CHAPTER I

THE PROBLEM AND ITS SETTING

Introductions

The ultimate goal of vocational technical education training is for the

acquisition of knowledge, attitude and practical skills for sustainable

development. The training of vocational technical education students is based

on the production of goods and services that are not only relevant to

themselves but to the society stated that the acquisition of life-long practical

skills calls for effective and efficient teaching strategies, appropriate

evaluation methods and utilization of standard teaching materials; tools,

machines, and equipment to ensure the production of desired students with

practical skills. Other requirements include training manuals and availability of

qualified teachers with experiences. However, such categories of staff are

also in high demand in the labor market, but could be suitably motivated for

part time teaching in technical colleges. Posted that one of the philosophies of

occupational education is pragmatism which stresses practical skill acquisition

at vocational technical college level of education. For this to be achieved, a

more serious approach of instruction and exposure are desired to improve the

present trend in Vocational Technical Education (VTE).

The senior high school TVL track is designed for students who wish to

start working right after they graduate from senior high school. These

vocational courses give students the skills and knowledge they need to get

1
the certifications necessary for work. The TVL track is ideal for those who

intend to work broad as skilled workers.

According to Gamboa (2023)The process of aligning the last two years

of secondary level education, known as senior high school (SHS), with the job

market has not been going well given the still low numbers of students that

decide to take the technical-vocational-livelihood (TVL) track

The present study aimed to find an appropriate method to inform

Grade 12 senior high school students to correctly select their academic field

of study and their intentions. Then to know what is the advantages of TVL.

Learning is the process of acquisition of knowledge (practical and

theoretical). Which is one of the goals of education. Education is the

acquisition of appropriate skill and development of mental, physical , social

abilities, competencies and as the preparation for the individual to live and

contribute to the development of the society.

Statement of the Problem

The Technical Vocational Livelihood Track is the part of K-12

curriculum. This study aims on the level of interest of the Grade 11 students

who choose the Technical Vocational Livelihood Track. This study aims to

answered the following questions:

1.) Did you choose the TVL, because of your interest and passion?

2.) Did you choose the TVL, because of your career goals?

2.) Did you choose the TVL, because of advantages of TVL?

Significance of the Studies

the TVL Track

To School. It is will be an additional research in the topic of interest of the

students and will provide good academic impression among people as it will

increase the number of researches, the school has sanctioned.

To future researchers. It is will serve as additional reference when they

conduct a study related to this topic. This research can also be reference for

information for the development of more enhanced the TVL Track.

To Parents. It is some students may not have enough knowledge on deciding

for themselves. Then parents’ attention and guidance would be needed.

Through this study, parents will be more aware of the need to know the

preferences of their children and would have a clear understanding of a

career guidance program of the school.

Student Success. It is understanding the level of interest and motivation,

educators can implement strategies to enhance student engagement and

success in the Technical Vocational Livelihood Track.

Career Guidance. It is identifying the motivations behind students’ choices

can aid career counselors in providing more tailored guidance to help

students make informed decisions about their future.

Scope and Delimitation

This study will focus on the level of interest of the Grade 11 students

who choose the Technical Vocational Livelihood track S.Y. 2023-2024.

3
Moreover, the research will be studying the respondent’s profile as will as the

level of interest of Grade 12 students who choose the TVL Track

CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

According to Castillo, (2012) It is the preparation of persons in the

secondary level to enter upon employment in the area of occupation where

students are trained and best suited. On the other hand, technical education

prepares individuals who have gone through the secondary high school level

in the areas of trade, agriculture, fishery and other kinds of technology to

enter upon employment in the areas they are trained and best suited. He

emphasized that the concern of technical and vocational training relevant to

the needs of the occupation whose primary purpose is employment.Vocational

Education and Training (VET) prepares trainees for jobs that are based on

manual and practical activities, traditionally non-academic and totally related

to a specific trade, occupation, or vocation. It is sometimes referred to as

technical education as the trainee is directly develops expertise in particular

groups of techniques in technology. As noted by Galvez (2009), vocational

educations around the country believe trade schools are making strong come

back because many businesses have a desperate need for skilled workers.

Many of today’s high school graduates and students are learning to be

computer science professional ,chefs, graphic designer, mechanics,

4
engineers, and so forth. While more and more student are entering to the

workforce with a degree most lack the hands-on skill necessary to just jump

right in with out additional on the job training.

