary Cherry Lynn Tabernilla. "Technical vocational students’ higher learning institution preference and level of academic and skills preparedness." Industry and Academic Research Review 5, no. 1 (2024): 251–73. http://dx.doi.org/10.53378/iarr.924.133.
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Vocational education is increasingly recognized for its role in creating gainful employment opportunities and stimulating economic growth. As such, this paper studied the higher learning institution preferences of the technical vocational students and their academic and skills readiness. Specifically, this study focused on the senior high school students enrolled in the technical and vocational livelihood track at Buruanga Vocational School and their regards on the growing importance of vocational education in job creation and national support. Utilizing a descriptive-correlational research design, this research examined the relationship between academic performance, skills preparedness, and higher learning institution preference 50 purposively selected completers as grounded on Vocational Identify Theory to understand how students perceived different career alternatives. Each student responded to self-report survey questionnaire that revealed academic preparedness and interest in various institutions. The results demonstrated a significant relationship between their readiness and preference for the institution. Additionally, the graduates indicated that their performance and literal understanding were lacking compared to their academic track. Hence, the outcomes confirmed that schools need to check their program levels and outreach and plan to offer higher-level services like the high school career guidance programs. The results provide hallmark-witted assortment preparations for strengthening undergraduates for high-level activities, thus preparing vocational schooling to attain a degree.