According to Espinas et al (20220), Technical-Vocational Livelihood

Education (TVLE) Strategies and Indicators (S&Is) are the strategic

procedures needed to come up with a well-informed contextualised learning

instruction. This study is aimed at exploring the trends in Technical-Vocational

Livelihood Education. The focus of this study is on soliciting relevant

strategies and indicators (S&I) that can be utilised to develop a contextualised

mathematics teaching module. S&Is in this study are consolidated from

various experts in the field of curriculum contextualisation who were

purposively selected from various regions representing the DepEd Manila,

DepEd Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), DepEd

Bicol region (Region 5), and DepEd Central Visayas (Region 7)

recommended by the Department of Education (DepEd) Manila. Formal

interviews and coding of consolidated experts’ experiences have passed

through a qualitative thematic analysis to obtain a profound understanding of

the strategies and indicators. After a thorough investigation of the information

gathered, related studies, and theoretical reviews, the study resulted in the

seven (7) stages of a contextualised mathematics teaching module such as 1)

Planning, 2) Assessment of the curriculum guide and resources, 3)

Collaboration and Consultative Meeting, 4) Crafting and Developing of the

Contextualise Learning Modules/Lessons, 5) Implementation, 6) Monitoring,

and 7) Evaluation and feedback. The first four (4) stages are the

developmental phase cons Planning, Assessment, Collaboration, and Crafting

5
of the working module (PACC). While, the remaining three stages to

implement, monitor, and conducts of evaluation and feedback are on the

validation phase. As module, the contextualised mathematics teaching can be

utilised as a training guide for teachers in Technical-Vocational Livelihood

Education strands of the K-12 curriculum. Further research may be conducted

to validate the most appropriate modular approach in teaching specific

subjects.

According to Espinas (2020), Technical-Vocational Livelihood

Education (TVLE) Strategies and Indicators (S&Is) are the strategic

procedures needed to come up with a well-informed contextualised learning

instruction. This study is aimed at exploring the trends in Technical-Vocational

Livelihood Education. The focus of this study is on soliciting relevant

strategies and indicators (S&I) that can be utilised to develop a contextualised

mathematics teaching module. S&Is in this study are consolidated from

various experts in the field of curriculum contextualisation who were

purposively selected from various regions representing the DepEd Manila,

DepEd Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), DepEd

Bicol region (Region 5), and DepEd Central Visayas (Region 7)

recommended by the Department of Education (DepEd) Manila. Formal

interviews and coding of consolidated experts’ experiences have passed

through a qualitative thematic analysis to obtain a profound understanding of

the strategies and indicators. After a thorough investigation of the information

gathered, related studies, and theoretical reviews, the study resulted in the

seven (7) stages of a contextualised mathematics teaching module such as 1)

Planning, 2) Assessment of the curriculum guide and resources, 3)

6
Collaboration and Consultative Meeting, 4) Crafting and Developing of the

Contextualise Learning Modules/Lessons, 5) Implementation, 6) Monitoring,

and 7) Evaluation and feedback. The first four (4) stages are the

developmental phase cons Planning, Assessment, Collaboration, and Crafting

of the working module (PACC). While, the remaining three stages to

implement, monitor, and conducts of evaluation and feedback are on the

validation phase. As module, the contextualised mathematics teaching can be

utilised as a training guide for teachers in Technical-Vocational Livelihood

Education strands of the K-12 curriculum. Further research may be conducted

to validate the most appropriate modular approach in teaching specific

subjects.

According to Asis (2020), In 2012, then Philippine President Benigno

Aquino III, sign into law the Republic Act 10533 or The Enhanced Basic

Education Act of 2013 or most commonly known as K-12. The new curriculum

was implemented in the school year 2012-13 starting from public schools and

later followed by private schools. The law requires three government agencies

such as DepED, CHED and TESDA to collaborate in formulating, harmonizing

and avoid redundant subject in the enhanced basic education curriculum. The

K-12 curriculum is composed of kinder to grade 6 as primary education, grade

7 to 10 as junior high school and the additional 2 years, grades 11 & amp; 12

as senior high school. Through different tracks and strands, the added two

years as senior high school ensures the college readiness of the graduates

and at the same time the employability in case they decided not to pursue

college. Among the track is TECHVOC that requires certificate of competency

and or National certification of their chosen strand through TESDA programs.

7
However, after years of implementation it is still questionable that the first

wave of graduates is employable after senior high school. The objective of

this descriptive research is to give better understanding and avoid

misconceptions about the employability of senior high school graduates in

TECHVOC specifically ICT in graphics arts and animation under the

competency by TESDA accredited training and assessment program. The

researcher also aims to give in-depth information about the new curriculum,

its supporting government agencies and private sectors, and expectations

from graduates of senior high.

According to Penida (2020), This paper sought to test the assertion

that one’s personality type leads to a career choice. Applied to the senior high

school program, employing the Theory of Career Choice of John Holland as

the framework, and assuming the academic strand chosen as a surrogate for

career choice, the researchers averred that the personality of a senior high

school student leads to the choice of an academic strand. This study was

conducted in a higher education institution in Southern Philippines that is

focused on healthcare education to provide the school with a basis for crafting

its institutional plan as it metamorphoses from an institution solely devoted to

higher education into one that seamlessly integrates basic with higher

education. The study was based on a survey of 1,494 senior high school

students using a condensed version of Holland’s RIASEC survey instrument.

The results of the study indicated that the senior high school students of the

participating institution exhibited a general uncertainty in their choices. The

researchers recommend the use of the Career Decision Making Intervention

8
(CDMI) framework as a tool to minimize the uncertainty observed and, thus,

facilitate the seamless progression of students from basic to higher education.

According to Encabo et al (2020), This study examined whether male

students dominated classroom interaction in home economics lessons and

whether other classroom processes sustained gender divisions in this subject

in schools. The sample included 4 males home economics students in the two

classes. Data were collected during fiveminute observation sessions in each

class and semi-structured interviews with all the students. Results were

examine using thematic content analysis (Ezzy, 2000), illustrate this method

of data analysis as a process of analyzing data by systematize in into

categories based on themes, concepts or similar features. The researchers

have come to know that Gender Bias or Gender Inequality refers to unfair

rights between male and female based on different gender roles which leads

to unequal treatment in life.

According to Pregononer and Nabuya (2020), This study is all about

the experience of students who are taking the assessment of Technical

Vocational and Livelihood in University of Immaculate Conception. The

researchers examine the students of TVL about how far they will take this

program and to know their limits. The purpose of this study is to inspect the

grade 12 students who are under in these assessments because they are the

ones who understand the affects and enhances of the skills they needed to

learn. The problem of this study is to know how assessment can affect their

learning if the teacher gives them an easy task or a difficult. This study is

conducted to provide and decipher questions if the assessments provided are

effective enough and would lead to a job-ready future for the students. In
9
conclusion of the study, there are certain factors affecting the experiences of

TVL students in program assessment.

According to Ramos (2021) Inputs in the TVL track was adequate

while compliance to DepEd standards was found to be of great extent. The

extent of implementation of the processes was found to be very high extent

while the level of satisfaction was rated as very satisfied. I Significant

relationship was found between level of satisfaction and adequacy of inputs,

level of satisfaction and compliance with standards, and level of satisfaction

and extent of implementation. In addition, significant difference was found

among the evaluation made by the three participants on the adequacy of

input, level of compliance, extent of implementation, and level of satisfaction.

According to Gestiada (2021), Selecting a career track is crucial and

must be thought of carefully because of its long-term impact on an individual’s

future career. With the implementation of the K to 12 program in the

Philippines, students need to choose from four career tracks before entering

senior high school (SHS). Knowing the factors that may influence students’

career track choices can be helpful in the development of strategies that may

help them make intelligent decisions. In this study, data from 3,813 Grade 11

students were analyzed to determine the variables associated with career

track choice and the extent of influence of factors using descriptive,

correlation, and correspondence analyses. Results showed that the intended

course in college is strongly associated with SHS track/strand choice.

Personal preference and parent’s influence are shown to be important factors.

Socio-demographic variables such as sex, age, birth order, number of

siblings, and monthly family income have a moderate association with the
10
SHS track/strand choice. Likewise, parents’ highest educational attainment,

the course taken in college, current occupation, and the student’s academic

performance in several subjects (eg Filipino, English, Math, and Science)

have a moderate linear relationship with SHS track/strand choice.

According to Agluba (2021), This research examined the academic

performance of Grade 9 Technology and Livelihood Education students in

order to create a placement strategy for incoming Grade 10 students. It also

revealed the pupils’ interests in various technical-vocational and academic

fields. The research included 240 Talavera National High School SY-2018-

2019 Grade 9 students from the third grading session. The 240 students were

split into four groups: Agriculture, Cookery, SMAW, and ICT. The data were

analyzed using descriptive statistics like mean, percentage, and standard

deviation, as well as inferential statistics like Pearson’s r. The majority of

responders were 14-year-old males with an average grade of 85-89 in the first

and second grading periods. In terms of interest in Tech-Voc and Academic

strands, students with specialty in Agriculture exhibited the most interest in

GAS, followed by students with specialization in Cookery, SMAW, and STEM

with specialization in ICT. Overall, students preferred Academic streams and

were more likely to enroll in them in Senior High School. All groups have

excellent technical abilities. This indicated that pupils in Grade 9 had sufficient

understanding in their field. Specifically, a negative connection was observed

between technical competence and interest in agriculture among responders

specializing in Agriculture and Cookery. Technical ability and interest in

HUMSS and STEM were strongly correlated for students studying ICT.

Students taking Cookery, SMAW, and ICT technical competence had a

11
significant favorable connection with academic achievement. Cookery, SMAW,

and ICT technical abilities were high among responders with good academic

achievement. Getting Tech-Voc strands should be prioritized since it improves

kids’ academic achievement. Instructors, especially TLE and Tech-Voc

teachers, must encourage pupils to continue their specialty in Senior High

School. This manner, kids may develop their technical skills and be more

successful in school and in life.

According to Roble (2021), A huge number of high school and college

graduates lack the important knowledge and skills to be effective members of

the workforce. This study aimed to describe the socio-demographic profile of

TVL (Technicalvocational and livelihood) Senior High School students in a

private school in the Philippines—their competency level, work immersion

performance, and expectations of employers in terms of the competencies set

by regulators. A descriptive correlational method of research was used to get

the responses of 18 employers and 84 TVL students. Results suggest that

there is no significant difference between the students’ competency level and

their employers’ expected competencies in terms of collaboration, critical

thinking, entrepreneurship, environmental literacy, information technology,

learning and innovation, lifelong learning, and occupational health. In contrast,

a significant difference exists between the two groups in terms of

communication and occupational health. No significant difference was found

in their work immersion performance when grouped according to sex and

socio-economic classification, but a significant difference was found when

grouped according to strand and specialization. The result of this study

12
provides valuable insights for educational institutions, policymakers, and

business owners in the Philippines.

According to Dawali (2021), This study aimed to determine the effect of

the K-12 programs on the Technology Livelihood Education based activities of

the grade-10 students of MSU-Sulu Laboratory High School. It explores

further to determine the strategies and remedial measures to augment the

insufficient equipment and materials needed for the class activities. 43 grade-

10 students were utilized to answer the checklist questionnaire. The data

were analyzed and interpreted using descriptive statistics. Mean, standard

deviation and verbal description were used to draw the conclusion. The study

concluded that the grade-10 students perceived that the TLE curriculum in the

K-12 is effective. The subject areas included in the TLE programs such as the

Home Making Arts, Industrial Arts, Fishery and Agricultural Arts, and Business

and Distributive Arts activities contribute to a great extent to TLE K-12

curriculum. The teachers always practiced making the lesson with the

students and demonstration activities with explanation in TLE classes. The

students perceived that the teachers should ask donations from other

agencies to augment the scarcity of the equipment and materials needed in

day-day activities in teaching TLE.

According to Ramos (2021),The establishment of the Senior High

School program in the Philippines has put technical vocational education in

the limelight. The offering of techvoc education in various schools is aimed at

equipping the students with the skills and knowledge needed should they

choose middle-level employment after graduation. This study aims to serve as

a guide to school administrators for them to effectively implement the program

implementation of the Technical Vocational Livelihood Track in public senior

high schools in the Division of Batangas in terms of level of adequacy of

inputs, level of compliance with the standards of Department of Education,

extent of implementation of processes, and level of satisfaction with outputs.

The descriptive-evaluative research design was used in the study. The

participants were 36 school heads, 119 TVL teachers, and 375 students of

public senior high schools. A self-made survey questionnaire was utilized but

interviews and documentary analysis were also conducted to identify the

problems met in the implementation. Spearman Rank was used to determine

the extent of relationships between and among the variables of the study. The

Kruskall Wallis H Test was used to determine the extent of difference among

the assessments of the three groups of participants. Inputs in the TVL track

was adequate while compliance to DepEd standards was found to be of great

extent. The extent of implementation of the processes was found to be very

high extent while the level of satisfaction was rated as very satisfied. I

Significant relationship was found between level of satisfaction and adequacy

of inputs, level of satisfaction and compliance with standards, and level of

satisfaction and extent of implementation. In addition, significant difference

was found among the evaluation made by the three participants on the

adequacy of input, level of compliance, extent of implementation, and level of

satisfaction. To further evaluate the effectiveness of the TVL track, the study

suggests that future researches concerning employability of techvoc

graduates may be conducted.

14
 According to Boquil et al (2022), Education is a valuable possession in

the society that people live in today, and many strive hard to acquire it.

Education is essential for everyone to lead fulfilled lives. This study aimed to

assess and investigate the perceptions and lived experiences of Grade 12

TVL strand students from San Luis National High School, particularly in the

Senior High School Department, during the school years 2021 to 2022 of the

new normal education system. The study used a qualitative type of research

design, particularly a phenomenological study method approach to analyze

and questions were defined by the researchers from a phenomenological

standpoint in the TVL strand. The Grade 12 TV students are currently dealing

with a variety of obstacles brought on by the pandemic. The viral threat is not

the only problem the students are facing; they're also having academic

difficulties. Based on their personal experiences, the participants turn to their

fellow students to help them overcome obstacles in the new normal education

system. Due to the nature of the learning environment, the students develop

their support network digitally, allowing them to interact socially. On the basis

of the respondents’ responses, it is possible to surmise that there is a

difference in the student's performance and experiences when participating in

traditional learning and new normal learning. According to their responses, it

may be inferred that the students preferred the traditional educational setting.

According to Barrera (2022), This study is aimed at designing a model

that will enhance the availability of instructional materials of the Technical

Vocational Livelihood curriculum implementation. A descriptive-correlational

design was the over-all strategy of the study. In obtaining the necessary data,

a researcher-constructed survey questionnaire had been developed which

15
was then later subjected to pilot-testing in the public senior high schools in the

division of Bayawan City. The questions which had been developed were

focused on the school and the teacher trainers’ profiles, their knowledge,

beliefs and attitude, their perceived self-efficacy, and the identified restraining

and driving forces that affects the extent of availability of instructional

materials of the TVL curriculum implementation. Likewise, queries about the

extent of appropriateness of work immersion and extent of availability of

instructional materials of the strand offered were also developed. All these

questions served as exploratory variables for the study. Apparently, the

researcher used total population sampling. The respondents included

seventy-six (76) TVL teacher-trainers from the twenty-four (24) identified

public secondary schools in the three cities of 2 nd congressional district of

Negros Oriental namely Dumaguete, Tanjay and Bais. This study has

revealed that instructional materials are the primary needs in developing the

skills of all the learners in the SHS-TVL schools undertaking the successful

conduct of all the activities inside the classroom. Therefore, students learning

progression is hindered due to insufficiency of instructional resources but

considering also other motivating forces to enhance and innovate availability

of instructional resources.

According to Ferrer (2022), The study sought to assess the Status of

Implementation of the Technical-Vocational-Livelihood (TVL) Track in

Secondary Schools in Botolan District. Furthermore, the purpose of this

research is to serve as a guide for school implementers to administer the

program despite the hurdles successfully. Respondents in the survey included

75 teachers and six school heads. The study used a descriptive research

16
design with a survey questionnaire as the primary data gathering instrument.

The researcher employed descriptive and inferential statistics in data

computation, analysis, and interpretation. According to the findings, the

technical-vocational-livelihood (TVL) track was well-implemented in terms of

facilities and equipment, industry preparedness/partnership,

workplace/learning environment, instruction, and imposition perceived by

teachers and school heads. However, there was a considerable discrepancy

in teachers’ and administrators’ opinions of the extent to which the Technical-

Vocational-Livelihood (TVL) Track was implemented. The findings show that

teachers and school heads have differing perspectives on facilities and

equipment, industry preparedness/partnership, workplace/learning

environment, instruction, and imposition in the Botolan District TVL track

implementation. The paper discusses the significance of response evaluation

in implementing the Senior High School TVL Track. The researcher suggests

that a similar study might be done with a bigger group of respondents from

different locations to validate and improve the findings’ generalizability.

According to Loso (2022), The present study investigates prospective

teachers’ inclinations for technology and livelihood education as a college

degree program. Utilizing the descriptive survey research design, 25

prospective technological and vocational teachers were purposively chosen

as respondents. Data were gathered through interviews and thematically

analyzed in the lens of Wa-Mbaleka’s 10-steps Model of Data Analysis.

Results of the findings revealed that these pre-service teachers consider the

program the most ideal to take up as a degree because of its potential to give

them employment and expose them to business ventures in the future, and, in

17
turn, have better lives. Given this, it is thus imperative for the faculty members

in the department handling the program to ensure that they are able to meet

the desired learning competencies to help the program takers realize their

professional goals of enrolling the program.

According to Decano et al (2022), The pattern between peer pressure

and career decision making in the students of technical vocational livelihood

track under front office strand which shows the effects of decision making and

peer pressure relationship. 120 students in the school from different

institutions participated in the study. This study revealed that the

recommendation for both peer pressure and decision making improves

exploration in the field by choosing a career or course in the future with

desirable skills. The result of data analysis proved that there is a significant

relationship between dependent and independent variables. This study shows

how parents must show awareness to their children’s lives. Family, friends,

teachers, and training managers must show support in everything they do to

foster a bright future.

According to Giray and Quianzon (2023), This study determined the

profile of the respondents in terms of age, sex, their parents’ highest

educational attainment, their parents’ occupation, their parents’ combined

annual income, type of school, interest, self-efficacy, and environmental

influences on their career decision making. The research instrument for this

study was developed with a Cronbach’s alpha of 0.90 which was interpreted

as reliable. It was administered to 583 respondents, of whom 84 came from

private schools and 499 from public schools. The statistical treatments utilized

were frequency, percentage, and chi-square tests. The statistical treatments

study revealed that the respondents had a high level of self-efficacy and were

interested in their preferred track and strand. Their most preferred career

track and strand were the Academic Track and Humanities Social Sciences

(HUMSS) Strand, and the least preferred were the Arts and Design Track,

Home Economics Strand, and Industrial Arts Strand under the Technology-

Vocational-Livelihood Track. The results also revealed that there is a

significant relationship between the career choice of adolescents and their

profile in terms of age, sex, their father’s highest educational attainment, the

type of school, and interest in the preferred track and strand. It was also found

that there is no significant relationship between the career choice of

adolescents and their profile in terms of their mother’s highest educational

attainment, their father’s occupation, their mother’s occupation, their parents’

combined annual income, self-efficacy, and their environment. However,

teachers significantly influenced adolescents career decisions

According to Kambat and Robles (2023), Few schools have been

offering Technical, Vocational, and Livelihood (TVL) tracks, particularly in

North Cotabato. One of the means to address this challenge is by offering the

TVL track at Olandang National High School (ONHS). For this reason, the

study was conducted to determine the viability and capacity of ONHS in the

Offering Technical, Vocational, and Livelihood (TVL) Track. Specifically, it

determined the feasibility of ONHS in managing TVL Track, market demand,

financial, and structural aspects; the level of interest of the respondents in the

four TVL strands; and the stakeholders’ perception of offering TVL Track. It

also determined if there is a significant difference in respondents’ perception

19
towards the implementation and sustainability of the proposed TVL Track

across geographical areas. Utilizing a descriptive research design, it

employed three sets of questionnaires: one was responded to by ONHS

teachers and staff, the second by grade 10 students, and the third by

community stakeholders. The data were analyzed using weighted mean and

ANOVA. The study revealed a high feasibility extent of the capacity of ONHS

to offer TVL track, particularly in management and market demand. The

students expressed priority interest in TVL-ICT. Community stakeholders

believed a high feasibility that offering TVL track would contribute to the

sustainable development of their locality. For proper implementation of the

TVL Track, the strategic plan developed emphasized strengthening the

capacity of ONHS in all aspects of the program.

According to Cundangan (2023), The Philippines is one of the three

countries in the world and the only country in Asia that only offered 10 years

of basic education until the young Enhanced Basic Education Act of 2013 was

signed and enacted. Aiming to equip the learners to be globally competitive

future professionals, the said law was designed to offer graduates four

expected curriculum exits-employment, entrepreneurship, tertiary education,

and middle skills development (www. Officialgazette. Gov. ph, 2017). With

this, the researcher conducted a Descriptive Correlation Research that

examined the learners chosen track and strand and its relationship to their

taken curriculum exits after graduating in Senior High School. The said

research used a researcher-made questionnaire, where 564 SHS graduates

from a private institution in Plaridel, Bulacan participated. The research

revealed that more than threefourth of the SHS graduates pursued Tertiary

20
Education after the program, where high percentage are enrolled in teacher

education and tourism management courses. Whereas, the others opted to

ventured employment and entrepreneurship, 10.11% and 7.09%. Using

Pearson-r Correlation, the research discovered that Senior High School Track

and Strands and the pursued curriculum exits of the graduates has a

significant relationship and demonstrate a positive correlation. Thus, this,

concluded that implemented Career Guidance and Counseling Program

implemented on the institutions were effective on helping the graduates on

arriving to right career decision. On the other hand, it also suggested that

additional activities should be added aiming to strengthen and help the

graduates.

According to Badilla, and Dioso (2023), Deciding on what strand to

take in senior high school is important for it is the beginning of their chosen

line of work in the future. This descriptive study was to determine the

influence of preference of a Senior High School strand that is commonly

encountered by the senior high school students in terms of personal interest,

family influence, peer influence, financial condition, and employability. Using

an adapted questionnaire it was found out that personal interest was the most

influencing factor in choosing a strand of senior high school students of New

Bataan National High School; Camanlangan National High School; and San

Miguel National High School. Personal interest play an important role in

choosing a course to study, however other factors should be consider such as

job prospects, job demands, academic prerequisites, and personal

circumstances. There should be a regular school career guidance program

where the senior high school tracks, strands and specializations are properly

21
discussed so that students can really decide and take the right strand which is

in line with their future work or career.

According to Almojallas (2023), The choice of a career is one that is

made while a student is in the perplexed condition that is common during their

senior year of high school. For a proposed career guidance program, this

study should identify the preferred SHS track, preferred career, and factors

influencing career choice among grade 10 island students at San Agustin

National High School in San Agustin, Madridejos, Cebu. It should also identify

the needs of the industry in Bantayan Island. The DepEd Tool for Career

Offering in Senior High School and Career Evaluation research questionnaire

was distributed to the students’ responses using a descriptive survey. The

respondents from the industry received a research-made questionnaire to

identify the number of employees and/or workers they needed. The results

then revealed that the pupils preferred technical-vocational and livelihood

track was cooking, while their favorite academic track was general academic

strand as their course in senior high school program. Interest and

specialization, early inspiration, and in-demand jobs are the variables that

influence students while choosing a career. Students in grade 10 at San

Agustin National High School choose the General Academic Strand in Senior

High School over any other track. However, the community’s demands for the

industry are more focused on TVL-related jobs. As a result, the island

students' intended career path does not match what the business requires. To

help learners choose a job that is in line with the demands of the community.

According to Dayag et al (2023), The K-12 curriculum was legalized

under Republic Act 10533. This study determined the factors influencing Lal-lo
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National High School students in choosing their Senior High School Track and

Strand. It used descriptive-comparative research design to describe what

factors among Parental Influence, Peer Influence, Interest, and Job

opportunities influence the students. A survey questionnaire was used to

gather data from the 149 calculated sample sizes from the Special Curricula

at Lal-lo National High School. After gathering the data, it was revealed that

learners were greatly influenced by their Interests, influenced by Job

opportunities, and somewhat influenced by their Parents and Peers. All

factors do not significantly differ when grouped according to age and sex.

However, it was shown that Special Program in the Arts (SPA) has a greater

significant difference in Parental Influence than Special Science Class (SSC)

when grouped according to Special Curriculum. Peer influence among Grade

9 significantly differs when grouped according to grade level. It is

recommended that learners should start planning from an earlier grade level

and consider other factors too. Further studies can include lower grade levels

or research the factors affecting senior high school learners in choosing their

careers or course.

According to Dejino et al (2023), This study aims to explore the

determinants of senior high school (SHS) track preference among grade 10

students in the Philippines using a mixed-method approach. A total of 179

respondents from two private and four public schools in the division of Toledo

City were selected through stratified random sampling. The study utilized an

online questionnaire to gather quantitative data. The study found that the most

significant factors influencing SHS track preference were academic

performance, career prospects, personal interests, and parental influence.

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Students who performed well academically tended to choose the academic

track, while those who struggled academically were more likely to choose the

technical-vocational-livelihood (TVL) track. Career prospects played a crucial

role in students’ decision-making, as they were more likely to choose tracks

that they believed would lead to better job opportunities. Personal interests

and skills also influenced track preferences, with students

According to Mamayabay and Quilestino (2024), This paper aimed to

analyze and interpret the students’ motivations and challenges in specializing

in Technology and Livelihood Education during the hit of a pandemic. The

study interpreted the shared experiences of the 12 BTLEd students using the

phenomenological approach and a six-phase approach to thematic analysis

(TA), popularized by (Clarke & Braun, 2006). The findings showed four (4)

common themes: continuity of previous academic journey, financial problems,

access to supplementary learning materials, and TLE as a complex field of

study. These recurring themes indicate that the absence of face-to-face

interaction resulted in the students’ difficulties acquiring the required skill set

for the subject. Moreover, future research on this particular topic may be

carried out to investigate the particular areas or dimensions of the TLE

program more in-depth.

Related Studies

A further significant item to consider in the DepEd Order No. 41

series 2015 is its mandate to promote of awareness in the importance of

choosing a track that suits their skills and interest that matches the available

resources and needs of society as this will play a crucial role in planning and

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recruiting students to engage in the different senior high school programs.

However, this study aims to appeal to every student to give a second thought

to choose the more practical vocational track. Accordingly, the concern of this

study is to research the perceptions students understudies on professional

training; explicitly how they feel about the openings for work it presents and

future acquiring potential (Harris, 2014). The different factors that influence

students’ choice were also be considered as starting points to create plans for

applicable intervention to progress students’ choice for the Technical

Vocational Livelihood (TVL) track.

Conceptual Framework

Independent Variable

Interest,and passion,
Dependent Variable

Career Goals Level of interest of

Theoretical Framework

This study focused on the correlates of student preference on

technical vocational livelihood track and the factors influencing the students’

academic engagement. It is anchored on the following theories: Banduras

Social Cognitive Theory, Ichheiser’s theory of social perception, Lev Vygotsky

theory of the students’ engagement and Supers Developmental Theory.

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 As cited by Mcleod (2011) Banduras social learning theory posits

that people learn from another, via observation, imitation and modelling. The

theory has often been called a bridge between behaviourist and cognitive

learning theories because it encompasses attention, memory, motivation.

People learn through observing other people’s behaviour, attitude and

outcomes of those behaviours. Most human behaviour is learned

observationally through modelling: from observing others, one’s form an idea

of how new behaviours are performs, and on later occasions, this coded

information serves as guide for action.

On the other hand, social learning theory explains that human

behaviour in terms of continuous interaction between cognitive, behavioural,

and environmental influences, this interaction will help their preference on TVL

track that relates to their academic engagement.

As cited by Boski (1989), the Ichheiser’s theory of social

perception discusses the potential contributions to experimental social

cognitive psychology. Although Ichheiser’s never conducted an experiment in

person perception or attributional processes, he was able to clarify concepts

with a precision necessary for factorial experimental design. Among other

topics, Ichheiser’s wrote on conscious vs. nonconscious processes in person

perception, natural and cultural categories vs. trait dimensions, the social

context of achievement and demystification of success, and the Personality-

Social Perception Interface. According to Ichheiser’s, personality and person

perception were two sides of the same coin.

Definition of Terms

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To facilitate the readers understanding of the contents of this study, the

following terms are either operationally or conceptually defined:

Career Choice. In this study it refers to the process of choosing a career path

which involve choices regarding education and training for a given career.

Instructional Materials. In this study it refers to motivating techniques that

teaching materials or equipment used by the teacher.

Interest. In this study it refers to the amount of the student dislike or like of

particular things.

Preference. In this study it refers to the free opportunity to select a desired

career it is also a decision making in a confusing situation. In this study, it

refers to the likehood of the chosen track of the first year college students in

their senior high school.

Students Engagement. In this study it refers to the first year college students

undergone TVL track their motivation to learn with their confidence and ability

to succeed in the course and their emotional feelings, that plays a bigger role

in acquiring the skill and knowledge intended for the students who are

engaged in the process of learning will tend to be more receptive to further

learning.

TVL track. In this study it refers to the track in K-12 curriculum that follows the

rules of the Technical Education and Skills Development Authority of TESDA

This means each student has the chance to explore the main courses of the

new revised curriculum.

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Career goals. In this study is a clear statement that defines the ultimate job

you aspire to throughout the course of your career.

Passion. In this study is the strong feeling of enthusiasm or excitement for

something or about doing something.

Career-oriented. In this study is designed to provide students with practical

skills and knowledge that are directly applicable to specific careers. It focuses

on preparing students for employment in industries such as automotive,

culinary arts, information technology, and others.

Hands-on Learning. In this study is emphasizes experiential learning, where

students actively engage in practical activities and gain real-world experience.

This approach allows students to develop their skills through actual practice

and application.

CHAPTER III

METHODOLOGY

This chapter presents the research methodology which includes the

research design used in conducting the study. It also includes the sources of

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data, locale of the study, population/sampling, and the instrumentation and

data collection.

Research Design

This study used the quantitative research design. Quantitative research

design was used to collect and gather information about the level of interest of

the Grade 11 students who choose the TVL. Quantitative research design was

used to describe and to test relationships between objects. It was also

presented in numerical form, and analyzed through the use of statistics. It

focused on gathering numerical data and generalizing it across groups of

people or to explain a particular phenomenon. This research design was used

by giving questionnaires to the respondents of this study.

Subject of the Study

The subject of the study is often involves exploring various aspects like

personal interests, career aspirations, exposure to vocational subjects,

guidance from mentors, and the perceived opportunities for employment or

further education within that track.

Research Locale

The locale of the study was in the Grade 11 Senior High School

Technical Livelihood Vocational Track students of Senator Ninoy Aquino

National High School (SNANHS).

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Data Gathering Procedure

The first step before going to the testing proper is to make a request

letter. Then gathering the data was a questionnaire. The questionnaire was

prepared by the researchers. Quantitative research questionnaire was used to

gather the data and information about the level of interest of the Grade 12

Senior High School students who choose the Technical Vocational Livelihood

Track.

Statistical Tool

Different statistical tools were used to determine the level of interest of

the Grade 11 Senior High School Technical Vocational Livelihood Track

students. Their interest and passion, career goals, and advantages of TVL in

learning were determined using the (N=f/n) In interpreting the computed N=f/n

point obtained, the formula is as follows,

N = Constant

f = The number of answers to each item

n = Total Respondent Respondent Reply

100 = The bases and constant to obtain a percentage

Hypothesis

1. There is no significant relationship between their interest and passion,

career goals, and advantages of TVL

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 2. There are significant relationship between their interest and passion,

career goals, and advantages of TVL

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